AGENDA OF THIRTEENTH ACADEMIC COUNCIL MEETING

1

SCHOOL OF SOCIAL WORK ROSHNI NILAYA, MANGALURU – 575 002

Autonomous College under Mangalore University College with Potential for Excellence

Re-Accredited by NAAC with ‘A’ Grade (3rd Cycle) Ph: 0824 – 2435791 Fax: 0824 - 2436720

Website: www.sswroshni.in E-Mail: [email protected]

AGENDA

OF

THIRTEENTH ACADEMIC COUNCIL

MEETING

Date : Saturday 28 December 2019 Time : 3.00 p.m.

Venue : Board Room, Adelaide Library Block School of Social Work

Mangaluru – 575 002

http://www.sswroshni.in/

mailto:[email protected]

2

SCHOOL OF SOCIAL WORK

Roshni Nilaya, Mangaluru – 575 002 Autonomous College under Mangalore University

College with Potential for Excellence Re-Accredited by NAAC with ‘A’ Grade [3rd Cycle]

THIRTEENTH ACADEMIC COUNCIL MEETING

SATURDAY 28 DECEMBER 2019 AT 3.00 P.M. Venue: Board Room, Adelaide Library Block

AGENDA

Item No. Agenda Item Details Page Nos.

No.1/SSW/AC/13/19 Approval of Proceedings of the various Boards of Studies – UG / PG 1 (a) Proceedings of BOS – English, Course Outcome 04- 97 1 (b) Proceedings of BOS – Hindi, Course Outcome 98-114 1 (c) Proceedings of BOS - Kannada, Course Outcome 115-151 1 (d) Proceedings of BOS – French , Course Outcome 152-163

1 (e) Proceedings of BOS - Criminology, Course Outcome 164-203 1 (f) Proceedings of BOS - Economics, Course Outcome 204 – 238 1 (g) Proceedings of BOS - Psychology, Course Outcome 239-268 1 (h) Proceedings of BOS - Rural Development, Course Outcome 269-301 1 (i) Proceedings of BOS - Secretarial Practice, Course Outcome 302 - 335 1 (j) Proceedings of BOS - Sociology, Course Outcome 336-364 1 (k) Proceedings of BOS - Foundation Course, Course Outcome 365- 377 1 (l) Proceedings of BOS - BSW, Course Outcome 378- 501 1 (m) Proceedings of BOS - MSW, Course Outcome 502-597 1 (n) Proceedings of BOS - M.Sc. (Counselling), Course Outcome

598- 648

1 (o) Proceedings of BOS - M.Sc. (CFS), Course Outcome

649 – 713

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No.2/SSW/AC/13/19 a) List of eligible candidates recommended to the University for the award of Master of Social Work Degree – M.S.W. [2017 – 2019 Batch]

b) List of eligible candidates recommended to the University for the award of Master of Science in Counselling Degree – M.Sc. (Counselling) [2017 – 2019 Batch]

c) List of eligible candidates recommended to the University for the award of Master of Science in Criminology and Forensic Science Degree – M.Sc. (CFS) [2017 – 2019 Batch]

d) List of eligible candidates recommended to the University for the award of Bachelor of Arts Degree – B.A. [2016 – 2019 Batch] e) List of eligible candidates recommended to the University for the award of Bachelor of Social Work Degree – B.S.W. [2016 – 2019 Batch]

714-723

No.3/SSW/AC/13/19 Results of the Diploma Courses a) List of candidates awarded Post-Graduate Diploma in Human Resource Management – PGDHRM [2018 – 2019Batch]

b) List of candidates awarded Post-Graduate Diploma in Counselling – PGDC [2018 – 2019 Batch]

c) List of candidates awarded Post-Graduate Post Graduation Diploma In Corporate Social Responsibility (PGDCSR) [2018-19Batch] d) List of candidates awarded for Diploma in Human Resource Management. [DHRM] [2018– 2019 Batch] e) List of candidates awarded for Diploma In Counselling(DC) [2018-19 Batch]

724-730

No.4/SSW/AC/13/19

Approval of Academic Calendar for B.A. / B.S.W. / M.S.W. / M.Sc. in Counseling / M.Sc. (CFS) for the year 2019 – 20

731

No.5/SSW/AC/13/19 Any other matter with the permission of the Chair 732

4

SCHOOL OF SOCIAL WORK Roshni Nilaya, Mangaluru – 575 002


Re-Accredited by NAAC with ‘A’ Grade [3rd Cycle]

THIRTEENTH ACADEMIC COUNCIL MEETING SATURDAY, DECEMBER 28, 2019 AT 3.00 P.M.

Agenda No.1 (a) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in English for B.A. / B.S.W. Degree Programme.

The Proceedings of the BOS meeting held on Saturday, July 20, 2019 is placed before the Academic Council for its consideration and approval.

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PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN ENGLISH HELD ON SATURDAY, 20 JULY 2019 AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALORE

MEMBERS:

1. Shobhana N : in the Chair 2. Dr. Zubeida M : Member - (University Representative) 3. Prof. Niveditha Lobo : Meritorious Alumna 4. Asst. Prof. Asha Albuquerqe : Member (subject Expert) 5. Dr. Malini Hebbar : Member (subject Expert) 6. Dr. Shankara Narayana : Member - (Subject Expert) 7. Ms. Rachitha Cabral : Member – (Subject Expert)

AGENDA

i.Tabling of the revised Syllabus for Electives for the academic years 2019 - 2022 to the board,

revision of the same and approval of the revised syllabus.

Semester I – Electives – B.A. course

a. I sem – English for Specific Purposes b. Semester II – Translation Studies and Creative Writing

c. Modules for 20 Hours – Question Paper pattern for Semester I and Semester II

ii.Preparation of Panel of Examiners pertaining to 2018 – 2019 Oct/Nov examinations.

iii.Any other matter.

Welcome by the Chairperson. The Agenda tabled for the consideration of the Board.

PART – II

The Panel of Examiners placed before the Board which the Board hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format.

PART - III --

PART – IV: Any specific issue permitted by the Principal - Not Applicable

The Meeting concluded with the Chairperson proposing Vote of thanks.

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NAME: SIGNATURE:

1. Ms Shobhana N …………Sd/-……………… 2. Dr. Zubeida M …………Sd/-……………… 3. Prof. Niveditha Lobo …………Sd/-……………… 4. Dr. Malini Hebbar ………………………… 5. Dr. Shankara Narayana ……… . .Sd/-………………. 6. Asst. Prof. Asha Albuquerqe …………Sd/-…………… 7. Prof. Rachitha P Cabral …………Sd/-………………

Sd/- Shobhana N

CHAIRPERSON Board of Studies in English

7



Re-Accredited by NAAC with ‘A’ Grade

CHOICE BASED CREDIT SYSTEM

Course Title: English Literature

(For B.A. Degree Programme w.e.f. 2019-20)

PREAMBLE:

The Syllabus of ENGLISH LITERATURE in the B.A. Degree Programme (Choice Based Semester Scheme) at the undergraduate level under Autonomy will include a study of English Literature from the Medieval Age to the Modern Age, Indian Writings in English, American Literature, Commonwealth Literature, Feminist, LGBTQ and Dalit Writings to provide exposure to world literatures. The students will also study English Grammar, Linguistics, Phonetics, and English Language Teaching.

OBJECTIVES

• To make learning more experiential and student centric. • To expose students to the different Ages in which Literatures in English fall, Critical Theory,

history and representative genre therein to build an understanding of what is Literature and its relevance in Life.

• To expose them to World Literatures. • To enable students to read, interpret and evaluate texts through the study of literature in English. • To develop an understanding of literary meanings and understand the same in context. • To be able to relate to deeper themes and aspects of literature and relate to it as Art. • To enable students to recognise and appreciate the ways in which writers use the language to

achieve a range of effects. • To be able to present an informative and personal response to the matter under study. • To enhance students’ English language skills • To improve students’ LSRW skills. • To introduce diverse fields related to the areas under study. • To encourage the exploration of wider and universal issues • To promote better understanding of themselves and of the world around. • To develop students’ capacity to improve their critical and creative capabilities/faculties. • To sensitise the student community. • To enable progression and structure the programme to be relevant to time and the need of the

society and environment. • To provide Skill sets and knowledge in the areas of English Language and literature to facilitate

progression into careers and professional courses that call for knowledge in these areas.

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• To promote experiential learning through extension activities, awareness programmes and exposure activities.

• To promote critical and creative thinking through programmes, projects and activities.

KEY-AREAS OF INSTRUCTION:

• Social History of the ages, genres, and literatures • Critical theories and concepts relevant to the genre of study in a given semester • The different genre of each age, the prominent texts. • The different areas of study needed for future prospects

(Literature, Language, Linguistics, Phonetics, ELT)

CAREER OPTIONS INCLUDE:

Teaching, Journalism, Administrative Services, Law, Editing, Translation, Creative Writing,

Content Management

Vision of the Department of English: Excel We Will

Mission of the Department of English: Towards a More Humane and Aware Self

Faculty Objective: To respond to the needs of the society in building a competent and sensitive youth force.

Learner Objective: To work towards betterment of self and peers so as to make progress purposeful and goal- oriented.

B.A PROGRAMME OUTCOMES:

• Possess adequate knowledge base of the specific programme under study towards personal progression

• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive, and sensitive attitude towards self and society

B.A (OPTIONAL ENGLISH) PROGRAMME SPECIFIC OUTCOMES:

• A competent and evolved student community willing to take initiatives for the betterment of self and society

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• Equipped with fair knowledge of Literature in English and Literary Theory • Equipped with fair knowledge of Linguistics, Phonetics and ELT • Enhanced reading, writing and listening skills • Ability to critically analyse and appreciate literary works • Possess the necessary knowledge base and skills for higher education and career options • Motivated to think and work independently • Capacity to conduct minor research and surveys • Sensitive and humane in thought and approach towards life and people • Possess critical and creative thinking and expression

Academic Programme and Scheme of Examination are given in detail in the following pages along with Summary Charts showing the semester-wise distribution of Academic content, and Teaching work-load.

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SCHOOL OF SOCIAL WORK Roshni Nilaya, Mangalore – 575 002


Re-Accredited by NAAC with ‘A’ Grade CHOICE BASED CREDIT SYSTEM Programme Title: English Literature

[For B.A. Degree Programme w.e.f 2019-20]

Class &

Semester

Course No. Code Title of the

Course

Hours of Instr uction

per week

Hours of

Exam

Marks For

Exam

Internal Assess ment

Total Marks Credits

I B.A.- I

Semester

I

ENO

191

Anglo Saxons To Elizabethan Age

06

03

120

30

150

3

I B.A-

II Semester

II

ENO

192

Puritan to Victorian Age

06

03

120

30

150

3

II B.A

III Semester

III

ENO

193

Modern Age-European and American literature

06

03

120

30

150

3

II B.A

IV Semester

IV

ENO

194

Feminist and LGBTQ writings

06

03

120

30

150

3

III B.A

V Semester

V

ENO

195.1

Marxist and Post Colonial Writings

05

03

120

30

150

3

III B.A.

V VI

Modern Grammar and

11

Semester ENO

195.2

Phonetics 05 03 120 30 150 3

III B.A.

VI Semester

VII

ENO

196.1

Children’s,Eco and Dalith writings

05

03

120

30

150

3

III B.A.

VI Semester

VIII ENO

196.2

Linguistics/English Language Teaching

05 03 120 30 150 3

TOTAL 08 44 24

Note:

a) Minimum for a Pass: }52.5/150

b) Classification of successful Candidates: }As per the Regulations

c) Rejection of results: }

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DEPARTMENT OF ENGLISH English Literature

SUMMARY CHART – ACADEMIC INPUTS: 2019-20

English Literature B.A. Degree Course 2019-20

I Semester- Paper I Anglo-Saxon to Elizabethan- ENO 191


II Semester- Paper II Puritan to Victorian- ENO 192

Theory (120Marks) Theory (120 Marks)

Unit 1- Introduction to Literary and Cultural Theory (Self Study)

1. “What is Literature” (Terry Eagleton) 2. “The Rise of English” (Terry Eagleton) 3. Theory Before Theory- Liberal

Humanism.(Peter Barry)

Unit 1- Introduction to Literary and Cultural Theory (Self Study)

1. Structuralism 2. Post- structuralism 3. Deconstruction (Peter Barry)

Unit 2- Canterbury Tales

1. Wife of Bath’s Tale 2. Knight’s Tale 3. Pardoner’s Tale

Unit 2—Essays

Jonathan Swift: A Modest Proposal (Satire)

Addison- Spectator 419 [The Fairy Way of Writing.]

Samuel Johnson: The Decay of Friendship

Unit 3-Poetry

1. Old Ballads: Sir Patrick Spens 2. Anglo Saxon poetry: Battle of Malden 3. Surrey : A Satire Against the Citizens of

London 4. Sir Philip Sidney - Astrophel and Stella- Having

this day My Horse/ Loving in Truth and fain. Sonnets from Shakespeare:

5. 18-Shall I Compare Thee to a Summer's Day? 6. 133 - Beshrew that heart that makes my heart to

groan 7. 154-the Little love- god lying once asleep

Unit3-Poetry

Milton: On his Blindness

Donne: The Canonization,

Herrick: “To The Virgin, to Make Much of Time”

Herbert: The Collar

Andrew Marvell: To His Coy Mistress

Pope: Rape of the Lock (1 -3 Cantos)

William Blake: Tyger and The Lamb

William Wordsworth: Tintern Abbey

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Samuel Taylor Coleridge: Kubla Khan

John Keats: Ode on a Grecian Urn

Unit 4-Drama

1. Merchant of Venice- William Shakespeare

Unit 4- Novel

Pride and Prejudice: Jane Austen

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III Semester- Paper III: ENO 193 Modern Age- European and American literature


IV Semester- Paper IV: ENO 194 Feminist and LGBTQ Writings

Theory (120Marks) Theory (120Marks)

Unit 1- Introduction to Literary and Cultural Theory: (Self Study)

1. Post Modernism 2. Psychoanalytic Criticism (Peter Barry)

Unit 1- Introduction to Literary and Cultural Theory : (Self Study)

1. Feminist Criticism 2. Lesbian/ Gay Criticism (Peter Barry)

Unit 2- Tennessee Williams: The Glass Menagerie.

Unit 2- Feminist Writings 1. “A Serious Proposal to the Ladies, for the Advancement of Their True and Greatest Interest”-Mary Astell (1694) 2. “The Adventure of the Black Lady”- Aphra Behn (1697) 3. “A Vindicaion of the Rights of Woman”- Mary Wollstonecraft (1791 4. "The Position of Women in the Socialist Movement", Dora Montefiore (1909 5. "The Feminisation of Society"- Yoko Ono (1972) 6. “In All Ways a Woman”- Maya Angelou-

Unit 3-Poetry

1. Robert Frost- A Brook in the City/ Stopping by the woods

2. Yeats- Second Coming 3. Auden- Musee des Beaux arts 4. Eliot- Love Song of Prufrock 5. Ted Hughes- Hawk Roosting 6. Edgar Allan Poe- A Dream Within a Dream 7. Pablo Neruda- Tonight I Can Write the Saddest

Lines 8. Rupert Brooks: The Soldier/ The Dead 9. Flora Hendricks: Death that Need not Have

Been

Unit 3-Poetry

1. Meena Kandasamy - Ms Militancy / A Cunning Stunt 2. Aditi Rao : Notes to Self/ Letter to a Kashmiri Friend 3. Kamala Das- Introduction/ The Old Playhouse 4. Warsan Shire- The Ugly Daughter/ What We Have 5. Elizabeth Alexander- Crash/ Blues 6. Maya Angelou- Caged Bird/ A Brave and Startling Truth 7. Gwendolyn Brooks- Mother/ Kitchenette Building

Unit 4- Novel

Autobiography-Anne Frank’s Diary And

Unit 4 Novel- Alice Walker- The Color Purple

https://en.wikipedia.org/wiki/Mary_Astell

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V Semester- Paper V: ENO 195.1- Marxist, Post Colonial and Dalit Writings


V Semester- Paper VI- ENO 195.2 Modern Grammar and Phonetics



1. Marxist Criticism 2. New Historicism and Cultural Materialism 3. Post Colonial Criticism (Peter Barry)

Unit 1- Phonetics

Classification of Vowels

Classification of Consonants

International Phonetic Association (IPA)

Phonemic Transcription(List of 200 words given)

Unit 2 – Mahesh Dattani- Dance Like a Man Unit 2- Morphology: The study of the structure of words and Tree Diagrams

(Affixes) Unit 3-Poetry

Savithri Bhai Phule- Go, Get Education/ Rise to Learn and Act

Kaifi Azmi- House/ Daayra (Circle)

Faiz Ahmad Faiz- A Few Days More

Langston Hughes- Dream Deferred/ The Negro Speaks of Rivers

Bijay Kant Dubey- The Dark Daughter

Jayantha Mahapatra- Hunger/ rain of Rites/ Grey haze Over the Ricefields

Unit 3- Syntax- Theory

Practice: Identification of elements and Classification Noun phrase, verb phrase, adverbial phrase

Unit 4-Novel

Chinua Achebe: Things Fall apart

Unit 4 - Usage Issues in Modern English Grammar (punctuation, usage problems, subject verb agreement, auxiliaries, adjective and adverbs confusion, spelling)

Transformation of sentences

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VI Semester- Paper VII : 196.1 Eco Criticism and Children’s Writing


VI Semester Linguistics and English Language Teaching

Theory (120 Marks) Theory (120 Marks)


1. Ecocriticism 2. Theory After Theory

(Peter Barry)

Unit I-Basics of English Language Teaching

Brief History of English Language Teaching

Innovations in 19th century,

The Changing World of English, English as a Global Language , English as a Second Language (Indian context)

Unit 2- Tales From Bygone Times

1. Biblical Stories: David and Goliath/ Tower of Babel

2. Hitopadesha Tales: Elephant and Jackal/ Old Tiger and The Greedy Traveller

3. Panchatantra Tales: The Turtle That Fell Off The Stick

4. Chinese Tales: Tale of Hua Mulan/ The Emperor’s New Clothe/ The Empty Pot

5. Russian Tales: The Story of King Frost/ the story of King Kajota

Unit 2- Introduction to Language

What is Linguistics?

Aspects, Levels & Branches of Linguistics

Animal Communication and Human Language

Varieties of Language

Language in Contact and Language Change

Unit 3-Poetry

Robert Bly- The Great Society/ A month of Happiness

Galway Kinnell- Blackberry Eating/ Day Break

Alicia Ostriker- Thirsting/

Ishmael Reed- Dialogue Outside the Lakeside Grocery / Chattanooga

D Nurkse- A Night in Brooklyn/

Marilyn Nelson- Ostrich and Lark/ Green-thumb Boy

Nina Tassi- Antarctic Visions

Unit 3-

-Teachers and Learners

-Role of a Teacher

-Classroom Management

-Managing Learners

-Learner Autonomy

-Role of a Learner

-Methods of Teaching;

-how to begin, mediate, end, test, evaluate,

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creativity, innovation

(Lesson Plan)

Unit 4-Novel

1. The Vampire Boy by Sharanya Deepak 2. Strange As This Weather Has Been by Ann

Pancake

Unit 4-Practice Teaching

A poem and prose for Teaching

Lesson Plan and its place in teaching

Components of a lesson plan

A Prototype of lesson plan (practice- student individual lesson plan)

Practice Teaching (Teachers Diary)

Self Evaluation Report and peer evaluation Report

Note: The study of literary texts and evaluation will take the social background of the text into

Consideration.

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Revised Syllabus- 2019-20 English Literature

SCHEME OF EXAMINATION (Common for Semesters I, II, III & IV)

Total Marks 120 Duration of Examination: 3 Hours

I Semester to IV Semester - Paper I to Paper IV

Section A

I. Answer TEN questions in not more than three sentences each 10 x 2 = 20

(The students are required to answer all the questions, no choice).

FOUR questions from Unit 1, TWO questions each from Unit 2, 3, and 4.

Section B

II. Answer any FOUR questions in a paragraph of about 150 words each 4 x 5 = 20

ONE question from each unit and ONE extra from Unit 1.

Section C- (with or without Sub-divisions)

III. Answer any Three in about 200 words each: 3 x 10 = 30

FOUR questions, one from Unit 1, TWO from Unit 2 and one from Unit 4

(Unit 4-short note, character sketch, textual questions)

IV. Answer the following in about 200 words: 1 x 10 = 10

Read the following text and write a critical analysis of the same in about 200

words.

(Representative excerpt from a prescribed poem to be given without any choice)

V. Answer any Two in about 400 words each: 2 x 20 =40

(The students are required to answer Two questions out of Three;

One question from either Unit 1 or 2 and ONE question each from

Unit 3 and Unit 4).

19

Note: The study of literary texts and evaluation (question bank) will take the social background of the text into Consideration.


SCHEME OF EXAMINATION


Semester V – Paper V and Semester VI – Paper VII

Section A

I. Answer TEN questions in not more than three sentences each 10x2=20


Three questions each from Unit 1 and Unit 2, TWO questions each from Unit 3

And Unit 4.

Section B

II. Answer any FOUR questions in a paragraph of about 150 words each 4x5=20

ONE question from each unit and one extra from Unit 2.


III. Answer any Three in about 200 words each: 3x10=30

(FOUR questions, one from Unit 1, TWO from Unit 2 and ONE from Unit 4)

(Unit 4-short note, character sketch, textual questions)

IV. Answer the following in about 200 words each: 1x10=10

1. Read the following text and write a critical analysis of the same in about 200

words.

20

(Representative excerpt from a prescribed poem to be given without any choice)

V. Answer any Two in about 400 words each: 2x 20 =40

(The students are required to answer 2 questions out of three,

ONE question from either Unit 1 or 2 and ONE question each from Unit 3 and Unit 4).


SCHEME OF EXAMINATION V Semester – Paper VI

Modern Grammar and Phonetics


Section A



Three questions each from Unit 1 and Unit 2 / Two questions each from Unit 3

And Unit 4.

Section B


One question from each unit and one extra from Unit 1.


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III. Answer any Four in about 200 words each: 4x10=40

(Five questions, one from each unit will be asked and one extra question from

Unit I)

IV. Draw Tree Diagrams (any TWO) 02x10=20

V. Rewrite the following words into orthography : 20x1/2=10

VI. Transcribe the following words using phonemic transcription 10x1=10



Total Marks 120 Duration of Examination: 3 Hours Semester VI – Paper VIII

Linguistics and English Language Teaching

Section A



THREE questions each from Unit 1 and Unit 2 / TWO questions each from Unit 3

And Unit 4.

Section B


ONE question from each unit and one extra from Unit 2.


III. Answer any Four in about 200 words each: 3x10=30

(Four questions, one from each unit) Change marks

22

IV. Read the given passage and design tasks on the passage for Pre-University

students according to the instructions given below: Divide marks for each task:

10 marks

Reading/ writing/ speaking/ comprehension questions etc.

V. Write a lesson plan for the following: 2x 20 =40

TWO theory questions out of three 2x10=20

ONE lesson plan prose or poem choice 1x20=20

(The students are required to respond to a poem and a prose passage)

A list of poems and prose passages will be supplied in the question bank for class work. In the question paper a short poem and a passage will be given.

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Course Title: English Literature [For B.A. Degree Programme w.e.f 2019-20]

ENO 191 I Semester - Course I Anglo-Saxon to Elizabethan Age

Theory Marks: 120 Internal Assessment: 30

Total Marks: 150 Total No. of teaching hours: 70

Credits: 03 COURSE OBJECTIVES:

• To familiarise students to the Literature and Language of the past • Introduction to basics of theory from the past • To encourage reading of literary excerpts to improve pronunciation and enhance reading skills • To introduce individual presentation in the area of literature • To promote creative and critical thinking at the basic level through the study of Literature

COURSE OUTCOMES:

• To become familiar with old English Language, Literatures and Archaic words • To possess basic capacity for critical and creative thinking • To possess adequate skill in reading and class presentation • Enhancement in language and presentation skills

UNIT-I (20 hours)

Introduction to Literary and Cultural Theory (Self Study)

1. “What is Literature” (Terry Eagleton) 2. “The Rise of English” (Terry Eagleton) 3. Theory Before Theory- Liberal Humanism.(Peter Barry)

UNIT-II (15 hours)

Canterbury Tales

1. Wife of Bath’s Tale 2. Knight’s Tale 3. Pardoner’s Tale

24

UNIT-III (20 hours)

Poetry

1. Old Ballads: Sir Patrick Spens 2. Anglo Saxon poetry: Battle of Malden 3. Surrey : A Satire Against the Citizens of London 4. Sir Philip Sidney - Astrophel and Stella- Having this day My Horse/ Loving in Truth and fain.

Sonnets from Shakespeare:

5. 18-Shall I Compare Thee to a Summer's Day? 6. 133 - Beshrew that heart that makes my heart to groan 7. 154-the Little love- god lying once asleep

UNIT-IV (15 hours)

Drama

Merchant of Venice- William Shakespeare

References:

• Barry, Peter: THEORY- An Introduction to Literary and Cultural Theory, 3rd Edition: New Delhi, Viva Books Pvt. Ltd.

• Eagleton, Terry: LITERARY THEORY- An Introduction, 2nd Edition: New Delhi, Maya Blackwell Doaba Publications

• Albert, Edward: History of English Literature, Revised by J. A. Stone, 5th Edition: New Delhi, Oxford Press, 1979.

• A E Byson., Gen.Edt. Case Book Series., Macmillan., London., 1972. • Bate John and Jackson Walter (editor), Collection of Critical Essays (Twentieth Century Views

Series), Publisher: Prentice Hall; 4th Printing edition (1964) • Das, Vijay Kumar., Twentieth Century Literary Criticism., Atlantic., New York., 1966. • Evans, Ifor: A Short History of English Literature, England, Penguin Books, • 1976. • Hudson, William H.: An Introduction to the Study of Literature. Kalyani Publishers, New

Delhi, 1989. (Text) • Legouis, Emile: A Short History of English Literature, Oxford, Clarendon Press, • 1976. • Rees, R. J.: An Introduction for Foreign Readers, Macmillan, 1979. • Trivedi R. D: A Compendious History of English Literature, New Delhi, Sanjay Printers, 1976.

(Text) • William K. Wimsatt, Jr. and Cleanth Brooks. New York: A. A. Knopf,. 1957. • http://users.compaqnet.be/cn127848/obev/obev093.html • http://www.canteburytales.org

25

• www.poemhunter.com/poem/ • www.weblens.org/scholar.html

Course Title: English Literature

[For B.A. Degree Programme w.e.f 2019-20] ENO 192 Puritan to Victorian Literature Age

II Semester- Course II




• Introduction to Literary and Cultural theory • To appreciate and analyse Essays and Poetry of Puritan and Victorian Age • To understand and appreciate Novel as a form • To improve the writing skills through writing essays and poetry independently.

COURSE OUTCOMES:

• Basic ability to present critical concepts • Enhanced understanding and appreciation of Literature • Ability to creative and critical use of the text under study • Ability to use the language and write on their own- essay and poetry writing.

UNIT-1 (20 hours)

Introduction to Literary and Cultural Theory (Self Study)

1. Structuralism 2. Post- structuralism 3. Deconstruction Peter Barry

26

UNIT-II (15 hours)

Essays

Jonathan Swift: A Modest Proposal (Satire)

Addison- Spectator 419 [The Fairy Way of Writing.]

Samuel Johnson: The Decay of Friendship

UNIT-III (20 hours)

UNIT-IV (15 hours)

Novel

Pride and Prejudice: Jane Austen

Note: The works of the authors other than the prescribed selections shall be

provided for study under project work and presentations

Poetry

Milton: On his Blindness

Donne: The Canonization,

Herrick: “To The Virgin, to Make Much of Time”

Herbert: The Collar

Andrew Marvell: To His Coy Mistress

Pope: Rape of the Lock (1 -3 Cantos)

William Blake: Tyger and The Lamb

William Wordsworth: Tintern Abbey

Samuel Taylor Coleridge: Kubl Khan

John Keats: Ode on a Grecian Urn

27

References:




• A E Byson., Gen.Edt. Case Book Series., Macmillan., London., 1972. • Basappa G., Literary Criticism., Vijaya Book Depot., Gadag., 1971.. • Bate John and Jackson Walter (editor), Collection of Critical Essays (Twentieth Century Views

Series), Publisher: Prentice Hall; 4th Printing edition (1964) • BOWRA. C. M: Romantic Imagination, London: Geoffrey Cumberlege,. Oxford University

Press. 1950. • Daiches, David: A Critical History of English Literature, Vol. I: New Delhi, Allied

Publishers, 1969. • Das, Vijay Kumar., Twentieth Century Literary Criticism., Atlantic., New York., 1966. • Evans, Ifor: A Short History of English Literature, England, Penguin Books, • 1976. • Hudson, William H.: An Introduction to the Study of Literature. Kalyani Publishers, New


(Text) • William K. Wimsatt, Jr. and Cleanth Brooks. New York: A. A. Knopf,. 1957. • http://users.compaqnet.be/cn127848/obev/obev093.html • http://www.canteburytales.org • www.poemhunter.com/poem/ • www.weblens.org/scholar.html

28


ENO 193 III Semester- Course III Modern Age- European and American literature

Theory Marks: 120

Internal Assessment: 30 Total Marks: 150

Total No. of teaching hours: 70 Credits: 03

COURSE OBJECTIVES:

• To Understand Post Modern Theory • To appreciate literatures of the world (English and American) • To understand Autobiographical writings • Facilitate universal perspective through the study of literature.

COURSE OUTCOMES:

• To Understand theories critically • Ability to apply theories to the literary form under study • Possess relative universal perspective to people and cultures • Possess humane values and perspectives • Ability to write short pieces of writing independently- essays and poetry

UNIT-1 (20 hours)

Introduction to Literary and Cultural Theory

1. Post Modernism 2. Psychoanalytic Criticism

Peter Barry

UNIT-2 (15 hours)

Drama

Tennessee Williams: The Glass Menagerie

UNIT-3 (20 hours)

Poetry

1. Robert Frost- A Brook in the City/ Stopping by the woods 2. Yeats- Second Coming

29

3. Auden- Musee des Beaux arts 4. Eliot- Love Song of Prufrock 5. Ted Hughes- Hawk Roosting 6. Edgar Allan Poe- A Dream Within a Dream 7. Pablo Neruda- Tonight I Can Write the Saddest Lines 8. Rupert Brooks: The Soldier/ The Dead 9. Flora Hendricks: Death That Need Not Have Been

UNIT-4 (15 hours)

Novel

Autobiography-Anne Frank’s Diary



References:




• A E Byson., Gen.Edt. Case Book Series., Macmillan., London., 1972. • Basappa G., Literary Criticism., Vijaya Book Depot., Gadag., 1971.. • Bate John and Jackson Walter (editor), Collection of Critical Essays (Twentieth Century Views



Publishers, 1969. • Das, Vijay Kumar., Twentieth Century Literary Criticism., Atlantic., New York., 1966. • Evans, Ifor: A Short History of English Literature, England, Penguin Books, 1976. • Hudson, William H.: An Introduction to the Study of Literature. Kalyani Publishers, New

Delhi, 1989. (Text) • Legouis, Emile: A Short History of English Literature, Oxford, Clarendon Press, • 1976. • Rees, R. J.: An Introduction for Foreign Readers, Macmillan, 1979.

30

• Trivedi R. D: A Compendious History of English Literature, New Delhi, Sanjay Printers, 1976. (Text)

• William K. Wimsatt, Jr. and Cleanth Brooks. New York: A. A. Knopf,. 1957. • http://users.compaqnet.be/cn127848/obev/obev093.html • www.poemhunter.com/poem/ • www.weblens.org/scholar.html


ENO 194 IV Semester- Course IV Feminist and LGBTQ Writings

Theory Marks: 120



COURSE OBJECTIVES:

• To understand the place and relevance of Gender studies • Exposure to Feminist and LGBTQ writings • To sensitise through literature the aspects of sex and gender • Facilitate humane perspectives through engagement with literature.

COURSE OUTCOMES:

• Appreciate and understand the place and relevance of Gender studies in present times • Possess knowledge of feminist movements and LGBTQ movement • Sensitive to the aspects of sex and gender • Possess humane perspectives on sensitive social and psychological issues with regard to sex and

gender

UNIT-1 (20 hours)


1. Feminist Criticism 2. Lesbian/ Gay Criticism Peter Barry

http://www.weblens.org/scholar.html

31

UNIT-2 (15 hours)

Feminist Writings

1. “A Serious Proposal to the Ladies, for the Advancement of Their True and Greatest Interest”- Mary Astell (1694)

2. “The Adventure of the Black Lady”- Aphra Behn (1697) 3. “A Vindication of the Rights of Woman”- Mary Wollstonecraft (1791 4. "The Position of Women in the Socialist Movement"- Dora Montefiore (1909 5. "The Feminization of Society"- Yoko Ono (1972) 6. “In All Ways a Woman”- Maya Angelou

UNIT-3 (20 hours)

Poetry

1. Meena Kandasamy - Ms Militancy / A Cunning Stunt 2. Aditi Rao : Notes to Self/ Letter to a Kashmiri Friend 3. Kamala Das- Introduction/ The Old Playhouse 4. Warsan Shire- The Ugly Daughter/ What We Have 5. Elizabeth Alexander- Crash/ Blues 6. Maya Angelou- Caged Bird/ A Brave and Startling Truth 7. Gwendolyn Brooks- Mother/ Kitchenette Building

UNIT-4 (15 hours)

Novel- Alice Walker- The Color Purple.



References




• A E Byson., Gen.Edt. Case Book Series., Macmillan., London., 1972. • Basappa G., Literary Criticism., Vijaya Book Depot., Gadag., 1971..

https://en.wikipedia.org/wiki/Mary_Astell

32

• Bate John and Jackson Walter (editor), Collection of Critical Essays (Twentieth Century Views Series), Publisher: Prentice Hall; 4th Printing edition (1964)

• Bowra. C. M: Romantic Imagination, London: Geoffrey Cumberlege,. Oxford University Press. 1950.

• Daiches, David: A Critical History of English Literature, Vol. I: New Delhi, Allied Publishers, 1969.

• Das, Vijay Kumar., Twentieth Century Literary Criticism., Atlantic., New York., 1966. • Evans, Ifor: A Short History of English Literature, England, Penguin Books, 1976. • Hudson, William H.: An Introduction to the Study of Literature. Kalyani Publishers, New


(Text) • William K. Wimsatt, Jr. and Cleanth Brooks. New York: A. A. Knopf,. 1957. • http://users.compaqnet.be/cn127848/obev/obev093.html • www.poemhunter.com/poem/ • www.weblens.org/scholar.html


ENO 195.1 V Semester- Course V Marxist and Post Colonial Writings

Theory Marks: 120



COURSE OBJECTIVES:

• To understand Marxist and Colonial theories • To appreciate Marxist and Colonial Literatures • Exposure to Marxist ideology • Understanding the cultural, social and political perspectives through literature

COURSE OUTCOMES:

• Understanding of Marxist and Colonial theories • Appreciation of Marxist and Colonial Literatures • Creative sensibility to express themselves through projects and presentations • Critical understanding of the cultural, social and political perspectives

http://www.weblens.org/scholar.html

33

through literature

UNIT-1 (15 hours)


1. Marxist Criticism 2. New Historicism and Cultural Materialism 3. Post Colonial Criticism Peter Barry

UNIT-2 (15 hours)

Mahesh Dattani- Dance Like a Man

UNIT- 3 (20 hours)

Poetry

Savithri Bhai Phule- Go, Get Education/ Rise to Learn and Act

Kaifi Azmi- House/ Daayra (Circle)

Faiz Ahmad Faiz- A Few Days More

Langston Hughes- Dream Deferred/ The Negro Speaks of Rivers

Bijay Kant Dubey- The Dark Daughter

Jayantha Mahapatra- Hunger/ rain of Rites/ Grey haze Over the Ricefields

UNIT- 4 (10 hours)

Novel

Chinua Achebe: Things Fall apart

Note: The works of the authors other than the prescribed selections shall be provided for study

under project work and presentations

34

References:


• A E Byson., Gen.Edt. Case Book Series., Macmillan., London., 1972. • Basappa G., Literary Criticism., Vijaya Book Depot., Gadag., 1971. • Bate John and Jackson Walter (editor), Collection of Critical Essays (Twentieth Century Views



Publishers, 1969. • Das, Vijay Kumar., Twentieth Century Literary Criticism., Atlantic., New York., 1966. • Evans, Ifor: A Short History of English Literature, England, Penguin Books, • 1976. • Hudson, William H.: An Introduction to the Study of Literature. Kalyani Publishers, New

Delhi, 1989. (Text) • Legouis, Emile: A Short History of English Literature, Oxford, Clarendon Press, 1976. • Rees, R. J.: An Introduction for Foreign Readers, Macmillan, 1979. • Trivedi R. D: A Compendious History of English Literature, New Delhi, Sanjay Printers, 1976.

(Text) • William K. Wimsatt, Jr. and Cleanth Brooks. New York: A. A. Knopf,. 1957. • http://users.compaqnet.be/cn127848/obev/obev093.html • www.poemhunter.com/poem/ • www.weblens.org/scholar.html

35


ENO 195.2 V Semester- Course VI Modern Grammar and Phonetics

Theory Marks: 120



COURSE OBJECTIVES:

• To teach the dynamics of English language through grammar • To expose students to the study of modern grammar • To expose students to the workings of the Language through the study of Phonetics • To facilitate practical engagement with Grammar through Tree Diagram.

COURSE OUTCOMES:

• Greater understanding of the English Language • Proficient in English Grammar • Competency in phonetic transcription • Proficiency in grammar and phonetics to aid better career or education prospects

UNIT- 1 15 hours

Phonetics

Classification of Vowels

Classification of Consonants

International Phonetic Association (IPA)

Phonemic Transcription (List of 200 words given)

UNIT- 2 15 hours

Morphology: The study of the structure of words and Tree Diagrams Affixes.

36

UNIT-3 20 hours

Syntax- Theory

Practice: Identification of elements and Classification of Noun phrase, Verb

phrase, adverbial phrase

UNIT-4 10 hours

Usage Issues in Modern English Grammar (punctuation, usage problems,

subject verb agreement, auxiliaries, adjective and adverbs confusion, spelling)

Transformation of sentences

Reference:

• Abercrombie, D., Elements of General Phonetics, Edinburgh University Press, Edinburgh, 1967. • Bloch. B & Trager. G.L., Outline of Linguistic Analysis, Baltimore, USA 1972. • Chomsky, Noam., Reflections on Language- Panthean Books, 1975. • Collins, Harper., Co-build Grammar- UK, 2011. • Crystal, David. Linguistics, Pelican, 1971. • Eastwood, John., Oxford Guide to English Grammar .,Oxford University Press., New York 1994.

• Gleason, H.A., An Introduction to Descriptive Linguistics, • Holt, Tinehart and Winston,Hocket, Charles F.A, A course in Modern Linguistics, Macmillan

1963. • Jones, D., An Outline of English Phonetics , Heffnor & Sons Limited, Cambridge. • Malmberg, B., Phonetics, Dove Publicatuions, 1963. • Jones, Daniel, English Pronouncing Dictionary. • Lyons, John., Introduction to Language and linguistics., Published by Cambridge University Press., 1981.

• Lyons, John., Language and Linguistics, Cambridge University Press., 1981. • Robins, R.H., General Linguistics: An Introductory survey, Longman, 1964. • Ronald W. Langacker., Language and Its structure: Some Fundamental Linguistic • Concepts., Pub.. Harcourt Brace Jovanovich. 1973. • Ronald and Langacker,. Language and its structure. Published by Harcourt Brace Jovanovich., 1973.

• Verma S.K., et al., Modern Linguistics- An Introduction, OUP, 2000.

37

ENO 196.1 Course Title: English Literature [For B.A. Degree Programme w.e.f 2019-20]

VI Semester- Course VII Children’s, Eco and Dalit Writings



Credits: 03

COURSE OBJECTIVES:

• Exposure to literatures in various ancient texts • Exposure to literature and environment through the study of ecocriticism • Exposure to Theory after Theory • To acquaint students with Children’s Literature of past and present

COURSE OUTCOMES:

• Awareness of the place of theories in literature • Appreciation and creative representation of children’s literature • Ability to respond to environmental issues and address them through activities • Ability to attempt at creative writing

UNIT-1 (15 hours)


1. Ecocriticism 2. Theory After Theory Peter Barry

UNIT-2 (15 hours)

Tales From Bygone Times

1. Biblical Stories: David and Goliath/ Tower of Babel 2. Hitopadesha Tales: Elephant and Jackal/ Old Tiger and The Greedy Traveller 3. Panchatantra Tales: The Turtle That Fell Off The Stick 4. Chinese Tales: Tale of Hua Mulan/ The Emperor’s New Clothe/ The Empty Pot 5. Russian Tales: The Story of King Frost/ the story of King Kajota

38

UNIT- 3 (20 hours)

Poetry

1. Robert Bly- The Great Society/ A month of Happiness 2. Galway Kinnell- Blackberry Eating/ Day Break 3. Alicia Ostriker- Thirsting/ 4. Ishmael Reed- Dialogue Outside the Lakeside Grocery / Chattanooga 5. D Nurkse- A Night in Brooklyn/ 6. Marilyn Nelson- Ostrich and Lark/ Green-thumb Boy 7. Nina Tassi- Antarctic Visions

UNIT-4 (10 hours)

Novel

1. The Vampire Boy by Sharanya Deepak 2. Strange As This Weather Has Been by Ann Pancake

Note: The works of the authors other than the prescribed selections shall be provided for study under project work and presentations

Reference:

• Agarwal,K.A. Indian English Fiction, Book Enclave,2008,Jaipur • Aikant,Satish C, Critical Spectrum : Essays in Literary Culture,Pencraft International,2004,

New Delhi • Badal,R.K. Indo-Anglian Literature, Prakash Book,1975,Bareilly • Budholia,O.P. Critical Essays on Indian English Literature,Book Enclave, 2003, Jaipur. • C.D. Narasimhaiah, Makers of Indian English Literature;2003, Pencraft International, New

Delhi • C.D. Narasimhaiah, English Studies in India : Widening Horizons;2002,Pencraft

International,New Delhi. • Das, Vijay Kumar., Twentieth Century Literary Criticism., Atlantic., New York., 1966. • Deshpande,G. An Anthology of Indo-English Poetry,Hindi Pocket Books,New Delhi • Dwivedi, A.N. Papers on Indian Writing in English Vol I, Atlantic,2001,New Delhi • Dwivedi, A.N. Papers on Indian Writing in English Vol II, Atlantic,2002,New Delhi • Edwards. D. Justin., Postcolonial Literature- A readers guide to essential criticism., Chins.,

Palgrave Macmillan, 2008. • Huxley,A. Indian Writing in English, Writer’s Workshop,1973, New Delhi • Iyengar,Srinivasa,K.R., Indian Writing in English, Sterling; 1985,New Delhi • Iyengar,Srinivasa,K.R., Indian Writing in English 14th Ed., Sterling,2004,New Delhi • Krati,C.L.,Indian Literature in English, Book Enclave,2003,Jaipur

39

• Mukherjee,Meenakshi; The Twice Born Fiction: Themes and Techniques of the Indian Novel in English,Arnold Heinemann,1974,New Delhi

• Narasimhaiah C.D.Commonwealth Literature, Macmillan,1981,Madras. • Nayar. K.Pramod. Postcolonial Literature- An Introduction., New Delhi., Pearson, 2011. • Trivedi R. D: A Compendious History of English Literature, New Delhi, Sanjay Printers,

1976. • Walsh,William,Commonwealth literature, 1973,London • Williams, Hayddn Moore,Studies in Modern Indian Fiction in English Volume I, Writer’s

Workshop,1976, Wooden-15. • Williams,H.M. Indo-Anglian Literature, Orient Longman, 1976, Bombay.


ENO 196.2 VI Semester- Course VIII Linguistics and English Language Teaching

Theory Marks: 120



COURSE OBJECTIVES:

• Introduce students to the field of Linguistics • Expose students to the interdisciplinary fields in Linguistics • Familiarise students to the basics of English Language Teaching • Facilitate practical teaching sessions for the students

COURSE OUTCOMES:

• Exposure to the dynamics of English language teaching • Better understanding of Linguistic structures • Ability to progress towards a career in teaching • Ability to understand the scope of Linguistics as an interdisciplinary field of study

UNIT I (15 hours)

Basics of English Language Teaching

Brief History of English Language Teaching

Innovations in 19th century,

40

The Changing World of English,

English as a Global Language,

English as a Second Language (Indian context)

UNIT 2 (15 hours)

Introduction to Language

What is Linguistics?

Aspects, Levels & Branches of Linguistics

Animal Communication and Human Language

Varieties of Language

Language in Contact and Language Change

UNIT 3 (20 hours)

Teachers and Learners

-Role of a Teacher

-Classroom Management

-Managing Learners

-Learner Autonomy

-Role of a Learner

-Methods of Teaching;

-how to begin, mediate, end, test, evaluate, creativity, innovation (class plan)

UNIT 4 (10 hours)

Practice Teaching

A poem and prose for Teaching

41

Lesson plan and its place in teaching

Components of a lesson plan

A Prototype of lesson plan (practice- student individual lesson plan)

Practice Teaching (Teachers Diary)

Self Evaluation Report and peer evaluation Report

Reference:

• Shankar,Prem. ,Teaching of English., A P H Publishing Corporation .,New Delhi .,2003 • Mehdi, Baqer., Towards A Learning Society., Northern Book Centre.,New Delhi.,2003. • Grellet, Francoise., Developing Reading Skills., Cambridge University Press., India.,2007 • Thatrappan,Sunney., Communicative English., Supply And Support System.,

Karnataka.,1995 • Harmer,Jeremy., The Practice of English Language Teaching., Fourth Edition., Pearson

Longman., China., 2007

42



Re-Accredited by NAAC with ‘A’ Grade – [3 rd Cycle]

CHOICE-BASED AUTONOMOUS SEMESTER SCHEME: REVISED SYLLABUS

Subject Title: ADDITIONAL ENGLISH

[Common for B.A. and B.S.W Degree Courses 2019-20]

PREAMBLE:

Additional English is offered as First Language to those who do not opt for Hindi or Kannada. In the globalised scenario the place of English is not just as a language but as a tool for more than one function. The need thus is to understand the role of English and to provide and equip the youth with the necessary skills in order to prepare them to face the challenges in future be it in higher education or in the professional field.

Objectives

• To build communication skills through language • To build and develop written and spoken skills • To enable them with the necessary language skills for the vocation of their choice in future

LEARNING OUTCOMES:

• Advanced English Language Skill. • Proficient in reading, writing and listening.

43

Class & Semester

Paper No. Code Title of the

Paper

Hrs of Instruc Tion

Hrs of Exam

Marks For Exam

Internal Assess ment

Total Marks

Credits

I B.A./BSW I Semester

1 ENG (A) 131

Essays/short stories

4 03 80 20 100 02

I B.A./BSW

II Semester 2 ENG (A)

132 Poetry 4 03 80 20 100 02

II B.A./BSW

III Semester 3 ENG (A)

133 Drama 4 03 80 20 100 02

II B.A./BSW

IV Semester 4 ENG (A)

134 Novel 4 03 80 20 100 02

TOTAL

4

16 08

44

DEPARTMENT OF ENGLISH ADDITIONAL ENGLISH


ADDITIONAL ENGLISH Common for B.A/B.S.W Degree Courses

2019-20 I Semester- Paper I

ESSAYS AND SHORT STORIES


2019-20 II Semester- Paper II

POETRY Theory (80Marks) Theory (80 Marks)

Essays

1. Work and Play – Herbert Read 2. Three Days to See – Hellen Kellar 3. Letter to a Teacher – Nora Rossi and Tom

Lole 4. Professions for Women – Virginia Woolf 5. The Model Millionaire – Oscar Wilde 6. The Best Investment I ever made – A. J.

Cronin 7. The Sparrows – K. A. Abbas 8. The Monkeys Paw – W.W. Jacobs Composition: General Essays - argumentative & descriptive

Creative Writing: Story writing

Poetry

1. Surrey-Compliant of the lover Rebuked 2. Shakespeare’s Sonnets - Who Will

Believe My Verse in Time to Come 3. Donne - Batter My heart 4. Robert Frost Mending Wall 5. John Keats- To Autumn 6. Upon Cromwell’s Return from Ireland-

Andrew Marvell 7. Peter Porter: Your Attention Please 8. Wole Soyinka:Telephone Conversation 9. Toru Dutt Casuarina Tree Composition: Speech (Introducing the chief guest/ speech as a chief guest in a function) Creative Writing –poems


2019-20 III Semester- Paper III

ONE ACT PLAYS


2019-20 IV Semester- Paper IV

NOVEL Theory (80Marks) Theory (80Marks)

One Act Plays

The King who Limped – Monica Thorne

1. Post Early for Christmas – R.H. Wood 2. The Little Man – John Galsworthy 3. Night Watchers – Allan Markhouse Composition: Letter writing (formal and

Novel

1. Tennessee Williams- A Streetcar Named Desire

Composition: Report writing of situations, programmes and incidences

45

informal)

Creative Writing: Dialogue Writing (with

a story line)

Creative Writing: Story writing

Through Cartoons.

46

ADDITIONAL ENGLISH [Common for B.A/B.S.W Degree Courses 2019-20]

Point to take note of: Grammar and Competency in usage and style of Language to be considered during paper valuation.

SCHEME OF EXAMINATION (I sem to IV sem)


SECTION- A

I. Answer the following questions in not more than THREE sentences each: 10x2=20

(Ten questions shall be given- no choice)

SECTION- B

II. Answer any FOUR in about 100 words each: 4x5=20

• Questions 1 and 2: Reference to context of lines extracted from the text. 01 mark for recognising the text and the characters involved, 01 mark to recognise

the context/situation, 03 marks for explanation/significance.

• Questions 3, 4 and 5: short notes and textual questions related to characters, episodes etc.

SECTION- C

IV. Answer any TWO of the following in 300 words each: 2x10=20

(Three questions given and two to be answered) questions shall test their critical and overall understanding of the text

V (A). Composition: 1x10=10 (semesters I/II/IV) Or 2x5=10

(semester III- letter writing)

V (B). Creative writing exercise: 1x10=10

47

ADDITIONAL ENGLISH [Common for B.A/B.S.W Degree Programmes 2019-20]

ENG(A) 131 I Semester- Course I Essays/short stories



Credits: 02

COURSE OBJECTIVES:

• Promote advancement in English language skills through active reading and listening as part of class work

• Acquaint students to essay as a form • To promote creative, critical thinking • Introduce socially relevant texts to promote a sensitive and sensitized student community

COURSE OUTCOMES:

• Basic competency in LSRW skills • Social awareness for responsible citizenship • Understanding essay as a form • Creative ability to write simple essays and stories

UNIT I (30 hours)

Essays

1. Work and Play – Herbert Read

2. Three Days to See – Hellen Kellar

3. Letter to a Teacher – Nora Rossi and Tom Lole

4. Professions for Women – Virginia Woolf

5. The Model Millionaire – Oscar Wilde

6. The Best Investment I ever made – A. J. Cronin

7. The Sparrows – K. A. Abbas

48

8. The Monkeys Paw – W.W. Jacobs

UNIT II (18 hours)

Creative Writing: Story writing by seeing a picture

Composition: General Essays - argumentative & descriptive


ENG(A) 132 II Semester- Course II Poetry



Credits: 02

COURSE OBJECTIVES:

• Introduction to poetry as a form • Enhancement of English language skill at a contextual level • To promote creative writing skills • To facilitate techniques for effective communication through written and oral exercises

COURSE OUTCOMES:

• Advanced competency in English Language skills • Ability to grasp English language at a contextual level • Appreciation of poetry as a form • Ability to write poetry and speeches

UNIT I (30 hours)

Poetry

1. Surrey- Compliant of the lover Rebuked 2. Shakespeare’s Sonnets - Who Will Believe My Verse in Time to Come

49

3. Donne - Batter My heart 4. Robert Frost Mending Wall 5. John Keats- To Autumn 6. Upon Cromwell’s Return from Ireland- Andrew Marvell 7. Peter Porter: Your Attention Please 8. Wole Soyinka : Telephone Conversation 9. Toru Dutt Casuarina Tree

UNIT II (18 hours)

Composition: Speech (Introducing the chief guest/ speech as a chief guest in a function)

Creative Writing –poems

50


ENG(A) 133 III Semester- Course III Drama

Theory Marks: 80



COURSE OBJECTIVES:

• To enhance language capability through engagement with drama as a form • Understanding the nuances of dialogue making through participative class room activity • To promote life skills through value based texts • Introduction to letter writing to promote use English for special purposes

COURSE OUTCOMES:

• Possess the capability to understand the drama as social text • Ability to relate to the critical aspects of the text and drama as a form • Understanding the nuances of dialogue making through participative class room activity • Enhancement in life skills and interpersonal skills • Ability to write letters to promote use of English for specific purposes

UNIT I (30 hours)

One Act Plays

1. The King who Limped – Monica Thorne 2. Post Early for Christmas – R.H. Wood 3. The Little Man – John Galsworthy 4. Night Watchers – Allan Markhouse

UNIT II (18 hours)

Composition: Letter writing (formal and informal)

Creative Writing: Dialogue Writing (with a story line)

51


ENG(A) 134 IV Semester- Course IV Novel

Theory Marks: 80



COURSE OBJECTIVES:

• To understand and appreciate Novel as a form • To learn to draft reports • To promote critical and creative thinking and writing • To inculcate understanding of human nature, values and cultural elements represented therein.

COURSE OUTCOMES:

• Ability to appreciate critically novel as a form • Adequate skills at Report writing • Adequate creative writing skills • Ability to relate to social and cultural perspectives through the study of novel.

UNIT I (30 hours)

Tennessee Williams- A Streetcar Named Desire

UNIT II (18 hours)

Composition: Report writing of situations, programmes and incidences

Creative Writing: Story writing through Cartoons.

52




CHOICE-BASED AUTONOMOUS SEMESTER SCHEME: REVISED SYLLABUS

Subject Title: ENGLISH LANGUAGE

[For B.A. Degree Courses 2019-20]

INTRODUCTION: The Language proficiency is unique to each individual; it is determined by the individual’s exposure and experience with that language. When it comes to English Language, in the Indian context, it is not always the medium of instruction in the Primary and Secondary Level Education. This aspect is crucial in determining the language competencies be it the State Language or English Language.

Over the years the experience of English Language teachers has been the gap that exists in the English Language competency level of students. The effort has been to bridge this gap through various courses and tutorials for those with inadequate competencies.

At the syllabus and teaching methodology level, a middle path has been the norm. This results in a stagnation and lack of motivation and growth in those whose language competencies are better or good. With the flexibility that autonomous status grants in the drafting of the syllabus as well as the examination system, a system of teaching and testing is drafted so as to benefit the competency levels of both sets of students. The aim is to facilitate upward growth without losing the essence of the teaching programme. Towards fulfillment of this aim the students of B.A. and B.S.W. are administered a test and special competency development programmes are conducted for those requiring it in the first two semesters.

PREAMBLE:

In the globalised scenario the place of English is not just as a language but as a tool for more than one function. The need thus is to understand the role of English and to provide and equip the youth with the necessary skills in order to prepare them to face the challenges in future be it in higher education or in the professional field.

Objectives

• To build communication skills through language • To build and develop written and spoken skills • To enable them with the necessary language skills for the vocation of their choice in future • To interface technology to enable students to fulfill industry needs

53

• To enhance their language skills to prepare them for higher education

LEARNING OUTCOMES:

• Enhanced English Language Skill. • Competent in reading, writing and listening. • Ready for advancement in competency and skill in English Language.

Class &

Semester

Paper No. Code

Title of the

Paper

Hrs of

Instruction

Hrs of

Exam

Marks For

Exam

Internal Assessmen

t

Total Marks Credits

I B.A. I Semester 1 ELBA

101

Stories and

Speeches

4 03 80 20 100 2

I B.A II Semester

2 ELBA 102

Poems and

Essays

4 03 80 20 100 2

II B.A III Semester

3 ELBA 103

Drama 4 03 80 20 100 2

II B.A IV Semester

4 ELBA 104

Novel 4 03 80 20 100 2

54



Re-Accredited by NAAC with ‘A’ Grade – [3 rd Cycle] CREDIT-BASED AUTONOMOUS SEMESTER SCHEME: REVISED SYLLABUS


[For B.A. Degree Courses 2019-20]


ENGLISH LANGUAGE [For B.A. Degree Courses 2019-20]

I Semester- Paper I SHORT STORIES AND SPEECHES


II Semester- Paper II POETRY AND ESSAYS


Unit I: Short Stories

1. Hunts men- 2. Ava Observatory

Speeches

3. DR. A. P. J. Abdul Kalam 's Speech in Hyderabad

4. Mother Theresa Unit II- Grammar

Adjectives, tenses, verb, article, preposition.

Unit III- Usage

sentence construction out of five words given.

Unit IV- Writing Skills

a. Story writing.

b. letter writing- leave note, request, letter

Unit I: Poetry

1. Love came to Flora asking for Flower : Torudutt

2. The Patriot by NissimEzeikal 3. The River by AK Ramanujam 4. The Bhil woman tasted them, plum by

Mirabai= Pg 93 5. Kabir : dariyd kl lahar dariyaohaijl waves

and ocean Essays

6. An Unknown Man from Chennai 7. The Cloud and The Sand Dune 8. Democratic Lawyering – Indira Jaising

Unit II -Grammar

Conjunctions, active voice, passive voice, direct to indirect, correction of grammatical error in a sentence- English Grammar by Albert Hornby

Unit III-Usage para jumble

Unit IV- Writing Skills

55

to an editor, Complaint letter,

Internals: Oral Exercise- story reading/

News reading

a. Essay writing.

b. Note making. (diagram)

Internals: Reciting/ pick and speak

56


III Semester- Paper III DRAMA


IV Semester- Paper IV NOVEL


Unit I: Drama

K.V. Puttappa

Kurukshetra- The Graveyard

Unit II-Grammar

modals, auxiliaries, adverbs, Wh’ questions- English Grammar by Albert Hornby .

Unit III-Usage

sentence construction by using idioms and phrases (usage).

Unit IV-Writing Skills

a.Dialogue writing b. Report Writing- interpretation of graphs.

Internals: Dialogue with a theme.

Unit I: Novel

White Tiger By Arvind Adiga

Unit II-Grammar

Transformation using the right verb- English Grammar by Albert Hornby.

Unit III-Usages

correction of verb form in the given sentences. Verbalise correctly.

Unit IV-Writing Skills

a. covering letter and resume with bio-data,

memo and writing of minutes of a meeting

Internals: Speaking skills: Speeches/M.C

57





SECTION- A


(ten questions shall be given- no choice-)

Five from speeches, five from short stories: I Sem

Five from poetry and five from Essays: II sem

Ten questions from the text under study: III and IV sem

SECTION- B

II. Answer any Four From the following: 4x5=20

Question1 and question 2: Read the selection given from the text and respond with reference to context:

(One from Unit 1 and 2): One mark for recognising the text and the characters involved, one mark to recognise the context/situation, Three marks for explanation and significance of the selection to the text.

Referrence to context, Question 1 (speeches) and question 2 (short stories): I Sem

Referrence to context, Question 1 (poetry)/ Question 2 (Essays): II Sem

Referrence to context, Question 1 &Question 2 from the text under study : III & IV Sem

Questions 3. to 5. Paragraph questions from Unit I

(speeches) and (short stories): I Sem

(poetry) and (Essays): II Sem

Three questions from the given texts: III and IV Sem

All the questions shall test their knowledge of the text- character sketch, episodes and incidences from the text, any other textual questions may be asked.

58

SECTION- C


Question 1 (speeches) and question 2 (short stories): I Sem

Question 1 (poetry)/ Question 2 (Essays): II Sem

TWO questions from the given texts, two to be answered out of Three : III and IV Sem

(All three questions out of which they answer two) questions shall test their critical and overall understanding of the text- themes, compare and contrast characters.

V. i. Rewrite as directed: (Grammar- 05 and usage-05 marks) 10x1=10

a) I Sem: 1 mark each for adjectives, tenses, verb, article, preposition (grammar). 5 marks for sentence construction out of five words given. (usage)

b) II Sem : 1 mark each for conjunctions, active voice, passive voice, direct to indirect, correction of grammatical error in a sentence. (grammar)

5 marks for para jumble (Usage)

c) III Sem: 1 mark each for modals, auxiliaries, adverbs, and 2 marks for ‘Wh’ questions. (grammar). 5 Marks for sentence construction by using idioms and phrases (usage).

d) IV Sem: 1 mark each for Transformation of five sentences using the right verb. 5 marks for correction of verb form in the given sentences.

59

V. ii. Composition or Creative Writing : 1x10=10 or 2x5=10

I Sem: a. Story writing. (5 marks)

b. letter writing- leave note, request, letter to an editor,

Complaint letter, (5 marks).

II Sem: a. Essay writing. (5 marks)

b. Note making. (diagram) (5 marks)

III Sem: a. Dialogue writing (5 marks)

b. Report Writing- interpretation of graphs. (5 marks)

IV Sem: a. covering letter and resume with bio-data,

memo and writing of minutes of a meeting (5+5 marks)

*********************************************************************

60



Re-Accredited by NAAC with ‘A’ Grade – CGPA: 3.42 CHOICE BASED CREDIT SYSTEM: REVISED SYLLABUS

Course Title: ENGLISH LANGUAGE

[For B.A. Degree Programmes w.e.f. 2019-20] ELBA 101 I Semester- Course I

Short Stories and speeches




• To build English Vocabulary through active reading and listening • To familiarize students to stories and speeches in English language • To engage them with socially relevant issues • Introduction to letter and story writing

COURSE OUTCOMES:

• Enhanced vocabulary through engagement with the language through LSRW • Ability to critically appreciate stories and speeches • Ability to write Letters and write simple stories • Enhanced reading skills

UNIT I (25 hours)

Short Stories

1. Hunts men- 2. Ava Observatory

Speeches

3. DR. A. P. J. Abdul Kalam 's Speech in Hyderabad 4. Mother Theresa

61

UNIT II (8 hours)

Grammar

Adjectives, tenses, verb, article, preposition English Grammar by Albert Hornby.

UNIT III (05 hours)

Usage

sentence construction out of five words given.

UNIT IV (10 hours)

Writing Skills

a. Story writing.

b. letter writing- leave note, request, letter to an editor, Complaint letter,

Internals: Oral Exercise- story reading/ News reading

62

ENGLISH LANGUAGE [For B.A. Degree Programmes 2019-20]

ELBA 102 II Semester- Course II Poems and Essays



Credits: 02

COURSE OBJECTIVES:

• Use of familiar Indian writings to teach English to create a familiar cultural space for knowledge transference

• To teach contextual elements in poetry • To enhance reading skills • To improve the vocabulary and competency in grammar • Introduction to letter writing

COURSE OUTCOMES:

• Ability to use English language in the Indian context • Enhanced written and spoken skills • Appreciation of poetry as a form • Ability to use English creatively

UNIT I (25 hours)

Poems

1. Love came to Flora asking for Flower : Torudutt 2. The Patriot by NissimEzeikal 3. The River by AK Ramanujam 4. The Bhil woman tasted them, plum by Mirabai= Pg 93 5. Kabir : dariyd kl lahar dariyaohaijl waves and ocean

a. Essays 6. An Unknown Man from Chennai 7. The Cloud and The Sand Dune 8. Democratic Lawyering – Indira Jaising

UNIT II (08 hours)

63

Grammar

Adjectives, tenses, verb, article, preposition (grammar).

UNIT III (05 hours)

Usage

sentence construction out of five words given. (usage)

UNIT IV (10 hours)

Writing Skills

a. Story writing.

b. letter writing- leave note, request, letter to an editor, Complaint letter.

Internals: Reciting/ pick and speak

Reference:

o Albert S Hornby: A guide to Patterns and Usage in English, U.K., Oxford University Press, 1975.

o Blundell Jr and Middle Miss: Functions of English NMG. o Jones. Leo: Cambridge Advanced English, New Delhi, Cambridge UP, 1998. o Leech Geoffrey N: Meaning and the English Verb, England, Longman, 1985. o Murphy, Raymond: Intermediate English Grammar, New Delhi, Cambridge o (UP), 1994. o Tickoo and Jaya Sasikumar: Writing With a Purpose, Madras, Oxford U P, 1980. o Tickoo and Gunasekhar Paul: Reading for Meaning (A course in Reading Skills) S. Chand

and Company Pvt Ltd. New Delhi.

64


ELBA 103 III Semester- Course III Drama




• To enhance language capability through engagement with drama from Indian writings in translation

• To promote cultural and social integration through language teaching • To engage students in dialogues to facilitate spoken communication • Introduction to letter writing to promote use of English for specific purposes

COURSE OUTCOMES:

• Appreciation of drama as a form • Report writing and dialogue writing skills • Ability to use English language for interaction • Ability to appreciate and understand cultural sensibilities • Holistic development to enable a sense of self worth and ones capabilities towards building a

better self and society. UNIT-I (25 hours)

K.V. Puttappa

Kurukshetra- The Graveyard

UNIT-II (08 hours)

Grammar

modals, auxiliaries, adverbs, Wh’ questions.

UNIT-III (05 hours)

Usage

sentence construction by using idioms and phrases (usage).

65

UNIT-IV (10 hours)

Writing Skills

a. Dialogue writing

b. Report Writing- interpretation of graphs.

Internals: Dialogue with a theme.

Reference: • Albert S Hornby: A guide to Patterns and Usage in English, U.K., Oxford University Press, 1975. • Blundell Jr and Middle Miss: Functions of English NMG. • Jones. Leo: Cambridge Advanced English, New Delhi, Cambridge UP, 1998. • Leech Geoffrey N: Meaning and the English Verb, England, Longman, 1985. • Murphy, Raymond: Intermediate English Grammar, New Delhi, Cambridge (UP), 1994. • Tickoo and Jaya Sasikumar: Writing With a Purpose, Madras, Oxford U P, 1980. • Tickoo and Gunasekhar Paul: Reading for Meaning (A course in Reading Skills) S. Chand and

Company Pvt Ltd. New Delhi.

66


ELBA 104 IV Semester- Course IV Novel




• To understand and appreciate Novel as a form • To learn to use English language for specific purposes • To promote critical and creative thinking and writing • To inculcate understanding of human nature, values and cultural elements represented therein

through English language.

COURSE OUTCOMES:

• Ability to appreciate critically Novel as a form • Adequate skills at Report writing • Adequate creative writing skills • Ability to relate to social and cultural perspectives through the study of novel.

UNIT-I (25 hours)

Novel

White Tiger By Arvind Adiga

UNIT-II (08 hours)

Grammar

Transformation using the right verb.

UNIT III (05 hours)

Usages

correction of verb form in the given sentences. Verbalise correctly

67

UNIT-IV (10 hours)

Writing Skills

a. covering letter and resume with bio-data,

memo and writing of minutes of a meeting.

Internals: Speaking skills: Speeches/M.C

Reference: • Albert S Hornby: A guide to Patterns and Usage in English, U.K., Oxford University Press,

1975. • Blundell Jr and Middle Miss: Functions of English NMG. • Jones. Leo: Cambridge Advanced English, New Delhi, Cambridge UP, 1998. • Leech Geoffrey N: Meaning and the English Verb, England, Longman, 1985. • Murphy, Raymond: Intermediate English Grammar, New Delhi, Cambridge (UP), 1994. • Tickoo and Jaya Sasikumar: Writing With a Purpose, Madras, Oxford U P, 1980. • Tickoo and Gunasekhar Paul: Reading for Meaning (A course in Reading Skills) S. Chand and

Company Pvt Ltd. New Delhi.

68



Re-Accredited by NAAC with ‘A’ Grade – (3rd Cycle)

CHOICE BASED CREDIT SYSTEM: REVISED SYLLABUS


[For B.S.W. Degree Courses 2019-20]

PREAMBLE:

In the globalised scenario the place of English is not just as a language but as a tool for more than one function. The need thus is to understand the role of English and to provide and equip the youth with the necessary skills in order to prepare them to face the challenges in future be it in higher education or in the professional field.

Objectives

• To build communication skills through language • To build and develop written and spoken skills • To enable them with the necessary language skills for the vocation of their choice inFuture • To interface technology to enable students to fulfill industry needs. • To enhance their language skills to prepare them for higher education.

LEARNING OUTCOMES:

• Enhanced English Language Skill. • Competent in reading, writing and listening. • Ready for advancement in competency and skill in English Language.

69

Class &

Semester


Paper

Hrs OF Ins-

truction

Hrs of

Exam

Marks For

Exam

Internal Assess Ment

Total Marks Credits

I BSW. I Semester

1 ELBW 301

Being Human

4 03 80 20 100 2

I BSW II Semester

2 ELBW 302

Live to Serve 4 03 80 20 100 2

II BSW III Semester

3 ELBW 303

Heal the World

4 03 80 20 100 2

II BSW IV Semester

4 ELBW 304

Environment

4 03 80 20 100 2

70




CHOICE-BASED CREDIT SYSTEM


[For BSW Degree Courses 2019-20]


[For BSW Degree Courses 2019-20] I Semester- Paper I BEING HUMAN

[For BSW Degree Courses 2019-20] II Semester- Paper II

LIVE TO SERVE Theory (80Marks) Theory (80 Marks)

I Semester

Unit I- Being Human

1. Short Story of Independence By Dr. H.K Gandhi

2. Medha Patkar By Aaron Crawford 3. The Story of Malala.

Unit II- Grammar


Unit III - Writing Skills or

i. Note Making

ii. Report Writing

II Semester

Unit I- Live to Serve

1. Balgangadhar Tilak

2. Nelson Mandela

3. Mother Theresa

4. Steeve Jobs

Unit II-Grammar

Conjunctions, active voice, passive voice, direct to indirect, correction of grammatical error in a sentence.

Unit III - Writing Skills or (usage)

i. Interpreting Graphs/ Drawing a Graphs.

three kinds.

ii. Citatation- Bibliography

71

Unit IV- Composition

Essay Writing – Argumentative

Assignment (Internals): PPT presentation


Event Management: Introduction, Master of Ceremony, Speech for different Occasions.

Assignment (Internals): Facing an interview/GD

72

[For BSW Degree Courses 2015-2018] III Semester- Paper III HEAL THE WORLD

[For BSW Degree Courses 2015-2018] IV Semester- Paper IV

ENVIRONMENT Theory (80Marks) Theory (80Marks)

Unit I- Heal the World

1. Child Labour

2. Human Rights

3. Global Warming

4. Sexual Orientation

Unit II-Grammar


Unit III - Writing Skills

1. Project proposal (10 marks)

Assignmant (project proposal)


i. Brain Storming on an issue

ii. Paragraph Writing from a gist

Unit I- Environment

1. Untouchability By Dr. B R Ambedkar.

2. Our Good Earth By Charles C Mann

Unit II-Grammar

Transformation using the right verb

Unit III - Writing Skills or (usage)

i. Letter Writing

ii. Cover Letter and Curriculum Vitae


i. Designing a Brochure- NGO

logo, slogan-tag line, vision mission, objectives, focus area, type of programme, ways of raising funds.

.

73

ENGLISH LANGUAGE [For B.S.W. Degree Courses 2019-20]




SECTION- A


(ten questions shall be given- no choice-)

SECTION- B

II. Answer any Four From the following: 4x5=20

Question1 and question 2: Read the selection given from the text and respond with reference to context:

One mark for recognising the text and the characters involved, one mark to recognise the context/situation, Three marks for explanation and significance of the selection to the text.

Questions 3. to 5. Paragraph questions.

All the questions shall test their knowledge of the text- character sketch, episodes and incidences from the text, any other textual questions may be asked.

SECTION- C


Three questions out of which they answer two- questions shall test their critical and overall understanding of the text- themes, compare and contrast characters.

V. i. Rewrite as directed: (Grammar- 05)) 1x05=05

a) I Sem: 1 mark each for adjectives, tenses, verb, article, preposition (grammar). II Sem : 1 mark each for conjunctions, active voice, passive voice, direct to indirect,

correction of grammatical error in a sentence. (grammar)

74

b) III Sem: 1 mark each for modals, auxiliaries, adverbs, and 2 marks for ‘Wh’ questions. (grammar).

c) IV Sem: 1 mark each for Transformation of five sentences using the right verb.

V. ii. Writing Skills :(As Prescribed in the Syllabus) 1x5 plus 1x10=10 or 3x5=15

*********************************************************************

75





Course Title: ENGLISH LANGUAGE [For BSW Degree Programmes 2019-20]

ELBW 301 - I Semester Course I- Being Human

Theory Marks: 80



COURSE OBJECTIVES:

• To improve LSRW skills • To foster and imbibe humane values through English language. • To introduce students to the study of Grammar • Introduction to note making and report writing

COURSE OUTCOMES:

• Ability to be sensitive and sensitized with humane values • Adequate LSRW skills to communicate in simple English • Ability to makes notes and write reports in simple English • Adequate knowledge of the use of English Language skills for specific purposes

UNIT- I (25 hours)

Being Human

1. Short Story of Independence By Dr. H.K Gandhi 2. Medha Patkar By Aaron Crawford 3. The Story of Malala.

UNIT-II (05 hours)

76

Grammar


UNIT-III (10 hours)

Writing Skills or

i. Note Making

ii. Report Writing

UNIT-IV (08 hours)

Composition

Essay Writing – Argumentative

Assignment (Internals): PPT presentation

Reference: Albert S Hornby: A guide to Patterns and Usage in English, U.K., Oxford University Press, 1975. Blundell Jr and Middle Miss: Functions of English NMG.

Jones. Leo: Cambridge Advanced English, New Delhi, Cambridge UP, 1998.

Leech Geoffrey N: Meaning and the English Verb, England, Longman, 1985.

Murphy, Raymond: Intermediate English Grammar, New Delhi, Cambridge (UP), 1994.

Tickoo and Jaya Sasikumar: Writing With a Purpose, Madras, Oxford U P, 1980.

Tickoo and Gunasekhar Paul: Reading for Meaning (A course in Reading

Skills) S. Chand and Company Pvt Ltd. New Delhi.

77

ENGLISH LANGUAGE ELBW 302 [For BSW Degree Programmes 2019-20] II Semester Course II- Live to Serve



Credits: 02

COURSE OBJECTIVES:

• To understand what humanitarian services is through active reading, listening and group work sessions in English Language.

• To introduce students to the study of Grammar • Introduction to Interpretation of graphs and dialogue writing • Introduction to citation

COURSE OUTCOMES:

• Identify with the humanitarian services and organizations towards a better self and society through English Language

• Ability to speak on relevant social issue in simple English • Ability to interpret graphs • Proficient in English Grammar

UNIT-I (25 hours)

Live to Serve

1. Balgangadhar Tilak

2. Nelson Mandela

3. Mother Theresa

4. Steeve Jobs

UNIT-II (05 hours)

Grammar

78

Conjunctions, active voice, passive voice, direct to indirect, correction of grammatical error in a

sentence.

UNIT-III (10 hours)

Writing Skills

i. Interpreting Graphs/ Drawing a Graphs (line graphs, bar graphs and pie charts.

ii. Citatation- Bibliography

UNIT-IV (08 hours)

Composition

Event Management: Introduction, Master of Ceremony, Speech for different Occasions.

Assignment (Internals): Facing an interview/GD

Reference: Albert S Hornby: A guide to Patterns and Usage in English, U.K., Oxford University Press, 1975. Blundell Jr and Middle Miss: Functions of English NMG. Jones. Leo: Cambridge Advanced English, New Delhi, Cambridge UP, 1998.

Leech Geoffrey N: Meaning and the English Verb, England, Longman, 1985.





79

ENGLISH LANGUAGE ELBW 303 [For BSW Degree Programmes 2019-20] III Semester Course III- Heal the World




• To use English language teaching as a tool to create awareness and sensitivity. • To familiarise students with relevant social issues • Introduction to Project proposal • To facilitate written and spoken skills

COURSE OUTCOMES:

• Advanced English language LSRW skills • Creative sensibility to express themselves through projects • Capability to participate and provide inputs in brainstorming sessions. • Possess knowledge and skills in using English for specific purposes

UNIT-I (25 hours)

Heal the World

1. Child Labour

2. Human Rights

3. Global Warming

4. Sexual Orientation

UNIT-II (05 hours)

Grammar


UNIT-III (10 hours)

80

Writing Skills

1. Project proposal (10 marks)

Assignmant (project proposal)

UNIT-IV (08 hours)

Composition

i. Brain Storming on an issue

ii. Paragraph Writing from a gist

Reference: Albert S Hornby: A guide to Patterns and Usage in English, U.K., Oxford University Press, 1975. Blundell Jr and Middle Miss: Functions of English NMG. Jones. Leo: Cambridge Advanced English, New Delhi, Cambridge UP, 1998. Leech Geoffrey N: Meaning and the English Verb, England, Longman, 1985.





81

ENGLISH LANGUAGE [For BSW Degree Programmes 2019-20]

ELBW 304 IV Semester- Course IV Environment




• To sensitise students towards progression as empowered professional social workers through English Language teaching

• Capacity building towards adept LSRW skills for progression into Career or Education. • Introduction to letter writing • Introduction to cover letter and curriculum vitae

COURSE OUTCOMES:

• Adequate knowledge base to aid progression into Career or Education in Social sectors • Ready for advancement in competency and skill in English Language. • Enhanced English Language Skill. • Adequate skill in English Language to facilitate employability and progression • Holistic development to enable a sense of self worth and capabilities to build a better self and

society.

UNIT-I (25 hours)

Environment

1. Untouchability By Dr. B R Ambedkar.

2. Our Good Earth By Charles C Mann

UNIT-II (05 hours)

Grammar

Transformation using the right verb

82

UNIT-III (10 hours)

Writing Skills or (usage)

i. Letter Writing

ii. Cover Letter and Curriculum Vitae

UNIT-IV (08 hours)

Composition

i. Designing a Brochure- NGO

logo, slogan-tag line, vision mission, objectives, focus area, type of programme, ways of raising funds.

******************

83





Department of English


B.A Degree Programme – Electives for Students of English Literature

&

Certificate Programme for Students other than English Literature

Class &

Semester


Paper

Hrs of Instr uction

Hrs of

Exam

Marks For

Exam

Internal Assess Ment

Total Marks Credits

I.B.A.

I Semester

1

EC.ENG42

1

English for Specific Purposes

26

02

40

10

50

01

I.B.A. II

SEMESTER

2

EC.ENG 422

Translation Studies and Creative Writing

26

02

40

10

50

01

Certificate Course for Students

other than English

Literature

3

EC. ENG 423

Communicative English Course

26

02

40

10

50

01

84





Electives for Students of English Literature


EC.ENG 421- Electives (English) B.A. Degree Programme 2019-20

I Semester- Course 1 English for Specific Purposes

EC.ENG 422- Electives (English) B.A. Degree Programme 2019-20

II Semester- Course 2 Translation Studies and Creative writing


1. Reading /Writing/ Speaking and listening skills (LSRW)

2. Media Writing (Advertisement, Journalism)

3. Letter Writing 4. Group discussion and Speech 5. Content management. 6. Dialogue writing

1. Introduction to Translation Studies 2. Process of Translation and Challenges

in Translation 3. Role and Function of Translation 4. Translation process and product

Translation practice (Konkani,kannada, tulu, hindi, Sanskrit, english)

1. Creative Writing- an introduction 2. Poetry writing 3. Non fiction writing 4. Story writing 5. Drama 6. Conversation

85

B.A. Degree Programme 2019-20 Certificate Course for

Students other than English Literature Course 3

Communicative English

Theory (50 Marks)

1. Phonetics and phonology 2. Listening 3. Speaking 4. Reading 5. Writing- paragraph, poetry, prose, informal letter 6. Comprehension Passage

86





Electives for Students of English Literature


PREAMBLE

The Syllabus of Electives (for students of English Literature) in the B.A. Degree Programme (Credit Based Semester Scheme) at the undergraduate level under Autonomy is a programme conceived for students of English Literature. This programme aims to provide skills alongside the study of English Literature so as to improve their creative and critical faculty. The range of Skill development courses in the programme includes English for Specific Purposes, Translation Studies, Creative Writing, and Communicative English.

PROGRAMME OBJECTIVES

• To create a student community which has resources garnered through experiential learning • To provide skill sets that will create opportunities for employment • To provide exposure so as to create a road map for academic and career advancement in various

sectors. • To create an awareness of their skill sets, promoting self confidence and holistic development. • To enable students to read, interpret and evaluate texts • To enhance understanding at different contextual levels. • To foster critical and creative thinking • To enable students to recognise and appreciate the ways in which writers use the language to

achieve a range of effects. • To be able to present an informative and personal response to the matter under study. • To enhance students’ language skills • To improve students’ writing and reading skills. • To introduce the use of diverse creative fields related to the area under study. • To encourage the exploration of wider and universal issues • To promote better understanding of themselves and of the world around. • To develop students’ capacity to improve their critical and creative capabilities/faculties.

87

• To sensitise the student community. • To enable progression and structure the programme to be relevant to time and the need of the

society and environment. • To promote skills that can create a student community that is employable • To build a youth force who are a sensitive and vibrant part of the society as a whole.


• English for Specific Purposes • Translation Studies • Creative Writing • Communicative English.


Teaching, Journalism, Administrative Services, Law, Editing, Translation, Creative Writing and Content Management.

Vision of the Department of English: Excel We Will

Mission of the Department of English: Towards a More Humane and Aware Self

Faculty Objective: To respond to the needs of the society in building a competent and sensitive youth force

Learner Objective: To work towards betterment of self and peers so as to make progress purposeful and goal-oriented.

PROGRAMME OUTCOMES:

• Possess adequate knowledge base of the specific programme under study towards personal progression.

• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive, and sensitive attitude towards self and

society. Academic Programme and Scheme of Examination are given in detail in the following pages along with Summary Charts showing the semester-wise distribution of Academic content, and Teaching work-load.

88




CHOICE BASED CREDIT SYSTEM Electives for Students of English Literature


EC.ENG 421 Department of English

B.A Degree programme – Electives for students of Optional English Semester I- 2019-20

Paper I- ENGLISH FOR SPECIFIC PURPOSES

Theory Marks: 40 Internal Assessment: 10 Total Marks: 50

Total No. of teaching hours: 24

Credits: 01

Preamble

In the past three to four decades English language has become an important skill to acquire for ones advancement professionally. The field of English for specific purposes (ESP) addresses various communicative needs that arise in different professional or occupational groups. Thus ESP has become a major part of English language teaching and research. ESP takes into account, the constraints of social contexts on language use and the ways learners can gain control over these. We have come to a point in language teaching where there is more thrust on communication rather than language per se. Together these features of ESP practice emphasise a situated view of literacy and underline the applied nature of the field.

COURSE OBJECTIVES:

• To facilitate progression in competencies in specific areas • To impart skills to facilitate progression in language • To help hone skills in communication • To provide skills to aid employability

89

COURSE OUTCOMES:

• Proficient in LSRW skills • Ability to use English language with confidence and clarity • Possess the knowledge and skills to aid holistic development • Possess the requisite skills to get employment

LESSON MODULES :

1. READING/LISTENING: Poetry 2. READING/LISTENING: Story 3. READING/LISTENING: Prose 4. SPEAKING- Session 1: Self Introduction 5. SPEAKING- Session 2: Group work- Introducing a group member 6. SPEAKING- Session 3: Speech on topic of interest 7. SPEAKING- Session 4: Just a Minute 8. WRITING: Paragraph writing 9. WRITING: Essay writing 10. LETTER WRITING : Covering letter and Biodata/CV 11. LETTER WRITING : Letter to the editor/ Letter of complaint/ 12. LETTER WRITING : Letter of request/informal letter 13. MEDIA WRITING : Advertisement/Poster making 14. MEDIA WRITING : Flyers/ Brochures (Internal assessment only) 15. MEDIA WRITING : Journalism: Introduction 16. MEDIA WRITING : Journalism: Headline and Reporting 17. MEDIA WRITING : Journalism: Middles and Columns 18. SPEECH 1: Pick and speak 19. SPEECH 2 : Elocution 20. SPEECH 3 : Debate 21. SPEECH 4 : Introduction/ welcome address/chief guest speech 22. GROUP DISCUSSION 23. REVIEW WRITING : Film 24. REVIEW WRITING : Books 25. WRITING OF MINUTES OF A MEETING

Theory (50Marks)

1. Reading /Writing/ Speaking and listening skills (LSRW) 2. Media Writing (Advertisement, Journalism) 3. Letter Writing 4. Group discussion and Speech 5. Content management. 6. Dialogue writing

90

26. WRITING OF MC SCRIPT

Reference Books and Sources 1. Hutchinson, Tom and Waters, Alan. “English for Specific Purposes (Cambridge Language Teaching Library) – 29 Jan 1987. 2. Singh R. K. : The Needs and Ends Framework of Especially In India, Published in Unesco Alsed-LSP Newsletter Vol. 4 No.3 (13) October 1981 - ISSN 0106-0341 © LSP Centre, CBS, Denmark.

EC.ENG 421 Department of English B.A Degree Course – Electives for students of Optional English

Semester I- 2019-20

Paper I- ENGLISH FOR SPECIFIC PURPOSES PATTERN FOR EXAMINATION : Viva (part of internal assessment) 2.5 MARKS Assignment 2.5 MARKS Terminal Examination 5.0 MARKS Written examination 40 MARKS QUESTION PAPER PATTERN:

Section A Answer any four of the following: 4X5= 20

review writing, headlines and column writing , poster making, paraphrase)

Section B

Answer any two of the following: 2x10=20

Write a script for Master of Ceremony (any event)

Letters

Dialogue Writing / Short Story Writing

https://www.amazon.in/Tom-Hutchinson/e/B001IXS3LG/ref=dp_byline_cont_book_1


91

Department of English B.A Degree Programme

Electives for students of Optional English Revised Syllabus- 2019-20

Semester II Course 2 - Translation Studies and Creative Writing



PREAMBLE

The world is one large global village where translation as a medium of decimation of knowledge and information holds a significant position. Today where technology provides the reach for every individual to go beyond her/his immediate vicinity, the curiosity to know more of the world and the people in it is present in most if not all. This is where Translation Studies finds its scope and relevance. It is not just a social, cultural or an intellectual need but a commercial one as well. Thus Translation Studies provides a much needed and sought after skill and its scope is quite wide and offers space for every kind of translator and translations. In a multi cultural and multi lingual nation such as ours we don’t need to go too far to find a viable area of translation. The programme intends to take a brief look at the theory and stress more on translation in practice. In the language teaching learning process, Creative Writing occupies a critical position as it involves competency, skill and creativity. This involves active involvement of the learner’s knowledge and independent negotiation with ones perspective of self and the world. It promotes active learning and lateral thinking.

COURSE OBJECTIVES

• To have a brief knowledge of Theory of Translation. • To provide basic skills to enable translation from vernacular language to English. • To provide training to build language skill and competency. • To provide the necessary training for creative thinking • To provide space for creative writing.

COURSE OUTCOME:

• Possess competency and skill in English Language. • To be able to think and write independently.

92

• To have basic understanding of the theory binding Translation as a process. • To have exposure to excerpts of works in translation. • To be able to translate at the basic level.

EC.ENG 422 Department of English B.A Degree Course – Electives for students of Optional English

Semester II- 2019-20

Paper II- Translation Studies and Creative Writing



TEACHING MODULES: 1. History of translation. 2. The rise and development of translation 3. Definitions of translation: Linguistic definition of translation; Philological definition of

translation; Communicative definition of translation

Theory (50 Marks)

TRANSLATION STUDIES 1. Introduction to Translation Studies 2. Process of Translation and Challenges in Translation 3. Role and Function of Translation 4. Translation process and product 5. Translation practice (Konkani,kannada, tulu, hindi, Sanskrit, english)

CREATIVE WRITING 6. Creative Writing- an introduction 7. Poetry writing 8. Non fiction writing 9. Story writing 10. Drama 11. Conversation

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4. The nature of translation : What is translation? Translation as a form of communication; Information and message; Communication channel; The sender and the receiver of the message

5. Human translation: Translation of written texts 6. Translation of speech or interpreting; Simultaneous translation 7. Literary and non-literary translation 8. Gain and loss in translation; Accommodation in translation 9. Social functions of translation; The role of translation 10. The role of translators , General and particular knowledge required for translation; Common

background experience as a prerequisite for communication; Common background experience as a starting point in translation

11. Translation process and product; Looking at translation as process and as product; Text types , Techniques, strategies, and procedures in translation

12. Translation practice ( 15 hours for interaction and practice of each teaching module) 13. What is Creative Writing? 14. The Art and Craft of Writing 15. Modes of Creative Writing 16. Poetry: Shape Form and Technique 17. The Problem with Writing Poetry 18. Poetry: Fixed Forms and Free Verse 19. Poetry: Dominant Modes of Poetry Lyrical Narrative and Dramatic 20. Poetry: Voices in the Poem 21. Nonfiction 22. The Short Story and the Novel 23. A Conversation with a Creative Writer 24. The Plot in Drama or Dramatic Structure 25. Preparing for Publication 26. Writing Verse for Children

Reference books and sources • Earnshaw S, “ HANDBOOK OF CREATIVE WRITING”- 2007. PDF • Burchard, Jason. “The Creative Writer's Workbook” - 19 Feb 2017. • Bassnett, Susan, Translation Studies, London and New York, 1980 (revised edition 1991),

Routledge • Bell, Roger T. Translation and Translating, Theory and Practice, Longman, 1991 • Callow, Kathleen, Man and Message: A Guide to Meaning-Based Text Analysis, 1998, • Cumulative Index of United Nations Legal Materials Produced and Applied in Kosovo 1999-

2004, Central European and Euroasian Law Institute, USAID • Duff, Alan, Translation, OUP, 1997 • Gërmizaj, Shykrane, Translation Theory in the Classroom, Prishtina, 2005 • Hatim, B. and I. Mason, Discourse and the Translator, 1990, London and New York, Longman • Selection of extracts from literary works • Selection of extracts of various text types

https://books.google.co.in/books?id=plruTSvDwgkC&pg=PA1&source=gbs_toc_r&cad=3












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• Selection of extracts from daily newspaper • Selection of websites: • http://www.fortunecity.com/business/reception/19 • http://accurapid.com/journal/29accom.htm • http://www.ethnologue.com/show_products • http://cslu.cse.ogi.edu/HL.Tsurvey/chnode4.html http://fiat.gslis.utexas.edu/~palmquis/courses/p

roject98/translation/mtlinks.html

EC. ENG 422 Department of English B.A Degree Course – Electives for students of Optional English

Semester II- 2019-20 Paper II- Translation Studies and Creative Writing



Pattern for EXAMINATION:

Viva (part of internal assessment) 2.5 MARKS Assignment 2.5 MARKS Terminal Examination 5.0 MARKS Written examination 40 MARKS

QUESTION PAPER PATTERN:

Section A

I. Answer any four of the following : 4 x 5 = 20 Theory questions from translation and Creative writing, to answer 4 out of 5

questions

Section B

II. Answer any two of the following : 2 x 10 = 20 Theory questions from translation studies , to answer 2 out of 4 questions

Translation one poetry and one Prose or story

http://fiat.gslis.utexas.edu/%7Epalmquis/courses/project98/translation/mtlinks.html



95


Certificate Course Revised Syllabus- 2019-20

Course 1: Communicative English

PREAMBLE

English as a second language plays a pivotal place in the progression. The prospect of upward mobility in career is better when the English language capability alongside the regional language is well established. Communicative English is thus an ideal approach to English language teaching and learning as this method adopts modules from real life situations. The methodology makes English language learning process a natural and value based experience.

COURSE OBJECTIVE:

• To provide interpersonal and Life skills for individual development • To provide skills to enhance LSRW • To provide skills to enhance communication skills for progression. • To establish creative and critical thinking through active participation and experiential

teaching learning process

COURSE OUTCOME

• Possess Life skills for individual holistic development • Enhanced skills in LSRW • Possess efficiency and confidence to aid individual progression through enhanced

communication skills. • Possess creative and critical thinking for betterment of self.

96


Certificate Course Revised Syllabus- 2019-20


LESSON MODULES:

1. PHONEMES 2. READING/LISTENING: Poetry 3. READING/LISTENING: Story 4. READING/LISTENING: Prose 5. SPEAKING- Session 1: Self Introduction 6. SPEAKING- Session 2: Group work- Introducing a group member 7. SPEAKING- Session 3: Speech on topic of interest 8. SPEAKING- Session 4: Just a Minute 9. SPEECH 1: Pick and speak 10. SPEECH 2 : Elocution 11. SPEECH 3 : Debate 12. SPEECH 4 : Introduction/ welcome address/chief guest speech 13. GROUP DISCUSSION 14. WRITING: Paragraph writing 15. WRITING: Essay writing 16. LETTER WRITING : informal letter 17. Comprehension passage

Theory (50 Marks)

1. Phonetics and phonology 2. Listening 3. Speaking 4. Reading 5. Writing- paragraph, poetry, prose, informal letter 6. Comprehension

97

Reference Books and Sources

1. Hutchinson, Tom and Waters, Alan. “English for Specific Purposes (Cambridge Language Teaching Library) – 29 Jan 1987.

2. Singh R. K. : The Needs and Ends Framework of Especially In India, Published in Unesco Alsed-LSP Newsletter Vol. 4 No.3 (13) October 1981 - ISSN 0106-0341 © LSP Centre, CBS, Denmark

PATTERN FOR EXAMINATION: Viva (part of internal assessment) 2.5 MARKS Assignment 2.5 MARKS Terminal Examination 5.0 MARKS Written examination 40 MARKS

QUESTION PAPER PATTERN: Section A

Answer any four of the following: 4X5= 20

Review writing, headlines and column writing, poster making, paraphrase)

Section B

Answer any two of the following: 3x10=30

Write a script for Master of Ceremony (any event)

Letters, Dialogue Writing / Short Story Writing

********************



98





Agenda No.1 (b) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Hindi for B.A. / B.S.W. Degree Programme.

The Proceedings of the BOS meeting held on Monday, July 15, 2019 at 1:30 P.M. is placed before the Academic Council for its consideration and approval.

99

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN HINDI HELD ON

MONDAY, JULY 15, 2019 AT 1.30 P.M. AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA,

MANGALURU - 2

MEMBERS:

1. Dr. Keshava Gowda U : in the Chair

2. Dr.Sukanya Mary .J : Member

3. Dr.Sunitha : Member - (University Representative)

4. Dr. Suma T.Rodanwar : Member – (Subject Expert)

5. Regha T.R : Member - (Industry Representative)

6. Ms. Juliet : Member - (Meritorious Alumna)

AGENDA:

i. Preparation of Panel of Examiners pertaining to 2019 – 2020 examinations. ii. Assessment and review of I-III [Oct.2018] & II-IV [Apr.2019] Semester Question Papers

and results.

The Chairperson welcomed the honourable members.

The Chairperson tabled the Agenda for the consideration of the Board.

PART – II

The Panel of Examiners was placed before the Board which the Board hereby approves and recommends

for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar

(Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format.

100

PART - III

The Board approved satisfaction over the previous Odd & Even semester [i.e. I-III- Semester Oct. 2018 &

II-IV Semester Apr. 2019] Question Papers pertaining to the Board and the performance of the students in

the Semester Examinations as reflected in the results are found to be satisfactory.

The Meeting concluded with the Chairperson proposing a Vote of thanks.

NAME: SIGNATURE

1. Dr. Keshava Gowda U : in the Chair sd

2. Dr.Sukanya Mary .J : Member sd

3. Dr.Sunitha : Member - (University Representative) sd

4. Dr. Suma T.Rodanwar : Member – (Subject Expert) sd

5. Regha T.R : Member - (Industry Representative) Absent

6. Ms. Juliet : Member - (Meritorious Alumna) sd

SD Dr. Keshava Gowda U

Chairperson, Board of Studies in Hindi

101

School of Social Work Roshni Nilaya, Mangaluru– 575 002


Re-Accredited By NAAC with ‘A’ Grade (3rd Cycle)

Revised Syllabus Choice Based Credit System in Hindi Autonomous Semester Scheme Subject: Hindi

B.A Degree Programme 2019-2020

mÉëxiÉÉuÉlÉÉ Preamble:

ÌWûlSÏ ÌuÉµÉ MüÐ LMü mÉëqÉÑZÉ pÉÉwÉÉ Wæû LuÉÇ pÉÉUiÉ MüÐ UÉeÉpÉÉwÉÉ Wæû| MåülSìÏrÉ xiÉU mÉU pÉÉUiÉ qÉåÇ SÕxÉUÏ AÉÍkÉMüÉËUMü pÉÉwÉÉ AÇaÉëåeÉÏ Wæû| rÉWû ÌWûlSÒxiÉÉlÉÏ pÉÉwÉÉ MüÐ LMü qÉÉlÉMüÐM×üiÉ ÃmÉ Wæû| ÎeÉxÉqÉåÇ xÉÇxM×üiÉ Måü iÉixÉqÉ iÉjÉÉ iÉ°uÉ zÉoSÉåÇ MüÉ mÉërÉÉåaÉ AÍkÉMü Wæû AÉæU AUoÉÏ-TüÉUxÉÏ zÉoS MüqÉ Wæû| ÌWûlSÏ xÉuÉækÉÉÌlÉMü ÃmÉ xÉå pÉÉUiÉ MüÐ UÉeÉpÉÉwÉÉ AÉæU pÉÉUiÉ MüÐ xÉoÉxÉå AÍkÉMü oÉÉåsÉÏ AÉæU xÉqÉfÉÏ eÉÉlÉå uÉÉsÉÏ pÉÉwÉÉ Wæû| WûÉsÉÉÇMüÐ, ÌWûlSÏ pÉÉUiÉ MüÐ UÉwOípÉÉwÉÉ lÉWûÏÇ Wæû, YrÉÉåÇÌMü pÉÉUiÉ Måü xÉÇÌuÉkÉÉlÉ qÉåÇ MüÉåD pÉÏ pÉÉwÉÉ MüÉå LãxÉÉ SeÉÉï lÉWûÏÇ ÌSrÉÉ aÉrÉÉ jÉÉ| cÉÏlÉÏ Måü oÉÉS rÉWû ÌuÉµÉ qÉåÇ xÉoÉxÉå AÍkÉMü oÉÉåsÉÏ eÉÉlÉåuÉÉsÉÏ pÉÉwÉÉ Wæû| ÌuÉµÉ AÉÍjÉïMü qqÇcÉ MüÐ aÉhÉlÉÉ Måü AlÉÑxÉÉU rÉWû ÌuÉµÉ MüÐ SxÉ zÉÌ£üzÉÉsÉÏ pÉÉwÉÉAÉåÇ qÉåÇ xÉå Wæû| mÉÉPrÉ¢üqÉ qÉåÇ ÌWûlSÏ AlÉÑuÉÉS AÉæU ËUmÉÉåÌOïÇûaÉ, lÉÉOûMü, ÌTüsqÉ Îx¢ümOû, sÉÉåMü xÉÇxM×üÌiÉ AÉæU mÉUÇmÉUÉ qÉåÇ MÇümrÉÔOûU ¥ÉÉlÉ MüÉ AÉkÉÉU zÉÉÍqÉsÉ Wæû| pÉÉUiÉ MüÐ xÉÉÇxM×üÌiÉMü AÉæU LãÌiÉWûÉÍxÉMü xÉÇuÉåSlÉÉAÉåÇ MüÉå xÉqÉfÉlÉå Måü ÍsÉL NûÉ§ÉÉåÇ MüÉå mÉËUÍcÉiÉ MüÉUlÉå MüÉ mÉërÉÉxÉ ÌMürÉÉ eÉÉiÉÉ Wæû| ÌWûlSÏ pÉÉwÉÉ AÌlÉuÉÉrÉï ÃmÉ xÉå xÉqÉÉeÉ qÉåÇ xÉÉqÉÉÎeÉMü xÉÇoÉÇkÉÉåÇ Måü lÉåOû uÉMïü xÉå xÉÇoÉÇÍkÉiÉ Wæû| oÉÏ.L Måü ÍsÉL mÉëuÉåzÉ mÉÉlÉå Måü CcNÒûMü NûÉ§ÉÉåÇ xÉå ÌlÉqlÉÍsÉÎZÉiÉ aÉÑhÉÉåÇ Måü ÍsÉL B.A Programme (Hindi Language) MüÐ AmÉå¤ÉÉ MüÐ eÉÉiÉÏ Wæû| eÉÉå ElWåÇû ElÉMåü pÉÉuÉÏ eÉÏuÉlÉ qÉåÇ AmÉåÍ¤ÉiÉ sÉ¤rÉÉåÇ MüÉå mÉëÉmiÉ MüUlÉå qÉåÇ qÉSS MüUiÉÉ Wæû| ÌuÉpÉÉaÉ MüÉ E¬åzrÉ: Objectives of the Department: MüÉsÉåeÉ qÉåÇ ÌWÇûSÏ pÉÉwÉÉ qÉåÇ xlÉÉiÉMü MüÉrÉï¢üqÉ ÌlÉqlÉÍsÉÎZÉiÉ E¬åzrÉÉåÇ mÉU AÉkÉÉËUiÉ Wæû:

NûÉ§ÉÉåÇ MüÉå mÉåzÉåuÉU, urÉÉuÉxÉÉÌrÉMü AÉæU EŠ ÍzÉ¤ÉÉ qÉåÇ AcNåû xjÉÉlÉ mÉU ZÉÄQåû WûÉålÉå Måü ÍsÉL iÉærÉÉU MüUlÉÉ cÉËU§É Måü ÌuÉMüÉxÉ MüÉå ÍzÉ¤ÉÉ MüÐ oÉÑÌlÉrÉÉS qÉÉlÉÉ Wæû NûÉ§ÉÉåÇ Måü urÉÌ£üiuÉ Måü LMü LMüÐM×üiÉ ÌuÉMüÉxÉ qÉåÇ oÉsÉ SålÉÉ pÉÉUiÉÏrÉ xÉÇxM×üÌiÉ AÉæU CÌiÉWûÉxÉ MüÐ xÉÇUcÉlÉÉ AÉæU xÉÇxjÉÉlÉÉåÇ Måü ÍsÉL LMü eÉÉåÎZÉqÉ SålÉå Måü ÍsÉL AÉeÉ MüÐ oÉWÒûxÉÉÇxM×üÌiÉMü, xÉÉqÉÉÎeÉMü mÉËUÎxjÉÌiÉrÉÉåÇ qÉåÇ xÉÉÌWûirÉ MüÐ mÉëÉxÉÇÌaÉMüiÉÉ MüÉå LMü qÉWûiuÉmÉÔhÉï AlÉÑzÉÉxÉlÉ Måü ÃmÉ

qÉåÇ xÉÉqÉlÉå sÉÉiÉå WæÇû

102

mÉÉUÇmÉËUMü mÉëjÉÉAÉåÇ MüÐ mÉëzÉÇxÉÉ ÌuÉMüÍxÉiÉ MüUlÉÉ eÉÉå AÉkÉÑÌlÉMüÐMüUhÉ Måü MüÉUhÉ qÉU UWåÇû WæÇû NûÉ§ÉÉåÇ MüÉå MæüËUrÉU WûÉÍxÉsÉ MüUlÉå qÉåÇ qÉSSaÉÉU ÍzÉ¤ÉÉ MüÉ mÉëqÉÑZÉ ¤Éå§É (Key Areas of Instruction): xÉqÉÔWû cÉcÉÉï AÉæU mÉëxiÉÑÌiÉ xÉqÉÉcÉÉU mÉ§É, mÉÌ§ÉMüÉ AÉÌS Måü qÉÉkrÉqÉ xÉå ÍzÉ¤ÉhÉ cÉÉOïû MüÐ iÉærÉÉUÏ, ÍcÉ§ÉÉåÇ MüÐ ÎYsÉÌmÉÇaÉ, ÌmÉëÇOû qÉÏÌQûrÉÉ xÉå mÉëÉxÉÇÌaÉMü eÉÉlÉMüÉUÏ ÌSZÉÉuÉOûÏ xÉÉ¤ÉÉiMüÉU (mock interviews), UÉåsÉ msÉå AÉæU ÌTüsqÉÉåÇ MüÐ x¢üÏÌlÉÇaÉ MüÐ urÉuÉxjÉÉ MüUlÉÉ AxÉÉClÉqÉåÇOû, mÉëÉeÉåYOû MüÐ mÉëxiÉÑÌiÉ, qÉÉxÉ qÉÏÌQûrÉÉ mÉU xÉuÉåï, MüsÉÉ-xÉÉÌWûirÉ qÉåÇ ÂÍcÉ ¤Éå§É MüÉ SÉæUÉ, uÉåoÉxÉÉCOû, CÇOûUlÉåOû MüÉæzÉsÉ, oÉWÒûpÉÉwÉÏ MÇümrÉÔOûU AkrÉrÉlÉ xÉå xÉÏZÉlÉÉ mÉÉUxmÉËUMü AÉæU lÉåiÉ×iuÉ MüÉæzÉsÉ MæüËUrÉU Måü ÌuÉMüsmÉÉåÇ qÉåÇ zÉÉÍqÉsÉ WæÇû: ÌWûlSÏ AÍkÉMüÉUÏ, AlÉÑuÉÉSMü, CuÉåÇOû qÉælÉLeÉU, OíæûuÉsÉ LÇQû OÕûËUeqÉ

qÉælÉåeÉqÉåÇOû, ËUxÉåmzÉÌlÉxOû, TëÇüOû AÉÌTüxÉ LaeÉÏYrÉÔÌOûuÉ, MüxOûqÉU xÉÌuÉïxÉ LaeÉÏYrÉÔÌOûuÉ, LQûÍqÉÌlÉxOåûÌOûuÉ AÍxÉxOåÇûOû, ÍzÉ¤ÉMü(oÉÏ.LãQû), EmÉlrÉÉxÉMü(mÉÏ.eÉÏ), xÉUMüÉUÏ ÌuÉpÉÉaÉ, NGO’s

eÉÉå rÉÉåarÉiÉÉ mÉëÉmiÉ MüUiÉå Wæû ElÉ NûÉ§ÉÉåÇ MüÉå oÉÏ.LQû AÉæU mÉÉåxOû aÉëåeÉÑLxÉlÉ mÉëÉåaÉëÉqÉÉåÇ Måü ÍsÉL AÉxÉÉlÉ mÉëÌuÉ¹ mÉëSÉlÉ MüUiÉÉ Wæû

WûqÉÉUÏ SØÌ¹ Our Vision: rÉÑuÉÉAÉåÇ Måü ¥ÉÉlÉ MüÉå mÉëpÉÉÌuÉiÉ MüUlÉå Måü ÍsÉL ElWåÇû xÉÉqÉÉÎeÉMü rÉjÉÉjÉï Måü eÉÌOûsÉ cÉËU§ÉÉåÇ Måü mÉëÌiÉ xÉÇuÉåSlÉzÉÏsÉ oÉlÉÉlÉÉ| pÉÌuÉwrÉ Måü xÉqÉÉeÉ qÉåÇ pÉÉwÉÉ, xÉÉÌWûirÉ Måü ¥ÉÉlÉ MüÉå xÉÇUÍ¤ÉiÉ MüUlÉå AÉæU oÉlÉÉL UZÉlÉå Måü ²ÉUÉ AmÉlÉå eÉÏuÉlÉ AÉæU xÉÑkÉÉU MüÉå xÉqÉfÉlÉÉ| WûqÉÉUÉ sÉ¤rÉ Our Mission: ÍzÉ¤ÉÉ urÉÌ£ü MüÉå ÌuÉcÉÉUÉåÇ AÉæU ¾ûSrÉ MüÐ xÉÇMüÐhÉïiÉÉAÉåÇ xÉå qÉÑÌ£ü ÌSsÉÉiÉÏ Wæû| NûÉ§ÉÉåÇ MüÉå ÌuÉÍpÉ³É zÉæÍsÉrÉÉåÇ MüÐ pÉÉwÉÉ, xÉÉÌWûirÉ Måü SØÌ¹MüÉåhÉ, iÉUÏMüÉåÇ, MüsÉÉ xÉÇxM×üÌiÉ, mÉUÇmÉUÉ Måü mÉëMüÉU Måü ÍzÉ¤ÉhÉ SålÉÉ| AÉkÉÑÌlÉMü eÉÏuÉlÉ MüÐ ÌuÉÍzÉÉ¹ xÉqÉxrÉÉAÉåÇ MüÉ xÉqÉkÉÉlÉ ZÉÉåeÉlÉå Måü ÍsÉL iÉærÉÉU MüUlÉÉ| sÉÉåaÉÉåÇ MüÉå CÌiÉWûÉxÉ Måü uÉæ¥ÉÉÌlÉMü ¥ÉÉlÉ Måü xÉÉjÉ ÎeÉqqÉåSÉU lÉÉaÉËUMü oÉlÉÉlÉ|

xÉÇMüÉrÉ E¬åzrÉ (Faculty Objectives): xÉuÉåï¤ÉhÉ AÉæU AlÉÑxÉÇkÉÉlÉ MüÉ xÉÇcÉÉsÉlÉ MüUMåü AlÉÑxÉÇkÉÉlÉ mÉkSÌiÉ qÉåÇ NûÉ§ÉÉåÇ MüÉå mÉëÍzÉÍ¤ÉiÉ MüUlÉÉ

xÉÏZÉlÉå MüÉ E¬åzrÉ (Learner Objectives): mÉëåUhÉÉ AÉæU AÉiqÉ xÉÑkÉÉU Måü ÍsÉL xÉWû mÉÉPrÉ¢üqÉ aÉÌiÉÌuÉÍkÉrÉÉåÇ, MüÉrÉïzÉÉsÉÉAÉåÇ qÉåÇ pÉÉaÉÏkÉÉUÏ oÉÏ.L MüÉrÉï¢üqÉ Måü mÉËUhÉÉqÉ B.A Programme Outcomes: urÉÌ£üaÉiÉ mÉëaÉÌiÉ MüÐ AÉåU AkrÉrÉlÉ Måü iÉWûiÉ ÌuÉÍzÉ¹ MüÉrÉï¢üqÉ MüÉ mÉrÉÉïmiÉ ¥ÉÉlÉ AkÉÉU Wæû

103

xuÉrÉÇ AÉæU xÉqÉÉeÉ Måü xÉqÉaÉë ÌuÉMüÉxÉ Måü ÍsÉL AÉuÉzrÉMü MüÉæzÉsÉ WûÉålÉÉ cÉÉÌWûL xuÉrÉÇ AÉæU xÉqÉÉeÉ Måü mÉëÌiÉ mÉëaÉÌiÉzÉÏsÉ AÉæU xÉMüUÉiqÉMü SØÌ¹MüÉåhÉ Måü xÉÉjÉ LMü urÉÌ£ü oÉlÉåÇ

oÉÏ.L MüÉrÉï¢üqÉ Måü ÌuÉÍzÉ¹ mÉËUhÉÉqÉ (Programme Specific Outcomes B.A, Hindi Language): xÉÉÌWûirÉ iÉjÉÉ pÉÉwÉÉ MüÉ xÉÇmÉÔhÉï ¥ÉÉlÉ mÉëÉÎmiÉ lÉL lÉuÉÏlÉ iÉUÏMüÉåÇ Måü AÉåU oÉÄRûÉlÉå Måü E¬åzrÉ xÉå ÌWûlSÏ xÉÉÌWûirÉ Måü ÌuÉÍpÉ³É mÉWûsÉÑAÉåÇ MüÉå xÉqÉfÉlÉÉ ÌWûlSÏ xÉÉÌWûirÉ Måü SÉzÉïÌlÉMü iÉUÏMüÉåÇ MüÉå ÌuÉxiÉ×iÉ AÉæU xÉqÉfÉlÉÉ AiÉÏiÉ xÉå uÉiÉïqÉÉlÉ iÉMü Måü ÌWûlSÏ Måü AuÉkÉÉUhÉÉ MüÉ qÉÔsrÉÉÇMülÉ MüUÉlÉÉ AÉæU xÉÉÌWûirÉ Måü qÉÉkrÉqÉ xÉå xÉqÉÉeÉ

MüÉå AÍkÉMü ÌlÉMüOû oÉlÉÉlÉÉ ÎeÉqqÉåSÉU lÉÉaÉËUMüiÉÉ MüÐ pÉÉuÉlÉÉ mÉæSÉ MüUlÉÉ

The B.O.S after detailed discussion of all the pertinent issues at its meeting held on 14

December, 2018 approved the following syllabus for the Hindi Choice Based Semester

Scheme (Autonomous) w.e.f 2019-2020.

Syllabus:

The Department offers Hindi as a Second language for four semester of B.A. The B.A

Hindi syllabus is revised and updated regularly.

B.A:

In the B.A First Semester the Programme is centered on Hindi Kavy. In the Second

Semester Hindi Katha Sahithy. Third semester Gadhy Yatra ke Vividh Sopan. In the

fourth semester Bharatiy Janpad Sahithya, Hindi Cinema Lekhan, Hindi Vyakaran,

Karyalayi Hindi.

-----------------------

104



Re-Accredited By NAAC with ‘A’ Grade (3rd Cycle)

Revised Syllabus Choice Based Credit System in Hindi Autonomous Semester Scheme

Department of Hindi B.A Summary Chart – Academic Inputs: 2019-2020

Class

& Semester

Paper

No.

Code

Title of the Course

Hrs of

Instruction

Hrs of Exam

Marks

For Exam

Internal Assessm

ent

Total

Marks

Credits

I B.A I Semester

1 HLBA 111

Hindi Kavy 4 03 80 20 100 2

I B.A. IISemester

2 HLBA 112

Hindi Katha Sahithy 4 03 80 20 100 2

II B.A III Semester

3 HLBA 113

Gadhy Yatra ke Vividh Sopan

4 03 80 20 100 2

II B.A IV Semester

4 HLBA 114

Bharathiy Janpad Sahithy, Hindi cinema Lekhan,Karyalayi Hindi,Vyakaran

4 03 80 20 100 2

Total 16 8

One Course of Theory 80 marks. Exam 3 hours duration, Internal Assessment marks 20, Total Marks 100, Teaching Hours 48, and Credit 02.

Note:

a) Minimum for a Pass :}

b) Classification of successful

Candidates :} As per the Regulations

c) Rejection of results :}

105

Choice Based Autonomous Semester Scheme: Revised Syllabus ÌuÉwÉrÉ Subject: ÌWÇûSÏ Hindi

zÉÏwÉïMü Title: ÌWÇûSÏ MüÉurÉ Hindi Kavy I B.A. Degree Programme 2019-2020

Group-I, Course-I, I Semester

Theory marks:80 Internal Assessment marks :20

Total Marks :100 Total No. of Teaching Hours: 48

Credits:02 E¬åzrÉ Objectives: 1. SåzÉ mÉëåqÉ MüÉå eÉÉaÉëiÉ MüUÉlÉÉ AÉæU xÉÉÌWûirÉ mÉU ÂÍcÉ oÉÄRûÉlÉÉ 2. qÉkrÉMüÉsÉÏlÉ MüÉurÉÉåÇ Måü qÉÉkrÉqÉ xÉå eÉÏlÉå MüÉ lÉÏ UÉWû ÌSZÉÉlÉÉ 3. lÉD MüÌuÉiÉÉ ²ÉUÉ euÉsÉliÉ xÉqÉxrÉÉAÉåÇ MüÉå urÉ£ü MüUlÉÉ AÉæU ExÉMüÉ xÉqÉkÉÉlÉ oÉiÉÉlÉÉ 4. qÉÉlÉuÉ xuÉÉjÉï Måü MüÉUhÉ mÉëM×üÌiÉ MüÐ ÌuÉmÉSÉLÆ ÌMüiÉlÉÉ pÉrÉÇMüU ÃmÉ sÉå UWûÏ CxÉMüÉ LWûxÉÉxÉ MüUÉlÉÉ

mÉËUhÉÉqÉ Outcomes: 1. qÉkrÉMüÉsÉÏlÉ MüÌuÉiÉÉ xÉå AÉeÉ Måü ÌuÉ±ÉjÉÏï iÉlÉÉuÉ xÉå qÉÑ£ü WûÉåiÉå Wæû 2. pÉÌ£üMüÉsÉ Måü MüÌuÉiÉÉ mÉÄRûMüU sÉaÉlÉå sÉaÉiÉÉ Wæû ÌMü qÉÉlÉuÉ WûÏ ´Éå¸ AÉæU ElWåÇû AmÉlÉå ËUxiÉÉå mÉU pÉÏ qÉWûiuÉ SålÉÉ cÉÉÌWûrÉå 3. UÉ·íuÉÉSÏ MüÌuÉiÉÉ mÉÄRûMüU AÉeÉ ÌuÉ±ÉjÉÏï AmÉlÉå UÉ·í Måü mÉëÌiÉ aÉuÉï qÉWûxÉÔxÉ MüUiÉå Wæû 4. MüÌuÉiÉÉ qÉåÇ lÉÉUÏ xÉqÉxrÉÉ mÉÄRûMüU lÉÉUÏ AoÉsÉÉ lÉWûÏÇ xÉoÉsÉÉ xÉå xÉÉÌoÉiÉ MüUlÉå sÉaÉiÉå Wæû UNIT-I (20 hours) qÉkrÉMüÉsÉÏlÉ MüÉurÉ:

1. MüoÉÏUSÉxÉ AÉæU ElÉMüÐ EsÉOûoÉÉðÍxÉrÉÉð 2. xÉÔUSÉxÉ AÉæU ElÉMüÉ oÉÉsÉuÉhÉïlÉ 3. iÉÑsÉxÉÏSÉxÉ AÉæU MåüuÉOû pÉÌ£ü mÉëxÉÇaÉ 4. ÌoÉWûÉUÏ AÉæU ElÉMåü ´É×ÇaÉÉUMüÉsÉ

ÌWûlSÏ xÉÉÌWûirÉ rÉÑaÉ AÉæU mÉëuÉ×Ì¨ÉrÉÉð

• QûÉ. ÍzÉuÉMÑüqÉÉU zÉqÉÉï

106

UNIT-II (18 hours) AÉkÉÑÌlÉMü MüÉurÉ:

1. UÉ·í mÉëåqÉ MüÐ MüÌuÉiÉÉ-qÉæÍjÉsÉÏzÉUÉhÉ aÉÑmiÉ: pÉÉUiÉ pÉÉUiÉÏ 2. mÉëM×üÌiÉ mÉëåqÉ MüÐ MüÌuÉiÉÉ-xÉÑÍqÉ§ÉÉlÉÇSlÉ mÉÇiÉ: oÉÉSsÉ 3. xÉÇuÉåSÉlÉÉiqÉMü MüÐ MüÌuÉiÉÉ-ESrÉ mÉëMüÉzÉ: qÉÉð

ÌWÇûSÏ MüÌuÉiÉÉLÆ • xÉÇmÉÉSMü: mÉëÉå. • eÉrÉqÉÉåWûlÉ LqÉ. LxÉ

UNIT-III (10 hours)

AÉkÉÑÌlÉMü MüÉurÉ Måü mÉëqÉÑZÉ MüÌuÉ: LMü mÉËUcÉrÉ

1. NûÉrÉuÉÉS Måü eÉrÉzÉÇMüU mÉëxÉÉS: sÉå cÉsÉå qÉÑfÉå pÉÑsÉÉuÉÉ SåMüU 2. WûÉsÉÉuÉÉS Måü WûËUuÉÇzÉUÉrÉ oÉŠlÉ: eÉÉå oÉÏiÉ aÉrÉÏ xÉÉå oÉÉiÉ aÉrÉÏ 3. mÉëaÉÌiÉuÉÉS Måü lÉÉaÉeÉÑïlÉ: AMüÉsÉ AÉæU ExÉMåü oÉÉS 4. lÉD MüÌuÉiÉÉ MüÐ AlÉÉÍqÉMüÉ: oÉåeÉaÉWû

AÉkÉÑÌlÉMü ÌWûlSÏ MüÉurÉ AÉæU MüÌuÉ • ´ÉÏ ÌlÉqÉïsÉ

-------------------------

107

Choice Based Autonomous Semester Scheme: Revised Syllabus ÌuÉwÉrÉ Subject:ÌWûlSÏ Hindi

zÉÏwÉïMüTitle: ÌWÇûSÏ MüjÉÉ xÉÉÌWûirÉ Hindi Katha Sahithy I B.A. Degree Programme 2019-2020

Group I, Course II, II Semester

Theory marks :80 Internal Assessment marks:20

Total marks :100 Total No. of Teaching Hours:48

Credits :02 E¬åzrÉ Objectives: 1. sÉbÉÑMüjÉÉ Måü ²ÉUÉ eÉÏuÉlÉ Måü AqÉÔsrÉ xÉlSåzÉ SålÉÉ 2. AÉkÉÑÌlÉMü ÌWûlSÏ MüWûÉlÉÏ qÉåÇ AÄeÉÉSÏ Måü oÉÉS MüÐ mÉËUÎxjÉÌiÉrÉÉåÇ MüÉå SåZÉÉrÉÉ aÉrÉÉ Wæû 3. ÌMüxÉÉlÉ AÉæU qÉkrÉ uÉaÉï MüÐ xÉqÉxrÉÉAÉåÇ MüÉå ZÉÑsÉMüU xÉÉqÉlÉå sÉÉlÉÉ 4. EmÉlrÉÉxÉ Måü ²ÉUÉ AÉeÉ Måü euÉsÉÇiÉ xÉqÉxrÉÉLÆ rÉÉlÉÏ kÉqÉï, eÉÉÌiÉ, SåzÉ, AÉÌS ÌSZÉÉL WæûÌMü qÉÉlÉuÉ ÌMüxÉ iÉUWû ClWåÇû oÉlÉiÉÉ Wæû mÉËUhÉÉqÉ Outcomes: 1. sÉbÉÑMüjÉÉ xÉå oÉŠå AmÉlÉå UÉåeÉ qÉUÉï Måü ÄÎÄeÉlSaÉÏ xÉå jÉÉåQûÉ WûOûMüU ÌuÉwÉrÉ MüÐ aÉWûUÉD qÉåÇ QÕûoÉ eÉÉiÉå Wæû 2. qÉÉlÉuÉÏrÉiÉÉ MüÐ pÉÉuÉlÉÉ eÉÉaÉëiÉÉ WûÉåiÉÉ Wæû 3. MÑüNû MüWûÉÌlÉrÉÉð rÉWû SzÉÉïiÉÏ Wæû AÄeÉÉSÏ AlÉqÉÉåsÉ Wæû ÌuÉ±ÉjÉÏï CxÉMüÐ MüSU MüUlÉå sÉaÉiÉå Wæû 4. EmÉlrÉÉxÉ qÉåÇ oÉŠå rÉWû xÉqÉfÉlÉå sÉaÉiÉå Wæû kÉqÉï AÉæU SåzÉ xÉå mÉUå ClxÉÉlÉ Mü?D SÉåxiÉÏ WûÉåiÉÏ Wæû

UNIT-I (18 hours)

ÌWÇûSÏ sÉbÉÑMüjÉÉ xÉÉÌWûirÉ:

sÉbÉÑMüjÉÉ MüjÉlÉ • xÉÇmÉÉSMü: oÉsÉUÉqÉ

UNIT-II (20 hours)

AÉkÉÑÌlÉMü ÌWûlSÏ MüWûÉlÉÏ:

1. mÉëåqÉcÉÇS: mÉUÏ¤ÉÉ 2. eÉælÉåÇSì: mÉÌ¦É

108

3. M×üwhÉÉ xÉÉåoÉiÉÏ: ÍxÉMMüÉ oÉSsÉ aÉrÉÉ

MüjÉÉMÑÇüeÉ • xÉÇmÉÉSMü: QûÉ. xÉUxuÉiÉÏ pÉssÉÉ ÌWûlSÏ MüWûÉlÉÏ • xÉÇmÉÉSMü: QûÉ. lÉÉqÉSåuÉ, QûÉ. lÉÏsÉqÉ

UNIT-III (10 hours)

AÉSÒÌlÉMü ÌWÇûSÏ EmÉlrÉÉxÉ:

AÉlÉÉ CxÉ SåzÉ • M×üwhÉÉ AÎalÉWûÉå§ÉÏ

-----------------------


zÉÏwÉïMü Title: aÉ± rÉÉ§ÉÉ Måü ÌuÉÌuÉkÉ xÉÉåmÉÉlÉ Gadhy Yaatra ke Vividh Sopan II B.A. Degree Programme 2019-2020

Group I, Course III, III Semester

Theory marks: 80 Internal Assessment marks: 20

Total marks: 100 Total No. of Teaching Hours: 48

Credits:02 E¬åzrÉ Objectives: 1. SåzÉ Måü qÉWûÉlÉ lÉåiÉÉAÉå Måü xÉÇxqÉUhÉ ²ÉUÉ ÌuÉ±ÉjÉÏï MüÉå xÉWûÏ UÉxiÉå mÉU cÉsÉlÉå Måü qÉWûiuÉ oÉiÉÉrÉÉ 2. rÉ§ÉÉuÉ×¨ÉÉÇiÉ Måü SÉæUÉlÉ pÉÉUiÉ MüÐ ZÉÔoÉxÉÔUiÉÏ MüÉå ÌSZÉÉL aÉL 3. xuÉÉAkrÉrÉlÉ, xuÉUcÉlÉÉ, zÉÉåkÉÉ AkrÉrÉlÉ qÉåÇ ÂÍcÉ sÉÉlÉÉ 4. ZÉÑsÉÉ qÉlÉ sÉåZÉlÉ uÉ mÉëxiÉÑÌiÉMüUhÉ ²ÉUÉ AÉiqÉÉ ÌuÉµÉÉxÉ oÉRûÉlÉÉ mÉËUhÉÉqÉ Outcomes: 1. xÉÇxqÉUhÉ mÉÄRûMüU ÌMüxÉÏ LMü MüÉå AmÉlÉÉ mÉëåUhÉÉ ´ÉÉåiÉ oÉlÉÉiÉå Wæû 2. rÉÉ§ÉÉ xÉå oÉÉ½ eÉaÉiÉ MüÉ ¥ÉÉlÉ mÉëÉmiÉ WûÉåiÉÉ Wæû 3. MÑüNû ÌlÉoÉÇkÉ Måü qÉÉkrÉqÉ xÉå oÉŠå AmÉlÉå qÉlÉ MüÉå MüÉoÉÉå qÉåÇ pÉÏ UZÉlÉÉ iÉsÉÉzÉÏ xÉÏZÉ eÉÉiÉå Wæû

109

4. AÉiqÉ MüjÉÉ mÉÄRûMüU xÉqÉxrÉÉ MüÉ xÉÉqÉlÉÉ MüUlÉÉ xÉÏZÉiÉå Wæû UNIT-I (18 hours) ÌWûlSÏ aÉkrÉ MüÐ AlrÉ ÌuÉkÉÉLÆ: xÉÇÍ¤ÉmiÉ mÉËUcÉrÉ ÌlÉoÉÇkÉ, AÉsÉÉåcÉlÉÉ, eÉÏuÉlÉÏ, AÉiqÉMüjÉÉ, UåZÉÉÍcÉ§É, xÉÇxqÉUhÉ, ËUmÉÉåiÉÉïeÉ, rÉÉ§ÉÉ uÉ×¨ÉÉÇiÉ Sahithy Vidhayen

• QûÉ. xÉWûaÉsÉ UNIT-II (15 hours) aÉkrÉ rÉÉ§ÉÉ(pÉÉaÉ-1): 1. xÉÇxqÉUhÉ: qÉWûÉiqÉÉ aÉÉðkÉÏ – UÉqÉMÑüqÉÉU uÉqÉÉï 2. UåZÉÉÍcÉ§É: lÉÏsÉMüÉÇiÉ - qÉWûÉSåuÉÏ uÉqÉÉï 3. ËUmÉÉåiÉÉïeÉ: sÉÉuÉÉËUzÉ – SåuÉåÇSì xÉirÉÉjÉÏï

aÉkrÉ rÉÉ§É • QûÉ. ´ÉÏUÉqÉ zÉqÉÉï LMü MüWûÉlÉÏ rÉWû pÉÏ • qÉ³ÉÑ pÉÇQûÉUÏ

UNIT-III (15 hours)

aÉkrÉ rÉÉ§ÉÉ(pÉÉaÉ 2): 1. eÉÏuÉlÉÏ: eÉÏuÉlÉ xÉÉU - mÉëåqÉcÉÇS 2. ÌlÉoÉÇkÉ: ¢üÉåkÉ – UÉqÉcÉÇSì zÉÑYsÉ 3. rÉÉ§ÉÉ uÉ×¨ÉÉÇiÉ: uÉÉåsaÉÉ xÉå aÉÇaÉÉ qÉåUÏ eÉÏuÉlÉ rÉÉ§ÉÉ – QûÉ. UÉWÒûsÉ xÉÉÇM×üirÉÉrÉlÉ

aÉkrÉ rÉÉ§ÉÉ • QûÉ. ´ÉÏUÉqÉ zÉqÉÉï

LMü MüWûÉlÉÏ rÉWû pÉÏ

• qÉ³ÉÑ pÉÇQûÉUÏ

------------------------

110


zÉÏwÉïMüTitle: pÉUiÉÏrÉ eÉlÉmÉS xÉÉÌWûirÉ, ÌWûlSÏ ÍxÉlÉåqÉÉ sÉåZÉlÉ,ÌWûlSÏ urÉÉMüUhÉ, MüÉrÉÉïsÉrÉÏ ÌWÇûSÏ Bharatiy JanpadSahithya, Hindi CinemaLekhan, Hindi Vyakaran, KaryalayiHindi

II B.A Degree Programme 2019-2020 Group I, Course IV, IV Semester

Theory marks: 80

Internal Assessment marks: 20 Total marks: 100

Total No. of Teaching Hours: 48 Credits : 02

E¬åzrÉ Objectives: 1. ÌWûlSÏ ÍxÉlÉåqÉÉ sÉåZÉlÉ xÉå xÉqÉÉeÉ qÉåÇ urÉÉmiÉ AlÉåMü xÉqÉxrÉÉAÉåÇ MüÉå EPûÉrÉÉ aÉrÉÉ Wæû 2. urÉÉMüUhÉ AkrÉrÉlÉ xÉå qÉÉlÉMü ÌWÇûSÏ, UxÉ, NÇûS, AsÉÇMüÉU AkrÉrÉlÉ xÉå xÉÉÌWûÎirÉMü pÉÉwÉÉ qÉåÇ xÉÑkÉÉU sÉÉlÉÉ 3. pÉÉUiÉ MüÐ CÌiÉWûÉxÉ oÉÉåkÉ iÉjÉÉ xÉÇxM×üÌiÉ MüÉ oÉÉåkÉ MüUÉlÉÉ AÉæU eÉlÉmÉS xÉÉÌWûirÉ MüÉ mÉËUcÉrÉ SålÉÉ 4. AkrÉrÉlÉ qÉåÇ qÉÉxÉ qÉÏÌQûrÉÉ iÉjÉÉ MüÉrÉÉïsÉrÉÏ MÇümrÉÔOûU MüÉ qÉWûiuÉ MüÉå xÉqÉfÉÉlÉÉ mÉËUhÉÉqÉ Outcomes: 1. urÉÉMüUhÉ Måü SÉæUÉlÉ ÌuÉ±ÉÍjÉïrÉÉåÇ qÉåÇ ÌWÇûSÏ MüÉ qÉÉlÉMü ÃmÉ ÌuÉMüÍxÉiÉ WûÉåiÉÉ Wæû 2. NÇûS AÉæU AsÉÇMüÉU ¥ÉÉlÉ xÉå xÉÉÌWûirÉ MüÉå aÉWûUÉD xÉå xÉqÉfÉlÉå sÉaÉiÉå Wæû 3. ÍxÉlÉåqÉÉ sÉåZÉlÉ iÉjÉÉ ÍxÉlÉåqÉÉ ÌlÉqÉÉïhÉ MüÐ ÂÍcÉ oÉÄRûiÉÉ WæûAÉæU Ì¢ürÉÉzÉÏsÉ WûÉåiÉå Wæû 4. xÉÇcÉÉU qÉÉkrÉqÉ iÉjÉÉ MürÉÉïsÉrÉÏ MÇümrÉÔOûU ²ÉUÉ ElWåÇû UÉåeÉaÉÉU ¤Éå§É qÉåÇ AlÉåMü UÉxiÉå ZÉÑsÉiÉå Wæû UNIT-I (20 hours) 1. pÉÉUiÉÏrÉ eÉlÉmÉS xÉÉÌWûirÉ MüÉ xÉÇÍ¤ÉmiÉ AkrÉrÉlÉ 2. ÌWûlSÏ iÉjÉÉ ÌWûlSÏ ÍxÉlÉåqÉÉ sÉåZÉlÉ: LMü xÉÇÍ¤ÉmiÉ AkrÉÉrÉlÉ 1) mÉOûMüjÉÉ sÉåZÉlÉ 2) SÉUÉuÉÉWûÏ 3) uÉ×¨É ÍcÉ§É 4) ÍxÉlÉåqÉÉ

qÉÏÌQûrÉÉ sÉåZÉlÉ(Media writing) • xÉÑÍqÉiÉ qÉÉåWûlÉ

eÉlÉxÉÇcÉÉU qÉÉkrÉqÉ SzÉÉ LuÉÇ ÌSzÉÉ • xÉÇmÉÉSMü: QûÉ. xÉÉæ.SÏmiÉÏ SåzÉmÉÉÇQåû

111

UNIT-II (18 hours) 1. MüÉrÉÉïsÉrÉ ÌWÇûSÏ: A. MüÉrÉÉïsÉrÉÏ MÇümrÉÔOûU: rÉÔÌlÉMüÉåQû MüÉ mÉËUcÉrÉ, ÌWûlSÏ mÉæMåüÄeÉ/xÉÉnOèuÉårÉU MüÉ mÉËUcÉrÉ, ÌQûÎÄeÉOûsÉ iÉMülÉÏMüÐ, CsÉåYOíûÉÌlÉMü qÉÏÌQûrÉÉ AÉ. MüÉrÉÉïsÉrÉÏ mÉ§É sÉåZÉlÉ: ¥ÉÉmÉlÉ mÉ§É, AÉSåzÉ mÉ§É, AlÉÑxqÉÉUMü, mÉËUmÉ§É, lÉÉæMüUÏ Måü ÍsÉL AÉuÉåSlÉ mÉ§É

Bankon Mein Dvibhashi Computerikaran oÉæÇMüÉåÇ qÉåÇ Ì²pÉÉwÉÏ MÇümrÉÔOûUÏMüUhÉ • QûÉ eÉrÉÇiÉÏ mÉëxÉÉS lÉÉåÌOûrÉÉsÉ

ÌWûlSÏ urÉÉMüUhÉ LuÉÇ UcÉlÉÉ • QûÉ. AuÉSåzÉ ‘uÉÍzÉ¹’,qÉqÉiÉÉ zÉqÉÉï

UNIT-III (10 hours) urÉÉMüUhÉ: 1. zÉoS pÉåS, mÉS mÉËUcÉrÉ, xÉÇ¤ÉåmÉlÉ, mÉssÉuÉlÉ, uÉÉYrÉ zÉÑkSÏ 2. AsÉÇMüÉU Måü mÉËUpÉÉwÉÉ AÉæU pÉåS 3. NÇûS MüÐ mÉËUpÉÉwÉÉ AÉæU pÉåS 4. AlÉÑuÉÉS: 1) ÌWûlSÏ xÉå AaÉëåÄeÉ AÉæU Mü³ÉQû 2) AÇaÉëåÄeÉ AÉæU Mü³ÉQû xÉå ÌWûlSÏ

èxÉUsÉ ÌWûlSÏ urÉÉMüUhÉ iÉjÉÉ UcÉlÉÉ • qÉÏlÉÑ MüiÉÑËUrÉÉ ‘MüÌmÉsÉ’

UxÉ, NÇûS AÉæU AsÉÇMüÉU • ´ÉÏ cÉÇSìzÉåZÉU ÌiÉuÉÉUÏ

--------------------------------------------

112



Re-Accredited By NAAC with ‘A’ Grade (3rd Cycle) Revised Syllabus Choice Based Credit System in Hindi Autonomous Semester Scheme

Subject: Hindi

B.A Degree Programme 2019-20 Scheme of Examination U.G – 2019-20

(Common for all semesters)

Total Marks: 80 Internal Assessment Marks: 20 Grand Total Marks: 100

SECTION A 10 questions out of 10 to be answered. Questions spread across the entire syllabus. No choice. Each question carries 2 marks. 10x2 = 20

SECTION B

4 questions out of 5 to be answered. Questions to be spread across the entire syllabus. Each Question carries 5 marks. 4x5 = 20

SECTION C 4 essay – type questions out of 5 to be answered. Questions to be spread across the entire syllabus. Each question carries 10 marks. 4x10 = 40

------------------------

113

HINDI REFERENCE BOOKS First B.A - I Semester

1. Patak Dr.Prathibha (sampadak), Aadhunik kaavy sangrah, Kitabghar, New Delhi-2,F.P:2003. 2. Tripaati Viswanaath,Hindi Saahithy ka sankshipt ithihaas,NCERT,1986. 3. Sharma Dr.Shiv Kumar,Hindi Saahity Yug aur Pravruttiyan,Ashok Prakashan NewDelhi- 6,F.P:2008 4. Dr. Hardayal, Adhunik Hindi kavita, Loka bharati prakashan, Allahabad.F.P:1999. 5. Sri Nirmal, Adhunik Hindi kavya aur kavi, Bhavana prakashan, Delhi,F.P:1986. 6. Nagar Sri Vimalashankar,Prasad ki kavya prathibha,prerana prakashan,Muradabad, P:1990. 7. Sharma Dr.Rama Vilas, Nirala ki sahitya sadhana, Rajkamal prakashan, Delhi,F.P:1998. 8. Sharma Dr.Urvashi, Aadhunik kaavya sangrah,Malik and co.,Jayapur-3,2008.

First B.A - II Semester 1. Sharma Prof.Kiranchandr,Aaj ki prathinidhi kahaniyan,S.Chandra & co.,Delhi,F.P:1946. 2. Vajapayee Bhagavathiprasad, Kathabharathi,Bharathi Saahithy Mandhir,Delhi,1965. 3. Simh Usha paal,Kathamanjari,Gnanadoot,Delhi-92,F.P:2006. 4. Tiwari Dr.Malithi(sampadak),Kahani Navaratna,Manasvi New Delhi-20,1996. 5. Nautiyal, Dr.Jaynti Prasad, Hindi ki pratinidhi kahaniyan taatvik vivechan aarya prakashan mandal,Gandhinagar, Delhi,F.P:2010. 6. Ramashraya, Smt.Savita, Nayi kahani ka shilpa saundaray, Lucknow, sulabh prakashan,F.P:1889.

Second B.A - III Semester

1. Sahagal Dr.Shashi,Sahithy-Vidhayen,kitabghar,New Delhi-2,F.P:1999. 2. Gupt Dr.Raamnivas,Hindi Sahity-sameeksha,Aadhunik prakshan,Delhi-53,F.P:2001 4. Nautiyal Dr.Jayanti Prasad, Sahitya vivechan,Kitabghar prakashan,Delhi.F.P:2010 5. Nautiyal J.P,Anuvaad siddhant avam vyavahar,Radhakrishna Prakashan pvt ltd.,New Delhi-2. 6. Varma Mahadevi,Mera parivaar,Lokbharathi prakashan,M.G.Road,Ilahabad-1.F.P:1960. 7. Husain S,Aabid, Anuvaad-Shukl Durgashankar,Bharat ki raashtriya sanskriti,F.P:1987

Second B.A - IV Semester

1. Prasad Dr.Govind & Pandey Dr.Anupama, Media lekhan aur sampadan kala(Media writing and Editing technology),Discovery publishing house, New Delhi – 110 002, F.P:2012. 2. Gupta Ravindra & Gupta Manjula, Computer shabdkosh ka Hindi roop, Royal book Depo, Delhi,F.P:2010. 3. Sumit Mohan, Media Lekhan, Vani prakashan, New Delhi – 110002,F.P:2008. 4. Deshpanday Dr.Sou.Deepti & Kaande Dr. Suresh,janasanchaar maadyam dasha avam disha,

114

Jaagrat Bharati Prakashan,Ilahabad-3,F.P:2011. 5. Bhat Smt.Susheela & Kulakarni Dhananjay, Kalam uthane se pehale (Hindi grammar through English medium), Vishwabharati prakashan, Nagpur – 440012, F.P:2005. 6. Vaishy L.P & Gupt T.P, Bharathiy Sabhyatha Avam Sanskriti ka ithihas,research publications, Jayapur, F.P:2009.

115





Agenda No.1 (c) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Kannada for B.A. / B.S.W. Degree Programme.

The Proceedings of the BOS meeting held on Friday, July 19, 2019 at 2:00 P.M. is placed before the Academic Council for its consideration and approval.

116

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN KANNADA

HELD ON FRIDAY JULY 19, 2019 AT 2 P.M. AT SCHOOL OF SOCIAL WORK,

ROSHNI NILAYA, MANGALORE - 2

MEMBERS:

1. Mr.Obanatha Mera.P - Chairperson

2. Dr. Vishwanath Badikana - University Representative

3. Prof.Krishnamoorthy - Subject Expert

4. Dr. Sathish - Subject Expert

5.Dr. Sharabhendra Swamy - Member (Industry Representative)

6. Mrs. Jnaneshwari - Member (Meritorious Alumna)

AGENDA:

i. Preparation of Panel of Examiners pertaining to 2019 – 2020 examinations. ii. Assessment and review of I-III [Oct.2018] & II-IV [Apr.2019] Semester Question Papers and

results. The Chairperson welcomed the honourable members. The Chairperson tabled the Agenda for the consideration of the Board. PART – II The Panel of Examiners was placed before the Board which the Board hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format. PART - III The Board approved satisfaction over the previous Odd & Even semester [i.e. I-III Semester Oct. 2018 & II-IV Semester Apr. 2019] Question Papers pertaining to the Board and the performance of the students in the Semester Examinations as reflected in the results are found to be satisfactory. PART – IV: Any specific issue permitted by the Principal - Not Applicable The Meeting concluded with the Chairperson proposing a Vote of thanks.

117

NAME SIGNATURE

1. Mr.Obanatha Mera.P - Chairperson ………Sd/-………

2. Dr. Vishwanath Badikana - University Representative ……...Sd/-………….

3. Prof.Krishnamoorthy - Subject Expert ……....Sd/-………….

4. Dr. Sathish - Subject Expert ……...Sd/-………….

5.Dr.Sharabhendra Swamy - Member (Industry Representative) ……...Absent ………

6. Mrs. Jnaneshwari - Member (Meritorious Alumna) ……...Sd/-………….

Sd/- Mr.Obanatha Mera.P

Chairperson Board of Studies in Kannada

118

KANNADA LANGUAGE (BA)

BA RESULT ANALYSIS: 2018-2019

Particulars I Sem Percentage IIISem

Percentage

No. of Students Appeared

11 - 16 -

No. of Students Passed 9 81.82 14 87.50

No. of Students Failed 2 18.18 2 12.50

No. of Students Absent - - - -

No. of Students Discontinued

- - - -

B.A DETAILED RESULT ANALYSIS: 2018-2019 Particulars I Sem Percentage III Sem Percentage

90% & Above - - - - 80% & Above but below 90% 3 27.27 5 31.25 70% & Above but below 80% - - 5 31.25 60% & Above but below 70% 2 18.18 2 12.50 55% & Above but below 60% 1 9.09 1 6.25 50% & Above but below 55% 1 9.09 1 6.25 35% & Above but below 50% 2 18.18 - - Below 35% 2 18.18 2 12.50 Abesent - - - -

Pass Percentage

81.82 87.50

119

BA RESULT ANALYSIS: 2018 -2019

Particulars II Sem Percentage IV Sem Percentage No. of Students

Appeared 11 16

No. of Students Passed 9 81.82 15 93.75

No. of Students Failed 2 18.18 1 6.25

No. of Students Absent - - - -

No. of Students Discontinued - -

B.A DETAILED RESULT ANALYSIS: 2018 - 2019 Particulars II Sem Percentage IV Sem Percentage

90% & Above 2 18.18 -- - 80% & Above but below 90% - - 7 43.75

70% & Above but below 80% 4 36.36 3 18.75

60% & Above but below 70% - - 3 18.75

55% & Above but below 60% - - - -

50% & Above but below 55% - - 2 12.50

35% & Above but below 50% 3 27.27 - -

Below 35% 2 18.18 1 6.25 Abesent - - - - Pass Percentage

81.82 93.75

120

KANNADA LANGUAGE (BSW)

B.S.W DETAILED RESULT ANALYSIS: 2018 – 2019 Particulars I Sem Percentage III Sem Percentage

90% & Above 1 12.50 3 27.27 80% & Above but below 90% 1 12.50 3 27.27 70% & Above but below 80% 3 37.50 2 18.18 60% & Above but below 70% 2 25.00 1 9.09 55% & Above but below 60% - - - - 50% & Above but below 55% 1 12.50 1 9.09 35% & Above but below 50% - - 1 9.09 Below 35% - - - - Abesent - - - -

Pass Percentage

100.00 100.00

KANNADA LANGUAGE (BSW)

B.S.W RESULT ANALYSIS: 2018-2019

Particulars II Sem

Percentage IVSem

Percentage

No. of Students Appeared 8 11

No. of Students Passed 8 100.00 11 100.00 No. of Students Failed - - - - No. of Students Absent - - - - No. of Students Discontinued - -

B.S.W RESULT ANALYSIS: 2018 -2019 Particulars I Sem Percentage IIISem Percentage


No. of Students Passed 8 100.00 11 100.00 No. of Students Failed - - - - No. of Students Absent - - - - No. of Students Discontinued - -

121

B.S.W DETAILED RESULT ANALYSIS: 2018 – 2019

Particulars II Sem Percentage IV Sem Percentage 90% & Above 1 12.50 3 27.27 80% & Above but below 90% 3 37.50 1 9.09 70% & Above but below 80% 1 12.50 4 36.36 60% & Above but below 70% 1 12.50 1 9.09 55% & Above but below 60% 1 12.50 2 18.18 50% & Above but below 55% 1 12.50 - - 35% & Above but below 50% - - - - Below 35% - - - - Abesent - - - -

Pass Percentage

100.00 100.00

122

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124

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2) «zÁåyð ¸ÀªÀÄÄzÁAiÀÄzÀ PÉÃ¼ÀÄªÀ ªÀÄvÀÄÛ UÀæ»¸ÀÄªÀ PË±À®åUÀ½UÉ DzÀåvÉ. UÀæ»¹zÀÝ£ÀÄß §gÀºÀzÀ°è

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w½¸ÀÄªÀ ¥ÀæAiÀÄvÀß.

4. DAiÀÄÝ ¥ÀoÀåUÀ¼ÀÄ «zÁåyðUÀ¼À CzsÀåAiÀÄ£À «µÀAiÀÄUÀ½UÉ ¸ÀA§AzsÀ¥ÀlÖAvÉ ºÉaÑ£À ªÀiÁ»w ¤ÃqÀÄªÀAwgÀÄªÀÅzÀÄ ¸ÀÆPÀÛ. F

CA±À «zÁåyUÀ¼À°è£À ¨sÁµÉ / ¸Á»vÀåQÌgÀÄªÀ ¸ÁªÀÄxÀåðªÀ£ÀÄß CjAiÀÄ®Ä ¸ÀºÀPÁjAiÀiÁUÀ¨ÉÃPÀÄ.

5. ªÀiÁ£À«PÀ CA±ÀUÀ¼À£ÀÄß PÀ£ÀßqÀzÀ°è C©üªÀåQÛ¸ÀÄªÀ ¥ÀæAiÀÄvÀßPÉÌ ºÉZÀÄÑ ¥ÁæzsÀå£ÀåvÉ. «zÁåyð vÁ£ÀÄ PÀ°vÀzÀÝ£ÀÄß PÀ£ÀßqÀ

¨sÁµÉAiÀÄ°è C©üªÀåPÀÛ ¥Àr¸ÀÄªÀ ¥ÀæAiÀÄvÀßªÉÃ F ¥ÀoÀåPÀæªÀÄzÀ GzÉÝÃ±À.

6. ¥ÀæZÀ°vÀ ªÀÄ»¼Á, zÀ°vÀ ¸ÀAªÉÃzÀ£ÉAiÀÄ ««zsÀ ¥ÀzÀgÀUÀ¼À CzsÀåAiÀÄ£ÀzÀ »£Àß¯ÉAiÀÄ°è ¥ÀzÀ« ²PÀëtQÌgÀÄªÀ ªÀiÁ£À«ÃAiÀÄ

ªÀÄÄRªÀ£ÀÄß UÀÄgÀÄw¸ÀÄªÀ ¥ÀæAiÀÄvÀßPÉÌ MvÀÄÛ ¤ÃrPÉ.

7. ªÉÊeÁÕ¤PÀ w¼ÀÄªÀ½PÉUÀ¼À£ÀÄß PÀ¯Á «zÁåyðAiÉÆ§â PÀÄvÀÆºÀ°AiÀiÁV £ÉÆÃqÀÄªÀ ¥ÀæAiÀÄvÀß. eÁÕ£ÀªÁ»¤AiÀiÁV PÀ£ÀßqÀPÉÌ

¹UÀ¨ÉÃPÁzÀ ¸ÀªÀiÁPÁ°Ã£À ªÀiÁ£ÀåvÉUÉ CªÀPÁ±À MzÀV¸ÀÄªÀÅzÀÄ.

¨sÁªÀPÉÆÃ±À ¤ªÀiÁðtPÉÌ C£ÀÄPÀÆ®ªÁUÀÄªÀAvÉ ««zsÀ ZÀlÄªÀnPÉUÀ¼À£ÀÄß ºÀ«ÄäPÉÆ¼ÀÄîªÀÅzÀÄ.

PÀ£ÀßqÀ ¨sÁµÉ ©.J ¥ÀoÀåPÀæªÀÄzÀ ¥sÀ°vÀUÀ¼ÀÄ

1. PÀ£ÀßqÀ ¨sÁµÉAiÀÄ°è CvÀÄåvÀÛªÀÄ ¸ÀAªÀºÀ£À PË±À¯ ¨É¼É¹PÉÆ¼ÀÄîvÁÛgÉ.

2. PÀ£ÀßqÀ ¨sÁµÉAiÀÄ eÉÆvÉUÉ ¸Á»vÀåzÀ PÀ°PÉAiÀÄ°è D¸ÀQÛ ªÀÄÆqÀÄvÀÛzÉ.

3. ¸ÀázsÁðvÀäPÀ ¥ÀjÃPÉëUÀ¼À°è ¨sÁUÀªÀ»¸ÀÄvÁÛgÉ.

4. ªÀiÁzsÀåªÀÄ,¥ÀæPÁ±À£À,eÁ»ÃgÁvÀÄ ¸ÀA¸ÉÜUÀ¼À°è GzÉÆåÃUÁªÀPÁ±À.

5. ¸ÀégÀavÀ PÀvÉ,PÀªÀ£À,¥Àæ§AzsÀ,£ÁlPÀUÀ¼À §gÉªÀtÂUÉ ¸ÁªÀÄxÀðå.

6. AiÀiÁªÀÅzÉÃ ¸À¨sÉ ¸ÀªÀiÁgÀA¨sÀUÀ¼À°è PÁAiÀÄðPÀæªÀÄ ¤gÀÆ¥ÀuÉAiÀÄ ¸ÁªÀÄxÀðå.

7. ¸ÀA±ÉÆÃzsÀ£Á ªÀÄ£ÉÆÃ¨sÁªÀ ¨É¼ÉAiÀÄÄvÀÛzÉ.

……………………………………………………………………………………………………………

126

DAiÉÄÌ DzsÁjvÀ ±ÉæÃAiÀiÁAPÀ ¥ÀzÀÞw - ZÀvÀÄªÀiÁð¸À AiÉÆÃd£É (¸ÁéAiÀÄvÀÛ) ¥ÀÅ£Àgï £À«ÃPÀÈvÀ ¥ÀoÀåPÀæªÀÄ 2019

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¨ÁºÀå CAPÀUÀ¼ÀÄ : 80 DAvÀjPÀ CAPÀUÀ¼ÀÄ : 20 MlÄÖ CAPÀUÀ¼ÀÄ : 100

¨ÉÆÃzsÀ£Á CªÀ¢ü : 48 UÀAmÉUÀ¼ÀÄ PÉærmïì : 02

GzÉÝÃ±ÀUÀ¼ÀÄ (Course Objectives):

ºÉÆ¸ÀUÀ£ÀßqÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼À£ÀÄß CxÉðÊ¸ÀÄªÀÅzÀÄ.

UÀzÀå- ¥ÀzÀåUÀ¼À£ÀÄß «±ÉèÃ¶¸ÀÄªÀÅzÀÄ.

¥ÀoÀåzÀ ««zsÀ ªÀiË®åUÀ¼À£ÀÄß UÀÄgÀÄw¸ÀÄªÀÅzÀÄ.

ªÉÊeÁÕ¤PÀ ªÀÄ£ÉÆÃ¨sÁªÀ ¨É¼É¸ÀÄªÀÅzÀÄ.

PÀ°PÁ ¥sÀ®UÀ¼ÀÄ (Course Outcomes):

¸Á»vÀå ¥ÀæPÁgÀUÀ¼À£ÀÄß UÀÄgÀÄw¹ «±ÉèÃ¶¸ÀÄvÁÛgÉ.

ªÉÊeÁÕ¤PÀ aAvÀ£É ¨É¼É¹PÉÆ¼ÀÄîvÁÛgÉ.

¸ÀÈd£À²Ã® ¥Àæ§AzsÀUÀ¼À£ÀÄß gÀa¸ÀÄvÁÛgÉ.

¸ÀPÁ°PÀ ¯ÉÃR£ÀUÀ¼À£ÀÄß §gÉAiÀÄ®Ä ¸ÀªÀÄxÀðgÁUÀÄvÁÛgÉ.

PÀ£ÀßqÀ ¨sÁµÁ ¥ÀoÀå - 1

ªÉÆzÀ®£ÉAiÀÄ ¸É«Ä¸ÀÖgï - ©.J.

PÀ£ÀßqÀ ¨sÁµÉ: ¥ÀwæPÉ-1 : ¸Á»vÀå ¥ÀæPÁgÀUÀ¼ÀÄ/¥ÀoÀåUÀ¼ÀÄ

ªÁgÀPÉÌ 04 UÀAmÉUÀ¼ÀÄ 12 x04=48 UÀAmÉUÀ¼ÀÄ

WÀlPÀ – 1 UÀAmÉUÀ¼ÀÄ : 20

ºÉÆ¸ÀUÀ£ÀßqÀ PÁªÀå CAPÀUÀ¼ÀÄ : 35

1. zÉÃªÀgÀÄ gÀÄdÄ ªÀiÁrzÀ£ÀÄ - PÀÄªÉA¥ÀÄ

2.¥ÀÅlÖ «zsÀªÉ - zÀ.gÁ.¨ÉÃAzÉæ

3. K¸ÀÄ-PÀÈµÀÚ - UÉÆÃ«AzÀ ¥ÉÊ

4. ²®Ä¨É KjzÁÝ£É - qÁ. PÉ.J¸ï. ¤¸Ágï CºÀªÀÄzï

5. CªÀé - ºÀ£ÀÄªÀÄAvÀAiÀÄå

6. vÀqÉ - ZÀ. ¸ÀªÀðªÀÄAUÀ¼À

127

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¸ÀtÚ PÀxÉUÀ¼ÀÄ ªÀÄvÀÄÛ UÀzÀå CAPÀUÀ¼ÀÄ : 30

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2. PÀªÀÄ¯Á¥ÀÅgÀzÀ ºÉÆÃmÉÃ°£À°è - ¥ÀAeÉ

3. £Á®ÄÌ ªÉÆ¼À ¨sÀÆ«Ä - ZÀzÀÄgÀAUÀ

4. ¸ËAzÀAiÀÄð ªÀÄvÀÄÛ ªÉÄÊ§tÚ - ¯ÉÆÃ»AiÀiÁ

5. ªÉÊZÁjPÀ ¥ÀæeÉÕUÉ EgÀÄªÀ CqÉvÀqÉUÀ¼ÀÄ - qÁ. ºÉZï. £ÀgÀ¹AºÀAiÀÄå

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QæAiÀiÁvÀäPÀ PÀ£ÀßqÀ CAPÀUÀ¼ÀÄ : 15

1. ¥Àæ§AzsÀ gÀZÀ£ÉAiÀÄ ¸ÀégÀÆ¥À ªÀÄvÀÄÛ §UÉUÀ¼ÀÄ

2. ªÉÊZÁjPÀ, ®°vÀ, ºÁ¸Àå ¥Àæ§AzsÀUÀ¼À gÀZÀ£É

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2)DAvÀjPÀ ªÀiË®åªÀiÁ¥À£ÀPÉÌ CAPÀUÀ¼ÀÄ 20

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MlÄÖ CAPÀUÀ¼ÀÄ 100

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DAvÀjPÀ ¥ÀjÃPÁë «zsÁ£ÀUÀ¼ÀÄ :

1)DAvÀjPÀ °TvÀ ¥ÀjÃPÉë

2)¸ÀÈd£À²Ã® ¥Àæ§AzsÀ/ ¤zÉðÃ²vÀ PÁAiÀÄðAiÉÆÃd£É

3)ªÀiËTPÀ ¥ÀjÃPÉë

4)vÀgÀUÀw ZÀlÄªÀnPÉUÀ¼ÀÄ – UÀÄA¥ÀÄ ZÀZÉð, ¥Àæ§AzsÀ ªÀÄAqÀ£É

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£ÀqÀÄUÀ£ÀßqÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼À£ÀÄß UÀæ»¸ÀÄªÀ ªÀÄvÀÄÛ ªÉÃUÀªÁV NzÀÄªÀ ¸ÁªÀÄxÀðåªÀ£ÀÄß C©üªÀÈ¢ÞUÉÆ½¸ÀÄªÀÅzÀÄ. £ÀqÀÄUÀ£ÀßqÀzÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼À£ÀÄß UÀÄgÀÄw¹ ªÀVðÃPÀj¸ÀÄªÀ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄªÀÅzÀÄ. ¸ÀÄ¢Þ ¥ÀwæPÉUÀ¼À£ÀÄß NzÀÄªÀ ºÀªÁå¸À ¨É¼É¸ÀÄªÀÅzÀÄ. ®°vÀ ¥Àæ§AzsÀ,PÁzÀA§jUÀ¼À£ÀÄß NzÀÄªÀ ºÀªÁå¸À ¨É¼É¸ÀÄªÀÅzÀÄ.


£ÀqÀÄUÀ£ÀßqÀ ¸Á»vÀåªÀ£ÀÄß ¤gÀUÀð¼ÀªÁV NzÀÄvÁÛgÉ. ¸ÀévÀAvÀæªÁV NzÀ®Ä,«±ÉèÃ¶¸À®Ä ¸ÀªÀÄxÀðgÁUÀÄvÁÛgÉ. ªÀiËTPÀ ªÀÄvÀÄÛ °TvÀ C©üªÀåQÛAiÀÄ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄvÁÛgÉ. ¸ÀÄ¢Þ ¥ÀwæPÉUÀ½UÉ ¸ÀÈd£À²Ã® ¥Àæ§AzsÀ,¯ÉÃR£ÀUÀ¼À£ÀÄß §gÉAiÀÄÄvÁÛgÉ.

PÀ£ÀßqÀ ¨sÁµÁ ¥ÀoÀå – 2 JgÀqÀ£ÉAiÀÄ ¸É«Ä¸ÀÖgï - ©.J.




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1. Cw¨sÀPÀÛ£À gÀUÀ¼É - ºÀjºÀgÀ

2. PÀÄgÀÄ¥ÀwUÉ PÉÃqÁzÀÄzÉAzÀ£ÀÄ - PÀÄªÀiÁgÀªÁå¸À

3. ¥ÉtÄÚ ¥ÉvÀÛªÀgÀÄ ¥ÉZÀÄðªÀgÀÄ - ¸ÀAaAiÀÄ ºÉÆ£ÀßªÀÄä

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129

5. QÃvÀð£ÉUÀ¼ÀÄ - PÀ£ÀPÀzÁ¸À


PÁzÀA§j /®°vÀ ¥Àæ§AzsÀUÀ¼ÀÄ CAPÀUÀ¼ÀÄ : 30

1.PÀñµÉÚÃUËqÀ£À D£É (PÁzÀA§j) - PÉ.¦.¥ÀÇtðZÀAzÀæ vÉÃd¹é

2. £ÀªÀÄä ºÀ½îAiÀÄ PÀ«¸ÀªÉÄäÃ¼À£À - ¨sÀÄªÀ£ÉÃ±Àéj ºÉUÀqÉ

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1. PÁ¯ÉÃdÄUÀ¼À°è ©üwÛ ¥ÀwæPÉUÀ¼ÀÄ.

2. ¦üÃZÀgï CxÀªÁ £ÀÄravÀæ.

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2) DAvÀjPÀ ªÀiË®åªÀiÁ¥À£ÀPÉÌ CAPÀUÀ¼ÀÄ 20

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1) DAvÀjPÀ °TvÀ ¥ÀjÃPÉë

2) ¸ÀÈd£À²Ã® ¥Àæ§AzsÀ/ ¤zÉðÃ²vÀ PÁAiÀÄðAiÉÆÃd£É

3) ªÀiËTPÀ ¥ÀjÃPÉë

4) vÀgÀUÀw ZÀlÄªÀnPÉUÀ¼ÀÄ – UÀÄA¥ÀÄ ZÀZÉð, ¥Àæ§AzsÀ ªÀÄAqÀ£É .

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ºÀ¼ÉUÀ£ÀßqÀ ¥ÀoÀåªÀ£ÀÄß NzÀÄªÀ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄªÀÅzÀÄ. ºÀ¼ÀUÀ£ÀßqÀ PÁªÀåUÀ¼À£ÀÄß UÀæ»¸ÀÄªÀ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄªÀÅzÀÄ. PÀbÉÃj ¥ÀvÀæUÀ¼À£ÀÄ CxÉðÊ¸ÀÄªÀ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄªÀÅzÀÄ. £ÁlPÁ©ü£ÀAiÀÄUÀ¼À°è D¸ÀQÛ,C©ügÀÄa ªÀÄÆr¸ÀÄªÀÅzÀÄ.


ºÀ¼ÉUÀ£ÀßqÀ ¥ÀoÀåªÀ£ÀÄß NzÀÄªÀ,UÀæ»¸ÀÄªÀ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄvÀÛzÉ. ºÀ¼ÉUÀ£ÀßqÀ PÀ«UÀ¼À §UÉUÉ ªÀiÁ»w ¸ÀAUÀæ»¸ÀÄvÁÛgÉ. C©ü£ÀAiÀÄ PË±À® ¨É¼É¹PÉÆ¼ÀÄîvÁÛgÉ. PÀbÉÃj ¥ÀvÀæUÀ¼À£ÀÄß §gÉAiÀÄÄªÀ ¸ÁªÀÄxÀðå ºÉÆAzÀÄvÁÛgÉ.


ªÀÄÆgÀ£ÉAiÀÄ ¸É«Ä¸ÀÖgï - ©.J.




ºÀ¼ÉUÀ£ÀßqÀ PÁªÀå CAPÀUÀ¼ÀÄ : 35

1 PÀuÁðªÀ¸Á£À - ¥ÀA¥À

2. C©üªÀiÁ£ÀªÀÄzÀ£É ©°érA - gÀ£Àß

3. C¨sÀAiÀÄgÀÄa C¨sÀAiÀÄªÀÄw ¥Àæ¸ÀAUÀ - d£Àß

4. PÀzÀrzÀ ¸À°®A w½ªÀAzÀzÉ - £ÁUÀZÀAzÀæ

131


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£ÁlPÀ/ªÀåQÛavÀæUÀ¼ÀÄ

1. £ÁlPÀ : mÉÆ¼ÀÄîUÀnÖ - n.¦.PÉÊ¯Á¸ÀA

2. ¸Á»wUÀ¼À ¸ÀAUÀzÀ°è - ¨É¼ÀUÉgÉ PÀÈµÀÚ±Á¹ÛçÃ

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2. ¥ÁæAiÉÆÃVPÀ vÀgÀ¨ÉÃw – NzÀÄUÀgÀ N¯É, DªÀÄAvÀæt ¥ÀwæPÉUÀ¼À §UÉ








4) vÀgÀUÀw ZÀlÄªÀnPÉUÀ¼ÀÄ – UÀÄA¥ÀÄ ZÀZÉð, ¥Àæ§AzsÀ ªÀÄAqÀ£É

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d£À¥ÀzÀ ¸Á»vÀå ¥ÀæPÁgÀUÀ¼À£ÀÄß N¢ CxÉðÊ¸ÀÄªÀÅzÀÄ. d£À¥ÀzÀ ¸Á»vÀåUÀ¼À£ÀÄß ¸ÀAUÀæ»¸ÀÄªÀÅzÀÄ. ªÉÊeÁÕ¤PÀ ¯ÉÃR£ÀUÀ¼À£ÀÄß ¸ÀAUÀæ»¸ÀÄªÀÅzÀÄ. d£À¥ÀzÀ £ÀÄrUÀlÄÖ,UÁzÉ,MUÀlÄUÀ¼À£ÀÄß UÀæ»¸ÀÄªÀÅzÀÄ.


d£À¥ÀzÀ ¸Á»vÀåzÀ ªÀÄÆ®PÀ ¸ÀA¸ÀÌöÈwAiÀÄ£ÀÄß CxÀðªÀiÁrPÉÆ¼ÀÄîvÁÛgÉ. UÁzÉ,MUÀlÄ,PÀvÉ,ºÁqÀÄUÀ¼À£ÀÄß ¸ÀAUÀæ»¸ÀÄªÀ ºÀªÁå¸À ¨É¼É¹PÉÆ¼ÀÄîvÁgÉ. d£À¥ÀzÀ PÀ¯Á«zÀjAzÀ ªÀiÁ»w ¸ÀAUÀæ»¹,zÁR°¸ÀÄvÁÛgÉ. d£À¥ÀzÀzÀ PÀÄjvÁV ¯ÉÃR£ÀUÀ¼À£ÀÄß §gÉAiÀÄÄªÀ ¸ÁªÀÄxÀðå ¨É¼É¸ÀÄvÁÛgÉ.


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1. d£À¥ÀzÀ VÃvÉ– PËlÄA©PÀ VÃvÉUÀ¼ÀÄ

2. d£À¥ÀzÀ PÀxÉ : QjÃªÀÄUÀ

3. ºÀ®UÀ° ¨ÉÃqÀgÀÄ - ¯ÁªÀtÂ

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2. ¤WÀAlÄ, «±ÀéPÉÆÃ±ÀUÀ¼À ¥ÀjZÀAiÀÄ.

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£ÁlPÀ / ¥ÀæªÁ¸À ¸Á»vÀå CAPÀUÀ¼ÀÄ : 30

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2. £À£ÉÆß¼ÀV£À PÀÆå§ - f.J£ï.ªÉÆÃºÀ£ï(¥ÀæªÁ¸À ¸Á»vÀå)



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2. PÉëÃvÀæ PÁAiÀÄðUÀ¼À ªÀgÀ¢ vÀAiÀiÁj.









142

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PÀ°PÁ ¥sÀ®UÀ¼ÀÄ (Course Outcomes): d£À¥ÀzÀ ¸Á»vÀåzÀ ªÀÄÆ®PÀ ¸ÀA¸ÀÌöÈwAiÀÄ£ÀÄß CxÀðªÀiÁrPÉÆ¼ÀÄîvÁÛgÉ. d£À¥ÀzÀ ¸Á»vÀåUÀ¼À£ÀÄß ¸ÀAUÀæ»¹ zÁR°¸ÀÄvÁÛgÉ. PÀxÀ£À VÃvÉ,AiÀÄPÀëUÁ£À,¥ÁqÀÝ£ÀUÀ¼À°è ¸ÁªÀiÁfPÀ «ZÁgÀUÀ¼À£ÀÄß UÀÄgÀÄw¹ «±ÉèÃ¶¸ÀÄvÁÛgÉ. ¥ÀwæPÉUÀ½UÉ ¸ÁªÀiÁfPÀ eÁUÀÈwAiÀÄ PÀÄjvÀÄ ¯ÉÃR£ÀUÀ¼À£ÀÄß §gÉAiÀÄÄvÁÛgÉ.


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d£À¥ÀzÀ ¸Á»vÀå CAPÀUÀ¼ÀÄ : 35

1. d£À¥ÀzÀ VÃvÉ: CtÚ vÀAV

2. d£À¥ÀzÀ PÀxÀ£ÀVÃvÉ : GvÀÛgÁzÉÃ«

3. d£À¥ÀzÀ ªÀÄºÁPÁªÀå: ±ÀAPÀªÀÄä.

4. AiÀÄPÀëUÁ£À ¸Á»vÀå : ¥ÁAqÀªÀgÀ ¸ÀéUÁðgÉÆÃºÀt

¨sÁUÀÀ – 2 UÀAmÉUÀ¼ÀÄ : 18

¥ÀwæPÁ ¸Á»vÀå/aAvÀ£À ¸Á»vÀå CAPÀUÀ¼ÀÄ : 30

143

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2. DtÂªÀÄÄvÀÄÛ (DAiÀÄÝ ¥Àæ§AzsÀUÀ¼ÀÄ) - µÀqÀPÀëj J¸ï











1. ±À§Ý avÀæ ªÀÄvÀÄÛ CAPÀt §gÀºÀUÀ¼À ¥ÀjZÀAiÀÄ.

2. ¥ÀwæPÁ ¯ÉÃR£ÀUÀ¼ÀÄ,

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PÀ£ÀßqÀ ¨sÁóµÁ ¥ÀwæPÉ ©.J,/ ©.J¸ï.qÀ§Æè÷å

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(J¯Áè £Á®ÄÌ ¸É«Ä¸ÀÖgïUÀ½UÀÆ C£ÀéAiÀÄ.)

CAPÀ : 80

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1. ºÉÆ¸ÀUÀ£ÀßqÀ PÁªÀå. / UÀzÀå / QæAiÀiÁvÀäPÀ PÀ£ÀßqÀ

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PÉ¼ÀV£À ºÀvÀÄÛ ¥Àæ±ÉßUÀ½UÉ PÀqÁØAiÀÄªÁV MAzÀÄ CxÀªÁ JgÀqÀÄ ªÁPÀågÀÆ¥ÀUÀ¼À°è GvÀÛj¹. 10x02=20 ¨sÁUÀ-2

PÉ¼ÀV£À LzÀgÀ°è £Á®ÄÌ ¥Àæ±ÉßUÀ½UÉ «ªÀgÀuÁvÀäPÀªÁVGvÀÛj¹. 04x05=20

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PÉ¼ÀV£À £Á®ÌgÀ°èªÀÄÆgÀÄ ¥Àæ±ÉßUÀ½UÉ ¥Àæ§AzsÀ gÀÆ¥ÀzÀ°è «ªÀÄ±ÁðvÀäPÀªÁV GvÀÛj¹.

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PÉ¼ÀV£À ªÀÄÆgÀgÀ°è JgÀqÀÄ ¥Àæ±ÉßUÀ½UÉ n¥ÀàtÂ gÀÆ¥ÀzÀ°èGvÀÛj¹. 02x05=10

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145

DzsÁgÀ UÀæAxÀUÀ¼ÀÄ

©.J. PÀ£ÀßqÀ ¥ÀwæPÉ – 1 ºÁUÀÆ 2

¥ÀgÁªÀÄ±Àð£À UÀæAxÀUÀ¼À«ªÀgÀUÀ¼ÀÄ:

DªÀÄÆgÀ f.J¸ï ‘PÀ£ÀßqÀ PÁzÀA§jAiÀÄ ¨É¼ÀªÀtÂUÉ’ ¥Àæ¸ÁgÁAUÀ, ¨ÉAUÀ¼ÀÆgÀÄ 1983

©½ªÀÄ¯É ¥ÀÄgÀµÉÆÃvÀÛªÀi PÉ. ‘§AqÁAiÀÄ - zÀ°vÀ” ¸Á»vÀå CPÁqÉ«Ä, ¨ÉAUÀ¼ÀÆgÀÄ-1990 1990

ºÁªÀ£ÀÆgï ²æÃ¤ªÁ¸À ‘ºÉÆ¸ÀUÀ£ÀßqÀ CgÀÄuÉÆÃzÀAiÀÄ’ PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ, ªÉÄÊ¸ÀÆgÀÄ 1974

dAiÀÄgÁA JA. J¸ï ‘ºÀvÉÆÛA§vÀÛ£ÉAiÀÄ ±ÀvÀªÀiÁ£ÀzÀ

PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ’ PÀ£ÀßqÀ ¸Á»vÀå ¥ÀjµÀvï, ¨ÉAUÀ¼ÀÆgÀÄ 1983

PÀ£ÀßqÀ ¸Á»vÀå ¥ÀjµÀvï ‘PÀ£ÀßqÀ £ÀÄr ¤¥ÀÄtgÀÄ’ PÀ£ÀßqÀ ¸Á»vÀå ¥ÀjµÀvï

¨ÉAUÀ¼ÀÆgÀÄ 1996

PÀÄvÀÄðPÉÆÃn QÃwð£Áxï ‘AiÀÄÄUÀzsÀªÀÄð ¸Á»vÀå zÀ±Àð£À’ ªÀÄ£ÉÆÃºÀgï, zsÁgÁªÁqÀ 1991

ªÀÄÄUÀ½ Dgï. J¸ï. ‘PÀ£ÀßqÀ ¸Á»vÀåzÀ EwºÁ¸À’ GµÁ ¸Á»vÀå, ªÉÄÊ¸ÀÆgÀÄ 1968

£ÁgÁAiÀÄt C£ÀAvÀ J¸ï, ‘ºÉÆ¸ÀUÀ£ÀßqÀ PÁªÀåzÀ ªÉÄÃ¯É

EAVèÃµï PÁªÀåzÀ ¥Àæ¨sÁªÀ’ gÁd®QëÃöä ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀÆgÀÄ 1976

gÁªï ±ÉÃµÀVj ‘ºÉÆ¸ÀUÀ£ÀßqÀ ¸Á»vÀå’ ¨ÉAUÀ¼ÀÆgÀÄ «.«. ¤®AiÀÄ,


¹zÀÞ°AUÀAiÀÄå f.J¸ï. ‘£À£Àß d£ÀUÀ¼ÀÄ ªÀÄvÀÄÛ

EvÀgÀ PÀ«vÉUÀ¼ÀÄ’ ¸À¥Àß §ÄPïºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ 2008

¸ÀÄ«ÄvÁæ¨Á¬Ä ©.J£ï. ‘¹ÛçÃªÁzÀ ¥ÀæªÉÃ²PÉ’ UÁAiÀÄwæ, £ÀªÀPÀ£ÁðlPÀ,


ªÀÄgÀÄ¼À¹zÀÞ¥Àà PÉ. ‘DzsÀÄ¤PÀ PÀ£ÀßqÀ £ÁlPÀ’ CAQvÀ ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀÆgÀÄ 2002

146


©. J. PÀ£ÀßqÀ ¥ÀwæPÉ – 3 ºÁUÀÆ 4

¥ÀgÁªÀÄ±Àð£À UÀæAxÀUÀ¼À «ªÀgÀUÀ¼ÀÄ:

°AUÀAiÀÄå r gÉrØ ‘eÁ£À¥ÀzÀ ¸ÀégÀÆ¥À’ PÀ£ÀßqÀ ¸Á»vÀå ¥ÀjµÀvï,

¨ÉAUÀ¼ÀÆgÀÄ

1997

ªÀÄÆwð azÁ£ÀAzÀ ‘ªÀZÀ£À ¸Á»vÀå’ ¨ÉAUÀ¼ÀÆgÀÄ «.«. ¤®AiÀÄ

¨ÉAUÀ¼ÀÆgÀÄ

1975

£ÁAiÀÄPï ºÉZï. JA. ‘PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜAiÀÄ

PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ

PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ,

ªÉÄÊ¸ÀÆgÀÄ

1975

£ÁAiÀÄPï ºÉZï. JA. ‘eÁ£À¥ÀzÀ ¸ÀégÀÆ¥À’ vÀ¼ÀÄQ£À ªÉAPÀtÚAiÀÄå ¸ÁägÀPÀ

UÀæAxÀªÀiÁ¯É, ªÉÄÊ¸ÀÆgÀÄ

1999

ªÀÄÄUÀÄ½ gÀA.²æÃ PÀ£ÀßqÀ PÁªÀå ¸ÀAZÀAiÀÄ ¸Á»vÀå CPÁqÉ«Ä ¨ÉAUÀ¼ÀÆgÀÄ 1996

±Á¹Ûç ªÉAPÀmÁZÀ® n.«, ‘PÀ£ÀßqÀ bÀAzÉÆÃ «ÄÃªÀiÁA¸É’ r.«.PÉ. ªÀÄÆwð, ªÉÄÊ¸ÀÆgÀÄ 2003

¸Áé«Ä w¥ÉàÃgÀÄzÀæ ‘±ÀgÀtgÀ C£ÀÄ¨sÁªÀ ¸Á»vÀå’ r.«.PÉ. ªÀÄÆwð, ªÉÄÊ¸ÀÆgÀÄ 1978


©.J¸ï.qÀ§ÆèPÀ£ÀßqÀ ¥ÀwæPÉ –1 ºÁUÀÆ 2


¨sÀmï r. J£ï. ±ÀAPÀgÀ ‘PÀ£ÀßqÀPÉÌ ¨ÉÃPÀÄ PÀ£ÀßqÀzÉÝÃ ªÁåPÀgÀt’

¨sÁµÁ ¥ÀæPÁ±À£À,

ªÉÄÊ¸ÀÆgÀÄ

2009

azÁ£ÀAzÀ ªÀÄÆwð JA.

‘PÀ«gÁdªÀiÁUÀð’ L.©.ºÉZï. ¥ÀæPÁ±À£À,

¨ÉAUÀ¼ÀÆgÀÄ

1973

UËqÀ PÉA¥É ‘PÀ£ÀßqÀ ¨sÁµÉAiÀÄ ¸ÀégÀÆ¥À’ PÀÄªÉA¥ÀÄ. ªÉÄÊ¸ÀÆgÀÄ 1997

ªÀÄÄUÀ½ Dgï.J¸ï. ‘PÀ£ÀßqÀ ¸Á»vÀåzÀ EwºÁ¸À’ GµÁ ¸Á»vÀå, ªÉÄÊ¸ÀÆgÀÄ 1968

£ÀgÀ¹AºÁZÁgï r.J¯ï. ‘±À§ÝªÀÄtÂzÀ¥Àðt’ ±ÁgÀzÁ ªÀÄA¢gÀ, ªÉÄÊ¸ÀÆgÀÄ 1958

£ÀgÀ¹AºÁZÁgï r.J¯ï. ‘¥ÀA¥À¨sÁgÀvÀ ¢Ã¦PÉ’ ªÉÄÊ¸ÀÆgÀÄ «.«. ¤®AiÀÄ,

ªÉÄÊ¸ÀÆgÀÄ

1976

£ÁAiÀÄPï ºÉZï. JA. ‘PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜAiÀÄ

PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ

PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ,

ªÉÄÊ¸ÀÆgÀÄ

1975

²ªÀgÀÄzÀæ¥Àà f.J¸ï. ‘¥ÀA¥À MAzÀÄ CzsÀåAiÀÄ£À’ ¥Àæ¸ÁgÁAUÀ, ¨ÉAUÀ¼ÀÆgÀÄ

«.«. ¤®AiÀÄ, ¨ÉAUÀ¼ÀÆgÀÄ

1974

ªÀ¹µÀ× ‘PÉÃ²gÁd£À zÀ¥ÀðtA’ ®QëöäÃ ¦æAlgïì ªÀÄvÀÄÛ ¥ÀæPÁ±ÀPÀgÀÄ,

ªÉÄÊ¸ÀÆgÀÄ

1997

147

DzsÁgÀ UÀæAxÀUÀ

©.J¸ï.qÀ§Æè. PÀ£ÀßqÀ ¥ÀwæPÉ –3 ºÁUÀÆ 4


w¥ÉàÃgÀÄzÀæ¸Áé«Ä ºÉZï PÀ£ÁðlPÀ ¸ÀA¸ÀÌöÈw ¸À«ÄÃPÉë r.«.PÉ ªÀÄÆwð ¥ÀæPÁ±À£À

ªÉÄÊ¸ÀÆgÀÄ

1974

²ªÀgÀÄzÀæ¥Àà f.J¸ï. ‘PÁªÁåxÀð ¥ÀzÀPÉÆÃ±À’ PÁªÀÄzsÀ£ï, ¨ÉAUÀ¼ÀÆgÀÄ 1999

¸Áé«Ä £ÁUÀ¨sÀÆµÀt N.J¯ï «ªÀÄ±ÉðAiÀÄ ¥Àj¨sÁµÉ PÀ£ÀßqÀ ¸ÀA¸ÀÌöÈw E¯ÁSÉ

¨ÉAUÀ¼ÀÆgÀÄ

2011

E£ÁAzÁgï «. «ªÀiï. ‘¥Á±ÁévÀå PÁªÀå «ÄÃªÀiÁA¸É’ GµÁ ¸Á»vÀå ªÀiÁ¯É,

ªÉÄÊ¸ÀÆgÀÄ

1982

ªÀÄºÉÃ±ÀégÀAiÀÄå gÁeÉÃ±Àéj ‘DzsÀÄ¤PÀ ªÀtð£ÁvÀäPÀ ¨sÁµÁ

«eÁÕ£À’ ¸ÀªÀiÁd ¥ÀÄ¸ÀÛPÁ®AiÀÄ,

zsÁgÀªÁqÀ

1992

ªÉAPÀmÉÃ±ÀªÀÄÆwð JZï.J¸ï «ªÀÄ±Áð ¸ÀA¥ÀÅl

¸À¥Àß §ÄPï ºË¸ï ¨ÉAUÀ¼ÀÆgÀÄ

2011

®APÉÃ±ï.¦ ¸ÀªÀÄUÀæ PÀxÉUÀ¼ÀÄ ¥ÀwæPÁ ¥ÀæPÁ±À£À ¨ÉAUÀ¼ÀÆgÀÄ 1990

gÁªï ±ÉÃµÀVj ‘ºÉÆ¸ÀUÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ’ CAQvÀ, ¨ÉAUÀ¼ÀÆgÀÄ 1999

¸ÀªÀzÀwÛªÀÄoï ¸ÀAUÀªÉÄÃ±ï ‘PÀ£ÀßqÀ ¨sÁµÁ ªÁå¸ÀAUÀ’ gÀÆ¥ÀgÁ², UÀÄ®âUÀð 1993

±ÁåªÀÄgÁAiÀÄ vÀ.¸ÀÄ. ‘PÀ£ÀßqÀ ¸Á»vÀå ZÀjvÉæ’ vÀ¼ÀÄQ£À ªÉAPÀtÚAiÀÄå ¸ÁägÀPÀ

UÀæAxÀªÀiÁ¯É, ªÉÄÊ¸ÀÆgÀÄ

1997

²ªÀgÁªÀÄAiÀÄå ©.PÉ. ‘C®APÁgÀ ±Á¸ÀÛç’ ¥Àæ¸ÁgÁAU, ªÉÄÊ¸ÀÆgÀÄ

1970

²æÃPÀAoÀAiÀÄå n.J£ï ‘¨sÁgÀwÃAiÀÄ PÁªÀå «ÄÃªÀiÁA¸É’ ¥Àæ¸ÁgÁAU, ªÉÄÊ¸ÀÆgÀÄ

«.«. ¤®AiÀÄ, ªÉÄÊ¸ÀÆgÀÄ

1970

ªÉAPÀl¸ÀÄ§âAiÀÄå f. ‘EUÉÆÃ PÀ£ÀßqÀ

(¸ÁªÀiÁfPÀ ¤WÀAlÄ)

£ÀªÀ PÀ£ÁðlPÀ, ¨ÉAUÀ¼ÀÆgÀÄ 1996

PÀ£ÀßqÀ ªÀÄvÀÄÛ ¸ÀA¸ÀÌöÈw E¯ÁSÉ ‘²ªÀ±ÀgÀtgÀ ¸ÀªÀÄUÀæ ªÀZÀ£À’ PÀ£ÀßqÀ ªÀÄvÀÄÛ ¸ÀA¸ÀÌöÈw E¯ÁSÉ ¨ÉAUÀ¼ÀÆ 2010

w¥ÉàÃgÀÄzÀæ¸Áé«Ä ‘¥Á±ÀévÀå ªÀÄºÁPÁªÀåUÀ¼ÀÄ’ PÀ£ÀßqÀ CzsÀåAiÀÄ£À ¸ÀA¸ÉÜ,

ªÉÄÊ¸ÀÆgÀÄ

1985

vÉÃd¹é ¥ÀÇtðZÀAzÀæ PÉ,¦ vÉÃd¹é PÀxÀ£À CPÀëgÀ ¥ÀæPÁ±À£À,

ºÉUÉÆÎÃqÀÄ

1995

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PÀ£ÀßqÀ «¨sÁUÀ - ©.J. PÀ£ÀßqÀ ¨sÁµÁ ¥ÀoÀåUÀ¼ÀÄ

¨sÉÆÃzÀ£Á «µÀAiÀÄUÀ¼À ¸ÁgÁA±À ¥ÀnÖ - ±ÉÊPÀëtÂPÀ ¥ÀoÀå ¥ÀæPÁgÀ / ¥ÀoÀå PÀæªÀÄUÀ¼ÀÄ –2019-20

©.J. ªÉÆzÀ® ¸É«Ä¸ÀÖgï, PÀ£ÀßqÀ¨sÁµÁ ¥ÀoÀå 1 ©.J. JgÀqÀ£ÉAiÀÄ ¸É«Ä¸ÀÖgï, PÀ£ÀßqÀ¨sÁµÁ ¥ÀoÀå 2

°TvÀ «zsÁ£À (80 CAPÀUÀ¼ÀÄ) °TvÀ «zsÁ£À (80 CAPÀUÀ¼ÀÄ)

¸Á»vÀå ¸ÀA§A¢ü ¥ÀoÀå¥ÀæPÁgÀ / ¥ÀoÀå PÀæªÀÄUÀ¼ÀÄ

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1. ºÉÆ¸ÀUÀ£ÀßqÀ PÁªÀå – 35 CAPÀUÀ¼ÀÄ

¨sÁUÀ – 2

2. ¸ÀtÚ PÀvÉUÀ¼ÀÄ ªÀÄvÀÄÛ UÀzÀå – 30 CAPÀUÀ¼ÀÄ

¨sÁUÀ – 3

3. QæAiÀiÁvÀäPÀ PÀ£ÀßqÀ – 15 CAPÀUÀ¼ÀÄ


¨sÁUÀ – 1

1. £ÀqÀÄUÀ£ÀßqÀ PÁªÀå – 35 CAPÀUÀ¼ÀÄ

¨sÁUÀ – 2

2. PÁzÀA§j/ ®°vÀ ¥Àæ§AzsÀUÀ¼ÀÄ– 30 CAPÀUÀ¼ÀÄ

¨sÁUÀ – 3


©.J. ªÀÄÆgÀ£ÉAiÀÄ ¸É«Ä¸ÀÖgï, PÀ£ÀßqÀ¨sÁµÁ ¥ÀoÀå - 3 ©.J. £Á®Ì£ÉAiÀÄ ¸É«Ä¸ÀÖgï, PÀ£ÀßqÀ¨sÁµÁ ¥ÀoÀå - 4



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2. £ÁlPÀ / ªÀåQÛavÀæUÀ¼ÀÄ- 30 CAPÀUÀ¼ÀÄ

¨sÁUÀ – 3



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152





Agenda No.1 (d) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in French for B.A. / B.S.W. Degree Programme.

The Proceedings of the BOS meeting held on July 22, 2019 at 10:00 A.M. is placed before the Academic Council for its consideration and approval.

153

PART I:

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN FRENCH HELD ON22ndJULY, 2019 AT 10:00 A.M. AT SCHOOL OF SOCIAL WORK, ROSHINI NILAYA, MANGALORE 575- 002 MEMBERS:

1. Ms. Sunita Menezes : In the chair 2. Ms. Samina Nayak : Member (Subject expert) 3. Ms. AlkaAnto : Member 4. Ms. Eula : Member 5. Ms Jessica Coutinho : Member (External University)

AGENDA

1. Preparation of panel of Examiners pertaining to 2019-2020 examinations.

2. Assessment and review of 2nd& 4th(2018-19) Semesters Question Papers and Results.

3. Any other matter. The Chairperson welcomed the honourable members. The Chairperson tabled the Agenda for the consideration of the Board. PART II: The Panel of Examiners was placed before the Board hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, Roshini Nilaya, in the prescribed format. PART III: The Board approved satisfaction over the previous semesters i.e. 2nd and4thSemesters April/May 2019, Question Papers pertaining to the Board and the performance of the students in the Semester Examinations as reflected in the results are found to be satisfactory. [See Annexure: I] PART IV: Revision/Modification of Syllabus. PART V: Any specific issue permitted by the Principal – Not Applicable.

154

The meeting concluded with the chairperson proposing a Vote of Thanks.

NAME SIGNATURE

1. Ms.Sunita Menezes ………Sd/-…………….

2. Ms. SaminaNayak ………Sd/-…………....

3. Ms. AlkaAnto ………Sd/-…………….

4. Ms. Eula ………Sd/-…………….

5. Ms Jessica Coutinho ………Sd/-……………..

Sd/-

Ms. Sunitha Menezes Chairperson

Board of Studies in French

155

PANEL OF EXAMINERS: MS. SAMINA NAYAK. MS. SUNITA MENEZES. MS. ALKA ANTO

156


RoshniNilaya, Mangalore – 575 002 Autonomous College under Mangalore University

College with Potential for Excellence Re-Accredited by NAAC with ‘A’ Grade – [3rd Cycle]

CHOICE-BASED AUTONOMOUS SEMESTER SCHEME: REVISED SYLLABUS Subject Title: FRENCH

[For B.A. / B.S.W. Degree Course w.e.f. 2019-20]

PREAMBLE: French, being one of the most commonly spoken languages regular revision of its syllabus is necessary in order to remain relevant in the fast-changing world. Now-a-days, recruiters give paramount importance to effective communication skills, positive attitude and knowledge of foreign languages.

The BOS after detailed discussion of all the pertinent issues at its meeting held on December 1st, 2018 approved the following syllabus for the Credit-based Semester Scheme (Autonomous) with its clearly spelt out objectives.

OBJECTIVES: • Emphasis on conversational French • Better knowledge of French culture • More group activities in the class • Consistent emphasis on grammar & vocabulary • Separate work sheets to encourage individual work • CD/DVD helps in pronunciation and intonation • Inter-collegiate participation in competitions and fests.

KEY-AREAS OF INSTRUCTION: • Spoken French. • Basic grammar. • Communication skills.

CAREER OPTIONS INCLUDE: Translators, Lecturers, Office Assistants, Hospitality, Travel and other related job opportunities.

OUR VISION: In Pursuit of Academic Excellence OUR MISSION: Striving for Success

Faculty Objective: To impart basic knowledge in French with a strong emphasis on conversation and grammar with continuous improvement in the language.

Learner Objective: To equip students for careers at the global level using contemporary and communicative methods of learning. Academic Programme and Scheme of Examination are given in detail in the following pages along with Summary Charts showing the semester-wise distribution of Academic content, and the Teaching work-load.

157

Name of the Manual: Echo 1 / Cours de Langue et de Civilization Francaise

Name of the Author: J. Girardet, J. Pecheur/ G. Mauger

Echo has one exercise book for the students and a Guide with teaching methodologies for teachers. It also has a CD/DVD. Echo is divided into three unites. Each unit has four lessons.

Langue et de Civilisation Francaises: G Mauger popularly known as Mauger Bleu is a new and revised approach to the book. Highlights of the New Edition:

• Full colour version with color coding to help the students to comprehend, absorb and retain the grammatical concepts.

• Retaining all the previous contents with extra features. • Table de Matieres / Contents page with full explanation of the chapter. • French - English Word lists after every 4 chapters. • Exercises expanded for students to solve them. One sample answer in all questions included. • A new introductory chapter added on places, food, culture, civilization and salutation etc.

158

SCHOOL OF SOCIAL WORK Roshni Nilaya, Mangalore – 2

Autonomous College under Mangalore University Re-Accredited by NAAC with ‘A’ Grade – [3rd Cycle]

DEPARTMENT OF FRENCH SUMMARY CHART – ACADEMIC INPUTS: 2019-2020

SYLLABUS

I SEMESTER FRE 241 COURSE I-GENERAL FRENCH


Total Marks: 100 Total No. of Teaching hours : 48

Credits: 02 Course Objectives:

• To introduce basic vocabulary specifically with regard to adjectives, nouns and articles. • To enable the students to gain knowledge on class and home situations. • To acquire knowledge of formation of sentences in present tense. • To equip the students to make a self introduction in French.

Course Outcomes: • Better understanding of vocabulary related to basic adjectives, nouns and articles. • Gain knowledge on class and home scenarios. • Better understanding of basic present tense. • Ability to make a self introduction.

Lesson 1 (15 hours) Grammar: Conjugation, Masculine /feminine, singular/plural, Interrogation, Negation Vocabulary: The identity, places of the city, the words of etiquette Oral situations: Say his name, Waving, thank, Chatting someone Civilization: The Francophone

Lesson 2 (15 hours) Grammar: Agreement nouns and adjectives, definite and indefinite articles, interrogation Vocabulary: Marital status, people and objects, features a country Oral situations: Identify a person to express his tastes, ask for something Civilization: The French company

Lesson 3 (18 hours) Grammar: near Future, tonic pronoun Vocabulary: Leisure Oral situations: Suggest/accept or refuse, ask for an explanation, expressing the possibility. Civilization: Space of France

159

II SEMESTER FRE 242 COURSE II -GENERAL FRENCH

Theory Marks: 80


Total No. of Teaching hours : 48 Credits: 02

Course Objectives:

• To enable the students to gain knowledge on vocabulary with regard to food and travel. • To enable the students to comprehend restaurant and hotel situations. • To acquire knowledge of formation of sentences in past tense & future tense. • To equip the students to describe their daily activities.

Course Outcomes:

• Better understanding of vocabulary related to food and travel. • Gain knowledge on restaurant and hotel scenarios. • Ability to form sentences using past and future tense. • Ability to express themselves with regard to daily activities.

Lesson 4 (15 hours)

Grammar: The past tense, date and time Vocabulary: The times of the day, the year, Oral situations: Request /give, say, congratulations Civilization: Rhythm of life in France, the personalities of the Francophone world

Lesson 5 (15 hours) Grammar: Comparative, demonstrative and possessive adjectives Vocabulary: Travel & transport Oral situations: Choose, negotiate, recommendations, practical situation strip Civilization: Transportation in France

Lesson 6 (18 hours) Grammar: Articles partitive, use of articles, interrogation, possessive form" a +pronoun" Vocabulary: The food, meals, party Oral situations: Practical Situations in restaurant and hotel Civilization: The eating habits of French

160

III SEMESTER FRE 243 COURSE III -GENERAL FRENCH

Theory Marks: 80



Course Objectives:

• To enable the students to gain knowledge on vocabulary with regards to money transactions and climatic conditions.

• To enable the students to comprehend shopping activities and living conditions. • To acquire knowledge and understanding of formation of sentences in imperative, comparative

& superlative forms. • To equip the students to have a conversation in French.

Course Outcomes:

• Better understanding of vocabulary related to money transactions and climatic conditions. • Gain knowledge of shopping activities and living conditions. • Ability to form sentences in imperative, comparative and superlative forms. • Ability to have a dialogue in French.

Lesson 7 (15 hours)

Grammar: The imperative, the expression of the amount Vocabulary: Daily activities purchases, money Oral situations: Request new, choose/buy/pay to learn Civilization: Behavior of shopping and money matters

Lesson 8 (15 hours) Grammar: prepositions and adverbs, prepositions employment Vocabulary: Housing, location, orientation, physical condition, time Oral situations: to learn someone's physical state, route, ask for help, express a prohibition Civilisation: Climate, living environments

Lesson 9 (18 hours) Grammar: The imperfect expression of the term, reciprocal sense Vocabulary: The moments of life, family, friendships, love, family Oral situations: Information on biography, Interview, Civilization: the couple and the family

161

IV SEMESTER FRE 244 COURSE IV -GENERAL FRENCH

Theory Marks: 80



Course Objectives:

• To enable the students to gain knowledge of basic etiquette and dealing with emergencies. • To enable the students to express an opinion and explain a situation. • To acquire knowledge and understanding of tenses: Past continuous & conditional. • To equip the students to take an appointment and briefly explain the concerned situation.

Course Outcomes: • Better understanding of vocabulary related to basic etiquette and emergencies. • Acquire understanding of different situations concerning body and health. • Ability to form sentences in past continuous and conditional forms. • Ability to have comprehend a given situation and react accordingly.

Lesson 10 (15 hours) Grammar: Direct and indirect complements, the expression of the frequency and repetition Vocabulary: Means of communication Oral situations: Asserting a right to express an opinion on the truth of a fact Civilization: Tips of etiquette in France

Lesson 11 (15 hours) Grammar: the recent past, present progressive, near future Vocabulary: The body, health, disease Oral situations: call to make an appointment, explain a problem, react Civilization: Tips for Dealing with emergencies

Lesson 12 (18 hours) Grammar: Place of the adjective, it is/it is imperative verbs with pronouns, word formation Vocabulary: The physical and psychological description of people, clothing, colors Oral situations: Make an appointment, request / give an explanation Civilization: Some behavioral and dress styles in France

162


Autonomous College under Mangalore University Re-Accredited by NAAC with ‘A’ Grade – [3rd Cycle]

DEPARTMENT OF FRENCH SUMMARY CHART – ACADEMIC INPUTS: 2019-2020

SEMESTER EXAMINATION-

THEORY MARKS INT.

ASSMNT. MARKS

TOTAL MARKS

CREDITS TEACHING WORK LOAD PER WEEK

Semester One- Course FRE 241

80 20 100 2 4

Semester Two- Course FRE 242

80 20 100 2 4

Semester Three- Course FRE 243

80 20 100 2 4

Semester Four- Course FRE 244

80 20 100 2 4

Note: a) Minimum for a Pass :} b) Classification of successful :} As per the Regulations candidates :} c) Rejection of results :}

163


(COMMON FOR ALL SEMESTERS)

TOTAL MARKS: 100 NO. OF HOURS: 3 SECTION A Answer all the questions in one or two sentences 10 x 2= 20 SECTION B Answer any 4 out of 5 4 x 5 = 20 SECTION C Answer any 4 out of 5 4 x 10 = 40

164





Agenda No.1 (e) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Criminology for B.A. Degree Programme.

The Proceedings of the BOS meeting held on Thursday, July 18, 2019 at 3.00 P.M. is placed before the Academic Council for its consideration and approval.

165

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN CRIMINOLOGY HELD ON THURSDAY 18TH JULY 2019 AT 3.00 P.M. AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALURU – 2

MEMBERS PRESENT: 1. Ms. Sarik Ankitha - in the Chair 2. Mr. Don Mathew Caeiro - Member – Subject Expert 3. Mr.Darshan D - Member – Subject Expert 4. Dr. Nagesh K.R. - Member – University Nominee 5. Dr. P.P. Jagadish Rao, - Member – Allied Area 6. Ms. Bhavyashree G Kulal - Member – Meritorious Alumna 7. Ms. Saritha D’Souza - Faculty Member

AGENDA: i. Preparation of Panel of Examiners for academic year 2019-2020 examination.

ii. Assessment and review of I-III-V (October 2018) & II-IV-VI (April 2019) Semester Question Papers and results.

iii. Modification of the syllabus of open elective course – Cyber Crime in Unit II Chapter 4 & 5 iv. Any other matter.

The Chairperson welcomed the honourable members. The Chairperson tabled the Agenda for the consideration of the Board.

PART – II

The Panel of Examiners for the academic year 2019-2020 was placed before the Board. After the discussion, the final list of Panel of Examiners has been approved by the Board and recommended for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format.

PART- III

The Board approved satisfaction over the previous Odd & Even semester (i.e. I-III-V Semester October 2018 & II-IV-VI Semester April 2019) Question papers. The Board pertaining to the performance of the students in the semester examinations as reflected in the results is found to be satisfactory. (See Annexure: 1.)

PART – IV:

In open elective course Cyber Crime (Semester III), in Unit II, a chapter 4 Credit card fraud was deleted and Challenges to Digital Forensic Evidence: Internet Crimes against children was and Women have been included. In chapter 5 Prevention of cyber crime was deleted and Introduction to Cyber Forensic Investigation, Investigation Tools, eDiscovery, Digital Evidence Collection, Evidence Preservation, E-Mail Recovery, Search and Seizure of Computers, Recovering deleted evidences, Password Cracking have been included.

PART – V: Any specific issue permitted by the Principal - Not Applicable.


166

NAME: SIGNATURE:

1. Ms. Sarik Ankitha - Sd/- 2. Mr. Don Mathew Caeiro - Sd/- 3. Mr.Darshan D - ABSENT 4. Dr. Nagesh K.R. - Sd/- 5. Dr. P.P. Jagadish Rao, - ABSENT 6. Ms. Bhavyashree G Kulal - Sd/- 7. Ms. Saritha D’Souza - Sd/-

Sd/- Sarik Ankitha

Chairperson Board of Studies in Criminology

167

ANNEXURE: I - CRIMINOLOGY

B.A. RESULT ANALYSIS: 2018-2019

Particulars I Semester Oct. 2018 III Semester Oct. 2018 V Semester Oct. 2018

No. of Students Appeared 62 46 37

No. of Students Passed 47 44 36

No. of Students Failed 15 2 1

No. of Students Absent


B.A. DETAILED RESULT ANALYSIS: 2018-2019

Particulars I Semester Oct. 2018 III Semester Oct. 2018 V Semester Oct. 2018

90% & above marks Nil Nil Nil

80% & Above but below 90% marks 2 1 6






Below 35% 15 2 1

Absent Nil Nil Nil

Pass Percentage 75.81 95.65 97.30

168

B.A. RESULT ANALYSIS: 2018-2019

Particulars II Semester April 2019 IV Semester April 2019 VI Semester April 2019




No. of Students Absent Nil Nil


B.A. DETAILED RESULT ANALYSIS: 2018- 2019

Particulars II Semester April 2019 IV Semester April 2019 VI Semester April 2019

90% & above marks Nil Nil Nil







Below 35% 7 3 2

Absent Nil Nil Nil


TOP SCORERS IN CRIMINOLOGY: 2016-2019 BATCH

(Aggregate of all six Semesters) Register No. Name of the Candidate Marks Obtained Percentage Ranking

164330109 ASHEL MASCARENHAS 1011 84.25 1

164330111 FIONA ADEL MIRANDA 1007 83.92 2

164330119 DIANA SUSHMA BANGERA 988 82.33 3

Sarik Ankitha Chairperson

U G Board of Studies in Criminology

169



Re-Accredited by NAAC with ‘A’ Grade 3rd Cycle CHOICE-BASED AUTONOMOUS SEMESTER SCHEME: REVISED SYLLABUS

Subject: CRIMINOLOGY [For B.A. Degree Course 2019-2020]

PREAMBLE:

Criminology is an optional subject taught at B.A degree level. The course content includes the study of basic principles of Crimes, social problems and their repracations. The students also study in the area of scientific investigation, court functions, criminal psychology, security and vigilance. Students acquire practical knowledge in the relevant field by the exposure visits and Laboratory experiments.

OBJECTIVES:

Students are expected to learn in the course of three years

Fairly good knowledge about varieties of crime and its impact on society. Learn to handle scientific evidences in the crime scene for successful investigation. Learn to understand the behaviour of Anti-social elements in the Society. Learn the formal procedure of giving complaints to police to seek justice.


• Group Discussions and presentations • Teaching through News Papers / Magazines / Journals etc., • Motivate Students to prepare charts/clippings of Pictures and Criminological relevant

information from Print media/Drawings relating to the subject matter of the study. • Teaching through actual conduction of practical related to the syllabus. • Arranging simulated crime scenes, Mock interrogation of suspects, Mock intervening of

witnesses etc., • Giving exercises to write simulated FIR, issuing of summons, warrants, search and seizure etc., • Teaching by making them to write assignments, Projects of criminological Relevant issues and

present them in the class room. • Taking them for visits to learn from field experiences. • Teaching them by solving old Question papers in class rooms and giving them model question

papers (question bank) and answers.


Job opportunities in police establishments Career opportunities in Prison department Opportunities in vigilance and security departments of Banking and financial Institutions Opportunities to establish private detective agencies or working for such agencies. Opportunities in Government and Private Forensic Science Laboratories

170

OUR VISION: To provide Academic Knowledge to practice excellent Social Living and Social Service.

OUR MISSION: To provide quality education to bring awareness about Social Justice.

FACULTY OBJECTIVE:

1. To impart academic theory and practical knowledge as per the prescribed syllabus in a time bound frame work and involve them in co-curricular activities with equal interest.

2. To create awareness of social responsibilities among the students from within the syllabus components prescribed for them.

3. To develop independent thinking and guide them to pursue career of their interest/choice.

LEARNER OBJECTIVE:

1. To acquire in-depth collegiate knowledge to achieve desired goal in the area of their interest. 2. To participate in co-curricular activities of their choice to keep their body & mind in a sound state. 3. Learn to face the life in an open society with courage and responsibilities.

171

SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALURU-575002

Autonomous College under Mangalore University, Re-Accredited by NAAC with ‘A’ Grade DEPARTMENT OF CRIMINOLOGY, SUMMARY CHART – ACADEMIC INPUTS: 2019-2022

I Semester II Semester

Theory (80 Marks) Practical (40 Marks) Theory (80 Marks) Practical (40 Marks) PAPER-I: PRINCIPLES OF CRIMINOLOGY Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks

Conduction of Practical 30 Marks Viva Voce 05 Marks Class Record 05 Marks

PAPER-II - FUNDAMENTALS OF FORENSIC SCIENCE Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks


III Semester IV Semester Theory (80 Marks) Practical (40 Marks) Theory (80 Marks) Practical (40 Marks) PAPER-III - POLICE ADMINISTRATION Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks


PAPER-IV - CRIMINALISTICS IN THE INVESTIGATION OF CRIME Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks


V Semester VI Semester Theory (80 Marks) Practical (80 Marks) Theory (80 Marks) Practical (80 Marks) PAPER-V: PAPER-V - FORENSIC MEDICINE AND PROCEDURAL LAW Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks -------------------------------------------------- Theory (80 Marks)

PAPER VII: Conduction of Practical 60 Marks Viva Voce 10 Marks Class Record 10Marks

PAPER-VIII - VICTIMOLOGY, CORRECTIONAL ADMINISTRATION AND FORENSIC PSYCHOLOGY Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks -------------------------------------------------

PAPER X: Conduction of Practical 60 Marks Viva Voce 10 Marks Class Record 10Marks

172

PAPER-VI - TECHNOLOGY IN SECURITY SYSTEM, VIGILANCE , CRIME PREVENTION & CYBER CRIME Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks

Theory (80 Marks) PAPER-IX: LAWS OF CRIME , MINOR ACTS Short Answers 10x2=20 Marks Short Notes 4x5= 20 Marks Analytical Questions 4x10=40 Marks

OPEN ELECTIVE PAPER

Theory (40 Marks) Theory (40 Marks) Theory (40 Marks) CYBER CRIME Short Answers 5x2=10 Marks Short Notes 5x2= 10 Marks Analytical Questions 10x2=20 Marks

CRIMINALISTICS Short Answers 5x2=10 Marks Short Notes 5x2= 10 Marks Analytical Questions 10x2=20 Marks

PUBLIC LEGAL EDUCATION Short Answers 5x2=10 Marks Short Notes 5x2= 10 Marks Analytical Questions 10x2=20 Marks

173

DEPARTMENT OF CRIMINOLOGY SUMMARY CHART w.e.f. 2019-22

Semester

Examination

Int. Assmnt. Marks

Total Marks Credits

Teaching Work load

Theory Marks

Practical Marks Th. + Pr.

I Semester - CRI-221 PAPER-I: PRINCIPLES OF CRIMINOLOGY

80

40

20+10

150

3

4+3=7 Hrs.

II Semester -CRI-222 PAPER-II - FUNDAMENTALS OF FORENSIC SCIENCE

80

40

20+10

150

3

4+3=7 Hrs.

III Semester - CRI-223 PAPER-III - POLICE ADMINISTRATION

80

40

20+10

150

3

4+3=7 Hrs.

IV Semester -CRI-224 PAPER-IV - CRIMINALISTICS IN THE INVESTIGATION OF CRIME

80

40

20+10

150

3

4+3=7 Hrs.

V Semester -CRI-225.1 Paper-V: PAPER-V - FORENSIC MEDICINE AND PROCEDURAL LAW CRI-225.2 PAPER-VI - TECHNOLOGY IN SECURITY SYSTEM, VIGILANCE ,CRIME PREVENTION AND CYBER CRIME CRI-225.3 Paper VII: Practical

80

--

20

100

6

3 Hrs.

80

--

20

100

3 Hrs.

--

80

20

100

4Hrs. VI Semester - CRI-226.1 PAPER-VIII - VICTIMOLOGY, CORRECTIONAL ADMINISTRATION & FORENSIC PSYCHOLOGY CRI-226.2 PAPER-IX: LAWS OF CRIME , MINOR ACTS CRI-226.3 Paper X: Practical

80

--

20

100

6

3 Hrs.

80

--

20

100

3 Hrs.

--

80

20

100

4 Hrs. Note: a) Minimum for a Pass :} b) Classification of successful candidates :} As per the Regulations c) Rejection of results :}

174

I B.A. – I SEMESTER – THEORY PAPER-I: PRINCIPLES OF CRIMINOLOGY



Credits : 02

Course Objectives:

• To gain insight into the discipline of Criminology • To familiarize students with Crime and Criminals • To understand the theories of Crime • To introduce the concept and scope of crime

Course Outcomes: • Knowledge about crime, criminals and its effects on society • Familiarity with theoretical understanding of crime and criminal and its relation • Familiarize students with types of crime and its effects as well prevention. • Ability to understand the impact of Social Institutions on crime.

UNIT-I (18 hours)

1. Meaning, Definitions, Development and Scope of Criminology

2. Crime – Meaning, Definitions, Characteristics and Classification of Crime a. Classification of Crime under law- IPC b. Pioneers classification of crime:

i. Bonger’s ii. Lemert’s iii. Clinard Quinney’s iv. Haye’s c. Pioneers classification of Criminals:

i. Havelock’s ii. Ferris’s iii. Edwin Sutherland’s iv. Garofelo’

3. Origin and development of criminal law, Characteristics of criminal law

4. Theories of Crime: a. Biological Theory b. Psychological Theory c. Sociological Theory

UNIT-II (14 hours)

5. Social institutions and Crime- Family, Political, Education, Media, Economic Institutions and Crime.

6. Methods in Criminology: a) Case study method b) Statistical method

c) Study of Criminal in the open d) Observation method

175

UNIT-III (16 hours) 7. Female Criminality and Women Offenders: Factors, types and its prevention

8. Professional Crime: Meaning, characteristics and types 9. Organised Crime: Meaning, characteristics and types

I B.A. – I SEMESTER – PRACTICALS

Practical Marks: 40 Internal Assessment: 10

Total Marks: 50 Credits: 01

1. Identification of Criminologically important news item from a given newspaper. 2. Identification of crime news item from a newspaper. 3. Identification and classification of crime news item from a newspaper. 4. Identification of causes for crime reported in a newspaper. 5. Identification of social problems reported in newspapers like Victims of Road Accident/

Homicide and classifying them on the basis of causes and place of occurrence. 6. Identification and analysis of road accident cases reported in newspapers. 7. Collection of photographs of criminological importance published in newspapers. 8. Graphical representation of crime data. 9. Techniques of calculation of crime rate. 10. Visit a simulated incident of crime and to write a press note on it.

BIBLIOGRAPHY: 1. Sutherland Edwin. H (1924)-Principles of Criminology, Rawman and Littlefeild Publications,

Inc., Lanham, Boulder, NewYork, Oxford

2. Rao S.Venugopal (1988)-Perspectives in Criminology, Vikas publication

3. Johnson E.H. – Crime, Correction and Society, Dorsey Press, Illinois.

4. Cain Maureen E. (1973) – Society & the Policeman’s, Role, Routledge & Kegan Paul Ltd., London.

5. Paranjape. N.V (2004)-Criminology and Penology with Victimology, Central law publication

6. Watts, Rob, Bessant Judith & Richard H. (2008) - International Criminology: A Critical Introduction, Routledge Taylor & Francis Groups, London & New York.

7. Eamonn, Cox Ram and others (2008) – Criminology: A Sociological Introduction, Routledge Taylor and Francis Groups, London & New York.

8. Skogan Wesley G. & Michael Maxfield G. (1981) - Coping with Crime: Individual & neighbourhood Vol.124, Sage Publication, Beverly Hills, London

9. Abadinsky Howard (1979)-Social Service in Criminal Justice, Prentice Hall, Inc., London

10. Bannu Rosen & P Dennis (1986)-Community Crime Prevention: Does it work, SAGE Publications, Delhi.

11. James V. (1997) -The Police, the People & Criminal Justice, APH Publishing Corp. Delhi-2.

176

12. Jewkes, Yvonne (2nd Edition) (2011) - Media and Crime, SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

13. Barnes and teeters 3rd edition- New horizons in criminology- Prentice Hall Of India Private Limited New Delhi

14. Ahuja Ram - Criminology- Rawat Publication New Delhi

15. Ronald L Akers and Christine S Sellers- Criminological theory, introduction evaluation in application- Rawath publication, New Jaipur and New Delhi

16. Dae H Chang- Criminology: a cross culture perspective volume II, Vikas Publication House Private Limited, New Delhi, Bombay, Bangalore and Kanpur

17. B K Goswami- Criminology and Penology, Sunil printing press, Allahabad

18. Paranjape N V - Criminology and Penology- Central law agency, Allahabad

19. Vatsyatan- Criminology and Penology, Kedar Nath Ram Nath and Co. publishers, Meerut

20. Ahuja Ram - Sociological Criminology, New Age International (P) Limited publishers, New Delhi

21. Masters Ruth and Robertson Cliff - Inside criminology- Prentice hall Englewood Cliffs, New Jersey

22. Berger Donald J, Marvin D free, Searless Patricia - Crime justice and Society: An introduction to criminology, Viva book Private Limited, New Delhi, Mumbai, Chennai, Kolkata, Bangalore and Hyderabad

23. hosle Smriti –Female crime in India and theoretical perspectives of crime-Kalpaz publications New Delhi

24. Darrow Clarence - Crime its causes and treatments- Sristhi book distributors New Delhi for criminology

25. Puri Ramakant - Handbook of Criminology- Dominant publishers and distributors, New Delhi

177

I B.A. II SEMESTER PAPER-II - FUNDAMENTALS OF FORENSIC SCIENCE


Total Marks: 100 Total No. of teaching hours:

48 Credits: 02

Course Objectives: • Familiarize students with the field of forensic science which includes investigating a crime by

applying Forensic Science Principles. • Enhance in depth understanding and application of Forensic Science in criminal investigation • To acquaint students with practical and theoretical knowledge of forensic analysis • To understand the value of trace evidences in forensic investigations.

Course Outcomes:

• Understand application of Forensic Science • Familiarizing with the organizational setting and working set up of Forensic laboratories • Competency to use different techniques used in forensic investigations • To understand the working of instrumentation in forensic analysis

UNIT-I (16 hours)

1. Introduction to Forensic Science: a. Meaning, definition and principles b. Role of forensic science in crime detection c. Forensic Science Laboratory- different branches & their functions

2. Pioneers of Forensic Science: i) Matheiu Orfila ii) Alphonse Bertillon iii) Francis Galton iv) Hans Gross v) Edmond Locard vi) Karl Landsteiner vii) Calvin Goddard viii) Albert Osborn

UNIT-II (16 hours)

3. Instruments used in the Forensic Science Laboratory: i)Microscope ii) Spectroscope iii) Rays – UV rays, IR rays & X rays

4. Finger Print: Meaning, Importance and History a. Patterns and Classification of Finger Prints b. Methods of taking Specimen Finger Prints of Living and Dead Person c. Development of Finger Prints from a Scene of Crime d. Comparison of Finger Prints

5. Glass and Glass Fractures as Evidence in Crime Detection.

178

UNIT-III (16 hours)

6. Tool Marks: Importance and Role in Crime Detection.

7. Soil, Dirt and Dust Examination: Main Constituents and Importance of- Visual & Chemical

8. Paint Scrape Marks: Its importance and Techniques of Examination

9. Skid marks and Tyre Marks: Methods of Examination and its role in Crime Detection

I B.A. – II SEMESTER – PRACTICALS



1. Finger print recording – living persons 2. Finger print sketching – Arch, Loop and Whorl 3. Developing latent prints– Gray powder, Black powder, Anthracene powder &

Iodine fume instruments 4. Classification of finger prints 5. Comparison of finger prints 6. Direction of force in a broken glass piece. 7. Tool mark examination. 8. Comparison of Tyre Marks. 9. To study the structure of microscope:

a) Student microscope b) Medical microscope c) Stereoscopic microscope d) Comparison microscope

BIBLIOGRAPHY: 1. Nayak Akshay Kumar & Singh V. H. K. (2008) - World Encyclopedia of Forensic Science

(Rs.15,500/-)

2. Amin M. G. & Singh Jai Shanker (2009) - Forensic Science in Criminal Investigation Unique Law Publisher, Ahmadabad (Rs.1,260/-)

3. Sharma B. R. (2008) - Forensic Science in Criminal Investigation and Trial, 4th Edition Universal Publishers (Rs.995/-)

4. Saferstein Richard - (1988 Edition) - Forensic Science Hand Book, Volume I, II, & III, Day-Star Publication

5. Belkin R and Korukhov Yu. -Fundamentals of Criminalistics-Progress publications, Moscow

6. Eckert William G -Introduction to Forensic sciences- The CV Mosby company St Louis Toronto London

179

7. Saferstein Richard - Criminalistics: Introduction to Forensic Science, Prentice Hall of India Private Limited, New Delhi.

8. Nabar B.S. - Forensic Science in Crime Investigation, Asia Law House, Hyderabad

9. Sodermann Harry - Modern Criminal Investigation

10. Walls H. J. (2nd Edition 2008) - Forensic Science: An Introduction to Scientific Crime Detection, Universal Law Publishing Company Private Limited, New Delhi-33.

11. Venkatesh R- Police diaries statements reports and investigation with special reference to scientific evidence –DNA, Brain mapping tests ,Narco-analysis, Forensic science and Cyber crime, premier publishing company Allahabad

12. Kubic Thomas & Petraco Nicholas (3rd Edition) (2009) – Forensic Science Laboratory manual and Workbook - CRC Press, Taylor & Francis, London.

13. Caddy, Brian (2001) – Forensic Examination of Glass and Paint – Analysis and Interpretation - CRC Press, Taylor & Francis, London.

14. Robertson James & Grieve Michael (2nd Edition) (1999) – Forensic Examination of Fibres - CRC Press, Taylor & Francis, London.

15. Lee, Henry C & Gaensslen R.E. (2nd Edition) (2001) – Advances in Fingerprint Technology - CRC Press, Taylor & Francis, London.

16. Jayadevi C V- Identification of handwriting and fingerprints by graphic point Banglaore

17. Bridges B.C revised by O'Hara Charles- Practical fingerprinting- funk and Wagnalls company New York

18. Kumar Ashok- Encyclopedia of Forensic science ,Discovery publishing house Pvt Ltd New Delhi

19. Shah Giriraj-Book for Forensic science and police administration scientific aids to investigation ,Anmol Publication pvt. ltd New Delhi

180

II B.A. III SEMESTER PAPER-III - POLICE ADMINISTRATION




• To comprehend the concept of Police Science • To impart knowledge on Crime Scene Investigation • To orient the students on interrogation and examination of people involved in

crime • To impart knowledge on basic of photography and its relevance

Course Outcomes: • Knowledge about History and development of Police administration, Police duties, responsibilities

and powers. • Understand application of Photography and Crime Scene Management • In depth understanding of Crime scene investigation and reconstruction of scene of crime • Familiarizing students with the organizational set up, units and functioning of police

UNIT-I (16 hours)

1. Introduction to Police Science & Police Administration: origin and development of police

2. Police station: a) Meaning and establishment b) Routine functions of a police station c) Different crime control records maintained in police station

3. a) General organization of police in a state b) Special units of state police c) Central police organization

UNIT- II (16 hours) 4. Scene of Crime: Meaning

a. Types of crime scene-outdoor, indoor and mobile b. Methods of inspections c. Procedure of Sketching the Scene of Crimes

5. Physical clues found in crime scenes like: i) murder ii) rape iii) burglary

6. Role of Photography in crime scene investigation

7. Techniques of handling packing and collection of Evidences found in Scene of Crime.

181

UNIT-III (16 hours)

8. Examination of witness and interrogation of suspects:

a. Witness- mahazar witness and crime scene witness b. Types of crime scenes witnesses and techniques of their examination c. Types of suspects and techniques of their of interrogation.

9. a)Investigation of Cognizable and Non cognizable crime b) Investigator & his qualities

10. Police-public relations in prevention of crime

II B.A. – III SEMESTER – PRACTICALS



1. Visit a police station and preparation of a report. 2. To study the crime control records maintained in a police station. 3. Visiting DAR/ CAR and Presentation of report. 4. Analysis of crime statistics of a police station. 5. First information to police about simulated cognizable offence. 6. Inspection & reconstruction of simulated scene of crimes:

a) Unnatural death b) Property Crimes 7. Sketching of indoor scene of Crime: Base-line Method/Fixed Point Method. 8. Photographing a simulated Indoor/Outdoor scene of crime. 9. Procedure of handling & packing of physical clues to seek expert opinion. 10. Interviewing and recording the statement of a witness in a simulated crime. 11. Interrogating suspects involved in a simulated crime. 12. Procedure of claiming compensation by the victims of crime

BIBLIOGRAPHY:

1. CainMaureen E - Society and the police man’s role, Routledge and Kegan Paul London and Boston

2. Mir Mehraj Ud Din- Crime and criminal justice system in India, Deep and Deep publications New Delhi [

3. Joshi R P- Police training in community relations perspectives on the United States and India, Rawat publications Jaipur and New Delhi

4. Ghazvini Mohamed Farajiha - Police protection to victims of crime- deep and the publications Private Limited New Delhi

5. Vadackumchery James -The police the people and criminal justice-APH publishing Corporation New Delhi

6. Mullik B N - A philosophy for the police- Allied publishers Private Limited New Delhi

182

7. Trivedi S. D. (1984) - Secret Services in Ancient India: Techniques and Operation Allied

Publishers Pvt. Ltd. New Delhi

8. Horgan J. John (1974) - Criminal Investigation, Mac Grow – Hill Book Company New York.

9. Sullivan John L- Introduction to police science 3rd edition, Gregg division/ McGraw Hill book company New York

10. Ghosh S K -Police Informant, Light and life publishers, New Delhi, Jammu & Trivandrum

11. Mahajan Amarjit -Indian policewomen, Deep and deep Publications, New Delhi

12. Mishra Rashmi and Mohanty Samarendra -Police and social change in India, Ashish publishing house, New Delhi

13. Nath Trilok -Indian police Administration a guide for police officers, Sterling publishers Private Limited New Delhi

14. Shah Giriraj-Book for Forensic science and police administration scientific aids to investigation ,Anmol Publication pvt. ltd New Delhi

14. Nath Trilok - Indian police in action- super publishing house, New Delhi

15. CramerJames A - Preventing crime-Sage publications Beverly Hills, London

16. Favreau Donald F And Gillespie Joseph E -Modern police Administration-Prentice Hall Inc New Jersey

17. Myren Richard A and Swanson Lynn D -Police work with children-US Department of health education and welfare Washington

18. CoxEdmund C -Police and crime in India-Manu publications, New Delhi

19. Sadhu Singh Mangat-Police man’s guide to crime and criminal investigation-Eastern book company, Lucknow

20. Abadinsky Howard (1979)-Social Service in Criminal Justice- Prentice-Halls, Inc., London

21. Shenoy S. Ganesh (2006) - Law Relating to Police and Prisons in Karnataka, Lawyers Law Book, Bangalore

22. McDonald F. William (Ed. 1976)-Criminal Justice & Victim, Sage Publication, London

23. Bharadwaj R. K. (1978) - Indian Police Administration, National Publishing House, New Delhi-02

24. Ratanlal & Dhirajlal (2008)-Code of Criminal Procedure (Cr.P.C), Wadhwa& Co., Pvt., Ltd., Nagpur.

25. Mathiharan K. and Patnaik K. Amrit (Ed. 2008) - Modi’s Medical Jurisprudence and Toxicology (23rd Ed.), ButterworthsWadhwa, Nagpur

26. Saini Kamal (2007) – Police Investigation: Procedural Dimensions, Law & Methods, Deep and Deep Publications Pvt. Ltd. New Delhi-27

27. James V. (1997)-The Police,The People & Criminal Justice, APH Publishing Corp. Delhi- 2.

28. Sharma P.D.–Police and Criminal Administration, Uppal Publishing House, Delhi.

183

29. Chaturvedi J.C. (Editor 2006)–Police Administration & Investigation of Crime, Isha Books, New Delhi 33

30. Ramanujam T- Prevention and detection of crime, Madras Book Company, Madras

31. Banerjee P C - Investigation and trial of criminal cases- Purna publishing house, West Bengal

32. Menon N R Madhava - Criminal justice India series volume to Karnataka 2001 -Allied publishers Private Limited, Ahmedabad in collaboration with National University of Judas diction sciences, Kolkata

33. Roy S. K. Sinha (3rd Ed. 2008) - Police Diaries, Premier Publishing Co., Allahabad.

34. Saini Kamal- Police investigation procedural dimension law and methods, Deep and deep Publication New Delhi

35. Sharma P D-Police and criminal justice administration in India, Uppal publishing house New Delhi

36. Shah Raj Giri - Investigation of Crime & Criminals (Vol I & II), Anmol Publications Pvt. Ltd., New Delhi-2

37. Venkatesh R- Police diaries statements reports and investigation with special reference to scientific evidence DNA brain mapping tests narco-analysis forensic science and cyber crime, Premier publishing company Allahabad

38. Saxena N S law and order in India Abhinav Publications New Delhi

39. Introduction to police science 3rd edition John L Sullivan, Gregg division/ McGraw Hill book company New York

40. Goel S L-Topics of police public relation book name is law and order Administration and the Police, Regal publications New Delhi

41. Shah Giriraj Book for forensic science and police administration scientific aids to investigation, Anmol Publication pvt ltd New Delhi

42. Horgan John J- Criminal investigation, McGraw Hill book company, New York

43. Swanson R. Charles and Others (1977) - Criminal Investigation, Goodyear Publishing Company. Inc., California.

44. Weston B. Paul & Wells M. Kenneth-Criminal Investigation: Basic Perspectives, Prentice-Halls, Inc., London

45. Schultz O.Schultz (1977)-Crime Scene Investigation, Prentice-Halls, New Jersey

46. Indian Police Act 1861 with Amendments

47. The Karnataka Police Act 1963 with Amendments

48. The Karnataka Police Manual, Volume 1, Volume 2, Volume 3

184

II B.A. IV SEMESTER

PAPER-IV - CRIMINALISTICS IN THE INVESTIGATION OF CRIME



Course Objectives: • To introduce the concept of forensic examination of various physical and biological evidences

found in Crime scene. • Knowledge of firearms and explosives, their classification and characteristics. • To disseminate knowledge about Principles of Questioned document and its examination. • To enhance the knowledge of trace evidences in forensic investigations.

Course Outcomes:

• In depth understanding and application of forensic knowledge in examination of various evidences like Hair, Fibers, Questioned document, Foot print, Blood, DNA, Explosives and Ballistics found in Crime scene

• In-depth understanding of document examination. • Familiarize students with examination of trace evidences found in the crime scene • Knowledge on different types of ballistic remains and explosives found in the crime scene

UNIT-I (16 hours)

1. Hair: Meaning, Importance and Morphology a. Location and Collection of Hair in a Crime Scene b. Techniques of Hair Examination in the Laboratory

2. Fibers in Crime Scene: Importance and Classification

a. Evidentiary Materials and Techniques of Examination of Fibers

3. Questioned Document: i. Meaning, Importance and Types

ii. Principles of handwriting/signature & identification of authorship of a Disputed Documents

iii. Scientific examination of- i) Erasures, Deletions, additions ii) Analysis of Ink and Papers

iv. Scientific Examination of Anonymous writings, Invisible writing & Charred Documents

UNIT- II (18 hours)

4. Foot Print: In crime detection. Types of Foot Print a. Preservation, Recording and Evidentiary Value of Foot Print b. Walking Picture/Gait Pattern

5. Blood- Laboratory examination & importance of blood in crime detection

6. DNA profile: importance, nature, clue material and evaluation

185

7. Techniques used for investigation of crime: a. Voice Printing: Techniques and Evidential Value b. Lie-detector and its role in the Criminal Justice System.

UNIT-III (14 hours) 8. Forensic Ballistics: Classification of Fire-Arms.

a) Ammunition- Cartridge and their Components b) Identification, Collection and Preservation of Ballistic Evidences found in a Crime Scene. c) Identification of a Shooter-Gunshot residue analysis (GSR) d) Determination of Range of Firing, Angle of Firing, Identification of fire arms

9. Explosives: Characteristics, Classification of Explosives-Various Kinds of High and Low Explosives Location, Collection and Identification of Explosives Methods of Disposal and Dispatch of Explosives

II B.A. – IV SEMESTER – PRACTICALS

Practical Marks: 40 Internal Assessment: 10 Total Marks: 50 Credits: 01

1. Morphological analysis of Hair. 2. Examination of medulla of a Hair. 3. Cuticle examination of a given Hair. 4. Examination and identification of Ballistic remains. 5. Identification of Forgery of Handwriting. 6. Identification of Disguised Writing. 7. Identification of Forged Signature. 8. Blood stain examination: Preliminary test – Benzedine. 9. Microscopic examination of Biological stains. 10. Foot prints sketching/Photography 11. Taking the plaster cast of sunken foot print.

BIBLIOGRAPHY:

1. Walls H. J. (2nd Ed. 2008) – Forensic Science: An Introduction to Scientific Crime Detection, Universal Law Publishing Co. Pvt. Ltd. New Delhi-33.

2. Nayak Akshay Kumar & SinghV. H. K. (2008)- World Encyclopedia of Forensic Science 3. Amin M. G. & Jai Shanker Singh (2009) - Forensic Science in Criminal Investigation

Unique Law Publisher, Ahemadabadh (Rs.1,260/-) 4. SharmaB. R. (2008) - Forensic Science in Criminal Investigation and Trial, 4th Edition

Universal Publishers (Rs.995/-)

5. Safer SteinRichard -(1988 Edition)-Forensic Science Hand Book, Volume I, II, & III, Day-Star Puctn.

6. Harrison Wilson R -Suspect Documents their scientific examination- and Maxwell Limited London

186

7. Eckert William G- Introduction to Forensic sciences- The CV Mosby company St Louis Toronto London

8. Safestein Richard - Criminalistics: Introduction to Forensic Science, Prentice Hall of India Private Limited, New Delhi.

9. Nabar B.S. - Forensic Science in Crime Investigation, Asia Law House, Hyderabad 10. Sodermann Harry - Modern Criminal Investigation 11. WallsH. J. (2nd Edition 2008) – Forensic Science: An Introduction to Scientific Crime

Detection, Universal Law Publishing Company Private Limited, New Delhi-33 12. Kelly, SeamanJan & Lindblom, Brian S (2nd Edition) (2006) – Scientific Examination of

Questioned Documents - CRC Press, Taylor & Francis, London. 13. Gaur S N -Firearms And forensic ballistics-Delhi Law house Delhi 14. Venkatesh R- Police diaries statements reports and investigation with special reference to

scientific evidence DNA brain mapping tests narco-analysis forensic science and cyber crime, Premier publishing company Allahabad


16. Reddy KS Narayan - The essentials of forensic medicine and toxicology- Raghu Mohan printers Hyderabad

17. Belkin R and Korukhov Yu. -Fundamentals of Criminalistics-Progress publications Moscow 18. Guharaj PV -Forensic medicine-Orient Longman Bombay Calcutta Madras New Delhi

Bangalore Hyderabad Patna 19. Chadha PV -Handbook of Forensic medicine and toxicology-Jaypee Brothers New Delhi 20. HarrisonWilliam R- Suspect documents their scientific examination, London sweet and

Maxwell limited 21. Califana Antony L- Criminalistics for law enforcement officers 22. Lovkov Jerome S- Library of Congress cataloging in Publication data, California 23. Bates Billy Proir-Identification system for question documents, Charles Thomas publishers

Springfield Illinois USA 24. Kumar Ashok-Forensic science and criminal investigation (modern scientific technique of

narco analysis test polygraph test brain mapping test and remand) unique law Publishers Jodhpur and Ahmadabad Encyclopedia of forensic science 1 forensic science Discovery publishing house Pvt Ltd New Delhi

187

III B.A. V SEMESTER PAPER-V - FORENSIC MEDICINE AND PROCEDURAL LAW



Course Objectives: • Enhance knowledge in understanding and application of Forensic Medicine in criminal

investigation • To acquaint the procedure followed by police officers during investigation • To enhance knowledge on Thanatology, injuries, food poisoning and forensic toxicology • To familiarize students with different procedures followed in the criminal justice system.

Course Outcomes: • Familiarize different types of Injuries and its medico legal importance • To understand types of Death , Asphyxial deaths and its medico legal importance • Knowledge on poisons and its medico legal importance • Understanding procedures followed while executing summons, warrants, arresting the

person and functions of Court. UNIT-I (15 hours)

1. Introduction to Forensic Medicine: Meaning and importance of Forensic Medicine. Injuries: Classification and Medico-legal importance: (i)Abrasions (ii) Contusions (iii) Incised wound

(iv) Lacerated wound v) Gun-shot injuries

2. Personal identity: a) Identification of living and dead persons

UNIT-II (15 hours)

3. Death: Meaning and Types a. Changes take place after death – Rigor Mortis, Post-mortem staining, Algor Mortis,

Decomposition, Adipocere and Mummifation b. Types of Asphyxial death and their medico-legal importance

4. Poison:

a) Definition & Classification b) Medico-legal importance of plant poisons, Insecticides (organophosphates, rat Poison), Snake bite (Common snakes available India)-its clinical features, first

Aid and treatment 5. Drugs of addiction (Heorine, Coicaine, Marijuna, Ganja)

188

UNIT-III (15 hours) 5. Inquest: Procedure of conduction of Police and Magistrate inquest

6. Organizational set-up of criminal courts and their powers as under Cr. P.C.

7. Salient features of Karnataka Police Act 1963 and amendments

8. Summons and warrant of arrest to compel appearance of a person as in Cr. P.C.

9. Police procedure and powers of arrest as in Cr. P.C

BIBLIOGRAPHY: 1. Reddy KS Narayan -The synopsis of forensic medicine and toxicology-Kakathiya medical

College Warangal

2. Chadha PV -Handbook of Forensic medicine and toxicology- Jaypee Brothers New Delhi

3. Guharaj P V -Forensic medicine-Orient Longman Bombay Calcutta Madras New Delhi Bangalore Hyderabad Patna

4. Simpson Keith - Forensic medicine-Edward Arnold publishers Limited London

5. Rao Nagesh Kumar G -Textbook of Forensic medicine and toxicology-JP Brothers medical publishers Private Limited New Delhi

6. KumarAshok -Forensic science -Encyclopedia of forensic science, Discovery publishing house Private Limited New Delhi

7. The police training College- A handbook of Forensic science-Mysore

8. Parikh C.K. (1990) – Medical Jurisprudence & Toxicology, CBS Publishers & Distributors, New Delhi-32.

9. Mathiharan K. & Patnaik K. Amrit (Ed. 2008) - Modi’s Medical Jurisprudence and Toxicology (23rd edition), ButterworthsWadhwa, Nagpur.

10. Krishnan’s M.K.R. & Patnaik V.P. (Editor) (11th Edition 1999), Handbook of Forensic Medicine including Toxicology, Para Medical Publisher, Hyderabad - 095.

11. Reddy Narayan K.S. (26th Edition 2006) – The Essentials of Forensic Medicine and Toxicology, Published K. Suguna Devi, Hyderabad.

12. Rao Nageshkumar G. (2009 & 2010) – Text book of Forensic Medicine and Toxicology, Jaypee Publishers, New Delhi.

13. Mukherjee J.B. (Vol.1 1981) – Forensic Medicine & Toxicology, Academy Publishers, Calcutta.

14. Krishnan MKR -Handbook of Forensic medicine and toxicology-Ragu Mohan printers Hyderabad

15. Sher - Gunlore, Lock , Stock and barrel-People’s publishing house New Delhi

16. Mangat Sadhu Singh -police man’s guide to crime and criminal investigation-eastern book company Lucknow

17. Goyle DN and Kapur A S -A guide to scientific aids in crime detection-Aathma Ram and sons Delhi

189

18. SchultzDonald O -Crime scene investigation-Prentice Hall Inc New Jersey

19. ZaidiS Z A - your 12 bore Gun its history , mechanism and use-Sagar are you publications New Delhi

20. Kirk Paul A -Crime investigation-John Wiley and sons. New York London Sydney Toronto

21. Koehlerand Steven A, Wecht Cyril H - Post mortem establishing the cause- Firefly book New York

22. Koppenhaver Catherine M - Forensic Document examination principles and practice-Humana press,New Jersey

23. Modi Jai Singh-medical jurisprudence and toxicology LEXIS-NEXIS Butterworth Wadhwa Nagpur

24. Modi MJ -medical jurisprudence and toxicology- N M Tripathi Private Limited Bombay

25. O’Hara Charles E and Osterburg James W -Criminalistics The application of Physical sciences to the detection of crime- Indiana University press London

26. Krishan Vij-Textbook of forensic medicine and toxicology principle and practice 5th edition Printed and bound at Rajkamal electric press Haryana

27. Mukherjee J B -Forensic medicine and toxicology volume 1 academic publishers Calcutta New Delhi

28. Basu Rabindra Fundamentals of forensic medicine and toxicology books and allied Private Limited Chintamani Das Lane Kolkata

29. Pillay V V-Textbook of forensic medicine and toxicology 16th edition Paras medical publishers Hyderabad New Delhi

190

III B.A. V SEMESTER PAPER-VI - TECHNOLOGY IN SECURITY SYSTEM, VIGILANCE, CRIME

PREVENTION AND CYBER CRIME



Course Objectives: • To develop understanding of use of technology in security system and vigilance • To understand significance of vigilance • To acquaint with different crime prevention methods • To understand the types of Cyber crime, investigation, prevention, IT Act and aspects relating to it

Course Outcomes: • To understand importance, concepts and types of security • Knowledge on modern instruments used in the field of security • Enhance knowledge in understanding the extent of Terrorism and security programs • Knowledge on functions of State and central vigilance • Understanding the role of Patrolling and surveillance in prevention of crime • Familiarity with theoretical understanding of Cyber crime and creating awareness about Cyber

crime UNIT-I (14 hours)

1. Security System: a) Concept, importance & types b) Security of men & material

c)Private security organizations

2. Modern technology/ Instruments in the field of security system

3. Terrorism: a)Types and Extent b) Security programs to combat terrorism

UNIT-II (16 hours)

4. Vigilance: a) Meaning & significance b) Functions of State & Central Vigilance Commission

5. Corruption: causes, Extent and prevention of corruption in India.

6. Frauds in Banks: Types & Techniques of prevention

191

UNIT-III (18 hours) 7. Counterfeiting Coins and Fake Currency Notes:

a) Definition and extent of Fake Currencies in India b) Procedure of Identification of fake currency notes c) Procedure of Identification of counterfeiting coins

8. Crime Prevention methods: a) Patrolling and surveillance b) Collection of criminal intelligence

9. Cyber crime: a) Nature and Characteristics of Cyber Crimes

b) Classifications of Cyber Crimes

10. a) Cyber Forensic-Investigation process b) Challenges to digital forensic evidence- Internet crimes against women and children BIBLIOGRAPHY:

1. Verma Preeti (Editor) - The Terror of POTA and other Security Legislations, Human Rights Law Network, New Delhi-14.

2. Sharma B. R (2009)-Bank Frauds; Prevention & Detection (3rd edition), Universal Law Publishing. Co.,

3. ChandraRamesh (Vol. 6 2004) – Global Terrorism, A Threat to Humanity, Kalpaz Publications, New Delhi-52.

4. Saxsena N.S. – Terrorism: History & Facts in the World and in India, Abhinav Publications, N. Delhi.

5. Mathiharan K. & Patnaik K. Amrit (Ed. 2008) - Modi’s Medical Jurisprudence and Toxicology (23rd edition), ButterworthsWadhwa, Nagpur.

6. Ratan Deepak & Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia Law Agency, Alahabad-211 001.

7. Walls H. J. (2nd Ed. 2008), – Forensic Science: An Introduction to Scientific Crime Detection, Universal Law Publishing Co. Pvt. Ltd. New Delhi-33.

8. Sharma B. R. (4th Ed. 2008)- Forensic Science in Criminal Investigation and Trial, Universal Publishers

9. Johnson, Thomas A. (2006) – Forensic Computer Crime Investigation - CRC Taylor & Francis, London.

10. Westphal, Christopher (2009) – Data Mining for Intelligence, Fraud, & Criminal Detection – CRC Press, Taylor & Francis, London.

11. Chiesa, Raoul, &Ducci, Stefania (2009)–Profiling Hackers-CRC Press, Taylor & Francis, London.

12. Peltier, Thomas R. (3rd Edition) (2010) – Information Security Risk Analysis - CRC Press, Taylor & Francis, London.

13. McDougall, Allan & Radvanovsky (2008) – Transportation Systems Security - CRC Press, Taylor & Francis, London.

14. Sweet, Kathleen M. (2nd Edition) (2009) – Aviation and Airport Security (Terrorism and Safety Concerns) - CRC Press, Taylor & Francis, London.

15. Nemeth, Charles P. (3rd Edition) (2010) – Private Security and The Investigative Process - CRC Press, Taylor & Francis, London.

16. Lee, Elsa (2009) – Homeland Security and Private Sector Business ( Corporations’ Role in Critical Infrastructure Protection) - CRC Press, Taylor & Francis, London.

192

17. Bryan, Kellie, Dunnesen, Kristen & Jean Jayson (2009) – Cyber Fraud (Tactics, Techniques and Procedures) - CRC Press, Taylor & Francis, London.

18. Pasco, Gregory A. (2009) – Criminal Financial Investigations (The use of Forensic Accounting Techniques and Indirect Methods of Proof) - CRC Press, Taylor & Francis, London.

19. Kaushik Anjali -sailing safe in cyberspace-Sage publications New Delhi 20. Gautam Anju –Cyber Intelligence- Publishers & distributors Private Limited New Delhi 21. Sengupta Mohan -cyber crimes-Centrum Press New Delhi 22. Gautam Anju -Cyber Security-Sonali publications New Delhi 23. Yogesh Barua-Cyber surveillance and security-dominant publishers and distributors Private

Limited New Delhi 24. Bulli HC -Best banking methods-RK printers New Delhi 25. Charll NK- Forgery cheating counterfeiting and criminal misappropriation-East India

publishers Bombay 26. Augustine Paul T -Cybercrime & legal issues Crescent publishing Corporation New Delhi 27. Augustine Paul T - Combating cybercrime impressing publishing Corporation New Delhi 28. Bharadwaj Varun- Global Security and cyber crime by Nil Prakashan, Jaipur

193

III B.A. – V SEMESTER – PAPER-VII PRACTICALS



1. Examination and Identification of plant poisons. 2. Examination and Identification of Injuries from a model/photograph. 3. Examination and Identification of major human bones and their medico-legal importance. 4. Procedure of search and seizure in simulated criminal cases. 5. Procedure of issue of simulated summons for appearance of persons. 6. Procedure of issue of simulated warrant to produce before justice system. 7. Identification of fake note and genuine note 8. Exposure to modern gadgets used for the security purposes in various field 9. Court visit and report of its proceedings. 10. To draw a Portrait-Parle of a person. 11. Procedure of registration of cognizable case and filling of FIR. 12. Law relating to the procedure of recovery of stolen/Seized properties by the Law Enforcing

Agency/Judiciary 13. Case study on child pornography 14. Case study on transmission of obscene information electronically

194

III B.A. VI SEMESTER PAPER-VIII - VICTIMOLOGY, CORRECTIONAL ADMINISTRATION AND

FORENSIC PSYCHOLOGY




• To provide an insight into Criminal Psychology • To introduce the basic concepts and theoretical approach of Victimology and the

Victimization process • To acquaint concept and theories of punishment • To give an overview about institutional and non institutional system of correction

Course Outcomes: • Insightful understanding about the Victims of crime • Understanding of different types of punishments • Insight into functioning of the prison i.e, prison education, prison labour

and prison discipline • Understanding the limitation of Parole and Probation • Familiarizing the concept of Psychological motives, Mental disorder and Mental

deficiency • Knowledge on Psychological methods of control and rehabilitation of offenders

UNIT-I (16 hours)

1. Introduction to Victimology: Meaning, definition, historical development. 2. Classification of victims, victimizing factors 3. Restitution: Compensation to the victims of crime. 4. Victims of Crime: a) Causes, consequences and preventive measures.

b) Problems of Victims in criminal justice system

UNIT-II (16 hours) 5. Punishment: Meaning, definition, types and theories of punishment. 6. Institutional system of correction:

a)Prison: Meaning and types b)Juvenile homes

c) Functions – Prison Labour, Prison Education and Prison Discipline d)Usual and unusual problems in correction.

7. Non Institutional system of correction: a) Probation: Meaning, principles, advantages & limitation b) Parole: Meaning, principles, advantages & limitation

195

UNIT-III (16 hours)

8. Introduction to Criminal Psychology: Meaning, definition and scope of Forensic Psychology

9. Psychological motives and its impact on behavior. 10. Mental disorder and Mental deficiency as factor in the causation of crime 11. Psychological methods of control and rehabilitation of offenders : Psychotherapy

BIBLIOGRAPHY: 1. Kaur Rajpal - Forensic Psychology: New Trends and Innovations, Deep and Deep

Publications Pvt. Ltd. New Delhi-27

2. Thou Teisi -Forensic Psychology-ABD publishers Jaipur New Delhi

3. Gibson L. Robert & Mitchell H. Marianne (2006) - Introduction to Counseling and

Guidelines, 6th edition, Prentice- Hall of India, New Delhi-01

4. Ravi Meera (2007) - Counselling What, Why and How- Viva Books Pvt. Ltd., New Delhi

5. Koranji Shiamak Kersi (2004) - A Text book of Criminal Psychology, Dominant Publishers

and Distributors, New Delhi-51

6. Haward L. R. C. - Forensic Psychology, Batsford Academic and Educational Ltd. London

7. The Prisoners Act, 1900 with Amendments

8. Mednick A. Sarnoff & Christiansen O. Karl (Ed.1977) - Bio-Social Bases of Criminal

Behaviour, Gardners Press Inc., New York.

9. Mental Health Act, 1987

10. Feldman & Philip M. (1978) – Criminal Behaviour: A Psychological Analysis, John Wiley &

Sons, New York.

11. Hibbard & Whitney.S & Reymond W. Worring (1982) – Psychic Criminology: An operations

Manual for using Psychics in Criminal Investigations, Charles C. Thomas Publishers, Illinois,

USA.

12. Toch Hans – Legal & Criminal Psychology.

13. Mc Donald – Psychological Disorder and Crime

14. Ratan Deepak & Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia

Law Agency, Alahabad-211 001.

15. Bartol, Curt R 7 Bartol, Anne M, ( 2008) Current perspectives in Forensic Psychology and

Criminal Behaviour, Sage, London.

16. Meier, Augustine & Boivin, Micheline (2011)- Counselling and Therapy Techniques (Theory

& Practice) Sage, London.

17. Bhattacharya Sunil Kanti-Probation system in India & appraisal, Manas Pubtn.Delhi

196

18. Thou Teisi- Forensic psychology, ABD publishers jaipur New Delhi

19. Choudhary Nitai Roy- Indian prison laws and correction of prisoners, Deep and deep

publications Private Limited

20. Conrad John P- Crime and its correction and international survey of attitude and practice,

tavistock Publications limited

21. Bhushan Vidya, Shah Jyostana H- Prison administration in India with reference to Uttar

Pradesh , S Chand and Co New Delhi

22. TrivediB B- Prison administration in India, Uppal publishing house New Delhi

23. Rajan V N-Victimology in India, an introductory study , Allied publishers Pvt. Ltd., Delhi

24. Chaturvedi J C-Rehabilitation of offenders and role of counselling, Esha books Delhi

25. Chaturvedi J C -Penology and correctional Administration, Esha books Delhi

26. Kodanji K C Shaimak -A Textbook of criminal psychology, Dominant publishers and

distributors New Delhi

27. Agarwal Rajendra Sharan and Kumar Sarvesh-Crime and punishment in new perspective,

Mittal publications Delhi

28. The Prisons Act 1894 with Amendments

29. The Karnataka Prisons Act 1963 with Amendments

197

III B.A. VI SEMESTER PAPER-IX: LAWS OF CRIME, MINOR ACTS

Theory Marks: 80


Total No. ofteaching hours: 48 Credits: 02

Course Objectives:

• To provide an insight into Criminal justice system • To familiarize about sections of Indian Evidence Act • To familiarize with Minor and Special Acts • To gain understanding of different crimes and punishments under Indian Penal Code

Course Outcomes: • Understanding the functions of Correctional institutions, police and courts • Familiarizing with Principles of practical utility of Law, Principles of justice, differences between

criminal and civil cases, the concept of crime and punishment • In depth knowledge of various Minor and Special Acts • Understanding offences against human body and property

UNIT-I (16 hours)

1. Functions of criminal justice system in a democratic set-up

2. Definitions of important terms used in Indian Penal Code, Mens Rea and motive

3. Law of general exceptions: Section 76 to 106 Indian Panel Code

UNIT-II (16 hours) 4. Offences against human body: IPC sections: 299, 300, 304A, 304B, 319, 320, 339, 340, 350, 359, 361, 362, 375, 377 5. Offences against property: IPC sections: 378, 383, 390, 391, 403, 405, 415, 425, 441, 442, 445 6. Salient features of Indian Evidence Act: a) Provision of confession b) Types of Evidence c) Burden of proof

UNIT-III (16 hours)

7. Juvenile Delinquency: causes, prevention and salient features of JJ (Care & Protect) Act 2000. 8. Salient features of- a) Prevention of Children from Sexual Offences Act 2012 b) Sexual Harassment of Women at Work Place (Prevention, Prohibition & Redressal) Act 2013 9. a) Salient features of Right to Information Act 2005

198

b) Salient features of Motor Vehicle Act 1988 with recent proposed Amendments. c) Salient features of Narcotic Drugs and Psychotropic Substances, Act 1985 BIBLIOGRAPHY: 1. Ratanlal and Dhirajlal-The code of criminal procedure-LEXIS-NEXIS butterworthsWadhwa

Nagpur

2. Ratanlal and Dhirajlal-The law of evidence -LEXIS-NEXIS butterworthsWadhwa Nagpur

3. Ratanlal and Dhirajlal-The Indian Penal code – Wadhwa and company Nagpur

4. Mishra S N- Indian penal Code -Central or publications Allahabad

5. Robison Sophia M- Juvenile delinquency its nature and control, Halt Reinhart and Winston, New York Chicago san Francisco Toronto London

6. Paul W Tappan- Juvenile delinquency by McGraw Hill book company Inc. New York Toronto London

7. Mathiharan K. and Patnaik K. Amrit (Ed. 2008) - Modi’s Medical Jurisprudence and Toxicology (23rd Ed.), Butterworths Wadhwa, Nagpur.

8. Abadinsky Howard (1979) - Social Service in Criminal Justice- Prentice-Halls, Inc., London

9. McDonald F. William (Ed. 1976)-Criminal Justice & Victim, Sage Publication, London


11. Pande G.S. (2nd Ed. 1982) – The Indian Evidence Act, Allahabad Law Agency, Law Publishers, Allahabad.

12. Juvenile Justice (Care and Protection of Children) Act, 2015

13. Protection of Children from Sexual Offences (POCSO) Act, 2012

14. Right to Information Act , 2005

15. Motor Vehicle Act, 1988 with Amendments

16. Narcotic Drugs and Psychotropic Substances, Act 1985 with Amendments

17. Sexual Harassment of Women at Work Place (Prevention, Prohibition & Redressal) Act 2013

199

III B.A. – VI SEMESTER – PAPER-X – PRACTICALS



1. To prepare interview schedule to take public opinion on criminological relevance. 2. To prepare questionnaire on topics of Juvenile delinquency. 3. To prepare an interview schedule to take the opinion of victim of crime. 4. To prepare an interview schedule to take the opinion of the convicts. 5. To submit a brief study report on a topic of Criminologically relevance assigned by a teacher. 6. Visiting a correctional institution and presentation of report. 7. Counseling the witness/victims/accused/ their Family members. 8. A Case study report on Child in Conflict with Law/ Neglected Child/ Child Labour. 9. Procedure of recording confessional statement. 10. Procedure of recording dying declaration.

200

ELECTIVE COURSES CYBER CRIME

Theory Marks: 40




• To understand the nature and characteristics of Cyber crime • To understand the types of cyber crime, investigation and prevention • To understand IT Act and aspects relating to it • To impart knowledge on Credit card frauds

Course Outcomes:

• Familiarize with theoretical understanding of Cyber crime • Understanding of IT Act • In depth understanding of different types of Credit card frauds • Competency in the prevention of Cyber crime

UNIT- I (12 hours)

1. Meaning of Cyber Forensics, Nature and Characteristics of Cyber Crimes 2. Types of Cyber Crimes and Classifications

UNIT- II (12 hours)

3. Laws relating to Cyber Crime: Salient features of IT Act-2000, with emphasis on aspects relating to offences, Punishments, Investigative powers and regulations

4. Credit card frauds. 5. Prevention of Cyber Crimes

BIBLIOGRAPHY: 1. Kaushik Anjali -sailing safe in cyberspace-Sage publications New Delhi 2. Gautam Anju –Cyber Intelligence- Publishers and distributors Private Limited New Delhi 3. Sengupta Mohan -cyber crimes-Centrum Press New Delhi 4. Gautam Anju -Cyber Security-Sonali publications New Delhi 5. Yogesh Barua-Cyber surveillance and security-dominant publishers and distributors Private

Limited New Delhi 6. Augustine Paul T -Cybercrime and legal issues Crescent publishing Corporation New Delhi 7. Augustine Paul T - Combating cybercrime impressing publishing Corporation New Delhi 8. Bharadwaj Varun- Global Security and cyber crime by Nil Prakashan, Jaipur 9. Venkatesh R- Police diaries statements reports and investigation with special reference to

scientific evidence DNA brain mapping tests narco-analysis forensic science and cyber crime premier publishing company Allahabad

201

CRIMINALISTICS



Credits: 01 Course Objectives

• It introduces the concept of forensic examination of various physical and biological evidences found in Crime scene.

• To disseminate the knowledge about principles Questioned document and its examination. • To have in-depth understanding of fingerprints and footprints along with its importance in solving

the crime. • To enhance the knowledge of trace evidences in forensic investigations.

Course Outcomes

• In depth understanding application of forensic knowledge in examination of various evidences like Hair found in Crime scene

• In-depth understanding of document examination. • Application of recording the fingerprints and footprints of any individual. • Familiarize students with examination of trace evidences found in the crime scene

UNIT- I (12 hours)

1. Introduction to Forensic Science: a) Meaning and principles

b) Forensic Science Lab., different branches & their functions

Finger Print:

a) Definitions & principles of finger prints b) Classification of Patterns

c) Techniques of recording finger prints of living persons d) Techniques of developing latent prints

UNIT- II (12 hours) 2. Foot Print:

a) Meaning & importance b) Techniques of recording & preservation

c) Role of foot print in the detection of crime

3. Hair: a) Meaning & Importance of hair evidence in criminal cases

b) Laboratory examination of hair

4. Questioned Document: a) Meaning, Importance and Types b) Principles of handwriting/signature & identification of authorship of a Disputed Documents

202

BIBLIOGRAPHY:

1. Nayak Akshay Kumar & Singh V. H. K. (2008) - World Encyclopedia of Forensic Science (Rs.15,500/-)

2. Amin M. G. & Singh Jai Shanker (2009) - Forensic Science in Criminal Investigation Unique Law Publisher, Ahemadabadh (Rs.1,260/-)

3. Sharma B. R. (2008) - Forensic Science in Criminal Investigation and Trial, 4th Edition Universal Publishers (Rs.995/-)

4. Safer Stein Richard - (1988 Edition) - Forensic Science Hand Book, Volume I, II, & III, Day-Star Publication

5. Belkin R and Korukhov Yu. -Fundamentals of Criminalistics-Progress publications Moscow


7. Safestein Richard – Criminalistics: Introduction to Forensic Science, Prentice Hall of India Private Limited, New Delhi.

8. Nabar B.S. - Forensic Science in Crime Investigation, Asia Law House, Hyderabad

9. Sodermann Harry – Modern Criminal Investigation

10. Walls H. J. (2nd Edition 2008) – Forensic Science: An Introduction to Scientific Crime Detection, Universal Law Publishing Company Private Limited, New Delhi-33.

11. Venkatesh R- Police diaries statements reports and investigation with special reference to scientific evidence DNA brain mapping tests narco-analysis forensic science and cyber crime premier publishing company Allahabad

12. Kubic Thomas & Petraco Nicholas (3rd Edition) (2009) – Forensic Science Laboratory manual and Workbook - CRC Press, Taylor & Francis, London.

13. Lee, Henry C & Gaensslen R.E. (2nd Edition) (2001) – Advances in Fingerprint Technology - CRC Press, Taylor & Francis, London.

14. Jayadevi C V- Identification of handwriting and fingerprints by graphic point Bangalore

15. Bridges B.C revised by O'Hara Charles- Practical fingerprinting- Wagnalls company New York

16. Kumar Ashok- Encyclopedia of Forensic science, Discovery publishing house Pvt Ltd New Delhi

17. Shah Giriraj-Book for Forensic science and police administration scientific aids to investigation, Anmol Publication Pvt ltd New Delhi

203

PUBLIC LEGAL EDUCATION


Total Marks: 50 Total No. of teaching hours:

24 Credits: 01

Course Objectives: • To create awareness about few legal concepts related in dealing with day to day challenges • To develop an understanding of the connotations of law, its broad classification and application in

daily life. • To develop an understanding of NDPS Act • To develop understanding of Special Laws related to women and children

Course Outcomes: • Understanding of public affairs and to create an awareness of their rights and responsibilities as

citizens • Knowledge on role and functions of legal services authority and how it serves the purpose of

access to justice • Knowledge on types of drugs, punishment and procedure of investigation under NDPS Act • Familiarizing with POCSO Act and Sexual Harassment of women at Workplace(Prevention,

Prohibition and Redressal)Act

UNIT- I (12 hours) 1. Procedure of approaching police and courts 2. Retrieval of stolen property from law enforcement officials 3. Protection of Children from Sexual Offences (POCSO) Act, 2012 with recent Amendments

UNIT- II (12 hours) 4. Salient features of Indian Evidence Act:

a. Types of evidences b. Confession c. Witness testimony

5. The Narcotic Drugs and Psychotropic Substances Act, 1985 with recent Amendments 6. Sexual Harassment of Women at Workplace(Prevention, Prohibition and Redressal) Act, 2013

with recent Amendments

BIBLIOGRAPHY:

1. Ratanlal and Dhirajlal-The code of criminal procedure-LEXIS-NEXIS 2. Butterworths Wadhwa Nagpur 3. Ratanlal and Dhirajlal-The law of evidence -LEXIS-NEXIS butterworths Wadhwa Nagpur 4. Ratanlal and Dhirajlal-The Indian Penal code – Wadhwa and company Nagpur 5. Mishra S N- Indian penal Code -Central or publications Allahabad 6. Protection of Children from Sexual Offences (POCSO) Act, 2012 7. Narcotic Drugs and Psychotropic Substances, Act 8. Sexual Harassment of Women at Work Place (Prevention, Prohibition & Redressal) Act 2013 9. Pande G.S. (2nd Ed. 1982) – The Indian Evidence Act, Allahabad Law Agency, Law

Publishers, Allahabad.

204





Agenda No.1 (f) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Economics for B.A. Degree Programme.

The Proceedings of the BOS meeting held on Monday, July 15, 2019 at 2:30 P.M. is placed before the Academic Council for its consideration and approval.

205

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN ECONOMICS

HELD ON MONDAY, JULY 15, 2019 AT 2.30 P.M. AT SCHOOL OF SOCIAL WORK,

ROSHNI NILAYA, MANGALORE - 2

MEMBERS:

1. 1. Ms Cecilia F. Goveas : in the Chair

2. Dr Jayavantha Nayak : Member - (University Representative)

3. Dr Norbert Lobo : Member - (Subject Expert)

4. Dr A. Jaya kumar Shetty : Member - (Subject Expert)

5. Mr Abdullah A Rehman : Member - (Allied Sector)

6. Ms Priya Shetty : Member - (Meritorious Alumna)

AGENDA:

iii. Preparation of Panel of Examiners pertaining to 2019 – 2020 examinations.

iv. Assessment and review of Semester Question Papers and results I-III-V [2018] & II-IV-VI [2019].

v. Modification of the syllabus in semester II – Principles of Economics in Unit III.

vi. Any other matter.



PART – II

The Panel of Examiners was placed before the Board which the Board hereby approves and

recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded

to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format.

206

PART - III

The Board approved satisfaction over the previous Odd & Even semester [i.e. I-III-V Semester Oct.

2018 & II-IV-VI Semester Apr.2019] Question Papers pertaining to the Board and the performance

of the students in the I-III-V [2018] and II-IV-VI [2019] Semester Examinations as reflected in the

results are found to be satisfactory.

[See Annexure: I]

PART – IV:

In Paper Principles of Macro Economics (Semester II) ECO 152, in Unit III the sub –heading

Money and Banking has been changed to Money and Value of Money and the Topics Commercial

Banking and Central banking have been deleted. The Following Topics Index Numbers- Meaning-

Steps involved in the construction of Index Numbers – Simple and weighted Index Numbers –

Difficulties and Uses have been included.

PART – V: Any specific issue permitted by the Principal - Not Applicable.


NAME: SIGNATURE:

1. Ms Cecilia F Goveas : ……………………Sd/-…………………. 2. Dr Jayavantha Nayak : ……………………Sd/-…………………. 3. Dr Norbert Lobo : ……………………Sd/-…………………. 4. Dr A. Jaya kumar Shetty : ……………………Absent-………………… 5. Mr Abdullah A Rehman : ……………………Absent-…………………. 6. Ms Priya Shetty : ……………………Sd/-…………… Sd/-

Ms CECILIA F. GOVEAS CHAIRPERSON

Board of Studies in Economics

207

Existing Syllabus EC0 152 - II SEMESTER - PRINCIPLES OF MACRO ECONOMICS – PAPER 2

Objectives To enable the students to gain knowledge regarding the importance of macro economic

variables in the functioning of an economy. To impart knowledge regarding the formulation and implementation of macro

economic policies. To understand the functions & operations of money. To gain knowledge on the functions and working of Commercial & Central Bank.

Unit I

INTRODUCTION TO MACRO ECONOMICS: (15 hours) Macro Economics - Meaning – Branches of macro economics – scope, uses & limitations of macro economics – Circular Flow of Income and Wealth. National Income- Meaning –definition- concepts – GNP- GDP- NNP- Personal income- Disposable income- Real income – Per capita income – Measurement and difficulties in calculation of National Income. GDP and welfare.

Unit II

THEORIES OF EMPLOYMENT: (20 hours) Classical theory - Say’s law of market, Pigou’s wage cut policy. Keynesian theory of employment- effective demand - Consumption function- APC & MPC-Keynes psychological law of consumption- Determinants of Consumption function- Investment function-Autonomous & Induced Investment-MEC- Determinants of MEC. Multiplier- working & leakages of multiplier. Accelerator- Concept.

Unit III

MONEY AND BANKING: (20 hours) Money - Determinants of demand for Money- Theory of Liquidity Preference- Composition of Supply of Money - Value of Money- Quantity theory of Money- Fisher’s Equation – Cambridge Equations. Banking -Commercial Banking - Functions- Credit creation. Central Banking - Functions- Monetary Policy- Credit control techniques.

208

Unit IV INFALTION AND TRADE CYCLES: (15 hours) Inflation - Meaning and types of Inflation - Demand Pull and Cost Push Inflation- inflationary gap - effects of inflation- Measures to control inflation - Stagflation (Concept) - Phillips Curve (Concept) Trade Cycle –Meaning – definition – Features –Types - Phases - causes and measures to control trade cycles.

BOOKS FOR REFERENCE Ahuja, H.L. ( 2007). Advanced Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Ahuja, H.L. ( 2009). Macro Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Baye & Jansen .(1999). Money, Banking and Financial Markets, Delhi :AITBS Publishers.

Chopra P.N. ( 2009). Macro Economics, Ludhiana: Kalyani Publishers.

Cohn ,S.M.(2009). Macro Economics, Ahmedabad: Jaico Publishing House.

Crowther, G. (1992). An Outline of Money, New Delhi: Universal Book Stall.

Dewett and Verma.(2006). Modern Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Dharmaraj.(2008). Financial services, New Delhi: S. Chand Co. (Pvt.) Ltd. Magill, F. (2002). International Encyclopedia of Economics Vol / I & II, S. New Delhi : Chand & Co. Ltd. Gupta, S. B.(1994). Monetary Economics, New Delhi: S. Chand & Co.

Jhinghan, M. L. (2004). Principles of Economics, New Delhi: Vrinda Publication.

Lewis, M. K. and Mizan P. D.(2000). Monetary Economics, New Delhi: Oxford University Press. Luckett, D.G.(1976). Money and Banking, Tokyo: MC Graw Hill Kog Akusha Ltd. Mithani, D. M. (1981). Macro Economic Analysis and Policies, New Delhi: Oxford Press.

Parson, J . (2004). Illustrated Dictionary of Economics, New Delhi : Lotus Press.

Sayers, R. S.(1981). Modern Banking, New Delhi: Oxford University Press.

Seth, M.L. (1997). Macro Economics, Agra; Lakshmi Narain Agarwal Publication.

Seth, M.L. (1984).Monetary Economics, Agra:Lakshmi Narain Agarwal Publication.

Seth, M.L.(2003). Money, Banking, International Trade and Public Finance, Agra: Lakshmi Narain Agarwal

Publication.

Shapiro, E.(1996). Macro Economic Analysis, New Delhi: Galgotaea Publication.

Sundaram K.P.M.(1985). Money, Banking, Trade and Finance, New Delhi: Sulthan Chand & Sons. Varian, H. R. (2000). A Modern Approach, New Delhi: East West Press.

Reserve Bank of India, Report on Currency and Finance, (Annual), Mumbai.

Reserve Bank of India, A Report on Trend and Progress of Banking in India.

HSK. (1985). Banking Nighantu, Bangalore: SBI.

http:// www. Indiatimes.com

http:// www.rbi.org.in

209

Modified Syllabus

EC0 152 - II SEMESTER - PRINCIPLES OF MACRO ECONOMICS – PAPER 2

Objectives To enable the students to gain knowledge regarding the importance of macro economic

variables in the functioning of an economy. To impart knowledge regarding the formulation and implementation of macro

economic policies. To enable students to understand the basic concepts of money, its value and its

measurement . To help the students to acquire knowledge about the functioning of the economic

system and about economic fluctuations.

Unit I

INTRODUCTION TO MACRO ECONOMICS: (15 hours) Macro Economics - Meaning – Branches of macro economics – scope, uses & limitations of macro economics – Circular Flow of Income and Wealth. National Income- Meaning –definition- concepts – GNP- GDP- NNP- Personal income- Disposable income- Real income – Per capita income – Measurement and difficulties in calculation of National Income. GDP and welfare.

Unit II

THEORIES OF EMPLOYMENT: (20 hours) Classical theory - Say’s law of market, Pigou’s wage cut policy. Keynesian theory of employment- effective demand - Consumption function- APC & MPC-Keynes psychological law of consumption- Determinants of Consumption function- Investment function-Autonomous & Induced Investment-MEC- Determinants of MEC. Multiplier- working & leakages of multiplier. Accelerator- Concept.

Unit III

MONEY AND VALUE OF MONEY: (20 hours) Money - Determinants of demand for Money- Theory of Liquidity Preference- Composition of Supply of Money. Value of Money- Meaning- Quantity theory of Money- Fisher’s Equation – Cambridge Equations. Index Numbers- Meaning- Steps involved in the construction of Index Numbers – Simple and weighted Index Numbers –Difficulties and Uses.

210

Unit IV INFALTION AND TRADE CYCLES: (15 hours) Inflation - Meaning and types of Inflation - Demand Pull and Cost Push Inflation- inflationary gap - effects of inflation- Measures to control inflation - Stagflation (Concept) - Phillips Curve (Concept) Trade Cycle –Meaning – definition – Features –Types - Phases - causes and measures to control trade cycles.

BOOKS FOR REFERENCE Ahuja, H.L. ( 2007). Advanced Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Ahuja, H.L. ( 2009). Macro Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Baye & Jansen .(1999). Money, Banking and Financial Markets, Delhi :AITBS Publishers.

Chopra P.N. ( 2009). Macro Economics, Ludhiana: Kalyani Publishers.

Cohn ,S.M.(2009). Macro Economics, Ahmedabad: Jaico Publishing House.

Crowther, G. (1992). An Outline of Money, New Delhi: Universal Book Stall.

Dewett and Verma.(2006). Modern Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Dharmaraj.(2008). Financial services, New Delhi: S. Chand Co. (Pvt.) Ltd. Magill, F. (2002). International Encyclopedia of Economics Vol / I & II, S. New Delhi : Chand & Co. Ltd. Gupta, S. B.(1994). Monetary Economics, New Delhi: S. Chand & Co.

Jhinghan, M. L. (2004). Principles of Economics, New Delhi: Vrinda Publication.

Lewis, M. K. and Mizan P. D.(2000). Monetary Economics, New Delhi: Oxford University Press. Luckett, D.G.(1976). Money and Banking, Tokyo: MC Graw Hill Kog Akusha Ltd. Mithani, D. M. (1981). Macro Economic Analysis and Policies, New Delhi: Oxford Press.

Parson, J . (2004). Illustrated Dictionary of Economics, New Delhi : Lotus Press.

Sayers, R. S.(1981). Modern Banking, New Delhi: Oxford University Press.

Seth, M.L. (1997). Macro Economics, Agra; Lakshmi Narain Agarwal Publication.

Seth, M.L. (1984).Monetary Economics, Agra:Lakshmi Narain Agarwal Publication.

Seth, M.L.(2003). Money, Banking, International Trade and Public Finance, Agra: Lakshmi Narain Agarwal

Publication.

Shapiro, E.(1996). Macro Economic Analysis, New Delhi: Galgotaea Publication.

Sundaram K.P.M.(1985). Money, Banking, Trade and Finance, New Delhi: Sulthan Chand & Sons. Varian, H. R. (2000). A Modern Approach, New Delhi: East West Press.

211

DEPARTMENT OF ECONOMICS RESULT ANALYSIS: 2018 – 2019

Particulars I Semester

III Semester

V Semester

No. of Students Appeared 15 14 12 No. of Students Passed 09 13 11 No. of Students Failed 06 01 01 No. of Students Absent Nil Nil Nil No. of Students Discontinued Nil Nil Nil

DETAILED RESULT ANALYSIS: 2018 – 2019

Particulars I Semester III Semester V Semester

90% & Above Nil 01 02

80% & Above but below 90% Nil 03 01

70% & Above but below 80% 01 04 02

60% & Above but below 70% 01 03 04

55% & Above but below 60% 02 Nil Nil

50% & Above but below 55% 01 Nil 01

35% & Above but below 50% 04 02 01

Below 35% 06 01 01

Absent Nil Nil Nil


DEPARTMENT OF ECONOMICS RESULT ANALYSIS: 2018 – 2019

Particulars II Semester IV Semester VI Semester

No. of Students Appeared 15 14 12 No. of Students Passed 10 13 12 No. of Students Failed 05 01 Nil No. of Students Absent Nil Nil Nil No. of Students Discontinued Nil Nil Nil

212


Particulars II Semester IV Semester VI Semester

90% & Above Nil Nil Nil



60% & Above but below 70% 03 03 06



35% & Above but below 50% 07 01 Nil

Below 35% 05 01 Nil

Absent Nil Nil Nil


TOP SCORERS IN ECONOMICS 2016 - 2017 Batch

[Aggregate of all Six Semesters]

Reg. No. Name of the Candidate

Marks obtained

[out of 1200]

% Ranking

164330013 Shakira 1066 88.83 First

164330004 Kairunnisa 1059 88.25 Second

164330015 Sushma S. 888 74.00 Third

213



Re-Accredited by NAAC with ‘A’ Grade – CGPA: 3.42 CHOICE-BASED CREDIT SEMESTER SCHEME:

REVISED SYLLABUS Subject Title: ECONOMICS

[For B.A. Degree Course w.e.f 2019-2020] PREAMBLE Economics is one of the important subjects of social science and has acquired the position of the queen of social sciences. The subject has undergone major changes with development and growth. In the concept of globalization, privatization and liberalization it is important that the students are equipped with the skills and relevant knowledge to understand and respond to the changing scenario. The subject has great scope to employment opportunities in banking and other financial sectors. The BOS after detailed discussion of all the pertinent issues at its meeting held on Friday, December 14th, 2018 approved the following syllabus for the Choice - based credit semester scheme (Autonomous) w.e.f 2019-2020. The Syllabus of Economics Major in the B.A. degree Course (Choice- based Credit Semester Scheme) at the undergraduate level under Autonomy, will include theory subjects such as Principles of Micro and Macro Economics, Statistical methods, International Economics, Economic thought, Indian Economy, Public finance and branches of applied interest such as Development economics. Objectives of the syllabus are as follows 1. To understand the role of an economic agent in the decision making process. 2. To impart knowledge regarding the formulation and implementation of macro economic policies. 3. An understanding of the operations of money and Banking and their interaction with the rest of the

economy. 4. To provide knowledge on the basic concepts, tools and theories of International trade. 5. An understanding about the working of the Public Finance system. 6. An understanding of the Contributions made by the economists in the field of economics. 7. To comprehend and critically appraise the current Indian economic problems. 8. To understand and analyze the concepts and theories in the development and growth process. 9. To enable students to gain knowledge about the dynamics of development. 10. To understand economic problems clearly by use of quantitative techniques.

214


• Group discussion • Seminar presentation • Graphic and Algebraic components • Review/Recap • Project work/Survey • Practical visits • wall magazine • Field exposure • Interpersonal and leadership skills

CAREER OPTIONS INCLUDE: Banking, Business consultant, Investment banker, Management consultant, Statistician, Front Office Executive, Customer Service Executive, Administrative Assistant, Executive Assistant, Marketing Executive, Marketing Specialist, Office Manager, teacher with B.Ed. , Lecturer with M.A, .

OUR VISION: Gain more knowledge. OUR MISSION: Reach Greater Heights. Faculty Objective: To make learning purposeful and relevant. Learner Objective: To work for self-improvement and be socially responsive

student community. BA Programme Outcomes:

• Possess adequate Knowledge base of the specific Programme under study towards personal progression.

• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive , positive and sensitive attitude towards

self and society. BA ( Economics) Programme Specific Outcomes:

• Understand the application of microeconomic tools to address public policy issues. • Formulation and implementation of macro economic policies. • Analyse and Interpret Quantitative economic data through statistical analysis • Application of economic concepts to real world problems • Strong foundation on Modern Banking management. • Understanding the competing economic paradigms and the historical development

of the discipline.

215

SCHOOL OF SOCIAL WORK ROSHNI NILAYA B.A. Degree Course Economics Major

Three year (Six Semester) Course

Choice-Based Credit Semester Scheme

Class &

Semester


Paper

Hrs of

Instruction

Hrs of

Exam

Marks For

Exam

Internal Assessment

Total Marks Credits

I B.A. I Semester 1 ECO

151

Principles of Micro Economics

6 03 120 30 150 3

I B.A II

Semester 2 ECO

152

Principles of Macro Economics

6 03 120 30 150 3

II B.A III

Semester 3 ECO

153 Statistical Methods 6 03 120 30 150 3

II B.A IV

Semester 4 ECO

154 International Economics 6 03 120 30 150 3

III B.A V

Semester 5 ECO

155.1 Economic Thought 5 03 120 30 150 3

III B.A. V

Semester 6 ECO

155.2 Public Finance 5 03 120 30 150 3

III B.A. VI

Semester 7 ECO

156.1

Indian Economy

5 03 120 30 150 3

III B.A. VI

Semester 8 ECO

156.2 Development Economics 5 03 120 30 150 3

TOTAL 44 24 Note: a) Minimum for a Pass :} b) Classification of successful :} As per the Regulations Candidates :} c) Rejection of results :}

216

DEPARTMENT OF ECONOMICS SUMMARY CHART – ACADEMIC INPUTS: 2019-2022



Consumer Behaviour National income

Cost & Revenue concepts Theories of employment

Market Analysis Money and banking

Factor Pricing Inflation and Trade cycles

III Semester IV Semester


Central tendency & Dispersion Foreign Exchange

Correlation & Regression Balance of payments

Index Numbers & Time series Trade policy & Trade barriers

Probability International Economic integration

V Semester VI Semester

Theory (120Marks) Theory (120Marks) Theory (120Marks) Theory (120Marks)

classicism & Socialism Private Finance Vs Public finance Current Challenges

Economic growth and

development

Marginalism & Neo-classicism Public revenue Rejuvenation of

Indian agriculture

Economic development-

Strategies

Keynesianism & New Economics

Public expenditure & Public Debt

Indian Industries-development since

1991

Human resource

development

Indian Economic Thought Budget & Fiscal Policy

Tertiary sector- development since

1991

Institution & economic

development

217

ECO 151 - I SEMESTER – PRINCIPLES OF MICRO ECONOMICS – COURSE 1


Total Marks: 150 Total No. Teaching hours: 70

Credits:03 Course Objectives: To introduce the concepts and theories of micro economics. To enable the students to gain knowledge regarding the importance of micro economics and

its applicability in the day to day world. To acquire knowledge and understanding of the Principles of Economics that can be applied

to the decisions of individuals- both consumers & Producers. To acquire knowledge of the different market structures and their operations.

Course Outcomes: Better understanding of the concepts of micro economics and its application in the day to day

world. Able to use graphs to explain different market structures and their operations. Able to find out how prices are determined in different market situations. Better understanding of the pricing of the different factors of production.

UNIT- I (15 hours)

THEORY OF CONSUMER BEHAVIOUR: Micro Economics - Branches of Micro economics – Scope - uses - Limitations of micro economics. Utility – Cardinal and Ordinal -Total and Marginal utility. Cardinal Utility analysis- Law of diminishing marginal utility- Law of Equi Marginal Utility- Marshallian Consumer’s Surplus. Ordinal analysis - Indifference curve analysis –Meaning - properties - Price line - consumer’s equilibrium - Income effect - Price effect - Substitution effect. Demand - Determinants of Demand - Law of demand - Reasons for operation - Exceptions to the law of demand - Price elasticity of demand - Degrees/Types - Measurement of Price elasticity- factors determining Price elasticity of demand - Concept of Revealed Preference.

UNIT-II (15 hours)

THEORY OF PRODUCTION: Production Function- Law of Variable Proportions- Law of Returns to scale- internal and External economies of scale - Law of supply - determinants of supply. Cost Concepts – Opportunity cost - Fixed - Variable - Total- Average - Marginal costs – Explicit costs - Implicit costs – Accounting costs- Economic costs - Incremental Costs- Sunk costs- Short run - Long run costs. Revenue – Total- Average - Marginal revenue- Relationship between Average revenue & Marginal Revenue under Perfect & Imperfect competition.

218

UNIT- III (20 hours)

THEORY OF PRODUCT PRICING: Perfect competition – features – price output determination under perfect competition in the short & Long run. Monopoly – features – price output determination in the short & Long run. Price discrimination - Concepts & kinds. Monopolistic competition - features – price output determination in the short & Long run. Oligopoly – Meaning - features - Collusive and Non - collusive Oligopoly.

UNIT- IV (20 hours) THEORIES OF FACTOR PRICING: Rent - Ricardian theory of rent - Modern Theory of rent - Quazi rent. Wages – Marginal productivity theory of wages. Interest – Loanable funds theory - Liquidity preference theory. Profit – Risk and Uncertainty Bearing theory - dynamic theory - Innovations theory.

References Ahuja, H.L. ( 2007). Advanced Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Dewett & Varma.( 2006). Modern Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Henderson, J & R. E. Quandt. (1980). Micro Economic Theory – A Mathematical Approach, New Delhi: McGraw Hill.

Jhinghan , M.L.(2004). Advanced Economic Theory - Micro & Macro , New Delhi: Konark Publications. Jhinghan, M.L. (1992). Micro Economic Theory, New Delhi: Konark Publications. Koutsoyannis, A.(1990). Modern Micro Economics, Mumbai :Macmillan Publishers india Ltd. Lepsey, R. G. and Crystal, K.A.( 2002). Principles of Economics, Oxford: Oxford University Press. McConnell and Gupta.(1975). Economics – Vol I, New Delhi: Tata McGraw Hill. Mithani, D. M. (1984). Micro Economic Theory, Bombay: Seth Publication. Seth , M.L. (1997). Principles of Economics, Agra: Lakshmi Narain Agarwal Publishing. Renukacharya , C.K. (2006). Arthashastrada paribhashe, Bangalore : Abhinava . Roy, P.N.(2003). A Dictionary of Economics.Calcutta: New Central Book Agency. Baumol, W.J.(2006). Economic theory and operations Analysis, New Delhi: Prantice hall Of India Pvt Ltd. Varian, H.R.(2000). Intermediate Micro Economics: A Modern Approach, New Delhi: East West Press.

219

EC0 152 - II SEMESTER - PRINCIPLES OF MACRO ECONOMICS – COURSE 2



Credits:03

Course Objectives: To enable the students to gain knowledge regarding the importance of macro economic

variables in the functioning of an economy. To impart knowledge regarding the formulation and implementation of macro economic

policies. To enable students to understand the basic concepts of money its value and its measurement. To help the students to acquire knowledge about the functioning of the economic system and

about economic fluctuations. Course Outcomes: It provides the students with a strong foundation in macro economics and helps in

understanding the policy implications in emerging economies. Students are able to evaluate the pros and cons of different macro economic polices in real

situations. Students acquire statistical skills to measure the changes in the value of money. They are able to understand the fluctuations in business activities and how it affects the

economy. UNIT-I (15 hours)

INTRODUCTION TO MACRO ECONOMICS: Macro Economics - Meaning – Branches of macro economics – scope, uses & limitations of macro economics – Circular Flow of Income and Wealth. National Income- Meaning –definition- concepts – GNP- GDP- NNP- Personal income- Disposable income- Real income – Per capita income – Measurement and difficulties in calculation of National Income. GDP and welfare.

UNIT-II (20 hours) THEORIES OF EMPLOYMENT: Classical theory - Say’s law of market, Pigou’s wage cut policy. Keynesian theory of employment- effective demand - Consumption function- APC & MPC-Keynes psychological law of consumption- Determinants of Consumption function- Investment function-Autonomous & Induced Investment-MEC- Determinants of MEC. Multiplier- working & leakages of multiplier. Accelerator- Concept.

220

UNIT-III (20 hours) MONEY AND VALUE OF MONEY: Money - Determinants of demand for Money- Theory of Liquidity Preference- Composition of Supply of Money. Value of Money- Meaning- Quantity theory of Money- Fisher’s Equation – Cambridge Equations. Index Numbers- Meaning- Steps involved in the construction of Index Numbers – Simple and weighted Index Numbers –Difficulties and Uses.

UNIT-IV (15 hours) INFLATION AND TRADE CYCLES: Inflation - Meaning and types of Inflation - Demand Pull and Cost Push Inflation- inflationary gap - effects of inflation- Measures to control inflation - Stagflation (Concept) - Phillips Curve (Concept) Trade Cycle –Meaning – definition – Features –Types - Phases - causes and measures to control trade cycles.

BOOKS FOR REFERENCE Ahuja, H.L. ( 2007). Advanced Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Ahuja, H.L. ( 2009). Macro Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Baye & Jansen .(1999). Money, Banking and Financial Markets, Delhi :AITBS Publishers. Chopra P.N. ( 2009). Macro Economics, Ludhiana: Kalyani Publishers. Cohn ,S.M.(2009). Macro Economics, Ahmedabad: Jaico Publishing House. Crowther, G. (1992). An Outline of Money, New Delhi: Universal Book Stall. Dewett and Verma.(2006). Modern Economic Theory, Delhi: S. Chand Co. (Pvt.) Ltd. Dharmaraj.(2008). Financial services, New Delhi: S. Chand Co. (Pvt.) Ltd. Magill, F. (2002). International Encyclopedia of Economics Vol / I & II, S. New Delhi : Chand & Co. Ltd. Gupta, S. B.(1994). Monetary Economics, New Delhi: S. Chand & Co. Jhinghan, M. L. (2004). Principles of Economics, New Delhi: Vrinda Publication. Lewis, M. K. and Mizan P. D.(2000). Monetary Economics, New Delhi: Oxford University Press. Luckett, D.G.(1976). Money and Banking, Tokyo: MC Graw Hill Kog Akusha Ltd. Mithani, D. M. (1981). Macro Economic Analysis and Policies, New Delhi: Oxford Press. Parson, J . (2004). Illustrated Dictionary of Economics, New Delhi : Lotus Press. Sayers, R. S.(1981). Modern Banking, New Delhi: Oxford University Press. Seth, M.L. (1997). Macro Economics, Agra; Lakshmi Narain Agarwal Publication. Seth, M.L. (1984).Monetary Economics, Agra:Lakshmi Narain Agarwal Publication. Seth, M.L.(2003). Money, Banking, International Trade and Public Finance, Agra: Lakshmi Narain Agarwal Publication. Shapiro, E.(1996). Macro Economic Analysis, New Delhi: Galgotaea Publication. Sundaram K.P.M.(1985). Money, Banking, Trade and Finance, New Delhi: Sulthan Chand & Sons. Varian, H. R. (2000). A Modern Approach, New Delhi: East West Press. Reserve Bank of India, Report on Currency and Finance, (Annual), Mumbai. Reserve Bank of India, A Report on Trend and Progress of Banking in India. HSK. (1985). Banking Nighantu, Bangalore: SBI. http:// www. Indiatimes.com http:// www.rbi.org.in

221

ECO153 - III SEMESTER – STATISTICAL METHODS – COURSE 3



Credits: 03 Course Objectives: To introduce the students to the basic concepts of statistics. To enable the students to understand the importance of Quantitative techniques. To develop skills of data analysis and ability to interpret. To enable the students to have a working knowledge of statistics for testing and understanding

economic theory.

Course Outcomes: Students are able to acquire basic skills in applied statistics . Able to develop Statistical skills in the field of economic analysis and reasoning . Working knowledge of statistics for testing and understanding economic theory. Able to develop skills in the presentation of data.

UNIT-I (20 hours)

CENTRAL TENDENCY AND DISPERSION: Central Tendency –Characteristics of a good average - Arithmetic Mean – Direct method- step deviation method - Median – Mode – Logarithm - Geometric Mean - Harmonic Mean. Measures of dispersion – Range - Quartile Deviation - Mean Deviation - Standard Deviation - Lorenz curve. Measures of Skewness - Quartile and Pearsons Coefficient of Skewness. UNIT-II (20 hours)

CORRELATION AND REGRESSION: Correlation - Simple correlation b/w two variables - Scatter Diagram - Karl Pearsons Coefficient of Correlation - Rank Correlation. Regression - Meaning - regression lines and equations and their properties – Uses.

UNIT-III (20 hours) INDEX NUMBERS AND TIME SERIES: Index Numbers - Meaning - types –Computation of Index Numbers - Simple and weighted index numbers – Laspeyer’s - Paasche’s - Marshall’s Edgeworth’s and Fisher’s Index Numbers - Consumer price index number- wholesale price index number -Uses &limitations of Index Numbers. Time Series - Components - Measurement of trends - Moving Averages - Principle of Least Square and Straight line trend. UNIT-IV (10 hours) PROBABILITY: Probability - Concept of probability - Approaches to probability -Mathematical expectations - concept of estimation.

222

BOOK FOR REFERENCE Agarwal, B. L.(1989). Basic Statistics, 1989, New Delhi: Wiley Eastern Ltd. Agarwal, B.M.(2010). Business Mathematics and statistics, New Delhi : Ane Books Pvt. Ltd. Arora,P.N.(2010).Comprehensive Statistical Methods, New Delhi: Sultan Chand & Sons. Elhance. (1976). Fundamental Methods of Statistics, Alahabad: Kitab Mahal Publication. Gupta, S. P.(1999). Statistical Methods, New Delhi: Sultan Chand & Sons. Gupta, C.B. and gupta, V.(2007). Statistical Methods, New Delhi:Vikas Publishing house Pvt. Ltd. Pillai,R.S.N and Bagvathi. (2010). Statistical Theory and Practice, New Delhi: Sultan Chand & Sons. Sancheti, D. C. and Kapoor, V. K. (1991). Statistics (Theory, Methods, and Application), New Delhi: Sultan Chand & Sons. Shukla, M. C. and Gulshan, S. S.(1983). Statistics (Theory and Practice), New Delhi: Sultan Chand & Sons. Srivastava , S.C. and Srivastava, S. (2003). Fundamentals of Statistics, New Delhi : Anmol Publications Pvt. Ltd.

223

ECO 154 - IV SEMESTER - INTERNATIONAL ECONOMICS – COURSE 4



Credits:03 Course Objectives: To be able to know the trade policies at the national and international levels and the. To acquire knowledge on the basic principles that governs trade at the global level. To know the impact of free trade and tariffs on the different sectors of the economy. To understand the structure of the Balance of Payments. Course Outcomes: A better understanding of the basic concepts, tools and theories of International Trade. Understanding of various trade policies and its impact on different sectors of the economy. Students are able to understand how the foreign exchange market functions and how the rate

of Exchange is determined. Able to evaluate the pros and cons of economic integration on developing economies.

UNIT-I (20 hours)

INTRODUCTION TO INTERNATIONAL ECONOMICS: Internal Vs International –Differences between Internal and international trade- Bases of International Trade. Theories of International Trade- Absolute advantage Theory - Comparative cost theory - Factor Endowments Theory-Opportunity cost theory. Terms of Trade - Meaning –factors determining terms of trade- concepts of terms of trade- terms of trade and economic development.

UNIT-II (15 hours)

FOREIGN EXCHANGE: Foreign Exchange Market- Functions of foreign exchange Market-Transactions in the Foreign exchange market-Instruments used in the foreign exchange market-Determination of rate of Exchange- Purchasing Power Parity Theory- Balance of Payments theory of Exchange Rate. Exchange control- Methods of exchange control.

UNIT-III (20 hours) BALANCE OF PAYMENTS & TRADE POLICY: Balance of Payments - Meaning - components- Types of disequilibrium - causes of disequilibrium and remedial measures. Free Trade – Meaning- Arguments for and against. Protection - Meaning- Arguments for and against- Methods of protection. Tariffs – Meaning , Types and effects Quotas- Meaning , Types and effects

224

UNIT-IV (15 hours) INTERNATIONAL ECONOMIC INTEGRATION: Economic integration- Meaning, definition, Types of economic integration, advantages of economic integration, Economic integration and developing economies, effects WTO- Objectives – Functions-Structure – WTO core agreements -TRIPS- TRIMS – GATS- India and WTO- Achievements and Challenges of WTO IMF- Objectives – Functions World Bank - Objectives - Functions BRICS - Objectives - Functions BOOKS FOR REFERENCE Behrenan, J. N. (1987). International Economics, New York: Rinchart and Company. Charles, Kindleberger, (1975). International Economics, Mumbai: Macmillan Publishers. Chacholiades , M. (1973).The pure theory of International trade, Mumbai: McMillian press Ltd. Cherunilam, F.(2008), International Economics, 5th edition, New Delhi: TataMcGraw Hill Education Private Ltd. Jhingan, M. L. (1986). Money, Banking, International Trade and Public Finance, New Delhi: Konrak Publication Ltd. Jhingan, M. L. (2012). Money, Banking, International Trade and Public Finance, New Delhi: Vrinda Publications . Jhingan, M. L. (2016). Public Finance and International Trade, New Delhi: Vrinda Publications. Mithani, D. M. (1998). International Economics, Mumbai: Himalaya Publishing House Publishing House. Mithani, D. M. (1992). Modern Banking and Foreign Trade, Mumbai:Himalaya Publishing House Publishing House. Mithani, D. M. (1993). Money, Banking, international Trade, Mumbai: Himalaya Publishing House Publishing House. Rao, M .B.(2002). WTO & International Trade, New Delhi :Vikas Publishing House Pvt ltd. UBS Publishers. Salvatore, D. (2011). International Economics: Trade and Finance, U.S: John Wiley and Sons, ltd. Sodersten ,B. and Reed, G. (2005). International Economics, 3rd edition, Mumbai:McMillian Press Ltd. Seth, M. L.(2012). Money, Banking, International Trade and Finance, Agra: Lakshmi Narain Agarwal. Sundaram, K.P.M.(1985). Money, Banking, International Trade and Finance, New Delhi: Sultan Chand & Sons. Krugman & Obstfeld. (2005). International Economics Theory and Policy, New Delhi: Pearson Education. Rao, M B . (2002).Wto and International Trade, New Delhi :Vikas Publishing House Pvt Ltd. Annual Reports of IMF and World Bank http:// www. Indiatimes.com

225

ECO 155.1 - V SEMESTER - ECONOMIC THOUGHT- COURSE 5



Credits: 03 Course Objectives: To acquire knowledge on the development of economic ideas and concepts. To enable the students to analyse the economic ideas from earlier schools to modern schools and their

applications. To understand how contemporary economics came to be what it is. To understand the contributions made by eminent economists.

Course outcomes: They are able to understand the origin and development of economic ideas and their interrelations. Able to critically analyse the works of eminent economists and Nobel Laureates. Able to compare different schools of economic thought. Able to make a comparison between the western and Indian economic thought.

UNIT-I (15 hours)

CLASSICISM AND SOCIALISM: Adam Smith -Naturalism and Optimism – Invisible hand- Division of labour- theory of value - Theory of distribution-Public finance. David Ricardo - Theory of value - theory of distribution. T.R. Malthus - Theory of population - Market gluts. Karl Marx - Dialectical Materialism - Theory of value - Theory of surplus value –Theory of economic development UNIT-II (15 hours) MARGINALISM AND NEO-CLASSICISM : William Stanley Jevons-Theory of Consumption- theory of value- sunspot theory Karl Menger- Theory of value – classification of goods – theory of imputation Leon Walras – marginal Utility analysis – General equilibrium analysis. Alfred Marshall – Nature of Economics- Theory of value - Time Element- Theory of Consumption - theory of distribution. A.C. Pigou – wefare economics – theory of employment – Pigou effect.

UNIT-III (15 hours)

KEYNESIANISM AND NEW ECONOMICS: J.M. Keynes- Theory of employment- consumption function- investment function-Multiplier- rate of interest-Keynes ideas on government and economic policy. Gunnar Myrdal - welfare state - Backwash effects –Spread effects- Asian Drama. Joan Robinson- Imperfect competition-Theory of rent- Theory of economic development.

UNIT-IV (15 hours) INDIAN ECONOMIC THOUGHT: Kautilya - Wealth - Vartha - Agriculture – Labour - Public Finance – welfare state. Dadabhai Naoroji – The Drain theory.

226

M.K. Gandhi - Machinery- Industrialization – Decentralization - Village republics- Sarvodaya - Trusteeship - Bread Labour - Population - Prohibition. Amartya Sen - Choice of technology - Poverty and Famine – Poverty and income inequality - Economic policy. BOOKS FOR REFERENCE Agarwal. (1992). History of Economic Thought, Agra:Ratan Publication. Bhatia , H. L.(1992). A History of Economic Thought, New Delhi: Vikas Publishers. Chandra, J. S, (1990). History of Economic Thought, New Delhi: Deep and Deep Publications. Gray, A. ( Recent Edition). History of Economic Doctrines, London : Longmans , Green. Hajela, T. N. (1995). A History of Economic Thought, New Delhi: Konark Publication. Haney. H. L.( 1979). A History of Economic Thought, New Delhi: Sujeet Publication. Kumar, A.S and Kumar ,R.S.( 1999). Economics of A. K. Sen, New Delhi: Deep and Deep Publications. Lokanathan ,V. (2004). History of Economic Thought, New Delhi: S. Chand Co. Ltd. Roll, E. (1974). History of Economic Thought,Calcutta : OUP. Sen, A. (1975). Inequality Re-examined and Sen, Amartya, Employment, Technology and Development, New Delhi: Oxford University Press. Srivastava, S. K.(1999). History of Economic Thought, New Delhi:S. Chand Co. Ltd. Taylor, D. H. (1970). History of Economic Thought, New York: McGraw Hill.

227

ECO 155.2 - VI SEMESTER – PUBLIC FINANCE – COURSE 6



Credits: 03

Course Objectives: To enable the students to understand the working of the Public finance system. To enable students to understand and evaluate the Tax structure, expenditure pattern and debt

management. To understand the importance of role of Government in the development process. To acquire knowledge about the fiscal policy instruments and its relevance in the economic

stabilization. Course Outcomes: Able to Understand the working of the Public finance system. Able to analyse the different fiscal policy instruments in economic stabilization. Students are able to understand and evaluate the Tax structure, expenditure pattern and debt

management. Able to understand the budget preparation and its allocation.

UNIT-I (15 hours) NATURE OF PUBLIC FINANCE: Public Finance- Meaning- Definitions- Difference between Public and Private Finance-Principles of Public Finance - Components of Public Finance - Role of Public Finance in a developing Economy- Principle of maximum social advantage - Public goods Vs Private Goods - Market Failure - Externalities.

UNIT-II (15 hours) PUBLIC REVENUE: Sources of Public revenue - tax and non tax revenue - Canons of taxation - Adam Smith and Bastable canons of taxation - Merits and demerits of direct & Indirect Taxes -Taxable capacity - meaning and determinants - Concept of Impact- Shifting - Incidence of Tax- Effects of taxation on Production - consumption – distribution - VAT- GST. UNIT III (15 hours) PUBLIC EXPENDITURE AND PUBLIC DEBT: Public expenditure –Meaning - Classification of Public Expenditure – Canons of Public Expenditure- causes for growth in public expenditure- Effects of public expenditure on production and distribution. Public Debt- meaning-Types- Methods of debt redemption- Effects of public debt. UNIT IV (15 hours) BUDGET & FISCAL POLICY: Budget- meaning-definitions-objectives-Types-components- Impact of budget. Fiscal Policy – meaning-definitions-Objectives – components- role of fiscal policy in developing economy

228

BOOKS FOR REFERENCE Bhagwan, V. and Bhushan V. (2001). Public administration, S.Chand New Delhi:

Bhatia,H.L. (2004) .Public Finance(24 Ed), New Delhi:Vikas Publishing House Pvt Ltd.

Dalto , H. (1970). Principles of Public Finance, Bombay: Allied Publication Ltd.

Jhingan, M. L.(1986). Money, Banking, International Trade and Public Finance, New Delhi: Konrak Publication Ltd.

Jhingan, M. L. (2012). Money, Banking, International Trade and Public Finance, New Delhi: Vrinda Publications.

Jhingan, M. L. (2016). Public Finance and International Trade, New Delhi: Vrinda Publications

Lal, G.S.(1996). Public Fince and Financial Administration in India, New Delhi: H.P.J.Kapoor.

Lekhi, R K. (2016). Public Finance, Ludhiana:Kalyani Publishers .

Mishra, M.N.(1987). Money, Banking, International Trade and Public Finance, New Delhi:S. Chand & Company Ltd.

Mithani, D.M. (1986). Fundamentals of Public economics, Bombay:Vora & Co Publishers Pvt Ltd.

Musgrave , R. A. and Musgrave P. B.(1983). Public finance in theory and practice( 3rd Ed), New Delhi: McGraw Hill international Book company. Salvatore, D. (2011). International Economics: Trade and Finance, U.S: John Wiley and Sons, ltd. Seth ,M. L.(2003). Money, Banking, International Trade and Finance, Agra: Lakshmi Narain Agarwal. Seth, M. L.(2012). Money, Banking, International Trade and Finance, Agra: Lakshmi Narain Agarwal. Singh , S.K.(2016). Public finance in theory and practice, New Delhi: S. Chand Publications.

Sundaram, K.P.M.(1985). Money, Banking, International Trade and Finance, New Delhi: Sultan Chand & Sons. Taylor, P. E. (1986). Economics of Public Finance , New Delhi: Oxford & IBH Publishing Co.

Tyagi, B.P. (2016). Public Finance, Meerut: Jai Prakash Nath & Co.

http:// www. Indiatimes.com

229

ECO 156.1 - VI SEMESTER – INDIAN ECONOMY– COURSE 7



Credits: 03 Course Objectives: To understand the current Indian economic problems. To understand the changing trends in the Indian economy. To critically analyse the role of government policies in promoting the development of Indian economy. To understand the leading issues in India’s economic development. Course Outcomes: Better understanding of the structure of Indian Economy. Students are able to understand the challenges faced by the Indian Economy since Independence. They gain knowledge on the development made by Indian Economy in various sectors over the years . They are able to Evaluate the success and failures of various government policies and programmes. UNIT-I (15 hours)

NATURE AND CURRENT CHALLENGES OF INDIAN ECONOMY: Sectoral Changes in Indian Economy since 1991. Poverty-Magnitude of Poverty in India- Absolute & Relative Poverty-Nature & Causes of Poverty- Poverty alleviation programmes. Unemployment- Types - Employment Generation programmes. Population – composition - size – density- sex ratio- literacy ratio- rural- urban ratio- Occupational distribution- causes for population growth - effects - population policy (Recent).

UNIT-II (15 hours)

INDIAN AGRICULTURE: Role of Agriculture - Cropping pattern in India- Factors determining Cropping pattern- IInd phase of Green revolution. Agricultural marketing -Problems of agricultural marketing-Measures for the improvement of agricultural marketing. Schemes in Agriculture – Major Government Schemes/ Programmes in Agricultural sector- Agricultural Insurance - Food security. Need for the rejuvenation of Indian agriculture.

UNIT-III (15 hours)

INDIAN INDUSTRIES: Industrial Policy 1991- Industrial Sector Reforms since 1991 Micro and Small enterprises - Problems & Prospects. Industrial sickness- Meaning- Causes-Remedies. Entrepreneurship – Meaning – Features - Government policy towards Entrepreneurial development.

230

UNIT-IV (15 hours) TERTIARY SECTOR: Financial sector reforms since 1991. Trade sector reforms since 1991. Fiscal sector reforms since 1991 BOOKS FOR REFERENCE Agarwal, A. N. (1981). Indian agriculture, New Delhi: Vikas Publishing house. Agarwal, A. N. (2010). Indian Economy, New Delhi: Wishwa Prakashan. Datt, R. (2001). Second Generation Economic Reforms in India, New Delhi: Deep and Deep Publication. Datt, R. and Sundaram. K. P. M. (2004). Indian Economy, New Delhi: S. Chand and Co. Ltd. Dhingra, I. C.(2015). Indian Economy, New Delhi: Sultan Chand & Sons. Jalan, B. (1996). India’s Economic Policy New Delhi: S. Chand and Sons. Misra, S. K. & Puri, V. K. ( 2003). Indian Economy, Its Development Experience, Mumbai:Himalaya Publishing House. Relevant Policy Statements by the Government covered in Newspapers and Periodicals www. Pratiyogita darpan.org http:// www. Commerce.nic.in http:// www. Planningcommision.nic.in http:// www. Epw.org.in http:// www. Worldbank.org

231

ECO 156.2 - VI SEMESTER –DEVELOPMENT ECONOMICS – COURSE 8



Credits:03 Course Objectives: To enable the students to gain knowledge about the dynamics of development. To critically examine the stages in economic growth and strategies for development. To evaluate the role of planning in economic development. To analyze and understand the concepts and theories in the development and growth process.

Course Outcomes: Students gain conceptual base in Economic development and growth. Better knowledge about the dynamics of development. Able to examine the core issues and theories in economic development. Understanding of the role of state in economic development.

UNIT-I (15 hours) INTRODUCTION TO ECONOMIC DEVELOPMENT: Economic Development - Meaning- definitions-distinction between economic growth and economic development. Determinants of Economic Development - economic & non-economic indicators. Obstacles to Economic Development. Measurement of Economic Development –Per Capita Income Measure – Human Development Index – Poverty Index- Gender Development Index –Physical Quality of Life Index – Gender empowerment Measure.

UNIT-II (15 hours) STRATEGIES OF ECONOMIC DEVELOPMENT: Schumpeter’s theory Rostow’s stages of economic growth. Big Push theory Balanced and Unbalanced growth strategy.

UNIT-III (15 hours)

CAPITAL FORMATION AND HUMAN RESOURCE DEVELOPMENT: Role of capital formation in economic development – causes for low capital formation in LDC’s - Capital output ratio – sources of capital formation – Internal and External – Role of Forien Capital in promoting economic development . Human Resources Development: Population and Economic Development – Theory of Demographic Transition – Nurkse’s Theory of Disguised Unemployment - Lewis’s Theory of Surplus Labour – Education and Manpower Planning

232

UNIT-IV (15 hours) PLANNING AND ECONOMIC DEVELOPMENT: Planning-Meaning – Role of State in Economic Planning- Objectives – need for economic Planning – Pre requisite of Economic planning –Types of economic planning – Physical and financial planning – Planning by Inducement and planning by Direction – Good Governance

BOOKS FOR REFERENCE Agarwal, A. N. & Kunder, L.(1989). Economics of Development and Planning, New Delhi: Vikas Publishing House. Bhatia, I. C. (1981). Does Foreign Aid Help, New Delhi: Birla Institute of Scientific Research. Dhingra, I. C. (1992). The Indian Economy, New Delhi: Sultan Chand and Sons. Gupta. Economic Growth models, New Delhi : Atlantic publishers. Meir, G. M. and Baldwin R. E. (1973). Economic Development Theory, History, Policy, Bombay: Asia Publishing House. Meir, G. M. (1986). Leading Issues in Economic Development, Delhi: Oxford University Press. Mishra and Puri, (2005). Economics of Development, Mumbai: Himalaya Publishing House. Sundaram K.P.M. and Vaish M. C. (1994). Principles of Economics, New Delhi: Ratan Prakashan Mandir. Journal of Development research, Mumbai.

233

SCHEME OF EXAMINATION (COMMON FOR ALL SEMESTERS)

Total Marks: 120 No. of Hours: 3

SECTION A

Answer all Questions in two to three sentences. 10x 2=20

SECTION B Answer any 4 questions out of 5. 4x5 =20

SECTION C

Answer any 4 questions out of 5. 4x20=80

ELECTIVE COURSES

ECONOMIC ENVIRONMENT

Theory Marks : 40 Internal Assessment : 10

Total Mark : 50 Total No. Teaching hours: 24

Credits: 01 Course Objectives: To enable the students to gain knowledge on the basic problems of economics. To acquire knowledge of the different market structures and their operations. To acquire knowledge about the decision making behaviour of the consumer . To understand how various economic forces influence the working of a firm. Course Outcomes: Able to understand the basic problems of an economy. Application of micro economic concepts in day to day life. Better understanding of different market forms. Able to use graphs to explain demand and supply concepts UNIT-I (8 hours)

INTRODUCTION TO ECONOMIC ENVIRONMENT: Basic Problems of Economics -Production Possibilty Curve. Economic Environment- Meaning- Types of Environment - Internal and External Environment.

UNIT-II (8 hours)

DEMAND AND SUPPLY ANALYSIS: Demand- definition - determinants of demand - demand schedule - demand curve - forces behind the demand curve- Law of demand-exceptions to the law.

234

Supply definition - determinants ofsupply - supply schedule - supply curve- law of supply- Exceptions to the law of supply

UNIT- III (8 hours) [

MARKET FORMS: Market- meaning, types of market- Perfect competition – Imperfect Competition- Monopoly, monopolistic Competition – Oligopoly- duopoly. Cost and Revenue Concepts Determination of equilibrium price - Changes in equilibrium price. BOOKS FOR REFERENCE Ahuja , H.L. (1999). Business economics- Micro and macro, New Delhi: Sultan Chand & company Ltd. Ahuja , H.L.(2006). Modern economics, New Delhi: Sultan Chand & company Ltd. Baumol, W.J. (2006). Economic theory and operations Analysis, New delhi :Prantice hall Of india Pvt Ltd . Dewett & Varma.(2006). Modern Economic Theory, New Delhi: Sultan Chand & company Ltd. Henderson, J. & Quandt, R. E.(1980). Micro Economic Theory – A Mathematical Approach, New Delhi: McGraw Hill. Jhinghan, M.L.(1992). Micro Economic Theory, New Delhi: Konark publications. Jhinghan, M.L. (2004). Advanced Economic Theory,Micro & Macro , New Delhi: Konark publications. Koutsoyannis, A. (1990). Modern Micro Economics, Mumbai : Macmillan publishers india Pvt. Ltd.:1990 Keat, Paul G. & others. (2009). Managerial economics, New Delhi :Pearson Education . Lepsey, R. G. and Crystal, K.A. (2002). Principles of Economics, New Delhi: Oxford University Press. McConnell and Gupta. (1975). Economics – Vol I, New Delhi: Tata McGraw Hill. Mithani, (1990). Fundamentals of Business economics, Delhi : Himalayan publication house. Mithani D.M. (2009). Managerial economics ,Theory & applications, Mumbai :Himalayan publications. Seth, M.L. (1997). Principles of Economics, Agra: Lakshmi Narain Agarwal Publishing.

235

BANKING MANAGEMENT



Credits: 01 Course Objectives: To understand the functions & operations of money. To gain knowledge on the functions and working of Commercial & Central Bank. To acquire knowledge on the modern banking instruments and their interaction with the rest of the

economy. To understand the relationship between Banker and a Customer. Course Outcomes: Better Knowledge and usage of modern banking instruments. Able to understand the relationship between a Banker and a Customer . Better knowledge of the functioning of commercial banks in economic development. Gain knowledge of the role of central banks in controlling credit and thereby control economic

fluctuations.

UNIT-I (8 hours) BANKER AND CUSTOMER RELATIONSHIP : Banker and Customer-Meaning and definition of banker and customer- Legal relationships of banker and customer. Customer relationship management- Importance of CRM, Benefits of CRM to customers Know your customer (KYC) norms .

UNIT-II (10 hours)

COMMERCIAL BANKING: Commercial Bank - Functions - Investment policy - Credit creation. Banking Instruments - Core Banking- ATM, Credit Card, Debit Card. Methods of transfer of funds- Traditional and Electronic transfer methods .

UNIT-III (6 hours) CENTRAL BANKING: Central Bank - Functions - Credit Control methods –Quantitative methods- Bank rate- Repo rate- Reverse Repo rate- Open Market Operations- Variable Cash Reserve Ratio- Qualitative Methods.

236

BOOKS FOR REFERENCE Crowther, G. (1992). An Outline of Money, New Delhi: Universal Book Stall. Baye & Jansen . (1999). Money, Banking and Financial Markets, Delhi : AITBS Publishers. Dharmaraj. (2002). Financial Services, New Delhi: S. Chand & Co. Gupta, S. B., Monetary Economics, S. Chand & Co., New Delhi: 1994 Lewis, M. K. and Mizan P. D. (2000). Monetary Economics, New Delhi: Oxford University Press. Luckett, D.G.(1976). Money and Banking, Tokyo: MC Graw Hill Kog akusha Ltd. Reserve Bank of India, Report on Currency and Finance, (Annual), Mumbai. Reserve Bank of India, A Report on Trend and Progress of Banking in India. Sayers, R. S. (1981). Modern Banking, New Delhi: Oxford University Press. Seth, M.L. (1984). Monetary Economics, Agra: Lakshmi Narain Agarwal Publication. Seth, M.L.(2003). Money, Banking, International Trade and Public Finance, Agra: Lakshmi Narain Agarwal Publication. Sundaram, K.P.M., (1985). Money, Banking, Trade and Finance, New Delhi: Sulthan Chand & Sons. Magill, F. (2002). International Encyclopedia of Economics Vol / I & II, New Delhi : S. Chand & Co. Ltd. http:// www. Indiatimes.com http:// www.rbi.org.in

237

INDIAN ECONOMIC DEVELOPMENT



Credits: 01 Course Objectives: To understand the changing trends in the Indian economy. To understand the various issues and components of the Indian Economy. To critically analyse the role of government policies in promoting the development of Indian economy. To enable the students in evaluating the achievements and failures of various economic policies and

programmes.

Course Outcomes: Able to Understand the current challenges of Indian Economy. Able to comprehend the role of government in sustaining the economy. Ability to evaluate the pros and cons of government policies. Able to understand the sectoral changes in the Indian Economy. UNIT-I (8 hours)

SALIENT FEATURES OF THE INDIAN ECONOMY Introduction- Main Characteristics of the Indian Economy- Sectoral development in the Indian Economy- Sectoral and Regional Imbalances- GDP of India.

UNIT- II (8 hours)

POPULATION, UNEMPLOYMENT AND POVERTY: Population- Size, Growth and Trends of Population –Recent Population Policy. Unemployment – Employment trends, major Employment Programmes. Poverty- Concept of Poverty line- Safety nets for poor- Poverty Alleviation programmes.

UNIT-III (8 hours)

HUMAN RESOURCE DEVELOPMENT- EDUCATION AND HEALTH: Human Resource Development -Importance of Human Resource Development. Education – Education in India and development of Human Resources-Education Policy in India. Health- National Health Policy 2017. BOOKS FOR REFERENCE Agarwal, A. N. (1981). Indian agriculture, New Delhi: Vikas Publishing house. Agarwal, A. N. (2010). Indian Economy, New Delhi: Wishwa Prakashan. Datt, R. (2001). Second Generation Economic Reforms in India, New Delhi: Deep and Deep Publication.

238

Datt, R. and Sundaram. K. P. M. (2004). Indian Economy, New Delhi: S. Chand and Co. Ltd. Dhingra, I. C. (2015). Indian Economy, New Delhi: Sultan Chand & Sons. Misra, S. K. & Puri, V. K. ( 2003). Indian Economy, Its Development Experience, Mumbai:Himalaya Publishing House. Relevant Policy Statements by the Government covered in Newspapers and Periodicals www. Pratiyogita darpan.org http:// www. Commerce.nic.in http:// www. Planningcommision.nic.in http:// www. Epw.org.in http:// www. Worldbank.org

SCHEME OF EXAMINATION (ELECTIVE COURSES)


SECTION A


SECTION B Answer any 2 questions out of 3. 2x5 =10

SECTION C

Answer any 2 questions out of 3. 2x10=20

239





Agenda No.1 (g) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Psychology for B.A. Degree Programme.

The Proceedings of the BOS meeting held on Wednesday, July 17, 2019 at 2.00 P.M. is placed before the Academic Council for its consideration and approval.

240

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN

PSYCHOLOGY HELD ON WEDNESDAY, JULY 17, 2019 AT 2:00 P.M. AT

SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALURU – 2

MEMBERS:

1. Ms. Sandra S. Lobo : in the Chair

2. Ms Yamini Gowda PC. : Member

2. Dr. Vani Ballal : Member - (University Representative)

3. Prof. Vinatha K : Member - (Subject Expert)

4. Dr. I. Shalini Aiyappa : Member - (Subject Expert)

5. Mr. Mahesh B. S : Member - (Allied area- Representative)

6. Ms. Sarah Crasta : Member - (Meritorious Alumna)

AGENDA:

i. Preparation of Panel of Examiners pertaining to 2019 – 2020 Examinations. ii. Assessment and review of I-III-V [Oct. 2018] & II-IV-VI [Apr. 2019] Semester

Question Papers and results. iii. Any other matter.



PART – II


recommends for adoption. As required, the Panel of Examiners is drawn separately and

forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the

prescribed format.

241

PART - III

The Board approved satisfaction over the previous Odd & Even semester [i.e. I-III-V

Semester Oct. 2018 & II-IV-VI Semester Apr. 2019] Question Papers pertaining to the

Board and the performance of the students in the Semester Examinations as reflected in the


[See Annexure: I]

PART – IV: NA

PART – V: Any specific issue permitted by the Principal - Not Applicable


NAME: SIGNATURE:

1. Ms. Sandra S. Lobo :…..………..Sd/-………………

2. Ms. Yamini Gowda PC. :…..………..Sd/-………………

3. Dr. Vani Ballal :……………Sd/-…………..….

4. Prof. Vinatha K :…………… Sd/-………………

5. Dr. I. Shalini Aiyappa : ABSENT

6. Mr. Mahesh B. S : …………..Sd/-………………

7. Ms. Sarah Crasta :…………….Sd/-……………

Sd/-

SANDRA S. LOBO

CHAIRPERSON

Board of Studies in Psychology

242

ANNEXURE: I

PSYCHOLOGY (Optional Subject)

OVERALL RESULT ANALYSIS: 2018 – 2019

Particulars I Sem Oct. 2018

III Sem Oct. 2018

V Sem Oct. 2018




No. of Students Absent NIL NIL NIL

No. of Students Discontinued NIL NIL NIL


Particulars I Sem Oct. 2018

III Sem Oct. 2018

V Sem Oct. 2018

No. of students passed with 90% & above 02 NIL NIL

No. of students passed with 80% & above but below 90%

01 09 07


14 13 07

No. of students passed with >=60% but <70%

14 09 07


08 03 03


04 02 03


04 07 06

No. of students <35% 14 03 04 Absent NIL NIL NIL


243

PSYCHOLOGY (Optional Subject)

OVERALL RESULT ANALYSIS: 2018 – 2019

Particulars II Sem April 2019

IV Sem April 2019

VI Sem April 2019




No. of Students Absent NIL NIL NIL

No. of Students Discontinued 03 01 NIL


Particulars II Sem Apr. 2019

IV Sem Apr. 2019

VI Sem Apr. 2019

No. of students passed with 90% & above

01 03 01


03 12 08


11 09 06


10 08 08


03 02 02


10 01 01


09 05 07

No. of students <35% 11 05 04 Absent NIL NIL NIL


244

TOP SCORERS IN PSYCHOLOGY: 2016 - 2019 Batch


Reg. No.

Name of the Candidate

Marks obtained [out of 1200]

%

Grade

Ranking

Over all Ranking

Among B.A Degree

Students

164330107 ARCHANA R. NAMBIAR

1027 85.58 A+ First SEVENTH

164330111 FIONA ADEL MIRANDA

1026 85.50 A+ Second FIRST

164330205 ALISON JANET LOBO 1013 84.42 A+ Third SIXTH

245



Re-Accredited by NAAC with ‘A’ Grade – [3rd Cycle]

CHOICE-BASED CREDIT SYSTEM REVISED SYLLABUS Subject Title: PSYCHOLOGY

[For B.A. Degree Programme 2019-2020] PREAMBLE: The study of Psychology is a quest to understand behaviour and relationships. Recruiters give importance to candidates who understand themselves better in terms of the potentialities they possess so that there exists an appropriate person - job fit. The Special BOS after detailed discussion of all the pertinent issues at its meeting held on Monday, December 17, 2018 approved the following revised syllabus for the Choice-based Credit Semester Scheme (Autonomous) with its clearly spelt out objectives. OBJECTIVES: At the end of a six-semester Degree Programme, a student of Psychology is expected to acquire a fairly reasonable competence in the following areas:

• Awareness of one’s personal growth. • Gain knowledge of the major paradigms for understanding human development

across life span. • Demonstrate sufficient and sensitive oral communication skills. • Gain adequate interpersonal awareness, of individual and group dynamics. • Become more perceptive, socially aware and self -reflective. • Able to collaborate effectively to complete tasks within reasonable time frames. • Able to identify the nature of Psychopathology. • Administer and interpret standardized tools for psychological assessment of diverse

dimensions of human behaviour. • Knowledgeable in the use of statistical analysis, interpretation and presentation of

psychological data.

KEY-AREAS OF INSTRUCTION: • Self-Assessments • Interpersonal and leadership skills • Diagnostic assessments procedures • Psychometric skills • Numeracy skills • Human resource practices

246

CAREER OPTIONS INCLUDE: Case Manager, Special Education teacher, Shadow teacher, Social Work Assistant, Day Care Centre Supervisor, Community Relations Officer, Research Assistant. The programme provides students a broad exposure to knowledge in the various aspects of Psychology. The programme helps develop and hone their interpersonal and analytical skills and the ability to recognize how surroundings affect behaviour. OUR VISION: In Pursuit of Academic Excellence OUR MISSION: Striving for Success

Faculty Objective: To respond academically to the continuously changing requirements of the job market. Learner Objective: To increase understanding of the complicated systems of individual and group psychological processes involved in the world of work.

BA PROGRAMME OUTCOMES:


• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive and sensitive attitude towards self

and Society. BA (PSYCHOLOGY) PROGRAMME SPECIFIC OUTCOMES:

• Understand the value of psychology in personal and professional domains. • Increased recognition and acceptance of the complexity of human behaviour. • Understand the application of statistics and related skills in psychological research. • Able to collaborate effectively to complete tasks within reasonable time frames. • Administer and interpret standardized tools for psychological assessment of diverse

dimensions of human behavior. • Display competence in sensitive oral communication skills and analytical skills.

Academic Programme and Scheme of Examination are given in detail in the following pages along with Summary Charts showing the semester-wise distribution of Academic content and the Teaching work-load.

247


RoshniNilaya, Mangalore – 2 Autonomous College under Mangalore University

Re-Accredited by NAAC with ‘A’ Grade – [3rd Cycle]

DEPARTMENT OF PSYCHOLOGY SUMMARY CHART – ACADEMIC INPUTS: 2019-2020

I Semester II Semester Theory (80 Marks) Practical (40

Marks) Theory (80 Marks) Practical (40 Marks)

1.The Science of HumanBehaviour 2. Biological Bases of Behaviour

3. Sensation, Attention and Perception

* Psychometric skills

(10 Marks)

* Data Interpretation

(10 Marks) *Research Methodology

(05 Marks) * Statistics

(05 Marks)

1. Motivation and Emotion 2. Learning and Memory 3.Intelligence

and Personality

*Psychometric skills (10 Marks)

* Data Interpretation (10 Marks)

*Research Methodology


(05 Marks)

III Semester IV Semester Theory (80 Marks) Practical (40


1.Perspectives and Biological Foundations to Life Span Development 2.Prenatal and Infant Development 3. Early Childhood Development and Disorders

* Psychometric skills

(10 Marks) * Data Interpretation

(10 Marks) *Research Methodology


(05 Marks)

1. Adolescence 2. Young and Middle Adulthood 3. The Elderly

*Psychometric skills (10 Marks) * Data Interpretation (10 Marks) *Research Methodology (05 Marks) * Statistics (05 Marks)

V Semester VI Semester Theory (80 Marks) Practical (80


1. Introduction to Abnormal Psychology

2. Schizophrenia, Bipolar, Depressive and

*Psychometric Skills (30 Marks) *Data Interpretation (20 Marks)

1. Introduction to Social

Psychology 2. Attitudes, Prejudice,

Stereotypes and Aggression

*Psychometric skills

(30 Marks) *Data Interpretation


248

Anxiety disorders 3. Obsessive

Compulsive & Related disorders,Dissociative and Personality disorders

--------------------------

Theory (80 Marks) ------------------------- 1. Health Psychology

and Health Behaviours

2. Stress, Pain and Illness

3. Positive Psychology and Health Care Interventions

*Statistics(10 Marks) Note: For every Theory

I – VI Semesters:

Theory: 80 Marks Internal Assessment: 20 Marks

3. Social Influence and Pro-Social Behaviour

--------------------------------

Theory (80 Marks) --------------------------------

1. Organizational

Structure 2. Organizational

Change and Development

3. Organizational Issues

(10 Marks) _____________ Note: For every Practical Semesters: I – IV Viva Voce :05 Marks Class Records :

05 Marks

Internal Assessment 10 Marks

Semesters: V &VI Viva Voce : 10Marks Class Records : 10Marks

249

DEPARTMENT OF PSYCHOLOGY

SUMMARY CHART w.e.f. 2019-2020

Note: a) Minimum for a Pass :} b) Classification of successful :} As per the Regulations candidates :} c) Rejection of results :}

Semester

Examination Int.

Assmnt. Marks

Total Marks

Credits

Teaching Work load Per week

Theory Marks

Practical Marks

Th. + Pr.

I Sem - Course I: PSY 211 Fundamentals of Psychology - I

80

40

20+10

150

3

4+3=7 Hrs.

II Sem - Course II: PSY 212 Fundamentals of Psychology - II

80

40

20+10

150

3

4+3=7 Hrs.

III Sem - Course III: PSY213 Life Span Development - I

80

40

20+10

150 3

4+3=7 Hrs.

IV Sem - Course IV: PSY 214 Life Span Development - II

80

40

20+10

150 3

4+3=7 Hrs.

V Sem–Course V: PSY 215.1 Abnormal Psychology Course VI: PSY 215.2 Health Psychology Course VII : PSY 215.3

80

--

20

100

6

3 Hrs.

80

--

20

100

3 Hrs.

--

80

20

100

4 Hrs.

VI Sem-Course VIII : PSY 216.1 Social Psychology Course IX : PSY 216.2 Organizational Psychology Course X : PSY 216.3

80

-- 20

100

6

3 Hrs.

80

-- 20

100

3 Hrs.

--

80

20

100

4 Hrs.

250

SYLLABUS

I SEMESTER PSY 211 COURSE I - FUNDAMENTALS OF PSYCHOLOGY- I

Theory Marks: 80



COURSE OBJECTIVES: 1. To understand the historical background of Psychology. 2. To build an appreciation of Psychology with special relevance to the Indian context. 3. To study the physiological bases of psychological processes. 4. To understand processes of sensation, attention and perception.

COURSE OUTCOMES:

1. Have sound knowledge of the roots of Psychology. 2. Understand basic concepts related to Indian Psychology. 3. Comprehend biological foundations of human behaviour. 4. Comprehend the processes of sensation, attention and perception.

UNIT I –THE SCIENCE OF HUMAN BEHAVIOUR (18 hours) Introduction- definition, nature and goals of Psychology, Schools of Psychology- Structuralism, Functionalism, Behaviourism, Gestaltism, Psychoanalysis, Humanistic Psychology, Oriental psychology, History of Psychology in India, Psychology in India –cross cultural studies and the process of indigenization Meaning and characteristics of scientific methods, Scientific methods- Observation (Subjective and Objective), Experimental method and Case study method Branches of Psychology- theoretical and applied UNIT II –BIOLOGICAL BASES OF BEHAVIOUR (20 hours) Neuron –structure, functions, kinds of neurons, and neurotransmitters Nervous System and its sub divisions - Central and Peripheral, cerebral hemispheres, Brain imaging techniques Endocrine system – characteristic features Endocrine Glands-Pineal gland, Pituitary, thyroid, parathyroid, pancreas, gonads and adrenal glands Exocrine Glands- sweat and lacrimal gland States of consciousness - Circadian Rhythms – nature, and disturbances Sleep – stages, functions and disorders

UNIT III –SENSATION, ATTENTION & PERCEPTION (18 hours) Sensation-definition and characteristics, sensory thresholds- absolute limen, differential limen and sensory adaptation Attention –definition, Phenomena of attention - span of attention, fluctuation of attention, division of attention, selective attention, kinds of attention Determinants of attention-external and internal

251

Perception – meaning, characteristics and principles of perceptual organization Visual space perception- monocular and binocular cues Extra sensory perception and Subliminal perception BOOKS: 1. Mishra, B.K. (2008). Psychology: The Study of Human Behaviour, New Delhi: PHI

learning Pvt Ltd. 2. Baron, R.A. (2006). Psychology (5th ed.).New Delhi: Pearson Education. 3. Kumar, A. (2002). Introduction to Psychology, New Delhi: Anmol Publications Pvt

Ltd. 4. Parameswaran, E. G., & Beena, C. (2002). An Invitation to Psychology, Hyderabad:

Neel Kamal Publications. 5. Feldman, R.S. (2002). Understanding Psychology (6th ed.). New Delhi: Tata McGraw

-Hill Company Ltd. 6. Kothari,C.R. (2003).Research Methodology: Methods and Techniques, New Delhi:

Wishwa Prakashan. 7. Ahuja, R. (2003). Research Methods, Jaipur: Rawat Publications.

PRACTICAL (Any six)


Total Marks: 50 Credit: 01

1 Nature of questions & Accuracy of report 2 Set on Attention 3 Division of Attention 4 Stroop Effect 5 Colour Blindness Test 6 Muller Lyer Illusion 7 Study Habits Inventory 8 Sleep-Wake Pattern Assessment

Questionnaire (SWPAQ)

RESEARCH METHODOLOGY

Meaning of Scientific Research Characteristics and objectives of Scientific Research Types of Research

STATISTICS Measures of Central Tendency – Mean, Median and Mode for ungrouped data

252

II SEMESTER PSY 212 COURSE II - FUNDAMENTALS OF PSYCHOLOGY -II

Theory Marks: 80



COURSE OBJECTIVES: 1. To understand motivational and emotional behaviours. 2. To understand processes involved in learning and memory. 3. To study aspects of intelligence based on Indian context. 4. To study aspects of personality based on Indian context. COURSE OUTCOMES: 1. Increased knowledge of motivational and emotional behaviours. 2. Awareness of learning and memory processes. 3. Understand intelligence in the Indian context. 4. Understand personality types in the Indian context.

UNIT- I (18 hours) MOTIVATION & EMOTION Needs, Drives, Incentives, instinct, motives and Homeostasis Characteristics of motives and motivation cycle Theories of motivation- instinct theory, drive theory Physiological motives- Hunger and thirst Social motives- Need for power and aggression Emotions – meaning and nature, theories of emotions, internal and external changes in emotions, Polygraph technique UNIT- II (18 hours) LEARNING & MEMORY Learning – definition, Classical and Operant Conditioning, Trial and error learning Memory – meaning, Remembering, Atkinson – Shiffrin Model, types of LTM, Organisation in memory- concepts, schemas, images, cognitive map and script Phenomena of memory- Eyewitness memory, illusory memory syndrome, Autobiographical and flash bulb memories

Causes of Forgetting, Mnemonics

UNIT- III (20 hours) INTELLIGENCE& PERSONALITY Intelligence – definition, PASS Model of intelligence, history of intelligence testing, intelligence in Indian context, Artificial intelligence, Flynn effect, Pygmalion effect Genetic and environmental determinants of intelligence Individual differences in intelligence- giftedness and intellectual disability Personality – definition and meaning Type and trait approaches- Doshas, Triguna theory Freud’s theory and Carl Jung’s theory

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Humanistic theories- Carl Rogers Five factor model of Personality Assessment – Self-report tests, Interviews, Questionnaires, Behavioural observations, Biological measures and Projective techniques Personality and Health – Type A and Bpersonalities

BOOKS:

1. Mishra, B.K. (2008). Psychology: The Study of Human Behaviour, New Delhi: PHI learning Pvt Ltd.

2. Baron, R.A. (2006). Psychology (5th ed.). New Delhi: Pearson Education. 3. Feldman, R.S. (2002). Understanding Psychology (6th ed.). New Delhi: Tata McGraw

-Hill Company Ltd. 4. Kothari, C. R. (2003). Research Methodology: Methods and Techniques, New Delhi:

Wishwa Prakashan. 5. Ahuja, R. (2003). Research Methods, Jaipur:Rawat Publications.

PRACTICAL (Any six) Practical Marks: 40


Credit:01

1 Social Motives Scale 2 Recall and Recognition 3 Emotion on Free Association 4 Emotional Intelligence 5 Bilateral transfer 6 Eysenck Personality Inventory 7 Otis test of Intelligence 8 Insight on Motor learning

RESEARCH

METHODOLOGY

Steps in Research Process Methods of Scientific Research Uses of Scientific Research Criteria of Good Research

STATISTICS

Grouping of data - class intervals and frequencies Measures of Central Tendency - grouped data

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III SEMESTER PSY 213 COURSE III –LIFE SPAN DEVELOPMENT- I

Theory Marks: 80


Total No. of teaching hours: 48 Credits:02

COURSE OBJECTIVES: 1. To familiarize with the recent theoretical perspectives across life span. 2. To gain knowledge of human genetic and chromosomal abnormalities. 3. To understand the various developments from conception to childhood. 4. To know about various childhood disorders.

COURSE OUTCOMES: 1. Comprehend cognitive, moral and psychosocial development across life span. 2. Understanding of teratogens and birth defects. 3. Comprehend the developmental changes, constancy and hazards across human life

span. 4. Awareness of signs and symptoms of childhood disorders.

UNIT- I (18 hours)

PERSPECTIVES AND BIOLOGICAL FOUNDATIONS TO LIFE SPAN DEVELOPMENT

Importance of studying Life Span Development, Characteristics of Life span Perspective Piaget’s Cognitive Developmental theory Kohlberg’s theory of Moral Development Erikson’s theory of Psycho-Social Development Designs to study development - Longitudinal design, Cross Sectional design Sex cells and their differences Conceiving new life - Fertilization, Multiple Births, Sex determination Genetic Abnormalities – meaning and birth defects - Alpha thalassemia, Cystic fibrosis, Haemophilia, PKU Chromosomal Abnormalities - Down syndrome Sex Chromosome Abnormalities (Table 3-3)

UNIT- II (20 hours) PRENATAL &INFANT DEVELOPMENT Conception, Periods of Prenatal development – zygote, embryo and fetus Prenatal Environmental Influences – Teratogens Genetic counseling and testing Prenatal Diagnostic Methods (Table 3.6) Seemantham ceremony

Birth Process, Stages of Childbirth Approaches to Childbirth – prepared and caesarean section Complications of child birth –birth trauma, post maturity, prematurity and lowbirth weight Termination of pregnancy and miscarriage, breast feeding and its advantages Physical characteristics of the new born infants – size, body systems and states of arousal. (Table 4-1)

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New born reflexes (Table 5-1), APGAR Scale, SIDS National Immunization Schedule (NIS) for infants, children and pregnant women Baby massage techniques and benefits


EARLY CHILDHOOD DEVELOPMENT &DISORDERS Motor development - Sequence and Fine motor development – reaching and grasping Emotional self – regulation, Social referencing Pre linguistic development – receptivity to language and first speech sounds Development of Self Concept – aspects, self-awareness Emergence of gender identity Functions of play and types of play Childhood Disorders – Separation anxiety disorder, Enuresis, Encopresis,Learning Disabilities, Autism, ADHD, ODD and Conduct disorder

BOOKS: 1. Santrock, J. W. (2007). A Topical Approach to Life-Span Development(3rd ed.). New

Delhi: Tata Mc Graw- Hill Publishing Company Ltd. 2. Papalia, D.E., Olds, S.W., & Feldman, R. D. (2010). Human Development(9th ed.). New

Delhi: Tata Mc Graw- Hill Education Pvt Ltd. 3. Berk, L. E. (2005). Child Development (6th ed.) New Delhi: Pearson Education. 4. Sarason, I.G., &Sarason, B. R. (2005). Abnormal Psychology, the Problem of

Maladaptive Behaviour (11th ed.). New Delhi: Pearson Education. 5. Kothari, C. R. (2003). Research Methodology: Methods and Technique, New Delhi:

WishwaPrakashan. PRACTICAL (Any six)


Total Marks: 50 Credit:01

1 Parenting Scale 2 Rao’s Social Maturity Scale 3 Self-Concept Questionnaire 4 Moral Values Scale 5 Seguin Form Board Test 6 Home Environment Inventory 7 Fear Checklist 8 School Environment Inventory 9 The Indian Scale for Assessment of

Autism (ISAA) 10 ADHD Rating Scale

RESEARCH METHODOLOGY

Important concepts relating to Research design Different Research Designs

STATISTICS Measures of Variability – Average Deviation from Mean and Median

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IV SEMESTER PSY 214 COURSE IV - LIFE SPAN DEVELOPMENT- II

Theory Marks: 80

Internal Assessment: 20 Total Marks : 100


COURSE OBJECTIVES: 1. To sensitize the students about issues relating to different stages of life. 2. To familiarize students to issues pertaining to early adulthood. 3. To understand issues pertaining to middle adulthood. 4. To be aware of late adulthood concerns.

COURSE OUTCOMES:

1. Recognition of the developmental stages of self and older adults. 2. Appreciate relationships- friendship, love and sexuality. 3. Acknowledgement of parenting as a developmental experience. 4. Awareness of life style and social issues related to aging.

UNIT- I (20 hours)

ADOLESCENCE Determinants of Puberty, growth spurt, sexual maturation Psychological dimensions of puberty Social cognition - adolescent egocentrism and perspective taking Development of self – four statuses of identity, identity and social contexts Adolescent sexual problems - adolescent pregnancy, forcible sexual behaviour and sexual harassment Eating disorders – Anorexia Nervosa and Bulimia Nervosa Problems – drug abuse, juvenile delinquency, social networking addiction, fear of missing out (FOMO) phenomenon andsuicide

UNIT-II (18 hours) YOUNG AND MIDDLE ADULTHOOD Physical Development - Health status Sexual and Reproductive Issues Education and Work - Entering the world of work Foundations of Intimate Relationships - Friendship and Love Sexuality - Issues and Attitudes, Non marital and marital lifestyles Parenthood - Becoming parents, parenthood as a developmental experience Parental roles, Parenting styles and discipline Parent - Adolescent relationships and working parents Mid-life Crisis Abortion –types and psychological impact Menopause and its effects

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UNIT-III (18 hours) THE ELDERLY Relationships with Maturing children – Adolescent children: Issues for parents The Empty Nest, parenting grown children, Prolonged parenting:The ‘Cluttered Nest’ Relationships with aging parents Life style and Social Issues related to Aging -Work, retirement and leisure Living arrangements, Mistreatment of the elderly Special losses – Surviving a spouse, losing a parent in adulthood and losing a child Parents Maintenance Act, 2013 Patterns of grieving, Kubler-Ross’ stages of dying Medical, Legal and Ethical Issues –Aid in dying BOOKS: 1. Santrock, J.W. (2007). A Topical Approach to Life-Span Development. (3rd ed.).New

Delhi: Tata Mc Graw- Hill Publishing Company Ltd. 2. Santrock, J.W. Adolescence (11th ed.). New Delhi: Tata Mc Graw- Hill Publishing

Company Ltd. 3. Papalia, D.E., Olds, S.W., & Feldman, R. D. (2010). Human Development(9th ed.). New

Delhi: Tata Mc Graw- Hill Education Pvt Ltd. 4. Kothari, C. R. (2003). Research Methodology: Methods and Techniques, New Delhi:

Wishwa Prakashan. PRACTICAL (Any six)


Total Marks: 50 Credit:01

1 Adolescent Problem Checklist

(Revised) 2 Bell’s Adjustment Inventory adult

form 3 Suicidal Ideation Scale 4 Marital Adjustment

questionnaire 5 Parental Support Scale 6 Social Competence Scale 7 Reaction Time 8 Old Age Inventory 9 Fear of Missing Out Scale 10 Social Network Addiction Scale

RESEARCH

METHODOLOGY

Steps in Sampling design Criteria of selecting a sample procedure Characteristics of a good sample design Types of Sample designs

STATISTICS Standard deviation and z test

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V SEMESTER

PSY 215. 1 COURSE V - ABNORMAL PSYCHOLOGY



Credits:02 COURSE OBJECTIVES: 1. To familiarize students with a conceptual overview of abnormal behaviour. 2. To understand classification of abnormal behaviour. 3. To understand symptoms and causes of psychoses. 4. To understand diagnostic criteria of neuro cognitive and personality disorders.

COURSE OUTCOMES:

1. Sound knowledge of theoretical perspectives of abnormality. 2. Identify psychopathology based on diagnostic classifications and make informed

decisions on intervention. 3. Recognition of psychotic behaviours. 4. Identification of neuro cognitive and personality disorders.

UNIT- I (16 hours)

INTRODUCTION TO ABNORMAL PSYCHOLOGY Abnormality and its meaning, historical and contemporary views of abnormality Changing attitude in the early 20th century, Causal factors and view points Theoretical perspectives of abnormality - Biological, Psycho dynamic, Behavioural, Cognitive, Humanistic, Existential, Community, Cultural and Interactional Approaches Culture bound syndromes in India - Dhat syndrome, Possession syndrome& Koro DSM-IV-TR classification, Differing Models of diagnostic classification of mental disorders- ICD 11 and DSM V Mental Health Care Act, 2017

UNIT-II (16 hours) SCHIZOPHRENIA, BIPOLAR, DEPRESSIVE AND ANXIETY DISORDERS Schizophrenia Spectrum and other Psychotic disorders- Schizophrenia – clinical picture, subtypes and causes Bipolar and Related disorders- Bipolar I disorder, Bipolar II disorder and Cyclothymic disorder Depressive disorder- Major Depressive Disorder, Dysthymia, Premenstrual Dysphoric disorder Anxiety disorders- Specific phobia, Social phobia, Panic disorder, Agoraphobia and Generalized anxiety disorder

UNIT-III (16 hours) OBSESSIVE COMPULSIVE & RELATED DISORDERS, DISSOCIATIVE AND PERSONALITY DISORDERS Obsessive Compulsive & Related disorders- Obsessive - Compulsive disorder, Body Dysmorphic disorder, Hoarding disorder, Trichotillomania

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Trauma and Stressor- Related disorders- Post-Traumatic Stress disorder and Acute Stress disorder Dissociative Disorders –Dissociative Identity disorder, Dissociative Amnesia & Fugue Somatic Symptom and Related disorders- Conversion disorder and Factitious disorder Neuro Cognitive Disorders – Dementia of the Alzheimer type (DAT) Personality disorders- Clusters, Paranoid, Schizoid, Antisocial, Borderline, Histrionic, Narcissistic and Dependent personality disorder BOOKS: 1. Carson, R.C., Butcher, J. N., Mineka,S& Hooley, J,M. (2008). Abnormal

Psychology(13th ed.). New Delhi: Pearson Education. 2. Sarason, I.G., &Sarason, B. R. (2005). Abnormal Psychology, the Problem of

Maladaptive Behaviour (11th ed.). New Delhi: Pearson Education. PSY 215.2 COURSE VI - HEALTH PSYCHOLOGY


Total Marks:100 Total No. of teaching hours:48

Credits:02

COURSE OBJECTIVES: 1. To understand the subject matter of Health Psychology. 2. To acquaint the students with the link between stress, illness and health. 3. To promote optimal well-being through Positive Psychology. 4. To understand the correlates of pain and its management.

COURSE OUTCOMES: 1. Knowledge of health behaviours, screening and coping with illness. 2. Sound knowledge of the stress link to illness and health. 3. Appreciation of life with positive emotions and cognitive states. 4. Equipped with theoretical base of psychological intervention.

UNIT-I (16 hours)

HEALTH PSYCHOLOGY AND HEALTH BEHAVIOURS Health Psychology- definition, mind-body relationship, development of health psychology, biopsychosocial model, transtheoretical model of behaviour change Types of health behaviours, health locus of control, the health belief model, theory of planned behaviour Screening and its guidelines Primary prevention and behavioural outcomes Approaches to coping with illness Factors predicting adherence

UNIT- II (16 hours) STRESS, PAIN AND ILLNESS Stress- types, physiological changes, General Adaptation Syndrome

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Stress management Pain- meaning and types, Gate control theory of pain Types of Pain, psychological aspects of pain, assessment of pain, Psychological factors and pain Individual differences and socio-cultural differences in reactions to pain Prevention of pain, treatment of pain- physical, behavioural and cognitive methods Yogasutras, types of yoga, benefits of yoga, mindfulness Illness- Illness cognitions Terminal Illness- Cancer, types, risk factors-personal, behavioural and psychosocial Rehabilitative Interventions- pharmacologic, cognitive behavioural, chemotherapy and psychotherapeutic interventions

UNIT-III (16 hours) POSITIVE PSYCHOLOGY AND HEALTH CARE INTERVENTIONS Introduction to Positive Psychology Positive emotions- happiness and subjective well-being Positive cognitive states- Self- efficacy, Optimism, Hope, Mindfulness, Gratitude, Forgiveness and Resilience Health care interventions- hospice care, home care, individual therapy, brief psycho-therapeutic intervention Patient education, social support interventions, family support and social support group. Expressive Therapy- Music, Art and Dance BOOKS:

1. Taylor, S.E. (2010). Health Psychology(6th ed.).New Delhi: Tata Mc Graw- Hill Education Private Ltd.

2. Marks, D.F., Murray, M., Evans, B.,& Estacio, E.V. (2011). Health Psychology: Theory, Research and Practice(3rd ed.). New Delhi: Sage Publication India Pvt Ltd.

3. Brannon, L., & Feist, J. (2007). Introduction to Health Psychology, New Delhi: Thomson.

4. Dimatteo, M.R.,&Martin, LR. (2002).Health Psychology, New Delhi: Pearson Education.

5. Snyder, C.N., Lopez, S.J., &Pedocotti, J.T. (2011). Positive Psychology- The Scientific and Practical Explorations of Human Strengths (2nd ed.). New Delhi: Sage Publications India Pvt Ltd.

COURSE VII - PSY 215.3 PRACTICAL (Any ten)

Practical Marks: 80


Credits:02

H.N Murthy’s Multiphasic Questionnaire Family Pathology Scale Mindfulness Attention Awareness Scale Personal Stress Source Inventory Health Locusof Control General Health Questionnaire C.M.I Health Questionnaire

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Hamilton Anxiety Rating Scale The Gratitude Questionnaire Subjective Well-Being Scale Oxford Happiness Questionnaire Five Facet Mindfulness Questionnaire Positive and Negative Syndrome Scale (PANSS) Brief Resilience Scale Statistics: Rank Difference Correlation & Product Moment Correlation

VI SEMESTER PSY 216.1COURSE VIII -SOCIAL PSYCHOLOGY


Total Marks : 100 Total No. of teaching hours: 48

Credits: 02 COURSE OBJECTIVES: 1. To understand the conceptual continuities in the field of Social Psychology. 2. To understand the social processes of attitudes and prejudices. 3. To understand the social processes of aggression and stereotypes. 4. To learn about social influence and prosocial behaviours.

COURSE OUTCOMES:

1. Knowledge about concepts and theories in Social Psychology. 2. Awareness of techniques to counteract negative social behaviours. 3. Enhanced healthy personal and interpersonal relationships. 4. Realization of the significance of social influences.

UNIT- I (16 hours)

INTRODUCTION TO SOCIAL PSYCHOLOGY Social Psychology– meaning Brief history of Social Psychology in India Theories- decision making theory, interdependence and socio- cultural theories Social perception- Non-verbal communication Attribution - Kelly’s theory of Causal Attribution, Jones and Davis’s theory of Correspondent Inference Impression formation and management Self- knowledge- sources and aspects

UNIT- II (16 hours) ATTITUDES, PREJUDICE, STEREOTYPES&AGGRESSION Attitude- definition and components, formation and change Measurement of attitude Influence on behaviour Prejudice – meaning, nature and origin, techniques for counteracting its effects

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Gender stereotypes – differential respect, concept of glass ceiling Aggression – meaning and perspectives, causes – social, cultural, personal and situational Aggression in ongoing relationships: bullying and aggression at work, Prevention and control - punishment and self-regulation Aggression in Society - sexual assault and media violence

UNIT-III (16 hours) SOCIAL INFLUENCE AND PRO-SOCIAL BEHAVIOUR Conformity, Asch studies Compliance, six bases of social power, compliance techniques Obedience to authority, Milgram studies Motives for prosocial behaviour, kin selection theory Latane and Darley’s five crucial steps of responding to an emergency, Situational factors influencing prosocial behaviour, empathy and personality BOOKS:

1. Baron, R.A., Branscombe, N.R., Byrne,D., & Bhardwaj, G. (2013). Social Psychology (12th ed.).New Delhi: Pearson Education.

2. DeLamater, J.D., &Myers,D.J. (2009). Text Book of Social Psychology,New Delhi: Cengage Learning.

3. Taylor,S., Peplau,L.A., & Sears,D.O. (2006). Social Psychology (12th ed.). New Delhi: Pearson Education.

4. Kuppuswamy, B. (1995). An Introduction to Social Psychology, Bombay: Media Promoters and Publishers Private Limited.

PSY 216.2 COURSE IX - ORGANIZATIONAL PSYCHOLOGY



Credits:02 COURSE OBJECTIVES: 1. To recognize the changing nature of working structures. 2. To understand work dynamics and organizational development. 3. To understand quality of working life in the Indian context. 4. To know the organizational conflicts. COURSE OUTCOMES: 1. Awareness of work culture and ethics. 2. Recognition of resistance to change and interventions of corporate development. 3. To appreciate work life balance. 4. Knowledge to resolve conflicts in an organization.

UNIT- I (16 hours)

ORGANIZATIONAL STRUCTURE Organizational structure- meaning and characteristics Factors influencing organizational structure

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Models of organizational structure- Scientific Management Model, Flat and Tall Structure Model, Departmentation Model Modern Models of Organizational Structure- System Model, Project Model, Matrix Model and Contingency Model Individual and Organizational Ethics - Organizational citizen behaviour and Corporate Social Responsibility Technological Change and Organizational Structure - Formalization of the Workplace, Virtual meetings, loss of group cohesiveness, excessive internet use, Electronic - monitoring and multitasking

UNIT-II (14 hours) ORGANIZATIONAL CHANGE AND DEVELOPMENT Organizational change – meaning and types, Models of planned change Resistance to change, bases of power, power tactics, change management Organizational development- meaning and its features, components of Organizational development, interventions of corporate development

UNIT-III (18 hours) ORGANIZATIONAL ISSUES Hawthorne Studies, Theory Z culture Quality of Working Life (QWL) – meaning and definition Constituents of QWL, QWL in the Indian context Quality circle- meaning and characteristics Work Family Balance Work Schedules - flexible work schedules, rest breaks and shift work Sources of organizational conflict Functional and dysfunctional Conflict Pondy’s model of conflict process BOOKS:

1. Mishra, M.N. (2006). Organizational Behaviour, New Delhi: Vikas Publishing House Pvt Ltd.

2. Khanka, S.S. (2009). Organizational Behaviour,New Delhi: S. Chand & Co. Ltd. 3. Matthewman, L., Rose, A., & Hetherington, A. (2009). Work Psychology, New York:

Oxford University Press

COURSE X – PSY 216.3 PRACTICAL (Any ten)



Aggression Scale

Stereotypes Bhatia’s Battery of Intelligence tests (Koh’s and Pass along tests) Minnesota Rate of Manipulation Test Assessment of Leadership Effectiveness

264

Dimensions of Temperament Scale Tweezer dexterity test The type-D Scale Progressive weights Bogardus Social distance scale Assessment of Type AB Behaviour Pattern Assessment of Job Satisfaction Emotional Competence Scale Kakkar Self-Acceptance Inventory The Assertiveness Inventory Career Preference Record Maslach Burnout Inventory (MBI) Statistics: t test for Independent means& Chi Square

SCHEME OF EXAMINATION: THEORY (COMMON TO ALL SEMESTERS)

Time: 3 Hrs Max. Marks : 80 Internal Assessment : 20 SECTION A Ten 2 marks questions spread across all the units, with no choice. 10 x 2 = 20 marks SECTION B Answer four out of five questions from across all the units. 4 x 5 = 20 marks SECTION C Answer four out of five questions from across all the units. 4 x 10 = 40 marks

SCHEME OF EXAMINATION: PRACTICAL (COMMON FROM FIRST UPTO FOURTH SEMESTERS)

Time: 3 Hrs Max. Marks: 40 Internal Assessment: 10 Break up of marks is as follows Plan &Procedure 10 marks Conduction &Discussion 10 marks Research Methodology 5 marks Viva 5 marks Statistics 5 marks Class Record 5 marks

265

SCHEME OF EXAMINATION: PRACTICAL (COMMON TO FIFTH AND SIXTH SEMESTERS)

Time: 3 Hrs Max. Marks: 80 Internal Assessment: 20 Break up of marks is as follows Plan & Procedure (Two tests- compulsory) 30 marks Conduction &Discussion 20 marks Viva 10 marks Statistics 10 marks Class Record 10 marks

ELECTIVE COURSE: LIFE SKILLS EDUCATION



Credit:01 COURSE OBJECTIVES: 1. To equip learners with emotional skills. 2. To understand the physiology of anger and identify triggers. 3. To effectively manage stress. 4. To understand sources and types of conflicts.

COURSE OUTCOMES: 1. Enhanced psycho-social competencies. 2. Promotion of healthy relationships. 3. Development of better lifestyle choices. 4. Evolution of conflict management strategies.

UNIT- I (8 hours)

MANAGING EMOTIONS Definition of Emotions, Paul Ekman’s six basic emotions, Plutchik’s wheel of emotions, Lazarus' theory of emotions, Components of Emotional Intelligence by Daniel Goleman, Emotion-focused coping techniques.Emotional Quotient Characteristics of emotionally intelligent persons. Amygdala Hijack and the Fight or Flight Response

UNIT-II (8 hours) ANGER & TIME MANAGEMENT Definition of anger,The Emotional Response Cycle, causes of aggression, types of anger expression. Time Management – meaning, The Eisenhower Method, Pareto analysis, POSEC method Time management systems- GTD and pomodoro technique

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UNIT- III (8 hours) STRESS & CONFLICT MANAGEMENT Definition of stress, General adaptation syndrome, causes of stress, Stress vulnerability, Type A and Type B personality, Effects of stress, coping strategies Definition of conflict, types of conflict, levels of conflict, Sources of conflict, Effects of conflict, Conflict Resolution model BOOKS:

1. Baron, R.A. (2006). Psychology (5th ed.). New Delhi: Pearson Education. 2. Prabhu, V. V. (2000). Psychology at Work, Mumbai: Vipul Prakashan. 3. Prabhu, V. V. (2000). Organizational Behaviour,Mumbai: Vipul Prakashan. 4. Goleman, D. (1995) Emotional intelligence. New York: Bantam Book. 5. Life Skills Education Training Module for Adolescent girls and boys.(2005). Jaipur:

Sandhan.

ELECTIVE COURSE: HUMAN RESOURCE MANAGEMENT



Credit:01 COURSE OBJECTIVES: 1. To understand problem solving behaviours. 2. To understand elements of decision making. 3. To learn the types and characteristics of creativity. 4. To learn goal setting behaviours.

COURSE OUTCOMES: 1. Enhanced problem solving skills. 2. Enhanced decision making skills. 3. Enriched creativity and lateral thinking. 4. Provision of short term goals and foresight.

UNIT-I (10 hours) PROBLEM SOLVING & DECISION MAKING Problem solving- Meaning, steps and its barriers – confirmation bias, mental set, functional fixedness Decision making – meaning and types, 5 elements of the decision situation, decision making process, techniques of group decision making- brain storming, Delphi technique, nominal group technique and dialectic decision methods Importance of decision making

UNIT- II (8 hours) CREATIVE AND LATERAL THINKING Creative thinking- meaning and types, creative process model, characteristics of a creative adult Divergent and Convergent thinking, Increasing critical thinking and creativity Lateral thinking – meaning and techniques, Edward de Bono’s four thinking tools and six thinking hats

https://en.wikipedia.org/wiki/Confirmation_bias

https://en.wikipedia.org/wiki/Mental_set

https://en.wikipedia.org/wiki/Functional_fixedness

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UNIT- III (6 hours) GOAL SETTING BEHAVIOUR Goal setting- meaning, types of goals, ‘Smart’ goal setting and its outcome SWOT Analysis- elements and importance BOOKS: 1. Feldman, R.S. (2002). Understanding Psychology (6th ed.). New Delhi: Tata McGraw -

Hill Company. 2. Prabhu, V. V. (2000). Organizational Behaviour, Mumbai: Vipul Prakashan. 3. Pandit, V (2017). Skills Development,Jaipur: Mark Publishers. 4. De Bono, E. (1985). Six thinking hats, Boston: Little, Brown.

ELECTIVE COURSE: PERSONALITY DYNAMICS



Credit:01 COURSE OBJECTIVES: 1. To nurture deep self-understanding. 2. To understand the components of self-regulation. 3. To develop interpersonal and negotiation skills. 4. To understand group behaviours.

COURSE OUTCOMES: 1. Enriched understanding of self. 2. Focus on empathy in personality dynamics. 3. Enhanced interpersonal communication. 4. Enhanced personality integration and group dynamism.

UNIT-I (8 hours)

SELF- AWARENESS Self- Awareness – meaning, factors influencing self-awareness and its effects, Philippe Rochat’s five levels of self-awareness, the Johari window model – four selves and four personas, improving one’s self-awareness Components of self-regulation, Empathy- meaning and types – cognitive, emotional empathy and somatic empathy

UNIT-II (8 hours) INTERPERSONAL RELATIONSHIPS Interpersonal skills- meaning and types Negotiation skills- meaning and stages, types and styles Assertiveness- meaning, types and advantages. Techniques- fogging, stuck record technique, positive and negative enquiry

https://en.wiktionary.org/wiki/somatic#Etymology

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UNIT-III (8 hours) GROUP DYNAMICS Group- meaning, definition and characteristics, kinds of groups, Group cohesion, black sheep effect Techniques of Compliance- The Foot in the Door Technique, The Door in the Face Technique, The Low-Ball Technique Techniques of persuasion- The IKEA effect, social proof, hot-hand fallacy, the authority bias, focalism, the liking principle and the scarcity heuristic Win- Win negotiation – meaning, stages and styles of negotiation BOOKS: 1. Feldman, R.S. (2002). Understanding Psychology (6th ed.). New Delhi: Tata McGraw -

Hill Company. 2. Prabhu, V. V. (2000). Psychology at Work, Mumbai: Vipul Prakashan. 3. Baron, R.A., Branscombe, N.R., Byrne,D., &Bhardwaj,G. (2013). Social Psychology

(12th ed.). New Delhi: Pearson Education.

SCHEME OF EXAMINATION ELECTIVE COURSES

Time: 2 Hrs Max. Marks: 50 Internal Assessment: 10 Section A

Answer all five questions 5 X 2 = 10 Marks

Section B

Answer two out of three questions from across all the units. 2 X 5= 10 Marks

Section C

Answer two out of three questions from across all the units. 2 X 10= 20 Marks

**************

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Agenda No.1 (h) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Rural Development for B.A. Degree Programme.


270

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN RURAL DEVELOPMENT HELD ON 20thJULY, 2019AT (11:30 AM) AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALORE

MEMBERS:

1. Mrs. Anuradha Shetty : in the Chair 2. Dr Robert Clive G : University Nominee 3. Dr SripathiKalluraya : Member (Subject Expert) 4. Prof.Ramaraya Acharya : Member (Subject Expert) 5. Ms. Evelyn Benis : Member (Subject Expert) 6. Dr ShivakumarMagada : Allied Sector 7. Ms. JyothiPS : Meritorious Alumna

AGENDA:

i. Preparation of Panel of Examiners pertaining to 2019-2020 examinations

ii. Assessment and review of Semester Question papers and Results of I-III-V [2018] & II-IV-VI [2019]

iii. Any other matter.



PART – II

The Panel of Examiners was placed before the Board which the Board hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, RoshniNilaya, in prescribed format.

PART – III

The Board approved satisfaction over the previous Odd & Even semesters (i.e. I –III-V Semester Oct. 2018& II-IV-VI Semester April 2019) Question Papers pertaining to the Board and the performance of the students in the Semester Examinations as reflected in the results are found to be satisfactory.

(See Annexure: I)



271

NAME SIGNATURE

MEMBERS:

1. Mrs. Anuradha Shetty : .....................SD/.......................................

2. Dr Robert Clive G : .....................SD/.......................................

3. Dr.SripathiKalluraya : .....................SD/.....................................

4. Ms. Evelyn Benis : .....................SD/......................................

5. Prof.Ramaraya Acharya : .....................SD/......................................

6. Dr.ShivakumarMagada : .....................SD/......................................

7. Ms. Jyothi P S : .....................SD/......................................

Sd/-

Mrs. Anuradha Shetty Chairperson

Board of Studies in Rural Development

272



Re-Accredited by NAAC with ‘A’ Grade – (3rd Cycle)


Subject Title: Rural Development [For B.A. Degree Course 2019-2020]

PREAMBLE: Rural development is considered to be one of the important subjects of national interest. The development paradigm has undergone major shifts in India as a result of the New Economic Policies. In the process of modernization of economy, rural society and economy have suffered the neglect of stakeholders. It is important that the students are equipped with skills and relevant knowledge to respond to the present needs of rural concern. The subject has a great scope with regard to employment opportunities in Government as well as NGO sectors. The BOS after detailed discussion of all the pertinent issues at its meeting held on Tuesday, December 11, 2018 approved the following syllabus for the Credit-based Semester Scheme (Autonomous) with it’s clearly spelt out objectives. OBJECTIVES: At the end of the six –semester degree course, a student of Rural Development is expected to acquire a fairly reasonable competence in the following areas: • Knowledge about various programmes/schemes of rural development. • Analytical understanding of rural problems. • Develop effective communication skills, written as well as oral, to

promote rural development. • Equip the learners with skills to practice the methods and techniques of

rural community work • Conduct interviews and home visits.

KEY AREAS OF INSTRUCTION: • Communication skills • Managerial skills • Documentation skills. • Social analysis • Dissemination of information on rural concern

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CAREER OPTIONS INCLUDE: Community worker at NGO sector, Panchayat Development officer, Rural Development Project Officer. The course provides students with the skills and knowledge to render service at the grass root level. It provides the opportunity to understand the basic problems of rural society, the resources available and equip the students to be the change agents in the society. OUR VISION: In Pursuit of Academic Excellence towards a

Sustainable Society OUR MISSION: Revitalize Rural Economy and Society Faculty Objective: To sensitize learners to the emerging challenges faced by

rural communities and equip them with the knowledge and skills to respond effectively.

Learner Objective: To develop knowledge, skills and attitude to work with

rural communities.

BA Programme Outcomes:


• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive and sensitive attitude towards self and

Society. BA (Rural Development) Programme Specific Outcomes:

• Knowledge on the concepts and approaches to rural development • An in depth understanding on various Institutions and Agencies that contribute towards

rural society. • Possess knowledge on the concepts and sources of Rural Economy and various ways to

improvise Indian Rural Economy. • Gain a better understanding on Indian Education system and its relevance in Indian Rural

context. • Possess effective and efficient communication and presentation skills. • Possess knowledge on Social Research and various other techniques of Community work. • Understand the concept, principles and functions management and Human Relation skills

274

Academic Programme and Scheme of Examination are given in detail in the following pages along with Summary Charts showing the semester-wise distribution of Academic content, and the Teaching work-load.

Note:

a) Minimum for a pass :} b) Classification of successful Candidates :} As per the Regulations c) Rejection of results :}

275


Autonomous College under Mangalore University Re-Accredited by NAAC with ‘A’ Grade – (3rd Cycle)

DEPARTMENT OF RURAL DEVELOPMENT SUMMARY CHART – ACADEMIC INPUTS: 2019-2022


Theory 120 marks Theory 120 marks Rural Development – Concepts Approaches to rural development Situation of marginalized sections

Rural Social Institutions- Concepts Panchayat Raj Institutions Co-operative Societies

III Semester IV Semester Theory 120 marks Theory 120 marks

Sources of Rural Economy Agriculture Rural Industrialization

Non-formal education Knowledge Centers Good governance

V Semester V Semester Theory 120 marks Theory 120 marks

Communication skills Audio/Visual aids Public speaking and presentation skills

Techniques of community work Approaches to community work Social research

VI Semester VI Semester Theory 120 marks Theory 120 marks

Analysis of rural problems Poverty alleviation programmes Environment promotion programmes

Management- Concept, Principles Functions of management Human relation skills in management

276

DEPARTMENT OF RURAL DEVELOPMENT SUMMARY CHART w.e.f. 2015-16

Semester Examinati

on Int. Assmnt

marks Total marks

Credits Teaching work load

I Sem-Paper I RDE171 Rural development –Basic concept

120

30

150

3

6hrs.

II Sem- Paper II RDE 172 Rural Development Institutions

120

30

150

3

6hrs

III Sem-Paper III RDE- 173 Rural Economy of India

120

30

150

3

6hrs

IV Sem-Paper IV RDE-174 Dimensions of rural Development

120

30

150

3

6hrs.

V Sem- Paper V RDE- 175.1 Methods and Techniques of Rural Community work

120

30

150

3

5hrs.

V Sem- Paper-VI RDE-175.2 Communication for Rural Development

120

30

150

3

5hrs.

VI Sem-Paper VII RDE-176.1 Rural Development Programmes

120

30

150

3

5hrs.

VII Sem-Paper VIII RDE-176.2 Rural Management

120

30

150

3

5hrs.

277

SUBJECT – RURAL DEVELOPMENT SCHEME OF EXAMINATION

The following pattern will be used in setting the question paper. Question paper will contain three parts, section – A, B and C. Questions will be distributed fairly among all the units.

SECTION – A Time: 3 Hrs. (Max. Marks: 120) Instructions to the students: Answer all the questions following the instructions. I. Two mark questions. 10 out of 10 questions (10 x 2 = 20)

SECTION - B I Answer any Four out of Five questions (4 x 5 = 20) 2. 3.

SECTION - C II Answer any Four out of Five questions (4 x 20 = 80) 1. 2. 3.

278

First Year B.A Semester - I COURSE – I

RDE- 171 RURAL DEVELOPMENT – BASIC CONCEPTS



Credits: 03

Course Objectives: • To orient students about the basic concepts related to Rural Development. • To enlighten students on various approaches adopted in the field of Rural

Development. • To enable students to gain knowledge on various approaches to Rural Development • To sensitize on the problems of vulnerable and marginalized groups of Rural

Society.

Course Outcomes: • Possess general knowledge and awareness on the basic concepts related to Rural

Development. • Possess an understanding on the concept of Sustainable rural development • Increased information on various approaches to Rural Development. • Thorough understanding on the issues and challenges of vulnerable groups of rural

society.

UNIT – I

• Development and Growth – Concept and Features. Types of Development • Rural development - Meaning, Objectives and Indicators • Sustainable Rural Development – Concept and Principles. (15Hrs)

UNIT – II • Rural Society: Concept, Meaning and Characteristics, Settlement pattern. • Difference between rural and urban society. (15Hrs)

UNIT – III

• Rural Development Approaches - Area Approach, Growth oriented approach, Basic services and Basic Needs Approach, Target Group Approach and Gandhian Approach.

• Integrated Approach, Participatory Approach and Right based Approach (20 hrs)

279

UNIT - IV • Problems of Marginalized and Vulnerable groups in rural society - Scheduled

Caste and Tribes. • Problems of Rural Women and Elderly people • Problems of Children and Child labour in rural India • Situation of Rural labourers and Bonded Labourers in rural India (20 hrs)

Books for Reference:

1. Ahuja, Ram: Indian Social System. Rawat Publication. Jaipur 1997 2. Madan G.R.: Indian Social Problems Vol. 1, Allied Publishers. New Delhi

2003 3. Rao, C.N.Shankar: Sociology, S. Chand & Company. New Delhi 2005 4. Sing, K.: Rural Sociaology. Prakashan Kendra. Lucknow 1987 5. Jogdand P.G.; Michael S.M: Globalisation & social Movements- Struggle

for a Humane society- Rawat Publications. New Delhi, 2003 6. Narasaiah Lakshmi M.: Education & Human rights – Discovery Publishing

House, New Delhi. 2006 7. Datta Sankar, Sharma Vipin: State of India’s Livelihoods. The 4 P Report.

Access Development Services, New Delhi 2009 8. Sharma Dhiraj, Bhatia B.S: Sustainable Development – Contemporary

Issues and emerging perspectives, Deep & Deep Publications, New Delhi 2010

9. Taori Kamal: Sustainable Human Development. Issues & Challenges, Concept Publishing Company, New Delhi, 2000.

10. William Thomas.A.,Christopher. A.J: Rural development – Concept and Recent Approaches, Rawat Publications, New Delhi, 2011.

11. Dutz.A.Mark: Unleashing India’s Innovation- toward Sustainable and Inclusive Growth, The World Bank, Washington .D.C. 2007.

12. Gasper Des: The Ethics of Development- From Economism to Human Development, Vistaar Publications,New Delhi,2004.

13. Sing K.: Questioning Globalisation, Madhyam Books, New Delhi. 14. Joanna, Jerav Nichole, Mehana et al: Child line at your fingertips- A

resource book- Child line India Foundation, 2001 15. F.A.O.: State of Food and Agriculture: Lessons from past 50 years, Rome:

F.A.O., 2000 16. John G., Sommer: Empowering the Oppressed: Grassroots Advocacy

Movements in India, Sage, New Delhi, 2001 17. Kurukshethra

280

First Year B.A Semester – II Course – II

RDE – 172 RURAL DEVELOPMENT INSTITUTIONS Theory Marks: 120


Total No. Teaching hours: 70 Credits: 03

Course Objectives: • To facilitate the learners to understand various rural institutions, its functions and

relevance to Indian rural society. • To understand the concept of decentralization and the system of Panchayat Raj

Institutions. • To gain knowledge on the contributions of Health and Education Institutions in

developing rural India. • To enhance students understanding on Media and Co-operative Institutions towards

rural society.

Course Outcomes: • Increased level of understanding and awareness on the functions and relevance of

rural social institutions. • Possess knowledge on various rural institutions, its functions and relevance to Indian

rural society. • An increased understanding about the system of Panchayat Raj and Decentralization. • Attained good knowledge on the contributions of Health, Education, Media and Co-

operative Institutions towards rural society.

UNIT - I

• Rural social Institutions: Concept, Meaning. (15 Hrs) • Caste system, Religion and family

UNIT – II

• Decentralization - Panchayat Raj Institutions: Structure, Functions and Finance to PRIs - Significance of Grama sabha.

• People’s participation in rural local governance including Women and Children in Panchayat Raj. (15 Hrs)

281

UNIT – III

• Educational Institutions: Anganwadis, Formal Education and Adult Education • Health Institutions: Health Policy of India, Primary Health Centre, AYUSH,

National Rural Health Mission and other governmental programmes to enhance rural health

• Media Institution: Folk media, Mass media – Community Radio (20 hrs)

UNIT IV

• Co-operative Societies: Types, principles and problems of co-operative Societies in villages.

• Agricultural Produce Marketing Committee (APMC) • Role of Non-Governmental Organizations (NGOs), Role of Community Based

Organizations (CBOs). (20 Hrs) II Books for Reference:

1. Sing Surat, Sing Mohinder: Rural development Administration in the 21st Century – A multi-dimensional study, Deep & Deep Publiscations New Delhi 2006.

2. Rao, C.N.Shankar : Sociology, S. Chand & Company. New Delhi 2005 3. Goel S.L:Rajesh, Shalini : Panchayat Raj in India: Theory and Practice,

Deep & Deep Publications Pvt. Ltd. New Delhi, 2003 4. Sing, K.: Rural Sociology. Prakashan Kendra. Lucknow 1987 5. Mohanty Jaganath: Modern Trends in Educational Technology- Neelkamal

Publications Pvt.Ltd. New Delhi 2003 6. Goel O.P: Role of NGO’s in Development of social system, Isha Books New

Delhi 2004 7. Dash M.: Education in India- Problems & Prospectives-, Atlantic Publishers

& Distributors. New Delhi 2000 8. Rao Chandravadana H.R.; Nagappa T. R.: Towards Total Literacy, Vikas

Publishing House Pvt. Ltd. –New Delhi, 1997 9. Mayhew Arther; James H.R: Development of Education system in India-

Srishti Book Distributors. New Delhi, 2003 10. Gosh Ratna; Pramanik Ashok Kumar.- Panchayat Raj system in India-

Historical, Constitutional and Financial Analysis, Kanishka Publications. New Delhi, 2003

11. Joshi R.P; Costituion of Panchayat Raj- A reassessment, Rawat Publishing. New Delhi 1998

12. Mehta G.S: Participation of women in the Panchayat Raj. Karishka Publishers and Distributors. New Delhi, 2002

13. Rajshekar D: Decentralized Government & NGO’s Issues, strategies & Ways forward. Concept Publishing company. New Delhi 2006

14. Bharadwaj Bedal, Sangeeta: Gender, Social Structure and Empowerment: Status Report of Women in India, Rawat Publications, Jaipur, 2009.

282

Second Year B.A Semester – III Course – III

RDE-173 RURAL ECONOMY OF INDIA Theory Marks: 120



Course Objectives: • To create better understanding on Indian Economy and its impact on rural society. • To enhance students understanding as how Indian agriculture and Industrialization

contributes towards rural economy. • To gain better understanding on the contributions of Agriculture and allied sectors

on rural economy. • To gain knowledge on Rural Industrialization and other income generating

programs.

Course Outcomes: • Better and increased level of information and understanding on Indian rural

economy. • In depth knowledge about the contribution of agriculture and industrialization on

rural economy. • Possess better understanding on the significance of Agriculture and allied sectors

on rural economy. • Increased knowledge on the contribution of Rural industries and other income

generating programs.

UNIT - I • Rural Economy- Characteristics and analysis (15 Hrs) • Natural resources: Land, water, Forest, Energy – sources

UNIT – II

• Rural Demographic features • UN Declaration of Millennium Development Goals, Sustainable Development

Goals (15 Hrs) UNIT – III

• Agriculture – Importance, Allied Activities- Dairying, Poultry and Aquaculture, Land Reforms, Organic Farming, Role of Information Technology, Agricultural universities and Krishi Vignan Kendra

• Agricultural marketing- problems and measures (20 Hrs)

283

UNIT – IV

• Rural Industrialization: Concept, Importance of rural industrialization, Cottage and Small Scale Industries.

• Income Generating Programmes: Self-employment, Horticulture, Floriculture • Rural credit: Sources of Rural credit - institutional and Non-Institutional.

(20 hrs)


1. Datt Ruddar, P.M.S. Sundaram: Indian Economy, S. Chand & Company Ltd. New Delhi. 2004

2. Agaarwal A. N: Indian Economy, Himalaya Publication. New Delhi 2003 3. Misra S.K., Puri V.K.: Indian Economy, Vishwa Prakashan. New Delhi

2003. 4. Dhingra C. Ishwara: The Indian Economy, Envionment & Policy, Sultan

Chand & Sons. New Delhi 2004 5. Pereira Winin: Tending the Earth, Traditional, Sustainable Agriculture in

India. Earth Care Books. Bombay 1993 6. Joshi G.V., Giniappa S.;Dongre Yashavanth: Problem & Prospects of

Rural Banking in India-Along term perspective, chair in Rural Banking & Management. Mangalore University 1997

7. Appu P.S.: Land Reforms in India- Legislation & Implementation. - Vikas Publishing House Pvt. Ltd. New Delhi, 1996

8. Jain Lal Gopal: Rural Development- Mangal Deep Publications. Jaipur, 1997

9. Verma S.B; Singh R.D; Jiloka S. K: Rural Poverty Alleviation & Employment- Deep & Deep Publications Pvt. Ltd. New Delhi 2006

10. Herring, Ronald.J.Y.: Land to the Tiller: the Political Economy of Agrarian Reform In South Asia, Oxford University press, Delhi: 1983.

11. Kaushil S.; Singh Surat: Reforms, rural Development & The Human Face-, Deep & Deep Publications Pvt. Ltd. New Delhi 2006

12. Singh Y.P: Indian Village: 2020 Vision & Mission, Vol. 1& Vol.2- Concept Publishing Company. New Delhi, 2006

13. Verma S. B.,Singh U.P., Jiloka S.K.,: Rural Development Reforms- Deep & Deep Publications Pvt. Ltd. New Delhi, 2006

284

Second Year B.A Semester-IV Course – IV

RDE – 174 DIMENSIONS OF RURAL DEVELOPMENT Theory Marks: 120



Course Objectives: • To enable students to understand the various dimensions and its implications in the

context of rural development. • To enhance knowledge on Economic aspects impacting rural development. • To facilitate an understanding on the influence of Education on rural society. • To enrich the level of information on Political aspects influencing rural

development.

Course Outcomes: • Increased and better understanding about various dimensions that enables rural

development. • Possess better knowledge on economic aspects such as rural income, poverty and

livelihood • Gained understanding on different methods of Education and its implications

Educational, • Sufficient knowledge on good governance and various socio-cultural aspects that

contributes to rural society.

UNIT - I • Economic dimension: Occupation structure, Employment and Standard of

living • Poverty and Livelihood Insecurity. • Rural Income - Sources, Strategies to raise the income of rural Society (15 Hrs)

UNIT – II

• Educational dimension: Non-Formal Education, Informal Education, Extension Education, Paulo Freire’s pedagogy, Education Policy of India

• Role of knowledge centers (15 Hrs) UNIT - III

• Political dimension: Good Governance, Legislation – 73rd Amendment Act, Role of Local self- governance in promoting rural development, Jamabandhi

• Salient Features of RTI Act – 2005 • Consumer Protection Act -1986 (20 Hrs)

285

UNIT - IV

• Socio-cultural dimension: Communalism and Casteism, Migration, Social change.

• Social Problems – Alcoholism, Illiteracy, Superstitions, Gender Inequality, Child Marriage, Devadasi System and Sexual abuse. (20 Hrs)


1. Gopalan, C. Sastri, B.V. Rama: Nutritive value of Indian Foods. National Institute of Nutrition Hyderabad. 1993

2. S. L. Goel. : Health Care Administration: Levels and aspects, Sterling Publishers Pvt. Ltd.Bangalore 1984

3. L.Ramachandra and J. Dhamalingam: Health Education – A New Approach. Vikas Publishers Pvt. Ltd. 1996

4. Verma S.B., Jiloka S.K.,Das Kannak : Rural Education and Technology Deep & Deep Publications Pvt. Ltd., New Delhi 2006

5. Verma S.B; Jiloka S.K: Pathak S.K: Rural Health care & Housing, Deep & Deep Publications Pvt. Ltd. New Delhi, 2006

6. School of Social work, Mangalore, KROSS, Bangalore & Caritas India: Good Governance- Facilitator Learning Manual, KROSS, Bangalore 2009

7. Misra,S.K, Puri,V.K : Indian Economy, Mumbai, Himalaya Publishing House. New Delhi, 2005

8. Datt Ruddar; Sundharam, K.P.M: Indian Economy, S.Chand & Company Ltd., New Delhi, 2006

9. Chalkley A.M; – A text Book for the Health Worker-New International Publishers, New Delhi 2006

10. Reddy S.R.: Teaching Health and Nutrition. Commanwealth. New Delhi, 1997

11. Goel S.L.: Good Governance- An Integaral Approach, deep & Deep Publications, New Delhi, 2007 12. Mohanty Jaganath: Modern trends in Educational Technology, Vikas Publishing House Pvt. Ltd. New Delhi 2003 13. Mayhew Arther: James H.R.: Development of Education system in India. Srishti Book Distributors. New Delhi, 2003 14 Gosh Ratna; Pramanik Ashok Kumar– Punchayat Raj system in India – Historical, Constitutional and Financial Analysis. Kanishka Publications.

New Delhi 2003 15 Mellor Hugh W.: The role of voluntary organistion in social welfare Sidney, Hangshir. London,. 1985

286

Third Year B.A Semester – V Course – V:

RDE – 175.1 METHODS AND TECHNIQUES OF RURAL COMMUNITY WORK



Credits: 03

Course Objectives: • To sensitize students on the concept community organization and its relevance to

rural community • To enable students understanding on the significance and various techniques of

social case work and social groups work. • To enrich students’ awareness on the factors affecting women empowerment and

Participatory Rural Appraisal techniques. • To orient students on research skills and techniques.

Course Outcomes:

• Increased understanding on the concept and significance of community organization/work.

• Sensitivity towards the importance of working with individuals and groups. • Sufficient practical and theoretical understanding on self-help groups and

participatory rural appraisal. • Practically conducting independent research projects and presenting the same.

UNIT – I

• Community Organization: Meaning, Principles and Objectives. • Steps in community Organization. (15 Hrs)

UNIT - II

• Working with Individuals and Groups: Objectives, and Principles. • Techniques of community work – Survey, Analysis, Evaluation, Recording

and committees (15 Hrs)

UNIT - III

• Self – Help groups in rural development, Micro-finance and women empowerment.

• Participatory Rural Appraisal: Meaning, Methods and role of PRA techniques in rural development. (15 Hrs)

287

UNIT- IV

• Social Research: Meaning, Formulation of problem, Research Designs. • Sampling in Research, Methods of Data collection, Method of Data

Processing, Importance/advantages of of Social Research in Rural Development (15 Hrs)

Books for Reference: 1. Biddle William W; Biddle L J.: The Community Development Process. Holt,

Rinchart and Winston Inc. New York ,1965 2. D’ Abreaa, Desmond A: From Development Worker to Activist. Deeds.

Mangalore, 1989 3. Ross, Murray G.: Community Organization Theory, Principles and

practice. Haarper & Rao New york ,1967 4. N. Lalitha: Rural Development in India: Emerging Issues and Trends.

Dominant Publishers and Distributors. New Delhi, 2004 5. Mishra Jagannath: My vision for India’s Rural Development. Vikas

Publishing House Pvt. Ltd. New Delhi. 1997 6. Mukhergy Neela: Participatory Learning and Action- With 100 field

methods Concept Publishing Company Pvt. Ltd. 1997 7. Mukergy Neela; Participatory rural appraisal and questionnaire survey,

Cocept Publishing Company Pvt. Ltd., New Delhi. 1995 8. Gangrade K.D.: Community Organisation in India, Popular Prakashan.

Bombay, 1971 9. Vettivel K. Surendra: Community Participation – Empowering the poorest,

Vetri Publications, New Delhi. 1992 10. Meenai Zubari: Participatory community work, Concept Publishing

Company. New Delhi 2008. 11. Ahuja Ram: Research Methodology- Methods and Techniques, Rawat

Publications. New Delhi 2003 12. Dev Rameshwari, Ravi Prakash: Social Welfare Administration- Methods

and Research, Mangal Deep Publications. Jaipur 2001 13. Bajpai, S.R.: Methods of Social Survey and Research, Kitab Mahal. Kanpur,

1976 14. Verma S.B, Shankaran P.N., Shrivastava R.K.: Rural-Based development

strategies., Deep& Deep Publications Pvt. Ltd, New Delhi. 2006 15. Kumar Somesh: Methods of Community Participation: A complete guide for

practioners, Vistaar Publications, New Delhi, 2009.

288

Third Year B.A Semester – V Course – VI

RDE – 175.2 COMMUNICATION FOR RURAL DEVELOPMENT



Credits: 03

Course Objectives: • To enhance student’s ability on various concepts of Communications and its relevance

in Rural Development. • To facilitate learners to be able to inculcate communications and presentation skills. • To enable students to gain interactive skills to reach out to public through various

practical communication strategies. • To provide theoretical and practical knowledge on street plays and role plays.

Course Outcomes: • Thorough knowledge on the concepts of Communication. • Better and increased capacity in terms of presentation and communication skills. • Practical conduction of interviews and interaction sessions. • Sufficient theory and practical knowledge on conducting street plays and role plays.

UNIT -I • Significance of Communication in Rural Development – Meaning, Process,

Types. • Barriers and Measure to overcome the barriers of Communication.

(15 hrs)

UNIT-II

• Communication skills: Interview Techniques, Interpersonal communication skills

• Meeting- Agenda, Quorum, Planning and Method of conducting the Meeting (15 hrs)

UNIT- III

• Brain storming, Role play, Street play, Group discussion, Lecture, Debate and Simulation games.

• Use of Audio/Visual aids. (15hrs)

289

UNIT- IV

• Public speaking and Presentation skills - Problems, Effective public speaking skills.

• Written communication- Letter writing, Letter of application, Advertisement, Brochures, Press release, Letter to the editor. (15 hrs)


1. Kishore, Lalith.: A Text Book of Audio –Visual Aids. Doaba House. New Delhi, 1989.

2. Rajendra C.S.: Communication Mumbai, Himalaya Publication House. New Delhi 1997

3. Shukla P.D.: Towards the New Pattern of Education in India, Sterling Publishers Pvt. Ltd. New Delhi 1984

4. Symour Smith Leonard, - Making your meeting more effective, Check list and guide, Sterling Publishers Pvt. Ltd., New Delhi, 1989

5. Jain Rashmi: Communicating Rural Development- Strategies and alternatives, Rawat Publications. New Delhi, 2003

6. Dhama O.: Extension and rural Welfare, Ram Prasad & Sons. P Bhopal 1986 7. Srampickal, Jacob: Voice to the Voiceless, The power of people’s theatre,

Manohar Publiscations, New Delhi, 1998. 8. Srampickal, Jacob, Joseph, Leela: A text book for media education, Better

Yourself Books, Mumbai,2002 9. Kanwar B, Mathew: Communication for Development and Social change,

Allied Publishers Ltd. New Delhi, 1994. 10. Colleen Mckenna: Powerful Communication Skills, Magna Publishing Co.

Mumbai, 2003. 11. Shrivastava K.M.: News reporting and Editing, Sterling Publishers New

Delhi, 1991. 12. Kumar J. Keval: Mass Communication in India, Jaico Publishing House,

Mumbai, 2011. 13. Dahama O.P & Bhatnagar, O.P: Education and Communication for

Development, Oxford Publications, New Delhi,1985. 14. Deo, Karan: Group Discussion, Ramesh Publishing House, New Delhi, 2003. 15. Carnegie, Dale: The Quick and Easy way to Effective Speaking, Pocket Books,

New York, 1969 16. Barien Roy: Beginner’s Guide to Journalism, Pustak Mahal, New Delhi,

2001.

290

Third Year B.A Semester – VI Course – VII

RDE – 176.1 RURAL DEVELOPMENT PROGRAMMES



Credits: 03

Course Objectives: • To orient students on various problems and challenges of Rural India. • To enable students to understand various programs related to rural development and

their impact. • To facilitate understanding on government organisations like CAPART and DRDA

facilitating rural development. • To enlighten students on various Environmental Movements and programmes

Course Outcomes: • Increased understanding on various programs related to rural development and their

impact. • Better understanding on current programmes by the government and other

organisations. • Possess knowledge on government organisations and its functions impacting rural

development • Gained information on Environmental movements and various programmes

UNIT - I

• Analysis of Rural problems- Social, Economic, Political and cultural • History of Rural development in India: Sriniketan, Gurgaon, Marthandam,

Ettawah, Firka development scheme, Bhoodan movement. (15 Hrs)

UNIT – II

• Rural Development Programmes under 5 year plans. • Mahatma Gandhi National Rural Employment Guarantee Scheme

(MNREGP), Swarnajayanthi Gram Swarojgar Yojana (SGSY) (15 Hrs)

UNIT- III

• Council for Advancement of People's Action and Rural Technology (CAPART), District Rural Development Agency (DRDA) – Structure and Functions (15 Hrs)

291

UNIT - IV

• Rural Infrastructure Development Programmes: Rural Electrification, Rural Transport, Rural Housing, Information and Communication Technology.

• Environment Movements – Chipko and Narmada Bachao Andolan • Environment promotion programmes - Watershed Management, Water

Harvesting (15 Hrs)


1. D’Abreaa, Desmond A: From Development Worker to Activist. Deeds Mangalore, 1989

2 N. Lalitha.: Rural Development in India: Emerging Issues and Trends., Dominant Publishers and Distributors. New Delhi 2004

3 Mohsin, Nadeen : Rural Development through Government programmes, Mittal Publications,New Delhi,1985

4 Jain Rashmi: Community Rural Development - Strategies and alternatives Rawat Publications. New Delhi 2003

5 Verma S.B; Singh R.D; Jiloka S.K - Rural Poverty Alleviation and Employment -Deep & Deep Publications Pvt. Ltd. - New Delhi 2006

6. Fisher,U.F: Towards Sustainable Development Struggling over India’s Narmada River, New Delhi Publication, 1997.

7. Verma S. B; Singh Mahendra; Kumar Rajeev: Rural Development & Enviornment- Deep & Deep Publications Pvt. Ltd. New Delhi 2006

8. Verma S.B; Singh Mahindra;Kumar Rajeev: Enviornmental Degradation in Rural area.- Deep & Deep Publications Pvt. Ltd. New Delhi 2006

9. Sundaram Sathya: Rural Development. Mumbai, Himalayan Publishing House. 2002

10. Dey S, K.: Community Development. Asia Publishing House. Bombay 1964 11 Dayal, Rajeshwar: Community Development Programme In India. Kitab

Mahal. Allahabad, 1966. 12. Deshpande R.: Farmers Distress in Karnataka: Research Report, Institute

for Social & Economic Change, Bangalore, 2002. 13. Furer- Haimenderf C: Tribes of India: The struggle for survival Oxford

University press, New Delhi, 1989. 14 Rao, M.S.A(ed): Social Movement in India: Studies in Peasant Backward

classes, Sectarian, Tribal and Women’s Movement, Manohar Publications, New Delhi, 1984.

16. Sapru.R.K: Environment Management India, Vol..I Ashok Publishing House, Newe Delhi, 1998.

292

Third Year B.A Semester- VI Course – VIII

RDE – 176.2 RURAL MANAGEMENT Theory Marks: 120



Course Objectives: • To enable students to understand the concepts of management in terms of rural

development. • To orient students on the importance of Delegation, Supervision and aspects of

Leadership. • To understand the significance of Rural Development Project Management. • To facilitate understanding on current programmes by the government and other

organisations that promotes Rural Development.

Course Outcomes: • Better understanding on the concepts of management in terms of rural development. • Increased understanding on current programmes by the government and other

organisations. • Sufficient theoretical and practical knowledge on project management.

Better understanding on Rural Development Administration in India

UNIT - I • Meaning of Management, Principles, Objectives of Management. (15 Hrs)

• Functions of Management (POSDCORB)

UNIT – II

• Importance of Delegation of responsibility and Supervision in Rural

Management.

• Leadership- Meaning, Types, Qualities of a good leader

(15hrs)

UNIT - III

• Rural Development Project Management

• Human relations skills in Rural Management, role of motivation in rural management.

• Team work – Meaning, Importance. (15 Hrs)

293

UNIT – IV

• Rural Development Administration in India – Government Departments such

as Department of Panchayat Raj & Rural Development, Dept. of agriculture

and Dept. of Animal Husbandry .

• E-governance – Meaning & Concept, Few programmes of the Government

and its uses.

(15Hrs)

Books for Reference: 1. Singh Surat; Singh Mohinder : Rural Development Administration in the 21st

century – A Multi-Dimensional Study, Deep & Deep Publications Pvt.Ltd. New Delhi, 2006

2. Chandan, T.S: Management: Theory and Practice, Vikas Publications.New Delhi, 1996

3. Srinivasan R. Chunawala S.A.: Management: Principles and Practice, Himalaya Publishers. Bombay, 1981

4. Dr. Mukhopadhyay, Malay: Resource Planning and its Impact on Rural Development: Vohra Publishers & Distributors. Allahabad. 1989

5. Dale Reidar: Organisation and Developing strategies, structure and process, Sage Publications. 2000

6. Bhatia B.S.; Prem Kumar; Chawla A.S.: Management of rural Development, Deep and Deep Publications New Delhi.

7. Berkun Scott: The Art of project Management, Shroff Publications & distributors Rawat Publications New Delhi. 2005

8. Mallik R.K; Padhi S.P – Development, Deprivation and Welfare Policy -Rawat Publications. New Delhi 2005

9. Daniel, Goleman: Emotional Intelligence: Why it can matter more than IQ, Bloomsbury, London, 1995.

10. Convey, Stephen R.: The 7 Habits of Highly Effective People, Simon & Schuster, London, 1989.

11. Daver, Rustom S (Reprint): Creative Leadership: The People Oriented Task approach, UBS Publishers, New Delhi, 1999.

12. Sing B.P, & Sing A.K: Essentials of Management, Excel Books. 13. Hernold Kootz & Heiz Wehrich: Essentials of Management, Tata McGraw

Hill, 1998. 14. Weiner.M: Human Service Management, The Dorsey Press, Illinois. 15. PRIA: Strategic planning for village Development Organisations,

Workshops: Mnnual for facilitation, Society for Participatory Research in Asia, New Delhi, 2001.

16. Mabey C.& Sealama G: Strategic Human Resourse Mangement, Blackwell, Oxford, 1995

294

SCHOOL OF SOCIAL WORK RoshniNilaya, Mangalore – 575 002

Autonomous College under Mangalore University Colleges with Potential for Excellence

Re-Accredited by NAAC with ‘A’ Grade (3rd Cycle)

Subject Title: CHOICE BASED OPEN ELECTIVES [For B.A./B.S.W. Degree Course w.e.f 2019]

PREAMBLE Choice Based Open Electives has been introduced recently for the students to get oriented to basic knowledge on topics related to Rural Development. It includes Resource Mobilisation in Rural India, Rural Development Administration in India and Sustainable Rural Development. This course is relevant for all undergraduate students despite of their streams and has become mandatory during any UG course. The fundamental objective of this course is to bring about positive awareness among the students on these issues and utilize these information and skills in their lives. The BOS after detailed discussion of all the pertinent issues at its meeting held on Friday, December 14th, 2018 approved the following syllabus for the credit-based semester scheme (Autonomous) w.e.f 2019. Objectives of the syllabus are as follows;

1. To promote an understanding on various strategies and mechanisms of Resource Mobilisation in India.

2. To bring about awareness on Rural Development Administration over the years and its implications.

3. To learn the Concepts and various Aspects of Sustainable Development.

KEY-AREAS OF INSTRUCTION: • Group discussion • Seminar/workshop presentation • Review/Recap • Project work • Practical visits • wall magazine • Case studies • Interpersonal and leadership skills

OUR VISION: To create a humane and healthy society

OUR MISSION: Mobilizing youth for justice and health care

Faculty Objective: To facilitate sensible and responsible student community.

Learner Objective: To develop appropriate knowledge, attitude and skills to face the challenges of life.

BA Programme Outcomes:

295


• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive and sensitive attitude towards self and Society.

BA (Rural Development – Open Electives) Programme Specific Outcomes: • To facilitate better understanding on the concept of Resource Mobilisation and its relevance in

Rural Development. • To enable students to gain knowledge and awareness on Rural Governance and Administration in

India. • To make students understand the significance and implications of Sustainable developments.

SCHEME OF QUESTION PAPER

(FOR ALL SEMESTERS) Total Marks: 40 No. of Hours: 02

SECTION - A

Answer all Questions in two to three sentences. 5 x 2 = 10

SECTION – B

Answer any 2 questions out of 3. 2 x 5 = 10 SECTION C

Answer any 2 questions out of 3. 2 x 10 = 20

296

CHOICE-BASED AUTONOMOUS SEMESTER SCHEME: REVISED SYLLABUS Subject Title: Elective Course

[For B.A./B.S.W. Degree Course w.e.f 2019]

Resource Mobilisation in Rural India

EC RD 401-Resource Mobilisation in Rural India



Credit: 01

Course Objectives:

• To sensitize the students on the concepts of Resources and its relevance. • To orient students on Resource Mobilisation and its significance in Rural Development. • To make them understand the concepts of Civil Society Organizations and contributions to the

Society. • To enable students to understand the various mechanisms to mobilise resources for rural

development.

Course Outcomes: • Gained knowledge on the concepts and significance of available resources. • A better understanding about Resource Mobilisation and its implications • Possess a thorough knowledge of Civil Society Organisations and their relevance to the rural

society. • Gained theoretical and practical knowledge on drafting project proposals.

UNIT- I

Identification, Mobilisation and Utilisation of Resources

Resource Mobilisation - Definition, Meaning (Men, Material and Money)

Local Resource Mobilisation, Framework – Resources, Resource Providers, Resource Mobilisation Mechanisms (8 hrs)

UNIT – II Civil Society Organisations – Benefits of Local organisations

Non-Governmental Organisations (NGOs) – Concept, Meaning, Structure

Community Based Organisations (CBOs)– Concept, Meaning, Structure (8 hrs)

UNIT - III

Mechanisms of Resource Mobilisation –Domestic,Foreign and Other Alternatives

297

Practical Strategies for mobilizing local resources - Fund raising

Project Management - Project Proposals (8 hrs)

BOOKS FOR REFERENCE:

1. Dash, Chittaranjan. Resource Mobilisation through SHGs in Urban Villages, Concept Publishing Company: 2011

2. Raman, B.S. Human Rights, Gender Equity and Environmental Studies, United Publishers, Mangalore:2008

3. Kapyepye, Mavuto. Resource Mobilisation for NGOs in Developing World, Adonis & Abbey Publishers Ltd (March 7, 2013)

4. Trivedi, Tanuja. Resource Mobilisation for Social Work, K.K. Publications 2014) 5. Goel O.P: Role of NGO’s in Development of social system, Isha Books New Delhi 2004

6. Dr. Mukhopadhyay, Malay: Resource Planning and its Impact on Rural Development: Vohra Publishers & Distributors. Allahabad. 1989

7. Berkun Scott: The Art of project Management, Shroff Publications & distributors Rawat Publications New Delhi. 2005

8. PRIA: Strategic planning for village Development Organisations,Workshops:Mnnual for facilitation, Society for Participatory Research in Asia, New Delhi, 2001.

9. Mabey C.&Sealama G: Strategic Human ResourseMangement, Blackwell, Oxford, 1995

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Dr.+Tanuja+Trivedi&search-alias=stripbooks

298



EC RD 402-Sustainable Rural Development



Credit: 01

Course Objectives:

• To orient students on the concepts Sustainable Development and its relevance. • To enhance students’ ability to understand the significance of natural resources and its

preservation. • To enable students understanding on Solid Waste management and Sustainable Agriculture. • To familiarize students on various national and international mechanisms for promoting

sustainable development.

Course Outcomes:

• Possess sensitivity towards sustainable approach in developing rural society. • Better knowledge on available natural resources and its preservation. • Improved understanding on strategies for solid waste management as well as sustainable

agriculture. • Better understanding on National and International approaches towards Sustainable Development.

UNIT- I

Sustainable Development – Meaning, Concept and Relevance

Economic, Environmental and Social Aspects of Sustainability (8 Hours)

UNIT – II

Sustaining Natural Resources – Land/Soil, Water, Forest and Energy

Solid Waste Management (3 R’s)s

Sustainable Agriculture- Organic Farming, Conservation and Preservation (8 Hours)

UNIT - III

International Mechanisms- United Nations Millanium Development Goals (MDGs)

United Nations Sustainable Development Goals

National Mechanisms – Constitutional Provisions, Environment Protection Act,Forest Conservation Act, Wildlife Protection Act andWater (Prevention and control of Pollution) Act (8 Hours)

299

BOOK FOR REFERENCE:

1. Sharma Dhiraj, Bhatia B.S: Sustainable Development – Contemporary Issues and emerging perspectives, Deep & Deep Publications, New Delhi 2010

2. Taori Kamal: Sustainable Human Development. Issues & Challenges. Concept Publishing Company, New Delhi, 2000.

3. Dutz.A.Mark: Unleashing India’s Innovation- toward Sustainable and Inclusive Growth. The World Bank, Washington.D.C. 2007.

4. Pereira Winin: Tending the Earth, Traditional, Sustainable Agriculture in India. Earth Care Books. Bombay 1993

5. Fisher,U.F: Towards Sustainable Development Struggling over India’s Narmada River. New Delhi Publication, 1997.

6. Verma S. B; Singh Mahendra; Kumar Rajeev: Rural Development &Enviornment. Deep & Deep Publications Pvt. Ltd. New Delhi 2006

7. Choyal, Rajaram: Basic Concept of Sustainable Agriculture. Random Publications, New Delhi 2013.

300



EC RD 403 Rural Development Administration in India



Credit: 01

Course Objectives:

• To facilitate learning on Indian System of Governance and Administration. • To understand the significance and relevance of local self-governance. • To create awareness on Gram Sabha and relevance of peoples’ participation in local governance. • To familiarize various Institutions that contributes towards developing rural India.

Course Outcomes:

• Possess in depth knowledge on the functions and significance of Indian Governance and Administration.

• Better knowledge on the relevance of Local Self Governance in current rural scenario. • Increased awareness on the significance of peoples’ participation in Gram Sabha or local self-

governance. • Increased knowledge on the various departments and agencies that contribute towards Rural

Development.

UNIT- I

Good Governance – Concept, Importance, Principles Local Self Governance (Rural and Urban)- Concepts 73rd and 74th Amendment Act (8 Hours)

UNIT – II Panchayat Raj Institutions (PRIs), History, structure, functions, finance to PRIs Gram Sabha (Village Council Meeting), Significance People’s Participation in Governance and its implications (8 Hours)

UNIT - III District Rural Development Agency (DRDA) and Extension Services Micro Finance and Self-help Groups (SHGs) Information Technology in Rural Administration (8 Hours)

301


1. Goel S.L.: Good Governance- An Integaral Approach, deep & Deep Publications, New Delhi, 2007

2. Sing Surat, Sing Mohinder: Rural development Administration in the 21st Century – A multi-dimensional study, Deep & Deep Publiscations New Delhi 2006.

3. Rao, C.N.Shankar: Sociology, S. Chand & Company. New Delhi 2005 4. GoelS.L:Rajesh, Shalini : Panchayat Raj in India: Theory and Practice, Deep & Deep

Publications Pvt. Ltd. New Delhi, 2003 5. Gosh Ratna; Pramanik Ashok Kumar.-Panchayat Raj system in India- Historical,

Constitutional and Financial Analysis,Kanishka Publications. New Delhi, 2003 6. Joshi R.P; Costituion of Panchayat Raj- A reassessment, , Rawat Publishing. New Delhi

1998 7. Mehta G.S: Participation of women in the Panchayat Raj.Karishka Publishers and

Distributors. New Delhi, 2002 8. Rajshekar D: Decentralized Government & NGO’s Issues, strategies & 9. Ways forward. Concept Publishing company. New Delhi 2006 10. School of Social work, Mangalore, KROSS,Bangalore& Caritas India: Good Governance-

Facilitator Learning Manual, KROSS,Bangalore 2009 11. Singh Surat; Singh Mohinder :Rural Development Administration in the 21st century – A

Multi-Dimensional Study, Deep & Deep Publications Pvt.Ltd. New Delhi, 2006

302





Agenda No.1 (i) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Secretarial Practice for B.A. Degree Programme.

The Proceedings of the BOS meeting held on Saturday, July 13, 2019 at 9:30 A.M. is placed before the Academic Council for its consideration and approval.

303

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN SECRETARIAL PRACTICE HELD ON SATURDAY, JULY 13, 2019 AT 9.30 A.M. ATSCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALORE.

MEMBERS:

1. Ms. Yogita Karkera : in the Chair

2. Mr. Charles StanyPais : (University Representative)

3. Ms. Hemalatha : Member – (Subject Expert)

4. Mr.SanthoshPai : Member - (Industry Representative)

5. Ms. AnuradhaShetty : Member - (Meritorious Alumna)

AGENDA:

i. Preparation of Panel of Examiners pertaining to 2019 – 2020 examinations.

ii. Assessment and review of I-III-V [Oct. 2018] &II-IV-VI [Apr. 2019]Semester Question Papers and results.




PART – II

The Panel of Examiners was placed before the Board which the Board hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format.

PART - III

The Board expressed satisfaction over the previous semester [i.e. I-III-V Semester Oct. 2018 & II-IV-VI Semester April 2019] Question Papers pertaining to the Board. The performance of the students in the Semester Examinations as reflected in the results is found to be satisfactory.

[See Annexure: I]

PART –IV: Any specific issue permitted by the Principal – Not Applicable

304

The Meeting concluded with the Chairperson proposing a vote of thanks.

NAME: SIGNATURE:

1. Ms. Hemalatha : …………………... ………………….

2.Mr. Charles StanyPais : …………………... ………………….

3.Mr.SanthoshPai : …………………... ………………….

4. Ms. AnuradhaShetty : …………………... ………………….

KARKERA YOGITA KESHAV CHAIRPERSON

Board of Studies in Secretarial Practice

305

SECRETARIAL PRACTICE

OVERALL RESULT ANALYSIS: 2018

Particulars I Sem

Oct.2018

III Sem

Oct.2018

V Sem

Oct.2018





NIL NIL NIL

DETAILED RESULT ANALYSIS:2018

Particulars I Sem Oct.2018

III Sem Oct.2018

V Sem Oct.2018


NIL

01

NIL

No. of students passed 80% & above but below 90%

NIL

NIL

03


02

02

01


03

05

02


01

03

01


04

01

01


01

NIL

03

No. of students below 35%

04

02

01

Pass Percentage

73.33%

85.71%

91.66%

306

SECRETARIAL PRACTICE

OVERALL RESULT ANALYSIS: 2019

Particulars II Sem

Apr.2019

IV Sem

Apr.2019

VISem

Apr.2019



No. of Students Failed 05 01 NIL

No. of Students Discontinued NIL NIL NIL

DETAILED RESULT ANALYSIS:2019

Particulars II Sem Apr.2019

IV Sem Apr.2019

VISem Apr.2019


NIL

02

NIL


01

04

03


03

04

01


03

02

03


01

01

03


01

NIL

01


01

NIL

01

No. of students below 35% 05 01 NIL Pass Percentage 66.66% 92.85% 100%

307

TOP SCORERS IN SECRETARIAL PRATICE: 2016 - 2019 Batch


Reg. No.

Name of the Candidate

Marks

obtained [out of 1200]

%

Alpha-sign Grade

Ranking Among

Sec. Prc. students

164330013 Shakira 1043 86.91 A++ FIRST

164330004 Kairunnisa 1000 83.33 A+ SECOND

164330015 Sushma S 926 77.16 A+ THIRD

308



Re-Accredited by NAAC with ‘A’ Grade – (3rd Cycle) CHOICE-BASED CREDIT SYSTEM

Subject Title: SECRETARIAL PRACTICE [For B.A. Degree Course w.e.f. 2019-2020]

PREAMBLE:

Secretarial Practice being a highly job-oriented subject needs regular revision of its syllabus in order to remain relevant in the fast-changing employment market. Now-a-days, recruiters give paramount importance to soft skills -- effective communication skills, positive attitude and spirit of team-work -- besides competent professional skills.

The BOS after detailed discussion of all the pertinent issues at its meeting held on Tuesday, December 18, 2018 approved the following syllabus for the Credit-based Semester Scheme (Autonomous) with its clearly spelt out objectives.

OBJECTIVES:

At the end of a six-semester Degree Course, a student of Secretarial Practice is expected to acquire a fairly reasonable competence in the following areas:

• Handle routine Postal & Banking transactions. • Use secretarial skills for performing job-related tasks. • Use English confidently for both spoken and written communication as well as

be able to handle correspondence independently. • Make presentations using audio-visual aids. • Knowledgeable in handling accounts. • Able to plan, co-ordinate and conduct Meetings. • Develop an understanding of Stock Market and its investment options. • Able to operate the following Window-based Computer Applications - MS-Word,

PowerPoint, Tally Accounting Package, Coral Draw, Excel, Photoshop, PageMaker • Gain maturity to understand and accept personal strengths and weaknesses and be

willing to learn continuously and strive for self-improvement by developing positive attitudes.

• Able to work harmoniously as a contributing member of a team to achieve organizational goals.

309


• Spoken English • Keyboarding & Computer applications • Communication & Correspondence • Investment Planning • Accounting Skills • Soft Skills & Personality Development • Internet Skills • Human Resource Practices


Receptionist, Front Office Executive, Customer Service Executive, Administrative Assistant, Executive Assistant, Secretary, Marketing Coordinator, Office Manager.

The course provides students who qualify an easy entry into the business world. The course teaches the essential skills required in the modern office, and prepares students for positions that offer opportunities for professional advancement.

OUR VISION: In Pursuit of Academic Excellence

OUR MISSION: Striving for Success

Faculty Objective: To respond academically to continuously changing technology and requirements of the job market. Learner Objective: To continuously strive for self-improvement and be able to work independently with a team spirit.

Academic Programme and Scheme of Examination are given in detail in the following pages along with Summary Charts showing the semester-wise distribution of Academic content, and the Teaching work-load.

BA PROGRAMME OUTCOMES:


• Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive and sensitive attitude towards

self and Society.

310

BA (SECRETARIAL PRACTICE)

PROGRAMME SPECIFIC OUTCOMES:

• Employability Opportunities. • Able to operate Computer Applications such as Ms- Word, Ms-Powerpoint,

Tally Accounting Package, Ms-Excel, Coral Draw, Photoshop & Pagemaker • Able to work harmoniously as a contributing member of a team to achieve

organizational goals. • Gain maturity to understand and accept personal strengths and weaknesses

and be willing to learn continuously and strive for self-improvement by developing positive attitudes.

• Increases essential skills required in the modern office. • Increases the opportunities for Professional Advancement.

311


Autonomous College under Mangalore University Re-Accredited by NAAC with ‘A’ Grade – (3rd Cycle)

DEPARTMENT OF SECRETARIAL PRACTICE



Theory (80 Marks) Practical (40 Marks) Theory (80 Marks) Practical (40 Marks)

1. Modern Office

2. Secretarial

Functions

3. Soft Skills & personality development

Computer:

* Keyboard Drill -10 wpm

(10 Marks)

* Role Play (10 Marks)

*Spoken English skills:

Self-Introduction

(10 Marks)

1. Company Secretary 2. Essentials of Meeting 3. Drafting Notice & Minutes

Computer:

* Keyboard Drill - 20 wpm (10 Marks) * Internet Options (10 Marks)

* Spoken English Skills: Welcome Speech, Introducing the Guest, Vote of Thanks (10 Marks)



1. Postal Transactions 2. Modern Banking Services 3. Insurance

Computer:

* Keyboard Drill -30 wpm (10 Marks) * MS-Word (15Marks) * Spoken English Skills – Pick & Speak (05 Marks)

1. Principles of Communication 2. Business Communication 3. Business Correspondence (Drafting)

Computer:

* Photoshop (10 Marks) * Power Point (5 Marks) *Presentation Skills (15 Marks)

V Semester VI Semester


1. Human Resource Planning

2. Pay Scale & Fringe Benefits

3. Selection Tests & Interview ------------------------ Theory (80 Marks)

Computer:

* MS-Excel (15 + 15Marks) * DTP using InDesign or similar software (20 Marks) *Spoken English Skills - Debating

1. Indian Corporate World 2. Personal Investment & Financial Planning 3. Income Tax Concepts & Computation --------------------------------

Theory (80 Marks) -------------------------------- 1. Accountancy - III

Computer:

* Tally Accounting Package (20 + 15 Marks) *Vector Graphics using Inkscape or similar software (15 Marks)

312

-----------------------1. Accountancy- Concepts

2. Accountancy - I 3. Accountancy - II

(10 Marks)

2. Accountancy – IV 3. Basics of Auditing

* Spoken English Skills: Compeering (10 Marks)

313

DEPARTMENT OF SECRETARIAL PRACTICE

SUMMARY CHART w.e.f. 2019-20

Semester

Examination

Int. Assmnt. Marks

Total

Marks

Credits

Teaching Work load

Theory Marks

Practical Marks

Th. + Pr.

I Sem- Course I SEP 201 Modern Office &Secretarial Functions

80

40

20+10

150

3

4+3=7 Hrs.

II Sem - Course II: SEP 202 Company Secretary & Essentials of Meetings

80

40

20+10

150

3

4+3=7 Hrs.

III Sem - Course III: SEP 203 Postal, Banking& Insurance Transactions

80

40

20+10

150

3

4+3=7 Hrs.

IV Sem - Course IV: SEP204 Communication & Business Correspondence

80

40

20+10

150

3

4+3=7 Hrs.

V Sem - Course V: SEP 205.1 Human Resource Management Course VI:SEP 205.2 Accounting Practices Course VII – SEP 205.3 Practical

80

--

20

100

6

3 Hrs.

80

--

20

100

3 Hrs.

--

80

20

100

4 Hrs.

VI Sem Course – VIII SEP 206.1 Personal Financial Planning & Income Tax

Course IX – SEP 206.2 Accountancy & Basics of Auditing Course X – SEP 206.3 Practical

80

--

20

100

6

3 Hrs.

80

--

20

100

3 Hrs.

--

80

20

100

4 Hrs.

314

SECRETARIAL PRACTICE (Choice-Based Credit System)

I B.A. – I Semester SEP 201 Course– I: MODERN OFFICE & SECRETARIAL FUNCTIONS SEP 201



Credits: 02 Course Objectives: • To understand the Modern Office concept and the Secretarial Practice • To understand the soft skills required for the employees in the organization. • To understand the Laws & principles given up by the Authors which is

required to develop the personality of the employee in the organization? • To speed up the keyboard drill and the language based skills.

Course Outcomes: • Ability to perceive the importance of Office. • Inculcates the soft skills required for an employee. • Acquires the typing speed and accuracy in keyboard drill • In depth knowledge about the Secretarial Functions.

UNIT – I (16 hours)

MODERN OFFICE

1.1 Meaning of Office, Importance and Functions, Organization Chart 1.2 Office Management & Office Manager – Meaning & Functions 1.3 Front Office, Back Office & Virtual Office, Office Etiquette

UNIT – II (16 hours) SECRETARIAL FUNCTIONS 2.1 Secretary – Definition, Role, Professional Qualities, Qualifications and duties 2.2 Private Secretary & Secretary of a Government Department 2.3 Handling visitors, Making Travel arrangements, Records Management

UNIT – III SOFT SKILLS & PERSONALITY DEVELOPMENT (16 hours) 3.1 Self-Confidence, Self-esteem, Stress Management 3.2 SWOT Analysis, Johari’s Window 3.3 Parkinson’s Law, Pareto’s Principle & Time Management, Goal setting & Prioritization

315

SCHEME OF EXAMINATION: THEORY*

(*Common to all Semesters except for Paper VI of 5th Semester &

Paper VII of 6th Semester)

Time: 3 Hrs Max. Marks: 80

Internal Assessment: 20

Section ‘A’

10 spread across all Units (No choice) 10 x 2 = 20

Section: ‘B’

Four questions to be answered out of five questions 4 x 5 = 20

Section: ‘C’


(With or without sub-divisions)

SCHEME OF EXAMINATION: THEORY

(Paper VI & IX– Accounting Practices / Accountancy & Basics of Auditing

5th / 6th Semester)



Section ‘A’

10 spread across all Units (No choice) 10 x 2 = 20

Section: ‘B’


Section: ‘C’

Two questions to be answered out of three questions 2 x 15 = 30

(With or without sub-divisions) +

One compulsory question 1 x 10 = 10

316

SCHEME OF EXAMINATION: THEORY (Paper VII – Personal Financial Planning & Income Tax – 6th Semester)

Time: 3 Hrs Max. Marks: 80 Internal Assessment: 20

Section ‘A’ 10 spread across all Units (No choice) 10 x 2 = 20

Section: ‘B’


Section: ‘C’

Two questions to be answered out of three questions 2 x 10 = 20

(With or without sub-divisions) +

One compulsory question – Computation of Income Tax 1 x 20 = 20

******

PRACTICAL CONTENTS – (First Semester)

(40 hours)

A. Keyboard Drill using Typing Master on the Computer – 10 WPM B. Role Play C. Spoken English Skills: Self-introduction TASKS:

Touch Typing System – Keyboard drill Demonstrations on Role Play Language Based Skills – To present self-introduction impressively

SCHEME OF EXAMINATION: PRACTICAL Time: 3 Hrs Max. Marks: 40 Internal Assessment: 10 Keyboard Drill – 10 WPM (Speed and Accuracy) 10 Role Play 10 Self-introduction 10 Viva Voce 05 Class Record 05

317

II SEMESTER SEP 202 PAPER II: COMPANY SECRETARY & ESSENTIALS OF MEETINGS




• To understand the role of Company Secretary. • To study the business entities. • To understand the importance and essentials of meeting. • To understand the components of WordPad and help the students in studying

the components of Internet.

Course Outcomes:

• In depth knowledge about the different types of Business entities. • Acquires the knowledge regarding qualification, rights, functions and duties

performed by Company Secretary. • Ability to organise the Meeting. • Drafting of Notice and Minutes. • Keyboard drill typing speed and accuracy can be increased. • Surfing Internet, uses of Internet, attachments and managing folders. • Delivering Welcome Speech, Introducing a guest and proposing a Vote of Thanks.

UNIT – I: COMPAY SECRETARY

1.1 Types of Business entities – Sole or Proprietorship / Partnership – Public / Private Ltd., Co., – Memorandum of Association – Articles of Association

1.2 Company Secretary – definition and meaning – KMP (Key Managerial Personnel) 1.3 Qualifications, Rights, Functions, and Duties

UNIT – II: ESSENTIALS OF A VALID MEETING – Part: I (16 hours) 2.1 Meeting – Meaning and Types 2.2 Authority – Agenda – Quorum - Chairperson 2.3 Notice – Contents – Format - Drafting (16 hours)

318

UNIT – III: ESSENTIALS OF A VALID MEETING - Part: II 2.4 Points of Order – Motion – essentials of valid motion 2.5 Resolution - Types 2.6 Voting – Methods of Voting 2.7 Minutes – Contents – Format - Drafting (16 hours)

PRACTICAL CONTENTS (40 hours)

A. Keyboard Drill using Typing Master on the Computer – 20 WPM B. E-mail & Internet- Connecting to Internet, uses of internet, Popular Search engines - Email options: Attachments, Managing Folders, and Settings C. Spoken English Skills: Welcome Speech / Introducing the Guest / Vote of Thanks TASKS: Touch Typing System – Keyboard drill Delivering Welcome Speech, Introducing a Guest, and proposing a Vote of thanks. Surfing the Net and eliciting information Creating e-mail ID and put it to active use.

SCHEME OF EXAMINATION: PRACTICAL Time: 3 Hrs Max. Marks: 40 Internal Assessment: 10 Keyboard Drill – 20 WPM (Speed and Accuracy) 10 Spoken English Skills (any one of the above) 05 Searching the Net & downloading the required information on a given task + WordPad 10 Demonstrating e-mail options and performing the given task 05 Viva Voce 05 Class Record 05

319

III SEMESTER

SEP 203 Course – III POSTAL, BANKING & INSURANCE TRANSACTIONS




• To understand the Postal dealings and the schemes. • To understand the Modern Banking Services available to the Customers. • To study the Insurance Principles, Products, Claims and Settlement

Procedures. • To understand the components of MS-Word and to speed up the keyboard

drill and spoken skills.

Course Outcomes:

• Sound Knowledge of different facilities available in the Postal Department. • Familiarity with the Modern utilized in the Banking Sector. • Acquire the Knowledge of different Insurance Policies, its claims and settlement

procedure. • Creating a document with Page settings, Table, Drawing an object and Mail-Merge

in MS- Word. • Keyboard drill typing speed and accuracy can be increased.

UNIT I (16 hours) POSTAL 3.1 Speed Post & Courier Services 3.2 VPP, Parcel Post, Book Post, Registered Post 3.3 Money Order & Instant Money Order, MO Videsh, International Money Transfer 3.4 Postal Franking 3.5 Postal Savings Schemes

UNIT II (16 hours)

MODERN BANKING SERVICES 3.6 Deposit Accounts: Savings/Current/Fixed & Recurring Deposit a/cs – Account opening procedures, NRI Accounts 3.7 Advances: Overdrafts. A detailed study of Housing/Vehicle (Personal use) Loan Schemes – Current trends, Interest rates, Types of security and repayment options. 3.8 Credit and Debit Cards 3.9 Custodial Services

320

3.10 ATM – Operation & Advantages 3.11 Cheques, Demand Draft, Pay Order 3.12 Core Banking System / Net Banking and its advantages

UNIT III (16 hours)

INSURANCE 3.13 Meaning and definition of Insurance- Risk Profile 3.14 Basic Principles of insurance – good faith – Insurable interest – indemnity – nomination and other features. 3.15 Role of IRDA 3.16 Insurance Products: Life Insurance – Health Insurance – Critical Illness - Accident – Group – Pension Plans - ESI Scheme 3.17 Claims and Settlement Procedures: Vehicle, Property, Health, Life


A. Keyboard Drill using Typing Master on the Computer – 30 WPM (Increased emphasis on Speed and accuracy.)

B. Spoken English Skills – Developing Extempore skills C. Computer – MS WORD - File operations, Editing the Text, Creating Columns, Tables, Inserting Objects, Header/Footer, Footnotes and Endnotes, Page set-up, Mail merge and printing. TASKS: Touch Typing System – Keyboard Drill Spoken English Skills: Pick & Speak Computer – MS WORD

Creating a document with page settings Table handling Drawing an object Mail-merging

SCHEME OF EXAMINATION: PRACTICAL



Keyboard Drill – 30 WPM (Speed and Accuracy) 10 Spoken English Skills – Pick & Speak 05 MS WORD 15 Viva Voce 05 Class Record 05

321

IV SEMESTER

SEP 204 Course - COMMUNICATION & BUSINESS CORRESPONDENCE




• To understand the Principles of Communication. • To interpret Business Communication and its Correspondence. • To improve the presentation skills. • To manipulate, morphing, resize, and to give animation effect in Photoshop.

Course Outcomes: • Comprehend the Importance of Principles of Communication. • Analysing the Business Communication Process. • In depth knowledge about the Enquiries, Placing Orders, Claims, Complaints, and

Collection of Circulars. • Competency in creating image, compositions and adding affects.

UNIT I (16 hours) PRINCIPLES OF COMMUNICATION 4.1 Definition, Nature, Scope & Purposes of Communication 4.2 Process and Types of Communication 4.3 Verbal & Non-Verbal Communication 4.4 Importance of Listening 4.5 Communication Barriers and Ways of overcoming them

UNIT II (16 hours) BUSINESS COMMUNICATION 4.6 Importance, Meaning and Objectives of Business Communication 4.7 Principles of Written Business Communication: The Seven Cs 4.8 The Writing Process 4.9 Parts and Format of a Business Letter

UNIT III (16 hours) BUSINESS CORRESPONDENCE 4.10 Enquiries (Price/Reference/Status) 4.11 Placing Orders 4.12 Claims/Complaints/Collection 4.13 Circulars

322


A. Photoshop B. PowerPoint and Multimedia C. Presentation Skills – Using slides/animation TASKS:

Presentation Skills using PowerPoint Preparing slides with graphics and sound

• To prepare a suitable presentation package using different types of effects • To prepare PowerPoint slides to explain secondary storage devices • To prepare PowerPoint slides to display different types of software packages • To make a Multimedia presentation on New –generation Automobiles/Home Appliances • To make a Multimedia presentation of places of Tourist-interest in your city. • To make a presentation on Water-shed Management. • To make a presentation of various activities of your college.

Photoshop: Sparkle Effects To give a simple animation for Still Images Sculpture Red Curtain Lighting effect Rainbow Effects Gradient effect on text Texture pattern on text Glass effect on text Writing text on Image

SCHEME OF EXAMINATION: PRACTICAL Time: 3 Hrs Max. Marks: 40 Internal Assessment: 10 Power Point 10 Photoshop 10 Presentation skills 10 Viva Voce 05 Class Record 05

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V SEMESTER

SEP 205.1 Course –V- HUMAN RESOURCE MANAGEMENT



Credits: 02

Course Objectives: • To understand the task and role performed under Human Resource

Management. • To study the Salary Administration. • To understand the Leave rules for the Employees. • To study the Fringe Benefits.

Course Outcomes: • Effective utilisation of Human Resource Department. • Sound knowledge of DA, HRA, CCA. • Ability to calculate Salary Deductions. • Depth knowledge of Casual, Earned, Maternity, Paternity, Half Pay Leave. • Analysing the Leave Encashment. • Acquiring the knowledge about Fringe benefits and Social Security.

UNIT – I (14 hours) RECRUITMENT & SELCTION 5.1 Human Resource Planning – Definition – Importance – Need 5.2 Recruitment & its Sources: Advertisements, Placement Agencies, Recruitment Boards, Walk-in, Campus Recruitment 5.3 Meaning, Objectives & Types of Interviews 5.4 Group Discussion 5.5 Facing Interviews 5.6 Drafting Resume/Curriculum Vitae

UNIT II (14 hours)

SALARY ADMINISTRATION 5.7 Salient features of Pay Scale vs. Stipend/Consolidated Pay 5.8 Basic Pay - Increments – Dearness Allowance, House Rent Allowance, City Compensatory Allowance 5.9 Salary Deductions: Contributions to LIC/EPF/GI/FBF, Profession Tax, Mediclaim, Income Tax – TDS 5.10 Gross Pay & Net Pay

324

UNIT III (20 hours)

LEAVE RULES & FRINGE BENEFITS 5.11 Meaning & Objectives of: 5.11.1 Casual Leave 5.11.2 Earned Leave 5.11.3 Maternity Leave 5.11.4 Paternity Leave 5.11.5 Half Pay Leave 5.11.6 Leave Encashment 5.12 Fringe Benefits - Meaning, Types, Tax implications 5.13 Social Security – Employees Provident Fund, Gratuity and Pension Schemes 5.14 Meaning, objectives and types of Performance Appraisals 5.15 A Note on Legal compliance

325

SEP 205.2 Course VI: ACCOUNTING PRACTICES




• To study the basic concepts of Book Keeping. • To understand the concepts and conventions of Accounting. • To study the rules and regulation required for journalizing and posting of

ledger. • To understand the concepts of Trail Balance and Bank Reconciliation

Statement. Course Outcomes:

• Sound knowledge of the objectives of Book Keeping. • Ability to journalize the given statement and to post them to the ledger. • Acquires the in depth knowledge of different types of Cash Book. • Analysing and calculating of Trail Balance, Profit & Loss a/c and Balance sheet. • Sound knowledge of the preparation of Bank Reconciliation Statement.


BASIC CONCEPTS 6.1 Meaning & Objectives of Book Keeping 6.2 Accounting Principles- Accounting Concepts and Conventions 6.3 Double Entry System & its rules

UNIT – II (14 hours) ACCOUNTANCY: I 6.4 Journalizing and its rules 6.5 Ledger 6.6 Subsidiary Books 6.7 Cash Book 6.8 Petty Cash – Imprest System

UNIT – III (20 hours)

ACCOUNTANCY: II 6.09 Bank Reconciliation Account of small-scale organizations 6.10 Preparation of Trial Balance 6.11 Preparation of Receipts & Payments/Income & Expenditure Accounts of Non-trading concerns

326

SEP 205.3 Course – VII: PRACTICAL



Credits: 02

Course Objectives: • To understand the components to work in Excel Spread Sheet. • To study the different task performed in the InDesign. • To improve the Debating Skills. • To study the on-going issues of the world.

Course Outcomes: • Ability to create PowerPoint slides using different types of effects. • Acquires in dept knowledge of changing the pattern of the cells. • Ability to filter the records. • Effective utilization of formulas and functions while calculating. • Application of What-if- Analysis. • Effective utilization of Data Table. • Ability to create posters, brochures, magazines, newspapers in InDesign. • Ability to import text from Ms-Word, Excel and PDF in InDesign. • In depth knowledge about various aspects that is taking place in the world.

Computer – Excel (Using Formulas and Spread sheet options) TASKS:

* Spreadsheet:

Formatting the cell with number format Changing the pattern of the cell Inserting cells, Rows, Columns Creating the sheet & printing it Using functions for calculations Creating a Graph & formatting it & printing Inserting a picture Inserting a chart Filtering Records using Advanced Filter Pivot table Goal Seek Data Table (with two variables)

327

DTP using InDesign (or similar software)

TASKS:

Tool Box Text Formatting Columns, Drop Cap, Text Wrap using graphics Importing Text from MS –WORD, EXCEL, PDF Bullets, Numbering, Indentation, and Tabs Table Formatting Drawing with Pencil Tool Page Numbering and Layers Creating documents in Regional Languages Using Templates Print options

Spoken English Skills: Debating

Note: Industrial visits / Exposure visits are a desirable component.

SEP 205.3 SCHEME OF EXAMINATION: PRACTICAL



Excel – using Spread Sheet options ( 2 tasks = 15 + 15) 30 InDesign 20 Spoken English Skills: Debating 10 Viva Voce 10 Class Record 10

328

VI SEMESTER

SEP 206.1Course VIII: PERSONAL FINANCIAL PLANNING & INCOME TAX




• To understand the Personal Financial & Investment Planning. • To understand the Indian Corporate World. • To study the concept of Personal Income Tax. • To understand and compute the tax calculation.

Course Outcomes: • Analysing the concept of Investment. • Depth knowledge of Indian Corporate World. • In depth knowledge about function and role of SEBI. • Sound knowledge of deductions for the computation of Salary. • Analysing and Computation of Personal Income Tax Liability

UNIT I (14 hours)

INDIAN CORPORATE WORLD 8.1 Introduction to Equities 8.2 Public Issues/IPOs – Price Band - Share application Forms, Primary & Secondary Markets – Stock split, Bonus shares – Dividend - Share Holding & Trading in Shares DMAT a/cs – Securities Transaction Tax (STT) 8.3 BSE/NSE Indices - Sector Indices (Banking, IT, FMCG etc.) 8.4 Mutual Funds

UNIT II (16 hours)

PERSONAL FINANCIAL & INVEESTMENT PLANNING 8.5 A guide to Financial Planning 8.6 Personal Financial Planning 8.7 Principles of Sound Investment 8.8 Personal Investment Planning 8.9 The Business of Investing – (Where & where not to invest) 8.10 An Equity Investment Model for the common investor 8.11 Investor Grievance Redressal Mechanisms and Regulatory Bodies: SEBI and its role

UNIT – III (18 hours) PERSONAL INCOME TAX – CONCEPTS & COMPUTATION 8.12 Concepts of Personal Income Tax 8.13 Prevailing rates of Income Tax

329

8.14 Short Term/Long Term Capital Gains Exemptions u/s 54, u/s 54B 8.15 Deductions Under Chapter VI-A 8.15.1 Profession Tax 8.15.2 House Rent Allowance - u/s 10(13A) 8.15.3 Deductions under Chapter VIA: U/S 80C, U/S 80CCC, U./S 80CCD 8.15.4 Deductions U/S 80D, U/S 80DD, U/S 80DDB, U/S 80E, U/S 80U, U/S 80G 8.15.5 Deductions U/S 24(b) 8.16 PAN and its importance 8.17 Penalty U/S 271F 8.18 Computation of Personal Income Tax Liability to demonstrate the provisions specified above. (To work out 5 simple problems)

330

SEP 206.2 Course-IX: ACCOUNTANCY & BASICS OF AUDITING



Credits: 02

Course Objectives:

• To understand the concepts of Final Accounts with adjustments. • To study the concepts and methods of Depreciation. • To acquire the knowledge of GST. • To study the basics of Auditing and its types.

Course Outcomes: • Ability to calculate Final Accounts with adjustments. • Applying different methods for calculating Depreciation. • Implementation of GST. • Implementation of auditing process used by Auditors. • Sound knowledge of Internal and External Auditing Process.


ACCOUNTANCY - III 9.1 Preparation of Trading A/c 9.2 Preparation of Profit & Loss A/c 9.3 Preparation of Balance Sheet 9.4 Final Accounts with Adjustments 9.5 Depreciation – Concepts & Methods 9.6 A Note on Goods & Services Tax

UNIT – II (12 hours)

BASICS OF AUDITING 9.7 Definition of Auditing - Essential Features – Objectives, Functions, Advantages & Limitations of Auditing 9.8 Basic Principles governing Audit 9.9 Vouching – meaning, objectives, importance, and types

UNIT – III (15 hours) TYPES OF AUDIT 9.10 Classification of Audit:

a. On the basis of Legislative control: Statutory and non- • Statutory Audit • Govt. Audit

9.11 b. On the basis of Auditor and Management:

331

External Audit Internal Audit

9.12 c. On the basis of Periodicity: Continuous Audit Interim Audit Periodical Audit

9.13 Internal Auditor Vs External Auditor SEP 206.3 PRACTICAL CONTENTS Theory Marks: 80



SEP 206.3 Course– X: Practical

Course Objectives: • To understand the Tally Accounting Package. • To study the graphics using Inkscape. • To acknowledge the Compeering skills. • To study the on-going issues of the world.

Course Outcomes:

• Creating company-ledgers, passing journal entries in Tally. • Creating drawings, designing a logo, graphic page and advertisement using Inkscape. • Possess the necessary skills required for compeering the programs. • Sound knowledge about the ongoing issues.

A. Computer – Tally Accounting Package B. Vector Graphics using Inkscape (or similar software) C. Spoken English Skills

TASKS: Creating a Company, Creating Ledgers, Passing Journal Entries in Tally. Vector Graphics: Creating simple drawings, designing a logo / Graphic Page, Advertisements, Spoken English Skills: Compeering

332

SEP 206.3 SCHEME OF EXAMINATION: PRACTICAL Time: 3 Hrs Max. Marks: 80


Vector Graphics 15 Tally Accounting Package 35 Spoken English Skills: Compeering 10 Viva Voce 10 Class Record 10

******

BOOKS RECOMMENDED: I & II SEMESTER

Adair, John. Effective Time Management, Rupa & Co., Calcutta: 1989 Adair, John. Effective Leadership: How to Develop Leadership Skills, Rupa & Co., New Delhi: 1988 Alex K. Dr., Soft Skills: Know Yourself and Know the World (2nd rev. ed.). New Delhi: S. Chand and Company Ltd., 2011. Alex K. Dr., Soft Skill, S.Chand Publishing, reprint 2010 Arora, S.P. Office Organisation & Management, Vikas Publishing House: New Delhi, 1990 Bhatia, R.C. Office Management & Commercial Correspondence, Sterling Publishers, New Delhi: 1998 Batra Promod, Simple ways to manage stress, Think INC, 2000 Bender, Peter Urs. Leadership from Within. Macmilan India Ltd., New Delhi: 1997 Butterfield, Jeff. Soft Skills for Everyone. Delhi: Cengage Learning India Pvt. Ltd., 2010. Chopra, R.K. Office Organisation & Management, Himalaya Publishing House: Delhi, 1990. D’Souza, Antony. Leadership, Better Yourself Books, Bombay: 1985 ELBS) Engell, Pauline Executive Secretary’s Handbook, Vikas Publication, New Delhi, 1985. Ghosh, Prasad Kumar & Ghosh, Prasata Kumar. Hand Book of Secretarial Practice & Office Procedure, Vidyalaya Library Pvt. Ltd: Calcutta, 1989. Hall, Christine. How to be a Freelance Journalist, Jaico Publishing, Mumbai:1998 Jois, PV Dr. Dynamics of Personality, Vijaya Publishing, Bangalore, 2010 Kamath, M.V. Professional Journalism, Vikas Publishing, New Delhi: 1998 (rpt) Khera, Shiv. You Can Win, Macmillan India, New Delhi: 1998 Kuchhal, M.C. Secretarial Practice, Vikas Publishing House: New Delhi, 1992 McGrath, E.H. Basic Managerial Skills for All, Prentice-Hall India, NewDelhi: 1996 Mencher, Melvin. Basic News Writing, UBS, New Delhi: 1997 (rpt) Moss, Geoffrey. Managing for Tomorrow: A Mentors for New Team Leaders, Vikas Publishing, New Delhi: 2000 Parkinson, Mark. How to Master Personality Questionnaires, Kogan Page, New Delhi: 2003 (rpt) Pekelis V, Realize your Potential, Mir Publishers Moscow, 1st Edition, 1987 Quible, Zane K. Administrative Office Management – An Introduction, PHI Learning Pvt. Ltd. New Delhi: 2011 (8th Edn. Indian rpt.) Rao, Narasimha PVL. Style in Journalism, Orient Longman,Chennai:1998

333

Rao, V.S.P. & P.S. Narayana. Text Book of Office Management, Tata McGrow-Hill Publishing: New Delhi, 1987. Richard J. Smith Mark Gibbs & Paul Mcfedries, Navigating the internet, Sams. Net Publishing Third Edition 1995. Robbins, Stephen P. and Philip L. Hunsaker. Training in Interpersonal Skills: TIPS for Managing People at Work. (5th ed.) New Delhi: PHI Learning Pvt. Ltd., 2009. Roy, Barun. Beginners’ Guide to Journalism, Pustak Mahal, Delhi: 2001 Secretan, Lance. How to be an Effective Secretary, Pan Books Ltd., London. 1986. Thuring, F.C. Office Practice Today, Pitman Books, London 1982. Whitehead, G. Office Practice Made Simple, Heinemann, London: 1982, (5th edn. Whitehead, Geoffrey. Secretarial Practice Made Simple, Rupa & Co. Delhi, 1986

BOOKS RECOMMENDED: III & IV SEMESTER

Bahl, Sushil. Business Communication Today, Response Books, New Delhi 1996 Bansal, R..K. & Harrison, J.B. Spoken English, Orient Longman, Madras: 1995 Bhatia, R.C. Business Communication, Ane Books Pvt. Ltd.- 2nd Edition- 2008 Dayley, Lisa Danae & Dayley, Brad. Photoshop CS5 Bible. Wiley India Ltd., New Delhi: 2011 Dunlop, Ian & Schrand, Heinrich. Communication for Business, Pergamon Press, Oxford: 1987(rpt) Ganguly Anand- Insurance Management, New Age International Publishers, Reprint 2009 Guptha P K Dr. – Insurance and Risk Management, Himalaya Publishing House, New Delhi, 1st Edition, 2004 Kapoor A N – A Guide to Business Correspondence & Communication Skills, Sultan Chand & Sons, New Delhi – 2004 Edition Koneru, Aruna. English Language Skills. McGraw Hill, New Delhi: 2013 (2nd rpt) Koneru, Aruna. Professional Communication, McGraw Hill, New Delhi: 2013 (10th rpt) Mishra M N & Mishra S B – Insurance Principles and Practice, Sultan Chand & Sons, New Delhi, 15th Edition, 2008 Mohan Krishna & Singh, N.P. Speaking English Effectively, Macmillan India, New Delhi: 1995 Muraleedharan D.- Modern Banking-theory & Practice, PHI Learning Pvt Ltd, New Delhi,2009 Murphy, A Herta & Peck E Charles. Effective Business Communication McGraw Hill Book Co., New York: 1980 Pal Karam, Bodla B.S. & Garg M C- Insurance Management Principles and Practice, Deep & Deep Publications Pvt. Ltd. New Delhi, 2007 Pal Rajendra & Korlahalli J.S. – Essentials of Business Communication, Sultan Chand & Sons, New Delhi, 2009 -12th edn. Raghunandan B.V- Modern Banking, Sushrutha Books Ltd., Udupi, 1st Edition- 2006 Rai Urmila & Rai S.M – Business Communication, Himalaya Publishing House, Mumbai, 9th Revised edn., 2007 Raman B.S.- Modern Banking, United Publishers, Mangalore, 2nd edition 2007. Wells, Walter. Communications in Business, Kent Publishing Co., Boston : 1981 (3rd edn) Widowson, H..C. Teaching Language as Communication, OUP, London: 1984 Wright, Chrissie.ed. Handbook of Practical Communication Skills, Jaico Publishing, Mumbai: 1999

334

BOOKS RECOMMENDED: V AND VI SEMESTER

Ali, Mohd. Ashraf & Ahmad, Mushtaq. Auditing, Regal Publications, New Delhi: 2013 Bansal, R..K. & Harrison, J.B. Spoken English, Orient Longman, Madras: 1995 Bernstein, William J, The Four Pillars of Investing, McGraw Hill Bernstein, William J, The Intelligent Asset Allocator, McGraw Hill Bogle, John C, Common Sense on Mutual Funds, John Wiley & Sons, Inc. Bogle, The Little Book of Common Sense Investing: The Only Way to Guarantee Your Fare Share of Stock Market Returns, John Wiley & Sons Inc., 2007 edn. Dessler, Garey. Human Resource Management, Prentice – Hall India Ltd; New Delhi: 1997 (7th edn, Indian rpt) Graham, Benjamin, The Intelligent Investor, Harper Collins, 2003 revised edn. with commentary by Jason Zweig and an introduction by Warren E Buffett Jain, Satish. Excel Made Simple, BPB Publications, New Delhi: 2010 Jain, Satish. Microsoft Excel 2007 Training Guide, BPB Publications, New Delhi: 2011 Koneru, Aruna. Professional Communication, McGraw Hill, New Delhi: 2013 (10th rpt.) Lodha, Ashok. LP Computer Series – PageMaker 7.0, Law Point, Kolkata: 2007 Malkiel, Burton G, A Random Walk Down Wall Street, W W Norton & Co., 2007 (9th revised edn) Malkiel, Burton G, The Random Walk Guide to Investing: Ten Rules for Financial Success Mamoria, C.B. Personnel Management, Himalaya Publishing House; Mumbai: 1997 (12th edn, rpt) Mckenna, Eugene & Beech, Nic. The Essence of Human Resource Management, Prentice-Hall India Ltd: New Delhi: 1995 (Indian rpt) Megginson, David etal. Human Resource Development, Crest Publishing House: New Delhi: 2001 (First Indian edn) Mehta, N.V. Income-tax Ready Reckoner, Shri Kuber Publishing House Mistry, Shiavux, Salaries Computation Taxation Planning, Snow White Publications Mohan Krishna & Singh, N.P. Speaking English Effectively, Macmillan India, New Delhi: 1995 Monappa, Arun & Saiyadain Mirza; Personnel Management, Tata McGraw-Hill Publishing: New Delhi, 1998 (4th rpt) Monappa, Arun. Managing Human Resources, Macmillan India Ltd: Delhi: 199 (rpt) Osborn, Michael & Osborn, Suzanne, Public Speaking, A.I.T.B.S. Publishers, New Delhi, 1998 (4th Edn) Patel, Mukesh M, Tax Planning via Planning of Investments, Taxmann Sankaran, Sundar, The Indian Mutual Funds Handbook, 2007 edn. Shanbagh, A.N., In the Wonderland of Investments for NRIs, Popular Prakashana Pvt. Ltd., Mumbai, (latest edn.) Shanbagh, A.N., In the Wonderland of Investment, Popular Prakashana Pvt. Ltd., Mumbai (latest edn.) Singhania, Dr. Vinod K, Direct Taxes: Law and Practice, Taxmann Walkendach, John. Excel 2010 Bible Wiley India Ltd., New Delhi: 2011 (rpt)

335

Please visit the following Websites: WWW.SEBI.GOV.IN WWW.BSEINDIA.COM WWW.NSEINDIA.COM WWW.VALUERESEARCHONLINE.COM WWW.AMFIINDIA.COM WWW.CDSLINDIA.COM WWW.INCOMETAXBANGALORE.ORG WWW.INCOMETAXINDIA.GOV.IN

WWW.INDIAPOST.GOV.IN WWW.IRCTC.CO.IN

http://www.cdslindia.com/

http://www.incometaxbangalore.org/

http://www.incometaxindia.gov.in/

http://www.indiapost.gov.in/

http://www.irctc.co.in/

336





Agenda No.1 (j) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Sociology for B.A. / Degree Programme.


337

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN SOCIOLOGY HELD ON 19thJULY, 2019AT (10:30 AM) AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALORE.

MEMBERS:

1. Dr. Kiran Prasad B. : Chairperson 2. Dr.VinayRajath D. Mangalore University : Member (University Nominee) 3. Mr. Melwin Rego, Milagres Collage Killanpur : Member (Subject Expert) 4. Ms. Reebu Samuel Croosland Collage : Member (Subject Expert) 5. Ms Jayanthi : Member - (Allied Sector) 6. Dr.Prema D’Souza :Member- (Meritorious Alumna)

AGENDA

i) Preparation of Panel of Examiners pertaining to 2019–2020 examinations. ii) Assessment and review of Semester Question papers and Results of I-III-V [2019] & II-IV-VI [2020]. iii) Any other matter.



The Board updated the panel of examiners by deleting the names of the retired members and adding the new members who are qualified as examiners.

The Board showed its satisfaction over the question papers pertaining to odd and even semesters (i.e I-III-V oct. 2018 and II-IV-VI semester April 2019). However, the members have expressed their concern over the results, especially of semester I and II as there are more failures than pass candidates.

Under Any Other Matter, the Board expressed the opinion that the sociology syllabus may

be reviewed for fine tuning if it is permissible.


Dr. Kiran Prasad B

Chairperson Board of Studies in Sociology

338

NAME SIGNATURE MEMBERS:

1. Dr. Kiran Prasad B. :.....................SD/............................................

2. Dr VinayRajath D. : .....................SD/..........................................

3. Mr. Melwin Rego : .......................SD/........................................

4. Ms. Reebu Samuel : .....................SD/.........................................

5. Ms Jayanthi : .....................Absent.........................................

6. Dr. Prema D’Souza : .....................SD/........................................

Sd/-

Dr. Kiran Prasad B. Chairperson

Board of Studies in Sociology

339

SCHOOL OF SOCIAL WORK RoshniNilaya, Mangalore – 575 002



CHOICE-BASED CREDIT SYSTEM Subject Title: SOCIOLOGY

[For BA Degree Course 2019-2021]

Preamble

Sociology has always been an exciting and illuminating field of study that strives to analyze and

explain important matters – be it our personal lives, our communities or the world. At the

personal level, sociology investigates the social causes and consequences of concepts such as

romantic love, racial and gender identity, family conflict, deviant behaviour, aging and religious

faith. At the societal level, sociology examines and explains subjects such as crime and law,

poverty and wealth, prejudice and discrimination, schools and education, business firms, urban

community and social movements. At the global level, the subject of sociology studies

phenomena as population growth and migration, disaster and its management, war and peace and

economic development. Unifying the study of these diverse topics of study is the purpose of

sociology. In other words, it understands how human action and consciousness both shape and

are shaped by surrounding cultural and social structures.

Sociology also helps people liberate themselves. As Peter Berger rightly stated that “sociology

can help people to take charge of their lives by making them aware of their situation in society

and the forces acting upon them…By discovering the workings of society, they gain an

understanding of how this process takes place.” The wisdom of sociology is the discovery and

realization that things are not what they seem to be. Generally, when people see things, they ask

what they are. But a sociologist asks what they are not.

Very few fields have such a broad and exciting scope!

340

Objectives:

An under-graduate programme in sociology in this college is based on the following objectives.

To impart knowledge on basic sociological concepts, social structure and institutions and various sociological perspectives.

To understand the Indian society, both rural and urban, and its institutions. To sensitize students towards social needs and social problems. To acquaint the students with the methods of social research, sampling methods and social statistics to develop sense of sociological analysis and research. To understand the contribution of sociologists to the development of sociology. To acquaint the students to the field of social welfare in the light of current socio-political conditions. To bring out the relevance of sociology as an important discipline in today’s multicultural social

conditions. To help students to achieve a career after graduation.

KEY AREAS OF INSTRUCTION:

Group discussions and presentations. Teaching through newspapers, magazines etc. Preparation of charts, clippings of pictures and sociologically relevant information from print media. Arranging mock interviews, role play and screening of movie. Presentation of assignments, projects, surveys on sociologically relevant issues. Learning from field visits. Problem solving and solving old question papers. Interpersonal and leadership skills Internet skills.

CAREER OPTIONS INCLUDE: Sociology is a popular subject among students planning future studies in Business, Education, Law, Social Research, Architecture, and Medicine, as well as Social Work and Public Administration (both in Government and Corporate sector).

OUR VISION: Pursuit of academic excellence to develop independent thinking and self- reliance

OUR MISSION: Striving for success and overall development

FACULTY OBJECTIVE: To create awareness of social responsibilities among the students from within the syllabus components prescribed for them.

LEARNER OBJECTIVE:

To acquire in-depth knowledge to achieve desired goal in the field of Sociology.

341

BA Programme Outcomes: Possess adequate Knowledge base of the specific Programme under study towards personal

progression. Possess the necessary skills for the overall development of self and society. Become an individual with a progressive, positive and sensitive attitude towards self and society.

BA (Sociology) Programme Specific Outcomes:

A better understanding of the basic concepts of Sociology. Possess knowledge about the various social institutions and how change affects them. Gain familiarity about the rural and urban social structure and how they are affected by developmental

activities. In-depth understanding of Indian society through different approaches. Awareness about societal problems and coping strategies. Knowledge about natural disaster and social unrest and how their negative impact can be reduced.

342

SCHOOL OF SOCIAL WORK ROSHNINILAYA

B.A. Degree Programme Sociology Major

Three year (Six Semester) Programme

Choice-Based Credit System (CBCS)

Class

&

Semester

Paper

No. Code

Title of the

Course

Hours

of

Instruction

Hours

of

Exam

Marks

For

Exam

Internal

Assessment

Total

Marks Credits

I B.A.

I Semester

1 SOC

161

Introduction to Sociology 6 03 120 30 150 3

I B.A

II Semester

2 SOC

162

Social Institutions and Social Change

6 03 120 30 150 3

II B.A

III Semester

3 SOC

163

Indian Society: Rural and Urban

6 03 120 30 150 3

II B.A

IV Semester

4 SOC

164

Diversity and Change in India 6 03 120 30 150 3

III B.A

V Semester

5 SOC

165.1

Study of Social Disorganization 5 03 120 30 150 3

III B.A.

V Semester

6 SOC

165.2

Social Research: Methods and Techniques

5 03 120 30 150 3

III B.A.

VI Semester

7 SOC

166.1

Classical Sociological Thought

5 03 120 30 150 3

III B.A.

VI Semester 8

SOC

166.2

Sociology of Disaster and Social Crisis

5 03 120 30 150 3

TOTAL 44 24

343

DEPARTMENT OF SOCIOLOGY




Introduction Marriage, Family and Kinship

Sociological Perspectives and Branches

Religion

Basics Concepts Education

Individual and Society Social Change



Rural India Approaches to the Study of Indian Society

Rural Social Structure and Rural Development Programmes

Pluralism in India

Urban India Marriage and Family in India

Urban Administration and Urban Development Programmes

Marginalization and Social Exclusion

V Semester V Semester VI Semester VI Semester

Theory (120Marks) Theory (120Marks) Theory (120Marks)

Theory (120Marks)

Social Disorganization Social Research Sociological Thought

Introduction

Social Disorganization and Social Problems

Methods of Data Collection

Auguste Comte and Herbert Spencer

Natural Disasters

Crime and Society Tools of Data Collection Emile Durkheim and Karl Marx

Social Unrest and Social Crisis

Juvenile Delinquency Statistical Techniques and Research Report

Max Weber and Vilfredo Pareto

Preventive Measures

344

BA DEGREE PROGRAMME IN SOCIOLOGY SYLLABUS

SOC 161- I SEMESTER - INTRODUCTION TO SOCIOLOGY- COURSE I Theory Marks: 120


Total No. Teaching hours: 70 Credits:03

Course Objectives: • To understand the discipline of Sociology with its perspective • To acquaint the students with the branches of Sociology • To understand the basic concepts of Sociology • To generate ideas about the social processes man encounters as a member of the society Course Outcomes: • Clarity on emergence, importance and scope of Sociology as a Science • In depth knowledge about the Sociological perspectives and branches. • Comprehend the basic concepts related to social institutions • Identification of the process through which an individual learns social behavior

UNIT-I (15 hours)

INTRODUCTION a. Sociology – Emergence, Meaning, Scope b. Sociology as a science c. Subject Matter, Importance

UNIT-II (20 hours) SOCIOLOGICAL PERSPECTIVES AND BRANCHES

a. Structural-Functionalist, Conflict, Symbolic Interactionism b. Branches of Sociology – Sociology of Law, Social Psychology, Tribal Sociology

UNIT-III (15 hours)

BASIC CONCEPTS a. Status and Role b. Social Structure and Functions– Elements and Types c. Norms and Values – Conformity and Deviance d. Social stratification – characteristics, types, social mobility

UNIT-IV (20 hours)

INDIVIDUAL AND SOCIETY a. Culture – Meaning, Characteristics, Types

b. Socialization – Meaning, Agencies of Socialization, Development of Self – Contribution of George Herbert Mead, Charles Horton Cooley’s Looking Glass

Self, Definition of Situation – W. I. Thomas c. Social Control – Meaning, Objectives, Types and Agencies

345

References

Barnes, H.E. (1959) Introduction to the History of Sociology. Chicago: University of Chicago Press. Bottomore, T.B. (1972)Sociology – A Guide to Problems and Literature. Bombay: George Allen and Unwin. Davis, K. (1981) Human Society. New Delhi: Surjeet Publications. Gillin, J. L. and J. P. Gillin (1950) Cultural Sociology. New York: Macmillan. Ginsberg, M. (1961) Sociology. Oxford: Oxford University Press. Gisbert, P.S.J. (1973) Fundamentals of Sociology.Orient Blackswan. Goode, W. J. (1977) Principles of Sociology. New York: McGraw Hill. Haralambos, M. (1991) Sociology – Themes and Perspectives. New Delhi: Oxford University Press. Horton, P. and C. L. Hunt (1964) Sociology – The Discipline and its Dimensions.Calcutta: New Central Book Agency. Inkeles, A. (1987)What is Sociology? New Delhi: Prentice Hall. Jairam, N. (1988) Introductory Sociology. Madras: Macmillan India. Johnson, H. M. (1966)Sociology –ASystematic Introduction. New Delhi: Allied Publishers. MacIver, R. M. and C. H. Page (1953) Society.London: Macmillan. Lapiere, R.T. (1946) Sociology. New York: McGraw Hill. MacIver, R.M. and C.H. Page (1962).Sociology – An Introductory Analysis. London: Macmillan.

346

SOC 162- II SEMESTER – SOCIAL INSTITUTIONS AND

SOCIA CHANGE – COURSE 2 Theory Marks: 120


Total No. Teaching hours: 70 Credits:03

Course Objectives:

• To understand the institutions of marriage, family and kinship • To acquaint the students with the institution of religion • To understand the education system • To acquaint the students with the concept of social change

Course Outcomes: • Identification of different forms of families and kinship usages • Ability to understand the role of religion in society • Knowledge about the role of education in society • Theoretical understanding of the process of social change

UNIT-I (15 hours) MARRIAGE, FAMILY AND KINSHIP

a. Marriage – Meaning, Functions and Types b. Family – Meaning, Functions, Types, Contemporary changes c. Kinship – Meaning, Types, Kinship Usages

UNIT-II (15 hours) RELIGION

a. Religion – Meaning and Elements b. Functions and Dysfunctions c. Religion and Science; Religion and Morality

UNIT-III (20 hours) EDUCATION

a. Education – Meaning, Process and Functions (Transmissive, Allocative, Regulative,Transformative, Innovative)

b. Forms of Education – Formal, Informal, Non-formal

UNIT-IV (20 hours)

SOCIAL CHANGE a. Social Change – Meaning, Nature, and characteristics b. Factors – Biological, Cultural and Technological c. Theories of Social Change – Linear, Cyclical, Conflict, Functionalist

347

References

Ahuja, R. (2000) Social Problems in India. New Delhi: Rawat Publications.

Brown, R. (1976) Structure and Function in Primitive Society: Essays and Addresses. London:

Routledge&Kegan.

Dube. L. (1974) Sociology of Kinship: An Analytical Survey of Literature.

Bombay: P. Prakashan.

Fortes, M. (1969) Kinship and Social Order. Chicago: Aldine.

Goody, J. and S.J. Tambiah (1973) Bride Wealth and Dowry. Cambridge:

Cambridge University Press.

Johnson, H. M. (1966)Sociology –A Systematic Introduction. New Delhi: Allied Publishers.

Kapadia, K.M. (1958) Marriage and Family in India. Bombay: Oxford University Press.

Karve, I. (1961) Hindu Society: An Interpretation. Pune: Daccan College.

Kuppuswamy, B. (1982) Social Change in India. New Delhi: Vikas Publishing House.

Maclver,R.M. and C. H. Page(1937)Society a Textbook of Sociology: New York: Farrar and

Rinehart.

Madan, G. R. (1971) Social Changes and Problems of Development in India. Bombay: Allied

Publishers.

Madan, T.N. (1992) Religion in India. New Delhi: Oxford University Press.

Mandelbaum, D.G. (1972) Society in India. Bombay: Popular Prakashan.

Merton, R. K. (1968) Social Theory and Social Structure. New York: Free Press.

Parkin, R. (1997) Kinship: An Introduction to Basic Concepts. UK: Blackwell Publications.

Prabhu, P.N. (1963) Hindu Social Organization. Bombay: Popular Prakashan.

Singh, Y. (1983) Modernization of Indian Tradition. Jaipur: Rawat Publications.

Smelser, N. J. (1970) Sociology: An Introduction. New Delhi: Wiley Eastern.

Worsely, P.(Ed.)(1992)The New Introducing Sociology. London: Penguin Books.

Young, K. and R. W. Mack (1962)Systematic Sociology: Text and Readings.

Knoxville, TN: American Book Company.

348

SOC 163- III SEMESTER - INDIAN SOCIETY: RURAL AND URBAN- COURSE 3



Credits:03 Course Objectives: • To understand the village system • To acquaint the students with rural social structure • To expose the students to rural development in India • To understand urban India and urban problems • To expose the students to urban administration and development programmes

Course Outcomes: • Identification of the problems of rural areas • Discover different programmes implemented by the Government for the development of rural

areas • Ability to identify urban problems • Ability to compare and understand the rural and urban local administrative structures.

UNIT-I RURAL INDIA (15 Hours)

a. Village Community – Meaning, Characteristics, Types of settlements b. Rural Social Problems – Poverty, Unemployment, Indebtedness, Casteism, Illiteracy c. Rural-urban Contrast and Continuum

UNIT-II (20 Hours) RURAL SOCIAL STRUCTURE AND DEVELOPMENT PROGRAMMES

a. Village Panchayath and functions b. Caste – Characteristics, Changing Trends c. Agrarian class d. Rural Development Programmes – Cooperative Movement, Land Reforms, Sarva

Shiksha Abhiyan

UNIT-III (15 Hours) URBAN INDIA

a. Urbanization and Urbanism; Characteristics of Urban Community, Causes of Urbanization b. Urban Problems – Migration, Slums, Pollution, Problems of Urban Working

women

UNIT-IV (20 Hours)

URBAN ADMINISTRATION AND URBAN DEVELOPMENT PROGRAMMES

a. Town Panchayat – Municipality (Town Municipality, City Municipality) and City Corporation

349

b. Urban Development Programmes – Integrated Housing and Slum Development Programme, Prime Minister’s Integrated Urban Poverty Eradication Programme

References

Ahuja, R. (2014) Social Problems in India (third edition).Jaipur: Rawat Publications.

Beteille, A. (1971) Caste, Class and Power. Berkeley: University of California Press.

Desai, A. R. (2011) Rural Sociology in India (fifth edition). Mumbai: Popular Prakashan.

Desai, A.R. and S.D.Pillai (Eds) (1970) Slums and Urbanisation. Bombay: Popular Prakashan.

De Souza, A.(Ed.) (1978)The Indian City. New Delhi: Manohar Publications.

Dube, S. C. (1995). Indian Villages. London: Routledge.

Ghurye, G. S. (1969) Caste and Race in India. Bombay: Popular Prakashan.

Hutton, J. H. (1963) Caste in India: Its Nature, Function and Origins. New Delhi: Oxford University Press.

Jayapalan, N. (2002) Urban Sociology. New Delhi: Atlantic Publishers.

Kapadia, K. M. (1958) Marriage and Family in India. Bombay: Oxford University Press.

Karve, I. (1961). Hindu Society: An Interpretation. Pune: Deccan College.

Kolenda, P. (1984) Caste in Contemporary India: Beyond Organic Solidarity. Long Grove, IL: Waveland Press.

Mamoria, C. B. (1981) Social Problems and Social Disorganisationin India. Allahabad: KitabMahal.

Rao, M. S. A. (Ed.) (1992) Urban Sociology in India. New Delhi: Orient Longman.

Rao, M.S.A., C. Bhat and K. L. Narayan (Eds) (1991)A Reader in Urban Sociology.New Delhi: Orient Longman.

Sharma, R.N. (1993)Urban Society. New Delhi: Surjeet Publications.

Srinivas, M.N. (Ed.) (1963)India’s Villages. Bombay: Asia Publishing House.

Srinivas, M.N.(1962)Caste in Modern India and Other Essays. New York: Asia Publishing.

Thudipara, J.(2007). Urban Community Development(second edition). New Delhi: Rawat Publications.

350

SOC 164 – IV SEMESTER– DIVERSITY AND CHANGE IN INDIA- COURSE 4



Credits:03 Course Objective: • To understand Indian society through various approaches • To acquaint the students with the diversities in India and related problems • To understand marriage among various religious communities in India • To understand the disadvantaged in India

Course Outcomes: • Ability to compare the different perspectives to understand Indian society • Identification of different problems associated with the diversity in Indian society • Ability to compare between the marriage traditions of different religious groups in India and also

identify the recent trends in marriages in Indian society • Ability to identify the marginalized groups in the Indian society and also able to compare between

the different measures taken by the Government for their welfare

UNIT-I (15 Hours) APPROACHES TO THE STUDY OF INDIAN SOCIETY

a. Indological Perspective b. Conflict Perspective c. Subaltern perspective

UNIT- II (15 Hours)

PLURALISM IN INDIA a. Diversities – Linguistic, Caste, Race, Religion b. Diversity Problems – Communalism, Regionalism and problem of integration, Casteism, Linguism, Naxalism, Separatism

UNIT-III (20 Hours)

MARRIAGE AND FAMILY IN INDIA a. Marriage among Hindus, Muslims and Christians in India b. Joint Family – Characteristics c. Changes in Marriage and Family in India

UNIT-IV (20 Hours) MARGINALIZATION AND SOCIAL EXCLUSION

a. Scheduled Castes, Scheduled Tribes, Other Backward Classes b. Constitutional and Legal Provisions c. Development and Empowerment of Women

351

References

Ahuja, R. (1998) Indian Social System.New Delhi: Rawat Publications. Beteille, A.(1970) Social Inequality.Penguin Books. Hutton, J.H. (1963) Caste in India. New Delhi: Oxford University Press. Kapadia, K.M. (1958) Marriage and Family in India. Bombay: Oxford University Press. Kar, P.K. (1998) Indian Society. New Delhi: Kalyani Publications. Mandelbaum, D. G. (1955) Society in India. Bombay: Popular Prakashan. Philip, M. (…) Unity and Diversity in India and Ceylone. Prabhu, P. H. (1955) Hindu Social Organization. Bombay: Popular Prakashan. Shankar Rao, C.N. (2005) Sociology of Indian Society. New Delhi: S.Chand. Sharma, K.I. (2001) Social Inequality in India – Profiles of Caste, Class and Society. Jaipur: Rawat Publications.

352

SOC 165.1- V SEMESTER– STUDY OF SOCIAL DISORGANIZATION COURSE 5



Credits:03 Course Objectives: • To understand social disorganization and its causes • To acquaint the students with family disorganization and the problems of the elderly • To understand the nature and causes of social problems and the prominent social problems in India • To comprehend the concept of crime and the existing theories of punishment • To understand children in conflict with law Course Outcomes: • Competency to identify the causes for social disorganization in society • Ability to compare between different theories of social problems • Knowledge to compare different theories of crime • Identification of the causes of juvenile delinquency and know the methods of rehabilitation of the children in conflict with law

UNIT-I (15 Hours)

SOCIAL DISORGANIZATION a. Social Disorganization – Meaning, Nature, Causes b. Family Disorganization – Meaning, Causes, Effects c. Problems of the Elderly and Welfare Measures

UNIT- II (15 Hours)

SOCIAL DISORGANIZATION AND SOCIAL PROBLEMS a. Social Problems – Meaning, Characteristics, Causes b. Theoretical Approaches c. Emerging social problems - Drug Addiction, Alcoholism, Cyber Crime,

Child Abuse

UNIT-III (15 Hours) CRIME AND SOCIETY

a. Crime – Meaning, Causes b. Punishment – Meaning, Theories of Punishment (Preventive, Deterrent,

Reformative) c. Alternative imprisonment – Probation and parole

353

UNIT-IV (15 Hours) JUVENILE DELINQUENCY

a. Children in Conflict with Law - Meaning and characteristics b. Causes c. Rehabilitation measures

References

Ahuja, R. (2014) Social Problems in India (third edition). Jaipur: Rawat Publication.

Downes, D. and R. Paul (1982) Understanding Deviance: A Guide to the Sociology

of Crime and Rule Breaking. Oxford University Press.

Johnson, E.H. (1966) Crime Correction and Society. Illinois: Dorsey Press.

Laner, H.R. (1989) Social Problems and Quality of Life. Iowa: Kim C. Brown

Publishers.

Laskin, R. (Ed.) (1964). Social Problems. New York: McGraw Hill.

Madan, G.R.(1990) Indian Social Problems Vol. I and II. New Delhi: Allied Publishers.

Mamoria, C. B. (1981) Social Problem and Social Disorganization in India.

Allahabad: KitabMahal.

Merton, R. K. and R. Nisbet (Eds) (1971) Contemporary Social Problems. New

York: Harcourt, Brace& World.

Ministry of Home Affairs.(1998). Crime in India. New Delhi: Government of India.

Mishra, M.K.(2001)Indian Social Problems. Jaipur: Mark Publishing.

Nanette, J.D. (1975) Deviance.Lowa: WMC Brown Co Publishers.

Saxena, D. P. (2006).Sociology of Aging. New Delhi: Concept Publishing.

Sharma, R.N. (1982)IndianSocial Problems.Bombay:Media Promoters & Publishers.

Srivastava, C.P. (2000) Corruption: India’s Enemy Within. Delhi: Macmillan India.

Sutherland, E.H. (1947) Principles of Criminolgy. Philadelphia: Lippincott

354

SOC 165.2- V SEMESTER -SOCIAL RESEARCH: METHODS AND TECHNIQUES- COURSE 6



Credits:03 Course Objectives: • To understand the meaning and significance of Social Research • To understand the problems in Social Research • To acquaint the students with methods and techniques of Social Research • To orient the students towards social statistics and research reports Course Outcomes: • Ability to compare between different types of research designs • Identification of the appropriate method of sampling for a research study • Proficiency to construct and use different tools of data collection • Competency in drafting a research report

UNIT- I (15 Hours) SOCIAL RESEARCH

a. Social Research – Meaning, Significance, Steps, Problems b. Types of Data – Primary and Secondary c. Research Design – Exploratory, Descriptive, Diagnostic, Experimental

UNIT- II (15 Hours)

METHODS OF DATA COLLECTION a. Survey and its types b. Sampling and its types c. Case Study

UNIT-III (15 Hours)

TOOLS OF DATA COLLECTION a. Observation (Types, Advantages, Limitations), b.Questionnaire (Steps in Questionnaire, Construction, Advantages and Limitations) c. Interview (Process, Types, Advantages and Limitations)

d. Sources of secondary data UNIT- IV (15 Hours)

STATISTICAL TECHNIQUES AND RESEARCH REPORT

a. Measures of Central Tendency – Mean, Median, Mode b. Research Report – Purpose, Outline, Style of Report Writing c. Table, graph and diagram

355

References

Donald, H., M. C. Burney, T. L. White (2006) Research Methods, 7th edition.New Delhi: Akash Press. Goode, W. J. and Hatt, P. K.(1989)Methods IN Social Research. New Delhi: Wiley

Eastern Limited.

Kothari, C. R. (2011) Research Methodology: Methods and Techniques. Second Revised Edition.

New Age International Publishers: New Delhi

Lal Das, D. K. (2011) Doing Social Research: A Source Book for Preparing Dissertation.

Jaipur: Rawat Publication.

Sharma, B.A.V., D. R. Prasad and P. Satyanarayana(1989)Research Methods in Social Sciences.

New Delhi: Sterling Publishers.

Singh, G. B. (2011) Research Methodology (Advance Techniques with Statistical Needs).Jaipur:

Paradise Publishers.

Wilkinson, T. S. and P. L. Bhandarkar (2000) Methodology and Techniques of

Social Research. Mumbai: Himalaya Publishing.

Young, P. V. (1994)Scientific Social Surveys and Research. New Delhi: Prentice Hall of India.

356

SOC 166.1- VI SEMESTER– CLASSICAL SOCIOLOGICAL THOUGHT COURSE 7



Credits:03 Course Objectives:

• To understand the meaning of sociological thought • To gain an understanding of some of the classical contributions in Sociology • To understand the contemporary relevance of classical sociological thought • To know the different ways in which Sociologists belonging to different Schools of Thought analyse society

Course Outcomes:

• Ability to compare social thought and Sociological Thought • Identify the similarity and differences between the evolutionary theory of Comte and Spencer • Ability to compare between the division of labour theory of Durkheim and Marx • Identification of the differences between concept of authority of Weber and Pareto

UNIT-I (15 Hours)

SOCIOLOGICAL THOUGHT a. Transition from Social Philosophy to Sociology b. Social Thought and Sociological Thought c. Emergence of Social Thought – Montesquieu, Berkley, Kant, Beccaria

UNIT- II (15 Hours) AUGUSTE COMTE AND HERBERT SPENCER

a. August Comte: Law of Three Stages, Hierarchy of Sciences, Social Statics and Dynamics

b. Herbert Spencer: Organismic Analogy and Social Darwinism

UNIT III (15 Hours) EMILE DURKHEIM AND KARL MARX

a. Social Solidarity and Division of Labour b. Suicide and its types c. Dialectical Materialism, Class Struggle, Alienation

UNIT IV (15 Hours)

MAX WEBER AND VILFREDO PARETO a. Social Action and its types; Authority and types b. Protestant Ethics and Spirit of Capitalism; Bureaucracy b. Residues and Derivation, Logical and Non-Logical Action, Circulation of Elites

357

References

Abraham, F. M. (1982) Modern Sociological Theory: An Introduction. New Delhi: Oxford University Press.

Aron, R. (1982)Main Currents in Sociological Thought(Vol 1 & 2). New York: Penguin Books.

Barnes, H. E. (1967) An Introduction to the History of Sociology. Chicago: University of Chicago Press.

Coser, L. A. (2003) Masters of Sociological Thought: Ideas in Historical and Social Context (2nd Edition). Long Grove, IL: Waveland Press.

Fletcher, R.(1994)The Making of Sociology(Vol 1 & 2).Jaipur:Rawat Publications.

Morrison, K. (2006) Marx, Durkheim, Weber: Formation of Modern Sociological Thought. Sage.

Sharma, R.N. and R. K. Sharma (1994)History of Social Thought. Bombay: Media Promoters and Publishers.

Sharrock, P. and J. Martin (2003) Understanding Classical Sociology: Max Weber, Durkheim.Wes Sage Publications.

Turner, B.S. (1999) Classical Sociology. Sage.

358

SOC 166.2-VI SEMESTER - SOCIOLOGY OF DISASTER AND SOCIAL CRISIS- COURSE 8



Credits:03

Course Objectives: • To understand the concept of disaster • To expose students to the causes of natural disasters • To gain insight into social unrest and crisis • To develop knowledge about disaster management in India

Course Outcomes: • Ability to identify the difference between manmade and natural disasters • Identification of the causes of natural disasters • Understand the consequences of social crisis on society • Proficiency in identifying the different preventive measures to reduce the impact of

disasters

UNIT I (15 Hours)

INTRODUCTION

a. Study of disaster and social crisis b. Types – Natural and Man-Made Disaster c. Significance of the Study of Disaster

UNIT II (15 Hours)

NATURAL DISASTERS

a. Earthquake and Tsunami - Causes b. Cyclone, Flood and Drought - Causes c. Impact of natural disasters

UNIT III (15 Hours) SOCIAL UNREST AND SOCIAL CRISIS

a. Communal riots, crimes against women b. Terrorism and organized crimes c. Impact on Society

UNIT IV (15 Hours) PREVENTIVE MEASURES

a. Essentials of Disaster Preparedness, Public Awareness Programmes b. Role of Government and Non-Government Agencies c. Relief Management, Social and Economic Aspects of Rehabilitation

359

References

Carter, W.N. (1992) Disaster Management: A Disaster Manager’s Handbook. Manila: ADB.

Dave, R.K. (2018) Disaster Management in India: Challenges and Strategies. Prowess

Publishing.

Green, S. (1980) International Disaster Realities: Towards a Responsive System.

New York: McGraw Hill.

Gupta, H.K. (2003) Disaster Management. Hyderabad: Universities Press.

irschenbaum, A. (2003) Chaos Organization and Disaster Management. New

York: Marcel Dekker.

Kumar, R. (2018) E-Governance and Disaster Management.GenNext Publication.

Mishra, G.K. and Mathur, G.C. (1995) National Disaster Reduction. Delhi: Reliance Publication.

Prakas, I. (1995) Disaster Management. Ghaziabad: RashtraPrahariPrakasan.

Schneid, T.D. and L. Collins (2000) Disaster Management and Preparedness.

Boca Raton, FL: Lewis Publishers.

Shastri, K.N. (2012) Disaster Management in India. Neha Publishers.\

SCHEME OF QUESTION PAPER


SECTION A

The students are required to answer 10 questions compulsorily in 2-3 sentences each.

10x2=20

SECTION B

The students are required to answer any 4 questions out of 5 questions in 10-12 sentences each.

4x5 =20

SECTION C

The students are required to answer any 4 questions out of 5 questions in 20-25 sentences each.

4x20=80

360

ELECTIVE COURSES

SOCIOLOGY OF DEVELOPMENT



Credit: 01 Course Objectives:

• Amass knowledge about the changing paradigms of development • Get a picture of two dominant models of development of the world and the Gandhian

model that is indigenous and unique to India • Get understanding of the indexes of measuring development • Get abreast with the emerging concepts in development

Course Outcomes: • Ability to identify the difference between economic growth and social development. • Awareness of development measurement indexes • Basic understanding of difference between different models of development • Ability to identify the different ways of sustainable life style

UNIT I (9 Hours) ECONOMIC GROWTH AND SOCIAL DEVELOPMENT Indicators of Social Development: Human Development Index, Gender Development Index, Gross Happiness Index

UNIT II (9 Hours)

MODELS OF DEVELOPMENT Capitalist, Socialist and Gandhian

UNIT III (6 Hours) SUSTAINABLE DEVELOPMENT Meaning, Sustainable Life Styles

361

References Dash, A. (2014). The moral basis of sustainable society: The Gandhian concept of ecological citizenship. International Review of Sociology . 24 (1).

Dobson, A. (2003). Citizenship and Environment. Oxford: Oxford University Press.

Gandhi, M. K. (1938). Hind Swaraj or Indian Home Rule [1908]. Ahmedabad: Navajivan Publishing House.

Mishra, B. (1972). Capitalism, Socialism and Planning. Delhi: Oxford University Press.

Schumacher, E.F. (1973). Small Is Beautiful. A Study of Economics as if People Mattered. London: Blond & Briggs.

Narayan, S. (2007). Principles of Gandhian Planning. Delhi: Kitab Mahal.

UNDP. Human Development Report.

World Commission of Environment and Development (1987). Our Common Future. Oxford: Oxford University Press.

TRIBAL STUDIES




• To get a brief idea about the concept of tribe and tribal society • To learn about the socio-cultural profile and problems of the tribal society • To understand mobility and change among the tribals • To get an idea of the constitutional safeguards for the tribals

Course Outcomes: • Ability to compare between different types of tribal groups based on their way of living • Awareness about socio cultural features of the tribal’s • Basic understanding of the problems of tribals • Ability to recite the different constitutional safeguards which are available for the tribal’s.

UNIT I (9 Hours) CONCEPT OF TRIBE Meaning, Classification of tribe (food gatherers and hunters, shifting cultivators, nomads, pastoralists, peasants and settled agriculturists, artisans) Characteristics of tribal society

362

UNIT II (8 Hours) SOCIO-CULTURAL PROFILE AND PROBLEMS Marriage and tribal ways of acquiring mates, Religious beliefs and practices, Land alienation and exploitation

UNIT – III (7 Hours) SOCIAL MOBILITY AND CHANGE Tribal Sanskritization, Constitutional Safeguards

References: Bagchi, K.P. and S. Sinha (1987). Tribal Politics and State System in Pre-Colonial and North –Eastern India Calcutta.

Bose, N. K. (1967). Culture and Society in India. Asia Publishing House.

Chandhuri, B. (). Tribal Development in India. Delhi: B. R. Publication.

Mahapatra, K. (1997). Tribal Language and Culture of Orissa. Bhubaneshwar: Academy of Tribal Dialects and Culture Welfare Department.

GERONTOLOGY




• To offer a comprehensive understanding about gerontology. • To inculcate a holistic understanding of the physical aspects of ageing

and its consequences. • To gain an insight into the implications of ageing on an individual and

family. • To understand the Constitutional safeguards and the welfare measures for

the elderly Course Outcomes:

• Ability to compare between the myths and beliefs about ageing. • Awareness about the different factors affecting the process of ageing. • Ability to recite the different policies and programmes created for the welfare of the

elderly. • Basic understanding of the constitutional safeguards for the elderly.

363

UNIT-I (8 Hours) SOCIAL GERONTOLOGY

Meaning, Origin and Relevance Myths and Beliefs about Ageing Classic Theories of Ageing

UNIT-II (7 Hours)

HEALTH AND WELL-BEING

Process of Ageing: Causes and Consequences Changing Family and Kinship Structure, Generation Gap, Issues of Acceptance and Rejection

UNIT-III (9 Hours)

POLICIES AND PROGRAMMES IN INDIA

Constitutional Provisions: National Policy on Older Persons (1999); Older Persons (Maintenance, Care & Protection) Bill, 2005; The Maintenance and Welfare of Parents and Senior Citizens Bill, 2007. Other Welfare Measures

References

Indian Journal of Gerontolgy.

Lassey, W.R. and M.L. LasseyQuality of Life for Older People.Pearson.

Novak, M.W. (2012) Issues in Aging.Allyn& Bacon Inc.

Stuart-Hamilton, I. (2011) An Introduction to Gerontolgy. UK: Cambridge University Press.

364

SCHEME OF EXAMINATION (ELECTIVE COURSES)

Total Marks: 40 No. of Hours: 2 SECTION A


SECTION B

Answer any 2 questions out of 3. 2x5 =10

SECTION C Answer any 2 questions out of 3. 2x10=20

365





Agenda No.1 (k) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Foundation Course for B.A. / B.S.W. Degree Programme.

The Proceedings of the BOS meeting held on July 19, 2019 at 2.00 P.M. is placed before the Academic Council for its consideration and approval.

366

PART - I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN FOUNDATION COURSE HELD ON JULY 19, 2019 AT (02.00 PM) AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALURU -2

MEMBERS:

1. Mrs. Anuradha Shetty : in the Chair 2. Dr.Tharanath : University Nominee 3. Dr. Ganesh Shetty U : Subject Expert 4. Dr. Mohammed Guttigar : Subject Expert 5. Dr Joyce Sabina Lobo : Subject Expert 6. Mr. Abdul Saleem : Representative of Industry 7. Ms. SarikAnkita : Meritorious Alumna

AGENDA: i. Preparation of Panel of Examiners pertaining to 2019-2020 examinations

ii. Assessment and review of Semester Question papers and Results of I-III [2018] & II-IV [2019]




PART – II

The Panel of Examiners was placed before the Board which the Board hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, RoshniNilaya, in prescribed format.

PART – III

The Board approved satisfaction over the previous Odd & Even semester (i.e. I –III Semester Oct. 2018 & II-IV Semester April 2019) Question Papers pertaining to the Board and the performance of the students in the Semester Examinations as reflected in the results are found to be satisfactory.

(See Annexure: I)



367

NAME SIGNATURE

1. Mrs. Anuradha Shetty : ...........................Sd/-..................................

2. Dr.Tharanath : ...........................Sd/-..................................

3. Dr. Ganesh Shetty U : ...........................Sd/-..................................

4. Dr. Mohammed Guttigar : ............................Sd/-.................................

5. Dr Joyce Sabina Lobo : ............................Sd/-.................................

6. Sri. Abdul Saleem : ............................ Sd/-................................

7. Ms. SarikAnkita : .............................Sd/-................................

Sd/-

Ms. Anuradha Shetty CHAIRPERSON

Board of Studies in Foundation Course

368


Autonomous College under Mangalore University Colleges with Potential for Excellence

Re-Accredited by NAAC with ‘A’ Grade (3rd Cycle)

CHOICE BASED AUTONOMOUS SEMESTER SCHEME

Subject Title: FOUNDATION COURSE [For B.A./B.S.W. Degree Programme w.e.f 2019]

PREAMBLE Foundation Course has been introduced recently for the students to get oriented to basic knowledge on Indian Constitution and its provisions, Human Rights, Gender and Environment. Hence, Foundation Course is not a subject but a combination of different subjects. This course is relevant for all undergraduate students despite of their streams and has become mandatory during any UG Programme. The fundamental objective of this Programme is to bring about positive awareness among the students on these issues and utilize these information and skills in their lives. The BOS after detailed discussion of all the pertinent issues at its meeting held on Friday, December 14th, 2018 approved the following syllabus for the credit-based semester scheme (Autonomous) w.e.f 2019. The Syllabus of Foundation Course in the B.A./B.S.W. degree Programme (Credit Based Semester Scheme) at the undergraduate level under Autonomy, will include theory subjects such as Constitution of India, Human Rights, Gender and Environmental Studies. Objectives of the syllabus are as follows;

4. To learn the philosophical and spiritual background of the Constitution of India. 5. To bring about awareness on fundamental rights and duties as responsible citizens. 6. To promote an understanding on human rights, gender equity and sustainability of

environment. KEY-AREAS OF INSTRUCTION:

• Group discussion • Seminar/workshop presentation • Review/Recap • Project work • Practical visits • wall magazine • Case studies • Interpersonal and leadership skills

OUR VISION: To create a humane and healthy society OUR MISSION: Mobilizing youth for justice and health care Faculty Objective: To facilitate sensible and responsible student community. Learner Objective: To develop appropriate knowledge, attitude and skills to face the challenges

of life.

369

BA Programme Outcomes: • Possess adequate knowledge base of the specific programme under study towards personal

progression. • Possess the necessary skills for the overall development of self and society. • Become an individual with a progressive, positive and sensitive attitude towards self and

Society. BA (Foundation Course) Programme Specific Outcomes:

• An in depth understanding about Constitution of India, Fundamental Rights/Duties and Governance.

• Awareness on Human Rights and its Advocacy. • Sensitivity towards Gender specific issues. • Possess knowledge and awareness on Environmental issues, Legislation and

Administration.

DEPARTMENT OF FOUNDATION COURSE SUMMARY CHART – ACADEMIC INPUTS: 2019-2022

I Semester (I BA/BSW) II Semester (I BA/BSW)


Constitution of India Fundamental Rights/Duties & DPSP Governance and Administration

Human Rights & Advocacy

III Semester (II BA) IV Semester (II BA)


Gender Equity Environmental Studies Environmental Legislation & Administration

Note: a) Minimum for a Pass :} b) Classification of successful Candidates :} As per the Regulations c) Rejection of results :}

370

SCHOOL OF SOCIAL WORK ROSHNI NILAYA

B.A./B.S.W. Degree Programme Foundation Course

Credit-Based Semester Scheme

Class &

Semester

Paper No.

Code Title of the

Course

Hrs of

Instruction

Hrs of

Exam

Marks For

Exam

Internal

Assessment

Total Marks

Credits

I BA/BSW I Semester Course

1 FOC 141

Constitution of India 2 02 40 10 50 1

I BA/BSW II Semester Course

2 FOC 142

Human Rights 2 02 40 10 40 1

II BA/BSW III Semester Course

3 GES 143

Gender Equity 2 02 40 10 40 1

II BA/BSW III Semester Course

4 IDS 144

Environment

Studies 2 02 40 10 40 1

TOTAL 8 4

SCHEME OF QUESTION PAPER (FOR ALL SEMESTERS)


SECTION - A

Answer all Questions in two to three sentences. 5 x 2 = 10

SECTION – B


SECTION C


371

CHOICE-BASED CREDIT SYSTEM Subject Title: FOUNDATION COURSE- FIRST YEAR BA & BSW

[For B.A. Degree Course w.e.f. 2019-2020] FOC 141- FIRST SEMESTER

COURSE: I CONSTITUTION OF INDIA Theory Marks : 40

Internal Assessment : 10 Total Mark : 50


Course Objectives: 1. To become aware of constitutional provisions to safeguard individual rights 2. To enable students to be aware of Fundamental rights and duties as citizens. 3. To learn the rights and duties of state and various provisions of Directive Principles of

State Policy 4. To orient on system of governance and its administration in all levels.

Course Outcomes:

• Possess general knowledge and awareness on the provisions of Constitution of India. • Improved awareness on Fundamental Rights and Duties. • Increased understanding on democratic values and its implications. • Better understanding on the governance and its administration at different levels.

UNIT– I (06 Hours)

I. CONSTITUTION OF INDIA • Making of the Indian Constitution – The Constituent Assembly • Preamble of the Indian Constitution and its Significance • Salient features of the Indian Constitution

UNIT – II (06 Hours)

II. FUNDAMENTAL RIGHTS AND DIRECTIVE PRINCIPLES OF STATE POLICY • Fundamental Rights • Fundamental Duties • Directive Principles of State Policy and their implementations

UNIT – III (12 Hours)

III.GOVERNANCE AND ADMINISTRATION • Union Parliament – LokSabha, Rajya Sabha – Organisation and Powers • State Legislature – Vidhana Sabha, VidhanaParishad – Organisation and Powers • Local Governance - 73rd& 74thAmendments : Rural and Urban Local Governance

372

BOOKS FOR REFERENCE: 1. Austin, Granville. The Indian Constitution -The Cornerstone of a Nation, Oxford

University Press, USA: 2000. 2. Basu, D.D., Introduction to the Constitution of India, LexisNexis: 2011 3. Jain, C.K. (ed). Constitution of India in Precept and Practice, CBS Publishers &

Distributors, India: 1992. 4. Pylee, M.V. An Introduction to the Constitution of India, Universal Law Publishing Co.:

2002. 5. Rajashekara, H.M. Bharatada Samvidhana Mattu Rajakiya, Kiran Prakashana: 2013. 6. Shukla, V.N. Constitution of India, Lucknow Eastern Book Company, Lucknow: 2007 7. The Working of a Democratic Constitution: The Indian Experience, New Delhi, Oxford

University Press; 2000. 8. Mahajan, V.D. The Constitution of India, S. Chand & Company, New Delhi: 1991

373

COURSE: II - HUMAN RIGHTS




1. To create awareness on Human rights and its significance. 2. To enhance understanding on International Covenants of Human Rights 3. To orient students on various Human rights movements involving Farmers, Dalit and

Tribes. 4. To gain knowledge on the advocacy and remedies against violation of human rights in India

and across the world. Course Outcomes:

• Better understanding on the value and relevance of Human Rights. • Possess knowledge on International covenants promoting Human rights. • Improved knowledge on various human rights movements in India • In depth understanding on the Human Rights advocacy and its implications, Globally.

UNIT – I (06 Hours)

HUMAN RIGHTS: • Human Rights – Meaning, Nature and Importance • Classification of Human Rights • Universal Declaration of Human Rights – International Covenants


HUMAN RIGHTS MOVEMENTS IN INDIA PRE & POST INDEPENDANCE: • Farmers Movement • Dalit Movement • Tribal Movement


HUMAN RIGHTS ADVOCACY: Global Advocacy of Human Rights; Amnesty International and Human Rights Watch. • National Human Rights Commission (NHRC), State Human Rights Commission (SHRC)

– Powers and Functions • People’s Union for Civil Liberty (PUCL) • Remedies against Violation of Human Rights in India.

374


1) Raman, B.S. Human Rights, Gender Equity and Environmental Studies, United Publishers, Mangalore:2008

2) Austin, Granville. The Indian Constitution -The Cornerstone of a Nation, Oxford University Press, USA: 2000.

3) Avasthi, A.P. Indian Government and Politics, Published by Lakshmi Narain Agarwal, Agra: 2014

4) Basu, D.D., Introduction to the Constitution of India, LexisNexis: 2011 5) Chiranjivi, Nirmal: Human Rights in India, Oxford University Press, USA, New Delhi,

2001. 6) Davidson, S. Human Rights, Buckingham Open University, Buckingham: 1992. 7) Jain, C.K. (ed). Constitution of India in Precept and Practice, CBS Publishers &

Distributors, India: 1992. 8) Johari, J.C. Indian Politics, Vishal Publication, Jalandhar: 1996 9) Kapur, Anup Chan: Indian Government and Politics, S.Chand& Company, New Delhi:1970 10) Mahajan, V.D. The Constitution of India, S. Chand & Company, New Delhi: 1991 11) Pylee, M.V. An Introduction to the Constitution of India, Universal Law Publishing Co.:

2002. 12) Rajashekara, H.M. Bharatada Samvidhana Mattu Rajakiya, Kiran Prakashana: 2013. 13) Shukla, V.N. Constitution of India, Lucknow Eastern Book Company, Lucknow: 2007 14) The Working of a Democratic Constitution: The Indian Experience, New Delhi, Oxford

University Press: 2000. 15) Shah, Ghanshyam. Social Movements in India, Sage Publications, 1990

375

CHOICE-BASED CREDIT SYSTEM Subject Title: FOUNDATION COURSE- SECOND YEAR BA & BSW

[For B.A. Degree Course w.e.f. 2019-2020] FOC 143- THIRD SEMESTER

COURSE: III - GENDER EQUITY Theory Marks : 40



Course Objectives:

1. To enable students to understand the concept of Gender and the significance of gender equity.

2. To orient students on the status and various movements of women in India. 3. To create awareness on the contemporary issues of women. 4. To facilitate students to understand women’s issues and initiatives to bring about gender

equity.

Course Outcomes: • Better understanding on the concepts of Sex and Gender. • Possess knowledge on the present status of women in India. • Being sensitive towards Gender issues and rights. • Understanding on various initiatives of government and Organisations to bring about

gender equity.

UNIT – I (05 Hours) GENDER AS CULTURAL CONCEPT: • Sex and Gender – Defining Masculinity & Femininity – Patriarchy and Matriarchy; • Women in India: Status and Movements • Sexual Minorities


CONTEMPORARY WOMEN’S ISSUES: • Discrimination against Girl Child - Female Foeticide/Infanticide, Child Marriage • Violence Against Women

a. Dowry and Domestic Violence b. Treatment of Widows, Elderly and Single Women c. Female Commercial Sex Workers (CSW)

• Trafficking in Girls& Women UNIT – III (08 Hours)

STATE INITIATIVE ON GENDER ISSUES: Constitutional Rights of Women

a. Laws pertaining to Women i. Indecent representation of woman

ii. Maternity Benefit Act iii. Factories Act iv. Sexual Harassment of Women at Workplace Act

376



2) Chatterjee, Mohini. Feminism and Gender Equity, Aavishkar, Jaipur: 2005 3) Desai, Neera&Krishnaraj, Maithreyi. Women’s Studies in India: Some perspective, Popular

Prakashan, Mumbai: 1986. 4) Hemalatha H.M.: MahilaAdhyayana, Parts 1 & 2 D.V.K. Murthy, Mysore: 2004. 5) Sharma, Usha. Gender Mainstreaming & Women’s Rights, Authors Press: 2004 6) Srimathi, H.S. MahilaAdhyayana, Kannada University, Hampi: 1999 7) Tharabai, S.B.: Women’s Studies in India, APH Publication Corporation, New Delhi, 2000. 8) Basu, D.D., Introduction to the Constitution of India, LexisNexis: 2011


Subject Title: FOUNDATION COURSE- SECOND YEAR BA & BSW [For B.A. Degree Course w.e.f. 2019-2020]

COURSE: IV - ENVIRONMENTAL STUDIES Theory Marks: 40



Course Objectives: • To enable students to gain in depth knowledge and awareness on Environment and related

issues. • To orient on causes and effects of Environmental degradation. • To create awareness on constitutional provisions related to conservation of Environment. • To facilitate learning on policies and legal implications related to Environment.

Course Outcomes:

• Awareness on various issues related to Environment. • Better understanding on the reasons and impact of environmental degradation. • Possess an understanding on the constitutional provisions to preserve environment. • Increased knowledge and awareness on adopted laws and policies to preserve and protect

the Environment. UNIT – I (06 Hours)

ENVIRONMENT • Scope and Definition of Environment • Land, Forest and Water – its uses • Constitutional provisions for Environmental Conservation in India.

377

UNIT – II (06 Hours) ENVIRONMENTAL DEGRADATION: Definition, Cause, Effects and Control Measures: Air Pollution, Water Pollution, Soil Pollution, Marine Pollution, Noise Pollution, Thermal Pollution and Nuclear Hazards.


ENVIRONMENTAL LEGISLATION AND ADMINISTRATION • Environment Protection Act, Air (Prevention and Control of Pollution) Act, Water

(Prevention and control of Pollution) Act, Forest Conservation Act • Solid waste Management: Causes, effects and control measures of urban and industrial

wastes. • Water conservation, Rain water harvesting, Watershed management • Conservation of Environment - Role of NGO’s - Self-Responsibility



2) Agarawal, K.A. Wild Life in India Conservation & Management, Nishi Publication India: 2000.

3) Chakravathy, N.K. Environmental Protection Law, Ashish Publishing House, Punjabi Bagh, New Delhi: 1994.

4) Guha, Ramachandra. A cross Cultural History of Global Environmentalism, Oxford University Press, New Delhi: 2006.

5) Saldhana, Leo and Naik, Abhayaraj& Joshi, Arpana and Sastry, Subramanya. Green Tapism: A review of the environmental Impact Assessment Notification: 2007.

6) www.envfor.nic.in, Official website of the Ministry of Environment of Forest. 7) Basu, D.D., Introduction to the Constitution of India, LexisNexis: 2011

http://www.envfor.nic.in/

378





Agenda No.1 (l) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Social Work (UG) for B.S.W. Degree Programme.

The Proceedings of the BOS meeting held on Monday, July 22, 2019 at 3.30 P.M. is placed before the Academic Council for its consideration and approval.

379

PROCEEDINGS OF THE SPECIAL MEETING OF THE BOARD OF STUDIES IN

SOCIAL WORK HELD ON MONDAY, 22 JULY 2019 AT 03.30 P.M. ATSCHOOL

OF SOCIAL WORK, ROSHNI NILAYA, MANGALORE

MEMBERS:

1. Mr. Joselyn T. Lobo : in the Chair

2. Dr. Sophia Fernandes : Member

3. Ms. Vineetha K : Member

4. Dr. Loveena Lobo : Member – (University Representative)

5.Mr. Krishna Moorthy : Member (Subject Expert)

6. Mr. Stevan Pinto : Member - (Industry Representative)

7. Mr. Paul H Mascarenhas : Member - (Meritorious Alumna)

AGENDA

1. Assessment and Review of I-III-V (Oct. 2018) Semester Question Papers and Results and II-IV-VI (April 2019) Semester Question Papers and Results.

2. Preparation of Panel of Examiners pertaining to 2019-20 Examinations. 3. Minor changes in the syllabus as suggested by the Academic Council. 4. Any other matter.



380

PART – I

The Board approved satisfaction over the previous Odd & Even semester [i.e. I-III-V

Semester Oct. 2018 & II-IV-VI Semester April 2019] Question Papers pertaining to the

Board and the performance of the students in the Semester Examinations as reflected in the


[See Annexure: I]

PART - II


recommends for adoption. As required, the Panel of Examiners is drawn separately and

forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the

prescribed format.

PART – III:

The minor changes in the syllabus pertaining to Elective Paper Disaster Management and

Sixth Semester Paper XXXIII Mass Communication were approved by the Board.

PART – V: Any specific issue permitted by the Principal - Not Applicable


381

NAME: SIGNATURE:

1. Mr. Joselyn T. Lobo : ……………………..………………….....

2.Dr. Sophia Fernandes : ……………………..………………….....

3.Ms. Vineetha K : ……………………..………………….....

4.Dr. Loveena Lobo : ……………………..………………….....

5. Mr. Krishna Moorthy : ……………………..………………….....

6. Mr. Paul H Mascarenhas : ……………………..………………….....

7. Mr. Stevan Pinto : ……………………..………………….....

Sd/- Joselyn T Lobo CHAIRPERSON

Board of Studies in Social Work: BSW

382

CHOICE-BASED AUTONOMOUS SEMESTER SCHEME

BACHELOR OF SOCIAL WORK (BSW) COURSE

REVISED SYLLABUS 2019 PREAMBLE: Social work courses both at Postgraduate and Undergraduate level are being offered by many learned in the classroom. Students are placed in various Social welfare agencies, Institutions, Schools and Communities, where they are given the experience of working with people, and using the methods, skills and techniques learnt. (Refer Guidelines for Fieldwork for more details) KEY AR EAS OF INSTRUCTION: • History and evolution of Social Work Education • Philosophy and Principles of Social Work • Methods of Social Work • Basic knowledge of Sociology • Childhood development and problems of childhood • Fundamentals of Nutrition • Human growth and personality development • Working with individuals, groups and communities • Contemporary challenges and issues of Indian society • Health Care & Health Education • Social problems and social services • Development of weaker sections • Social work Research and Administration • Communication skills for Social Work Practice • Mass Media, folk media and Information Technology • Field practicum in Schools, Communities and NGOs CAREER OPTIONS: The course provides the students basic skills of relating with people and their problems and prepares them to work in various settings. The course enables students to work in various social work agencies run by NGOs, government departments as well as corporate bodies. The trained social work students can work in schools and special education institutions, child care institutions, de-addiction centres, hospitals and other health care centres, community and rural development agencies and government programmes and projects. OUR VISION: To foster growth of individuals and groups and development of societies. OUR MISSION: To train students to be sensitive to social issues and concerns.

383

Faculty Objective: To respond professionally to contemporary issues and challenges and growth of social work education. Learner Objective: To develop knowledge and skills to deal with problems of individuals, groups and communities. BSW Programme Outcomes: Ability to maintain Professional relationship Ability to practice Ethics of the Profession Ability for Intervention, Assessment and Evaluation BSW Programme Specific Outcomes: Ability to respond to Professional roles Ability to take ethical decisions Ability to formulate and apply strategies for the well being of individuals, families and communities. Ability to apply theoretical knowledge into practice Ability to help clients resolve problems Ability to do appropriate referral services

384

Summary Chart-Academic inputs: 2019-2022 PAPER Theory

100 marks

FIRST SEMESTER PAPER Theory

100 marks

SECOND SEMESTER

1 INTRODUCTION TO SOCIAL WORK

6 SOCIAL WORK METHODS

2 BASIC SOCIOLOGICAL CONCEPTS AND INSTITUTIONS

7 BASIC COMMUNICATION SKILLS

3 EARLY CHILDHOOD DEVELOPMENT

8 RESPONDING TO CHILDHOOD PROBLEMS

4 FUNDAMENTALS OF NUTRITION

9 FAMILY CARE

5 SOCIAL WORK PRACTICUM • Social Work Practicum

orientation • Exposure to Welfare Agencies • Introduction to Group Work

Method • Placement in

Schools/Institutions

10 SOCIAL WORK PRACTICUM • Placement in

Schools/Institutions • Programme Planning • Introduction to Case Work

Method • Practice of Group Work

Techniques

PAPER Theory

100 marks

THIRD SEMESTER PAPER Theory

100 marks

FOURTH SEMESTER

11 SOCIAL GROUP WORK 16 SOCIAL CASE WORK 12 EARLY STAGES OF HUMAN

DEVELOPMENT 17 HUMAN GROWTH AND

PERSONALITY DEVELOPMENT 13 HEALTH CARE 18 HEALTH EDUCATION 14 NON FORMAL EDUCATION 19 EDUCATION FOR SOCIAL

CHANGE 15 SOCIAL WORK PRACTICUM

(100 Marks) • Placement in

Schools/Institutions/Agency Setting.

• Application of Case Work Method

• Application of Group Work Method

• Orientation to Extension Programme

20 SOCIAL WORK PRACTICUM(80 Marks) • Placement in

Schools/Institutions/Agency Setting.

• Skill Development in Case Work

• Skill Development in Group Work

• Practice in Extension work • Study Tour : (20 Marks) • Exposure to Services offered

for Differently Abled. • Services of Government and

NGOs in Rehabilitation

385

PAPER Theory

120 marks

FIFTH SEMESTER PAPER Theory

120 marks

SIXTH SEMESTER

21 FAMILY CENTRED PRACTICE 28 SOCIAL GROUP WORK PRACTICE

22 SOCIAL WORK WITH COMMUNITIES

29 COMMUNITY ORGANISATION AND DEVELOPMENT

23 SOCIAL WELFARE ADMINISTRATION

30 SOCIAL WORK RESEARCH AND STATISTICS

24 PROBLEMS OF INDIAN SOCIETY 31 CONTEMPORARY CHALLENGES OF INDIAN SOCIETY

25 WEAKER SECTIONS OF INDIAN SOCIETY

32 DEVELOPMENT OF WEAKER SECTIONS

26 SOCIAL PROBLEMS AND SERVICES

33 MASS COMMUNICATION

27 SOCIAL WORK PRACTICUM AND VIVA VOCE(100+50=150 Marks) • Orientation to Working with

Communities • Community Setting:

Village/Hamlets/Tribal settlement

• Exposure to Working of Panchayat System

• Working With NGOs • Working in open community

34 SOCIAL WORK PRACTICUM AND VIVA VOCE(80+50=130 Marks) • Skill development in

Community Organisation and Development

• Case Work in Community Setting

• Effective Group Work in Community: SHG/Women and Children/Youth/Adults

• Study Tour : (20 Marks) • Projects/ Area Visits

Exposure to Model Practices of Community Organisation/ sustainable Development/ Rural Community and Tribal Projects.

386

Summary Chart-Core Courses

Semester

Examination Marks

Internal Assessment

Total Marks

Credits

Teaching Work Load

I Semester

80

20

100

2

4 hours

II Semester

80

20

100

2

4 hours

III Semester

80

20

100

2

4 hours

IV Semester

80

20

100

2

4 hours

V Semester

100

25

125

2.5

4 hours

VI Semester

100

25

125

2.5

4 hours

Summary Chart-Elective Courses

Semester

Examination Marks

Internal Assessment

Total Marks

Credits

Teaching Work Load

I Semester

40

10

50

1

2 hours

II Semester

40

10

50

1

2 hours

III Semester

40

10

50

1

2 hours

IV Semester

40

10

50

1

2 hours

387

Scheme of Examination: Theory (Common to I, II, III, IV Semesters) Time:- 3 Hours Max, Marks :80 Internal Assessment:20 Total Marks :100 Section A Ten 2 Marks questions spread across all the units with no choice. 10x2=20 marks Section B Answer four out of five questions from across all the units. 4x5=20 marks Section C Answer four out of five questions from across all the units. 4x10=40 marks Scheme of Examination: Theory (Common to V&VI Semesters) Time:- 3Hours Max, Marks :100 Internal Assessment: 25 Total Marks: 125 Section A Ten 2 Marks questions spread across all the units with no choice. 10x2=20 marks Section B Answer four out of five questions from across all the units. 4x5=20 marks Section C Answer four out of five questions from across all the units. 4x15=60 marks

388

Scheme of Examination: Elective Courses Time:- 2Hours Max, Marks :40 Internal Assessment: 10 Total Marks: 50 Section A Answer all the five questions 5x2=10 marks Section B Answer two out of three questions from across all the units. 2x5=10 marks Section C Answer two out of three questions from across all the units. 2x10=20 marks

389

CHOICE BASED SEMESTER SYSTEM BSW DEGREE COURSE

GUIDELINES FOR FIELD WORK

Fieldwork is an integral part of Social work curriculum at Undergraduate and Post-graduate levels the world over. Social work educators and practitioners hold fieldwork to be the core of professional social work education. Fieldwork, also referred to as practicum, internship or field placement, emphasizes the application of theory to practice.

Fieldwork is not merely visiting an agency or observing what goes on in the agency. Fieldwork training is imparted under the guidance and supervision of a social work educator as well as the supervision of experienced social workers in the agency.

Social work practicum has the following learning opportunities for the development of professional skills.

Learning Opportunités

• Orientation visits • Workshops

• Study Tours • Concurrent Practice Learning

• Summer Placement (optional)

Fieldwork Practicum

• Fieldwork Practicum from first to fourth Semesters is allotted 100 marks to be evaluated by

the field work supervisor. • For the Fourth Semester out of 100 marks allotted: 80 marks is allotted by the field work

supervisor and 20 marks allotted for Study tour. • For the fifth and sixth semester out of 150 marks, 50 marks allotted for the Viva-Voce which

is conducted by examiners appointed by the BOE. • For the Sixth Semester out of 150 marks allotted: 50 marks is allotted for Viva-Voce, 80

marks is allotted by the field work supervisor and 20 marks allotted for Study Tour. • The student is required to present a duly signed and approved field work report and diary

(time sheet) on the day of Viva-Voce Examination. • The Examination are conducted according to the University norms

390

Fieldwork for First Year BSW The first year BSW students are placed in Schools for the entire duration of the year. The Fieldwork days are on Thursday and Friday afternoon. The stipulated hours for fieldwork practicum are Four hours Per Week in a Semester. The essential tasks to be undertaken by the first year students include: • Orientation visits to social work agencies • Concurrent Placement in a School (Government or Private) where they are required

toundertake: • Group work-- one meeting per week • Home Visits • Case work-- one case in the second semester

In addition, the students with the cooperation of the school authorities may organize • Field trips to industries, museums, media centers, laboratories etc. • Talks for parents on Parenting, Understanding Children/ Teenagers and other related topics • Faculty development programmes of school teachers.

Fieldwork for First Year BSW The first year BSW students are placed in Schools for the entire duration of the year. The fieldwork days are on Thursday and Friday afternoon. The stipulated hours for fieldwork practicum are Four hours Per Week in a Semester. The essential tasks to be undertaken by the first year students include: • Orientation visits to Social work Agencies • Concurrent Placement in a School (Government or Private) where they are required to

undertake: • Group work-- one meeting per week • Home Visits • Case work-- one Case in the Second semester

In addition, the students with the cooperation of the school authorities may organize • Field trips to industries, museums, media centers, laboratories etc. • Talks for parents on Parenting, Understanding Children/ Teenagers and other related topics • Faculty development programmes of School teachers.

Fieldwork for Second Year BSW The second year BSW students continue to be engaged in school social work by being placed in Schools for the entire duration of the Semester/Year. The Fieldwork days are on Thursday and Friday afternoon. The stipulated hours for Fieldwork practicum are Six hours Per Week in a Semester. It may be noted that the School selected for placement must be a different from the School they were placed in the first year.

391

The Second year students have to take up the following tasks: • Case Work—at least three cases in Third Semester and five cases in a year • Group work—one meeting every week

In addition, the students may conduct field trips, parenting sessions, faculty development programmes as suggested for first year Fieldwork.

Fieldwork for Third Year BSW The third year BSW students are compulsorily placed in communities of low-income groups within the city or the suburbs or in tribal communities (if available). The fieldwork days are on Friday and Saturday (Full Days).The stipulated hours for fieldwork practicum areEight hours Per Week in a Semester.The primary focus of the third year students is engaging in community work or community organization method of social work. In addition, the students may take up group work or case work in the community if the situation demands.

The students may be placed in teams of two or three and initially observe and understand the community dynamics. After the initial phase, they may organize programmes for selected groups or the entire community as well as facilitate the community in resolving issues and problems.

Social Work Practicum - Minimum Hours

I SEMESTER 64 Hours

II SEMESTER 64 Hours

III SEMESTER 96 Hours

IV SEMESTER 96 Hours

V SEMESTER 144 Hours

VI SEMESTER 144 Hours

392

Scheme of Examination: Field Work Practicum Criteria for Evaluation and Scheme for Awarding Marks

BSW- FIRST SEMESTER

Maximum Marks. 100

SL.NO

Areas of Evaluation and Scheme of Marks Marks

1 ADJUSTMENT IN THE AGENCY

10 Marks

2 HOME VISIT SKILLS

10 Marks

3 USE OF COMMUNITY RESOURCES /COLLATERAL CONTACTS

05 Marks

4 USE OF GROUP WORK PRINCIPLES

05 Marks

5 ABILITY TO USE SUPPORTIVE TECHNIQUES

05 Marks

6 SKILLS IN IDENTIFYING GROUP DYNAMICS

05 Marks

7 SKILLS IN ENABLING GROUP PARTICIPATION

05 Marks

8 SKILLS IN IDENTIFYING INDIVIDUAL NEEDS

05 Marks

9 SKILLS IN PLANNING PROGRAMMES

10 Marks

10 CREATIVE USE OF PROGRAMME MEDIA

10 Marks

11 RECORDING

10 Marks

12 CONFERENCE

10 Marks

13 PERSONAL INITIATIVE TO ENHANCE KNOWLEDGE AND SKILLS

10 Marks

393

BSW- SECOND SEMESTER

Maximum Marks. 100

SL.NO Areas of Evaluation and Scheme of Marks [[[

Marks


10 Marks

2 CASE WORK INITIATIVE

05 Marks

3 USE OF SYSTEM APPROACH

05 Marks

4 HOME VISIT SKILLS

05 Marks

5 USE OF COMMUNITY RESOURCES/ COLLATERAL CONTACT

05 Marks

6 USE OF APPROPRIATE CASE WORK PRINCIPLES

05 Marks


05 Marks

8 GROUP WORK INITIATIVE

15 Marks

9 SKILL IN PLANNING PROGRAMME

10 Marks


10 Marks

11 RECORDING

10 Marks

12 CONFERENCE

10 Marks

13 PERSONAL INITIATIVE TO ENHANCE KNOWLEDGE AND SKILLS

05 Marks

394

BSW –THIRD SEMESTER

Maximum Marks. 100

SL.NO Areas of Evaluation and Scheme of Marks

Marks


05 Marks

2 CASE WORK

10 Marks


05 Marks

4 HOME VISIT SKILLS

05 Marks

5 USE OF COMMUNITY RESOURCES/ COLLATERAL CONTACT

05 Marks


05 Marks


05 Marks

8 GROUP WORK INITIATIVE

15 Marks


10 Marks


10 Marks

11 RECORDING

10 Marks

12 CONFERENCE 10 Marks

13 PERSONAL INITIATIVE TO ENCHANCE KNOWLEDGE AND SKILL

05 Marks

395

BSW – FOURTH SEMESTER

Maximum Marks. 100


Marks


05 Marks

2 CASE WORK

05 Marks


05 Marks

4 HOME VISIT SKILLS:/ USE OF COMMUNITY RESOURCES/ COLLATERAL CONTACT

05 Marks


05 Marks


05 Marks

7 GROUP WORK:

10 Marks


10 Marks


05 Marks

10 RECORDING

10 Marks

11 CONFERENCE

10 Marks

12 PERSONAL INITIATIVE TO ENCHANCE KNOWLEDGE AND SKILL [

05 Marks

STUDY TOUR

20 Marks

396

BSW - FIFTH SEMESTER Maximum Marks. 150


Marks


10 Marks

2 PROFESSIONAL SELF

23 Marks

3 PROFESSIONAL SKILLS

i WORKING WITH INDIVIDUALS & FAMILIES.( CASE WORK)

OR

18 Marks

ii WORKING WITH GROUPS

18 Marks

iii WORKING WITH COMMUNITIES

18 Marks

4 RECORDING

10 Marks

5 USE OF FIELD INSTRUCTION

12 Marks

6 USE OF RESOURCES

09 Marks

7 VIVA

50 Marks

397

BSW SIXTH SEMESTER

Maximum Marks. 150 SL.NO Areas of Evaluation and Scheme of Marks

Marks


07 Marks

2 PROFESSIONAL SELF

20 Marks

3 PROFESSIONAL SKILLS

i WORKING WITH INDIVIDUALS & FAMILIES. (CASE WORK) OR

15 Marks

ii WORKING WITH GROUPS

15 Marks

iii WORKING WITH COMMUNITIES

15 Marks

4 RECORDING

08 Marks

5 USE OF FIELD INSTRUCTION

10Marks

6 USE OF RESOURCES

05 Marks

7 STUDY TOUR

20Marks

8 VIVA

50 Marks

398

CHOICE BASED AUTONOMOUS SEMESTER SCHEME

REVISED SYLLABUS 2019

BSW DEGREE COURSE

First Semester: BSW 331: Course I

INTRODUCTION TO SOCIAL WORK

Theory Marks: 80 Internal Assessment Marks: 20

Total marks: 100 Total No. of Teaching Hours:48

Credits:02 Course Objectives: • To understand the historical evolution of Social Work in India and abroad • To understand the relationship of Social Work with other Social Sciences • To understand the values and skills of Social Work and consciously apply them in practice • To understand the components of Field Work

Course Outcomes: • Knowledge on historical evolution of Social work • Familiarity with Methods of Social work • Awareness on Components of Field work • Application of Values and Skills of Social Work

UNIT- I (14 hours) History of Social Work Profession • Emergence/ Evolution of Professional Social work in UK and USA • Emergence/ Evolution of Professional Social work in India Nature and Values of Social Work • Social Work- Meaning, Definition, Objectives, Misconceptions • Values of Social Work - Meaning, Primary Values in Social Work

UNIT- II (12 hours)

Methods of Social Work • Social Case Work – Meaning, Definition & Assumptions • Social Group Work – Meaning, Definition & Objectives • Community Organization – Meaning, Definition & Objectives • Social Action – Meaning, Definition & Objectives • Social Work Research – Meaning, Definition & Objectives • Social Welfare Administration – Meaning, Definition & Objectives

399

UNIT- III (12 hours) Relationship with other Social Sciences • Social Work and Sociology • Social work and Psychology

Programmes • Meaning and importance of Programmes • Specific Programme Media: Art and Crafts, Drama, Clay Modelling, Games

School Social Work • Skills for School Social Worker • Role of Social Worker in School Setting

UNIT- IV (10 hours) Components of Field Work • Basic Concepts- Client, Agency, Supervisor and Conference

Home Visit • Need for Home Visit • Principles of Home Visit • Procedure involved in Home Visit

Recording • Purpose of Recording • Types of Recording • Procedure for Recording

400

BIBLIOGRAPHY INTRODUCTION TO SOCIAL WORK

Bhattacharya, Sanjay. Social Work: An Integrated Approach. New Delhi: Deep and Deep Publication Pvt. Ltd., 2004.

Chowdhry, Paul D. Introduction to Social Work. Delhi: Atma Ram & Sons, 1964.

Dubois, Brenda, and Karla Krogsrud Miley. Social Work: An Empowering Profession. 2nd ed. Boston: Allyn & Bacon, 1996.

Friedlander, Walter A. Introduction to Social Welfare. New Delhi: Prentice Hall of India, 1967.

Concepts and Methods of Social Work. New Delhi: Prentice Hall of India, 1977.

Garrett, Annette. Interviewing: Its Principles and Methods. New York: Family Service Association of America, 1964.

Joseph, Josantony, and Gracy Fernandes. An Enquiry into Ethical Dilemmas in Social Work. Mumbai: College of Social Work, Nirmala Niketan, 2006.

Khinduka, S.K. Social Work in India. Allahabad: Kitab Mahal Pvt. Ltd, 1965.

Kumar, Hajira. Social Work and Developmental Issues. New Delhi: Aakar Books, 2005.

Kumar, Harish. Social Work: Issues of Civil Society. (Vol. I) Delhi: Isha Books, 2004.

Lobo, Joselyn T. Fieldwork in Social Work Education: A Manual for Educators and Students. Mangalore: School of Social Work, 2017.

Madan, G.R. Indian Social Problems. New Delhi: Allied Publishers Limited, 2000.

Mann, Arti. School Social Workers: Roles and Contributions in Child Learning. New Delhi: Concept Publishing Company, 2018.

McDermott, F.E. Self-determination in Social Work. Boston: Routledge & Kegan Paul, 1975.

Misra, P.D. and Beena Misra. Social Work Profession in India. Lucknow: New Royal Book Co., 2004.

Mudgal, S.D. An Introduction to Social Work. Jaipur: Book Enclave, 1997.

Wadi, A.R. History and Philosophy of Social Work in India. Bombay: Allied Publication Pvt. Ltd., 1961.

Rameshwari, Dev,i and Ravi Prakash. Social Work Practice. Jaipur: Mangal Deep Publication, 2001.

Social Welfare Administration: Methods and Practice. Jaipur: Mangal Deep Publication, 2001.

401

Skidmore, Rex A., Milton G Thackeray, and O. William Farley. Introduction to Social Work. New Jersey: Prentice Hall, 1988.

Subhedar, I. S. Field Work Training in Social Work. Jaipur: Rawat Publication, 2001.

Zastrow, Charles. The Practice of Social Work. 5th ed. California: Wadsworth Publishing Co., 1995.

Journals:

• The Indian Journal of Social Work: Tata Institute of Social Sciences, Mumbai • Contemporary Social Work: Department of Social Work, Lucknow University • Psychological Studies: Journal of the National Academy of Psychology • Psychological Counselling: Vellore Christian Counselling Centre • International Social Work: College of Social Work, Nirmala Niketan, Mumbai

402

First Semester: BSW 341: Paper II

BASIC SOCIOLOGICAL CONCEPTS AND INSTITUTIONS

Theory Marks 80 Internal Assessment 20

Total Marks: 100 Total No. of Teaching Hours: 48

Credits: 02 Course Objectives: • To provide sociological perspectives and sociological insights for effective social work

practice • To develop an understanding of basic sociological concepts • To understand the importance and functions of primary social institutions • To understand the role and dynamics of social institutions in social work practice Course Outcomes:

• A basic understanding of Sociology and Sociological concepts • Understanding the role and importance of primary social Institutions • Enabling Sociological insights for Social Work interventions • Understand the relationship of Sociology and Social Work

UNIT – I (14 hours) Introduction to Sociology • Nature and Definition of Sociology • Pioneers of Sociology Society • Meaning of Society • Characteristics of Society

Community • Meaning and Characteristics of Community • Differences between Society and Community Group • Meaning, Characteristics and Classification of Groups • Primary and Secondary Groups: Meaning, Characteristics • Importance to Individual and Society


Culture • Meaning, Characteristics and Functions of Culture • Culture and Society; Culture and Civilisation • Cultural Pluralism

403

Social Change • Meaning, Characteristics • Factors of Social Change: Biological, Geographic, Cultural & Technological • Concept of Cultural Lag Socialisation • Meaning, Process of Socialisation • Agencies of Socialisation • Role of Socialisation in Life

Values • Meaning of Social Values, Importance, Types • Traditional Vs. Modern Values


Social Institution • Meaning, Characteristics, Types • Institution and Association Marriage • Meaning, Characteristics • Forms of Marriage • Mate Selection: Exogamy & Endogamy

Family • Meaning, Function of Family • Types of Family: Nuclear, Extended, Joint Family • Features of Modern Family

UNIT – IV (10 hours)

Religious Institution • Components of Religion • Functions of Religion • Forms of Religion

Economic Institution • Nature of Economic Institutions • Property: Nature of Property Rights; Private Property • Capitalism & Socialism: A Critical Analysis

Political Institution

• Meaning of State and Government • Functions of State: Protective & Welfare Functions • Forms of Government: Democracy & Totalitarianism

404

BIBLIOGRAPHY

BASIC SOCIOLOGICAL CONCEPTS AND INSTITUTIONS Bhushan, Vidya and D. R. Sachdeva. An Introduction of Sociology. Allahabad:KitabMahal, 1989. Davis, Kingsley. Human Society. Delhi: Surjeet Publications, 1981. Deva, Indra, and Shrirama. Society and Culture in India: Their Dynamics through the Ages. Jaipur: Rawat Publications, 1999. Gisbert, P. Fundamentals of Sociology. 3rd ed. Bombay: Orient Longman Ltd., 1973. Haralambos, M. Sociology: Themes and Perspectives. Delhi: Oxford University Press, 2013. Jayapalan, N. Indian Society and Social Institutions. Vol. 1 & 2. New Delhi: Atlantic Publishers and Distributors, 2001. Johnson, Harry M. Sociology: A Systematic Introduction. New Delhi: Allied Publishers, 2003. Kapoor, B. K. Indian Society: Structure and Change. Jaipur: Ritu Publications, 2013.

Patil, S. N. Handbook of Sociology. Jaipur: Vital Publications, 2007.

Perry, John and Erna Perry. The Social Web: An Introduction to Sociology. San Francisco: Canfield Press, 1973.

Rao, C. N. Shankar. Sociology. New Delhi: S. Chand and Company Ltd., 1993. Rawat, H. K. Sociology: Basic Concepts. Jaipur: Rawat Publications, 2007. Singh, K. Principles of Sociology. Lucknow: Prakashan Kendra, 1999. Journals: • Contributions to Indian Sociology: Sage Publications, New Delhi. • International Journal of Sociology of the Family. Serials Publications. • Social Change: Issues and Perspectives. Journal of the Council for Social Development. • Social Welfare. Central Social Welfare Board.

405

First Semester: BSW 351: Paper III EARLY CHILDHOOD DEVELOPMENT

Theory Marks : 80 Internal Assessment Marks: 20


Credits: 02 Course Objectives: • To understand how children, develop and the psychological significance of development • To understand the fundamental facts about Principles of development • To know how emotions play an important role in children’s lives • To know the contributions of Play • To enhance parenting skills

Course Outcomes: • Knowledge on Child development and its significance • Familiarity with emotions of children • Gain better understanding on nurturing children • Integration of Life Skills

UNIT – I (14 hours) Growth and Development • Concept of Growth and Development • Factors influencing Development • Principles of Development • Hazards in Physical Development


Emotional Development • Needs of children –significance, security, acceptance, love, praise and discipline • Characteristic features of Children’s Emotions • Effect of emotions on Children’s Personal and Social adjustments • Hazards in Emotional Development


Play Development • Play – Meaning and Definition • Characteristics of Children’s Play • Contributions of play to Children’s Personality Development.

406


Nurturing Children • Art of effective parenting • Healthy Habits for a Digital Life • Components of child- friendly schools • Life skills for effective moulding of behaviour

BIBLIOGRAPHY

EARLY CHILDHOOD DEVELOPMENT

Bettie, B. Young. Keeping your Children Safe: A Practical Guide for Parents. Bombay: St. Paul Publications, 1994.

Chandrashekar, C.R. Know your Child’s Mind, Bangalore: Navakarnataka Publication Pvt. Ltd, 1992.

Dobson, James. Preparing for Adolescence. Mumbai: St Paul Society, 1997.

Drescher, John M. Six Things Children Need. Mumbai: St. Paul Publications, 1994.

D’Souza, Barnalu. Walking with Vulnerable Children. Mumbai: Don Bosco Research, Documentation & Training Centre, 2006.

Ginott, Haim, G. Between Parent and Child. New York: Avon Books, 1956.

Green, Christaphi. Toddler Taming: A Parent’s Guide to the First Four Years. London: Vermillion, 1992. Guptha, Sangeetha. The Joy of Parenting. New Delhi: Unicorn Books Pvt. Ltd, 2003.

Hurlock, Elizabeth. Child Development. Sydney: McGraw Hill, 1978.

Hurlock, S B. Child Growth and Psychology. New Delhi: Tata McGraw Hill Publishing Company Ltd, 1990. Lakshmamma, T. Professional Training in Social Work. New Delhi: Discovery Publishing House Pvt. Ltd., 2010.

The Surprising Years: Understanding Your Changing Adolescent. Lions Clubs International and Quest International.1992.

Manocha, Ramesh, and Gyongyi Horvath. Nurturing Young Minds. London: Robinson, 2017.

Meyrs, G. C. Becoming a Modern Parent. New Delhi: Infinity Books, 2002. Santrock, John W. Child Development. New Delhi: Tata McGraw Hill Publishing Company L2007. Sukhabodhananda, Swami. Art of Wise Parenting. Bangalore: Prasanna Trust, 2006.

Journals: • Social Welfare • My Name is Today • Indian Journal of Psychological Counselling • The Indian Journal of Social Work • Modern Practical Psychology

407

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408

First Semester: BSW 361: Paper IV FUNDAMENTALS OF NUTRITION

Theory Marks : 80 Internal Assessment Marks: 20


Credits: 02 Course Objectives: • To discuss the relationship between food, health and diseases • To assess the diseases caused by deficiency of Vitamins and Minerals • To practice dietary habits that contribute to healthy life style • To learn methods of cooking by conserving nutrients Course Outcomes:

• Knowledge on basic concepts of Nutrition • Understanding Balanced Diet • Knowledge of harmful ingredients in our food • Application of Methods of Cooking by conserving nutrients

UNIT-I (14 hours) Basic Concepts of Nutrition • Basic knowledge of Nutrition

Definition and importance of study of Nutrition • Basic Food Groups: Types of Food Groups, Functions of Food • Nutrients and their Classification:

Carbohydrates: Significance, Nutritive value, Functions, Sources, Deficiency Proteins: Significance, Nutritive value, Functions, Sources and Deficiency Fats and Oils: Significance, Nutritive value, Functions sources and Deficiency

UNIT II (10 hours)

Mineral Elements • Calcium: Significance, Nutritive Value, Functions, Sources and deficiency • Iron: Significance, Nutritive Value, functions, Sources and Deficiency • Iodine: Significance, Nutritive Value, functions, Sources and Deficiency Fat soluble Vitamins • Vitamin A- Functions, Sources and Deficiency • Vitamin D- Functions, Sources and Deficiency • Vitamin E- Functions, Sources and Deficiency • Vitamin K- Functions, Sources and Deficiency

Water: Its importance and Functional Value

Water Soluble Vitamins

409

• B-Complex Vitamins- Functions, Sources and Deficiency • Vitamin C- Functions, Sources and Deficiency

UNIT-III (12 hours) Green leafy vegetables • Significance and Nutritive Composition Fibre • Significance and role of fibre in the body • Benefits of Fibre • Harmful effects of Low fibre in the Diet

Understanding food combination • Its impact on self • Highlights of right and wrong food combination • Effects of common eatables and their harmful ingredients Guidelines for Planning Balanced Diet • Planning Nutritional Diet.

UNIT- IV (12 hours)

Methods of Cooking (Exposure to Nutritional Laboratory Experience) • Conservation of Nutrients • Enhancing Nutrient Content Food Adulteration • Types of Adulterants • Common Adulterants used on various eatables • Detection of Food Adulterants

Food Safety • Food contamination • Contamination caused by chemicals and microorganism

Food Poisoning

• Food Infection • Food Intoxication

410

BIBLIOGRAPHY FUNDAMENTALS OF NUTRITION

Babu, Suresh S. A Treatise on Home Remedies. New Delhi: Pustak Mahal, 2009. Bakhru, H.K. Vitamins that Heal: Natural Immunity for Better Health. Noida: Saurabh Printers Pvt. Ltd., 2007. Ballentine, Rudolph. Diet and Nutrition: A Holistic Approach. Pennsylvania: The Himalayan International Institute, 1982. Begum, Raheena. A Text Book of Food Nutrition and Dietetics. New Delhi: Sterling Publishers Pvt. Ltd., 1991. Gopalan, C., B.V, Rama Sastri, and S.C. Balasubramanian. Nutritive Value of Indian Foods. Hyderabad: National Institute of Nutrition, 1993. Gupta, M.K. Foods that are Killing You. New Delhi: Pustak Mahal, 2004. Lawrence, Helen. Well-being for Women. Scotland: Geddes and Gosset, 2004. Morter, Ted M. Health and Wellness. New Delhi: Pustak Mahal, 2000. Mudambi, Sumathi R, and Shalini M Rao. Food Science. Wiley Eastern Ltd Nutrition for the Community. New Delhi: Indira Gandhi National Open University (IGNOU), 1996. Rajadhyaksha, Medha S., and Sukanya Datta. The Secrets of Proteins. New Delhi: National Book Trust, 2000. Reddy. S.R. 1997. Teaching Health and Nutrition. New Delhi: Commonwealth Publication, 1985. Roday, S. Hygiene and Sanitation in Food Industry. New Delhi: Tata McGraw-Hill Publishing Company Ltd, 2006. Samraj, Edison. Best of Health. Pune: Oriental Watchman Publishing, 1994. Sharma, Rajeev, and Jyothi Rajeev. Water For Health and Beauty. New Delhi: Manoj Publications, 2009. Singh, Jyothi. Handbook of Nutrition and Dietetics. New Delhi: Lotus Press, 2008. Spence, Michael, and Maureen Lewis. Health and Growth. Jaipur: Rawat Publications, 2009. Srilakshmi, B. Nutrition Science. New Delhi: New Age International Publishers, 2008. Suresh, Keshan. A Parent’s Guide to Child Care. New Delhi: Pustak Mahal, 2009. Swaminathan, M. Essentials of Food and Nutrition. (Vol. II). Bangalore: The Bangalore Printing and Publishing Co. Ltd., 2008. Varma, Mira et al. Child Nutrition: Problems and Prospects. Jaipur: Ina Shree Publishers, 1996. Venkataiah, S. Teaching Food and Nutrition. New Delhi: Anmol Publications Pvt. Ltd., 2002. Vidya, Chinthapalli. A Text Book of Nutrition. New Delhi: Discovery Publishing House, 1996.

Journals:

• Herald of Health. Family Magazine for Vibrant Health, Oriental Watchman Publishing House, Pune

• Health Action. Health Action for all ( HAFA), Secunderabad • Health for the Millions. New Delhi

411

Second Semester: BSW 332: Paper VI SOCIAL WORK METHODS



Credits: 02 Course Objectives: • To develop an understanding of different methods in Social Work • To develop the skills to apply in various methods of intervention • To develop ability to establish and sustain a working relationship with the client system • To use supportive techniques while dealing with individual

Course Outcomes: • Familiarity with Social Work Methods • Deeper understanding of Stages of group development • Possess the basic skills for Social Work Intervention • Application of techniques of helping • Understanding the role of Social Work services in various settings

UNIT-I (14 hours)

Social Case Work • Objectives of Social Case Work • Principles of Social Case Work

Social Case Work: Problem Solving Process • Intake • Fact Finding • Analysis and Assessment • Diagnosis • Treatment • Termination • Evaluation

UNIT- II (10 hours) Social Group Work • Principles of Social Group Work. • Stages of Group Development - Tuckman’s Model • Role of a Social Group Worker in Group Work process

Community Work • Concept of Community Work. • Principles of Community Work.

412

UNIT- III (12 hours) Social Welfare Administration Purpose of Social Welfare Administration Social Work Research Uses of Research in social work practice

Social Action • Strategy of Social Action • Use of Social Action in social work practice • Role of social worker in Social Action

UNIT- IV (12 hours)

Supportive Techniques of Helping (a) Acceptance (b) Assurance (c) Facilitation of expression of feelings (d) Allying feelings that are overpowering (e) Accrediting and building of Self Confidence

Social Work Services—Concept & Role in: • Labour welfare services • Medical social work • Correctional services

413

BIBLIOGRAPHY SOCIAL WORK METHODS

Bhattacharya, Sanjay. Social Work: An Integrated Approach. New Delhi: Deep and Deep

Publication Pvt. Ltd., 2004.

Chowdhry, Paul D. Introduction to Social Work. Delhi: Atma Ram & Sons, 1964.

Friedlander, Walter A. Concepts and Methods of Social Work. New Delhi: Prentice Hall of India,

1977.

Khinduka, S.K. Social Work in India. Allahabad: Kitab Mahal Pvt. Ltd, 1965.

Konopka, Gisela. Social Group Work: A Helping Process. New Jersey: Prentice Hall, 1972.

Mathew, Grace. An Introduction to Social Case Work. Mumbai: Tata Institute of Social Sciences,

1992.

Misra, P.D. and Beena Misra. Social Work Profession in India. Lucknow: New Royal Book Co.,

2004.

Raju, Lakshmipathi M. Community Organization and Social Action: Social Work Methods and

Practices. New Delhi: Regal Publications, 2012.

Segal, Elizabeth A, Karen E. Gerdes, and Sue Steiner. Professional Social Work. New Delhi:

Cengage Learning India Pvt. Ltd., 2010.

Seymour, Smith Seonard. Making Your Meeting More Effective: Checklist and Guide. New

Delhi: Sterling Publication Pvt. Ltd., 1989.

Siddiqui, H.Y. “Community Work.” In Encyclopaedia of Social Work in India 3rd ed. Surendra

Singh. Lucknow: New Royal Book Company, 2012.

Social Work and Social Action: A Developmental Perspective. New Delhi: Harnam Publication,

1984.

Skidmore, Rex A., Milton G Thackeray and O. William Farley. Introduction to Social Work.

New Jersey: Prentice Hall, 1988.

Timm, Paul R. How to Hold Successful Meetings. Mumbai: Jaico Publishing House, 1999.

Upadhay, R. K. Social Case Work. Jaipur: Rawat Publication, 2003.

Zastrow, Charles. The Practice of Social Work. 5th ed. California: Wadsworth Publishing Co.,

1995.

414

Second Semester: BSW 342: Paper VII BASIC COMMUNICATION SKILLS



Credits: 02 Course Objectives: • To provide an overview of the communication process and analyse the barriers to effective

communication • To enhance interpersonal communication skills like verbal, non-verbal, listening and

interviewing • To provide training in public speaking and presentation skills as well as effective listening • To understand the importance of communication across cultures

Course Outcomes:

• Understanding of communication processes and skills • Effective utilization of techniques and tools to enhance interpersonal communication skills • Possess the necessary skills for public speaking and presentations • Follow the rules of etiquette in various aspects of communication and social life

UNIT – I (14 Hours)

Basics of Communication • Definition, Importance, Purpose • Types of communication • Direction of Communication: Downward, Upward, Horizontal, Cross Communication Process • Sender, Message, Receiver, Channel, Feedback Communication Barriers • Barriers to Communication • Perception and Communication • Ways of Overcoming Barriers

UNIT – II (12 Hours) Non-verbal Communication • Definition; Importance • Components of Non-verbal Communication

415

Interpersonal Communication • Meaning, Characteristics

Etiquette • General Communication Etiquette • General Greeting Etiquette • Professional Etiquette

UNIT – III (12 Hours) Conversation • Ways to improve conversations Public Speaking and Presentation Skills • Principles of Public Speaking • How to begin and end a Speech • Master of Ceremony (MC) • Power Point Presentations Types of Speeches • Welcome Speech • Introduction Speech • Extempore Speaking • Vote of Thanks

UNIT – IV (10 Hours) Listening: • Benefits of Effective Listening • Causes of Poor Listening • Developing Listening Skills Telephone Communication • Basic Telephone Rules • Making a Call • Answering the Telephone • Mobile Etiquette Meetings • Process of conducting meetings • Role of Chairperson • Role of Participants Note: Practical sessions/workshops to be conducted for imparting communication skills.

416

BIBLIOGRAPHY BASIC COMMUNICATION SKILLS

Adair, John. Effective Communication. New Delhi: Rupa & Co., 1997.

Adler, Ronald B., and George Rodman. Understanding Human Communication. 8th ed. New York: Oxford University Press, 2003.

Alex, K. Soft Skills: Know Yourself and Know the World. 2nd ed. New Delhi: S. Chand & Company, 2011.

Balan, K. R., and C. S. Rayudu. Effective Communication. New Delhi: Beacon Books, 1994. Barker, Alan. Improve your Communication Skills. 2nd ed. New Delhi: Kogan Page, 2010. Cole, Kris. Crystal Clear Communication: Skills for Understanding and Being Understood. 2nded. Chennai: East West Books (Madras) Pvt. Ltd., 2000. Gough, Tony. Improve Your Relationship Through Communication. Mumbai: Better Yourself Books, 1987. Koneru, Aruna. Professional Communication. New Delhi: Tata-McGraw-Hill Publishing Company, 2008. McGrath, E. H. Basic Managerial Skills for All. 9th ed. New Delhi: Prentice-Hall of India, 2011. McMillan, Sandy. How to be a Better Communicator. New Delhi: Kogan Page India Pvt. Ltd., 1998. Rao, R. N. Improve Your Skills. Jaipur: Satyam Publishers and Distributors, 2016. Sanford, John A. Between People: Communicating One-to-One. Mumbai. Better Yourself Books, 1982. Scott, Bill. The Skills of Communicating. Mumbai: Jaico Publishing House, 1995. Sharma, Sharmila. Effective Communication Skills. Jaipur: Book Enclave, 2018. Stanton, Nicky. Mastering Communication. London: Macmillan Press Ltd., 1996. Vilanilam, J. V. More Effective Communication: A Manual for Professionals. New Delhi: Response Books, 2000.

417

Second Semester: BSW 352: Paper VIII

RESPONDING TO CHILDHOOD PROBLEMS



Credits: 02 Course Objectives: • To develop ability to identify and respond to common problems of children • To develop an understanding of legal framework and policies that support child protection • To develop an understanding of the need for establishing early Childhood Development

Programmes • To understand the contributions of National and International Organizations in the field of

child development

Course Outcomes: • Knowledge on protection of children • Familiarity with childhood disorders • Deeper understanding of child abuse • Awareness on Legislations and services related to children • Sound knowledge of services for children

UNIT – I (12 hours) Protection of Children • Constitutional safeguards for children in India • Rights of children. • National Commission for protection of Child Rights • NGOs for Children: Case study of CRY (Child Rights and You)

UNIT – II (14 hours) Causes and treatment for Childhood Disorders • (a) Bedwetting (b) Thumb sucking (c) Nail biting (d) Hyper activity (e) Stammering

f) Scholastic backwardness (g) Stealing (h) Eating disorders [[

Child Abuse • Types of Child Abuse • Symptoms of Child Abuse

Autism • Meaning, Symptoms • Role of parents

Dyslexia and Learning Difficulties • Meaning, Symptoms • Role of parents and educators

418

UNIT – III (10 hours) Legislations related to children- Salient features • Medical Termination of Pregnancy Act 1971 (MTP) and Amendment 2002 • The Pre-Natal Diagnostic Techniques (Regulation and Prevention of Misuse) Act 1994

(PNDT) • Juvenile justice (care and protection) Act 2000 and Amendment 2006 • Right to Education Act 2009 • Protection of Children from Sexual Offence Act 2012 (POCSO)


Services for children • Creche -Requirements and Functions • Balawadi- Requirements and Functions • Integrated Child Development Scheme (ICDS)- Objectives and services • Child Line – Objectives and Services. • Integrated Child Protection Scheme (ICPS) – services

419

BIBLIOGRAPHY RESPONDING TO CHILDHOOD PROBLEMS

Benjamin, Spock, and Michal B Rahenberg. Dr. Spock’s Baby and Child Care 1992. Childline at My Finger Tips: A Resource Book. Child Line India Foundation,Mumbai: 2001.

Edgar, J Schmiedeler. The Child and Problems of Today. Bombay: Better Yourself Books, 1994.

Gopal, A.K. Creches in Plantations, New Delhi: National Institute of Public Cooperation and Child Development, 1983. India 2019. New Delhi: Publications Division, Ministry of Information and Broadcasting, Government of India 2014

Kapadia, Mahesh, All You Wanted to Know About Increasing Memory Power New Delhi: Sterling Publishers Pvt. Ltd., 2001.

Kohn, Ruth. The Exploring Child. Mumbai: Orient Longman Ltd, 1972.

Kuppuswamy, B. Child Behaviour and Development, New Delhi: Vikas Publishing House, 1984.

Mathew, P.D. Know Your Rights: 1 & 2. Vododara: Nyay Darshan, 2011.

Mundkur Nandin,i and Pejavar Ranjan Kumar. Your Child: Parents Guide to Child Health. Bangalore: Prism Books Pvt. Ltd, 2000. Padder, Tanushree. Smart Memory: Techniques to Improve Memory. Bangalore: PustakMahal, 2003.

Pandey, J.N, Constitutional Law of India. Allahabad: Central Law Agency, 2007.

Pereira, Arty. Success in Examination. Bombay: Better Yourself Books, 1994.

Pinto, Jerry, and Biblinaria Jeroo. A Guide to Starting Childline. Childline India Foundation CIF, 2000.

Prabhu, Vinay V. General Psychology. Mumbai: Vipul Prakashan, 2003.

Prakash, Vijay. Study Techniques, Bangalore: Vasan Publications, 2005.

Memory Power: Booster for Academic Success. Bangalore: Vasan Publications, 2006.

Pylee, M.V. India’s Constitution. New Delhi: S. Chand and Co. Ltd, 2003.

Raman, B.S. Indian Constitution. Mangalore: United Publishers, 2010.

420

Rattan, Vijay. Women & Child Development. New Delhi: S. Chand & Co Ltd, 2000. Integrated Child Development Services: Programme Administration. New Delhi: S. Chand & Co. Ltd., 2000.

Sharma, Hari Datt. How to Shape Your Kids Better. New Delhi: Pustak Mahal, 2009.

Sobha, I. Welfare Services for Women and Children. New Delhi: Discovery Publishing House, 2003.

Strang, Ruth. An Introduction to Child Study. 4th ed. New York: The MacMillan Company, 1998. Thakare, Abhishek. The Portrait of a Super Student. New Delhi: Pustak Mahal, 2001.

Journals: • Social Welfare • My name is Today • Education Monitor • Indian Journal of Psychological Counselling • The Indian Journal of Social Work • Modern Practical Psychology

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421

Second Semester: BSW 362: Paper IX FAMILY CARE



Credits: 02 Course Objectives: • To develop Home Management skills • To regulate healthy diet for mental well being • To manage time and energy effectively in home making duties • To formulate guidelines for budgeting, savings and ordinary bank transactions Course Outcomes:

• Understanding qualities and responsibilities of a Home maker • Understanding malnutrition, meal planning and storage of food • Knowledge on Family budgeting and Family savings • Deeper understanding of importance of Personal Hygiene • Understanding Consumer Rights, Individual Rights and responsibilities within the family • Better understanding of Nutrition education

UNIT- I (10 hours)

Family care • Meaning and definition • Qualities of a Home Maker • Major Managerial responsibilities of a Home Maker Malnutrition • Definition • Causes and effects of maternal malnutrition • Causes and effects of malnutrition in children

Meal Planning

• Concept of Meal Planning • Aims of Meal Planning • Factors to be considered in meal planning

UNIT- II (12 hours) Storage of Food • Classification of Food based on Perishability • Methods of Food storage

422

Family Budgeting • Meaning and Definition of Budget • Importance of Budgeting • Steps in Family Budgeting Family Savings • Definition of Saving • Objectives • Types of Saving • Managing savings Bank Accounts

UNIT- III (12 hours) Personal Hygiene Care and maintenance of personal hygiene Regulating diet for mental well being • Concept of mental well-being. • Food that improves memory power • Food that help to retain youthfulness Human Rights in the Family • The Individual’s right to have a family • Individuals rights and responsibilities within the family

UNIT- IV (14 hours)

Eight Effective Consumer rights Nutrition Education • Concept of Nutrition Education • Planning of Nutritional Education Programme • Techniques of Nutrition Education

Culinary Lab: Preparing Low Cost Nutritious Foods and Demonstration

423

BIBLIOGRAPHY FAMILY CARE

The Consumer Protection Act, 1986. Law Publishers, Allahabad, 2002. Gopalan, C., B.V, Rama Sastri, and S.C. Balasubramanian. Nutritive Value of Indian Foods. Hyderabad: National Institute of Nutrition, 1993. Harsh, Bhanwar Lal. Human Rights Law in India: Protection and Implementation of the Human Rights Act, 1993. New Delhi: Regal Publications, 2011. Kumar, C. Raj, and K. Chockalingam, Human Rights Justice and Constitutional Empowerment. Oxford University Press, 2007. Mann, H. K., and. Balaram Mann. Home Management for Indian Families, Bombay: Seth Publishers, 1985. Mulleck, Prematha. Elements of Home Service. New Delhi: Kalyani Publishers, 1983. Reddy, S.R. Teaching Health and Nutrition. New Delhi: Commonwealth Publication, 1997. Samraj, Edison. Best of Health. Pune: Oriental Watchman Publishing, 1994. Sathpal, Puliani. The Right to Information Act, 2005. Bangalore: Karnataka Law Journal Publications, 2012. Soundaraj, Stella. Text book of Household Arts. 4th ed. New Delhi: Orient Longman, 1996. Varghese, M. A., N.N. Ogale, and K. Srinivasan. Home Management. New Delhi, New Age International, 1985. Varma, Mira et al. Child Nutrition: Problems and Prospects. Jaipur: Ina Shree Publishers, 1996. Journals: • Herald of Health. Family Magazine for Vibrant Health, Oriental Watchman Publishing House,

Pune • Health Action, Health Action for all (HAFA) Secunderabad

424

Third Semester: BSW 333: Paper XI SOCIAL GROUP WORK



Credits: 02 Course Objectives: • To understand group as an instrument of change • To foster an understanding of the basic values and group relationships in Social Group Work • To develop skills of working with groups • To promote understanding of Dynamics in groups • To develop self awareness in dealing with individuals in the group Course Outcomes:

• Identification of basic values in Social Group work • Appreciate the dynamics in the group process • Deeper understanding of Stages of group development • Sound knowledge base on Group Work Models

UNIT-I (14 hours)

Basic Values in Social Group Work • Belief in the dignity and worth of a Person • Social Justice • Mutual Responsibility • Multiculturalism • Empowerment • Self Determination • Confidentiality and Privacy • Skills and Techniques of Social Group Work • Guidelines for Group Formation • Principles and Practice

UNIT-II (10 hours)

Dynamics in Group Process • Group Bond • Subgroups • Isolate – Neglected Isolate and Rejected Isolate • Group Hostility and Group Contagion • Group Conflict • Leadership

425

Principles relating to:

• Communication and interaction patterns in group process • Group Cohesion • Social Control • Group culture • Group Development

UNIT-III (14 hours)

Stages of Group Development • Pre-affiliation, Approach and Avoidance –Worker’s Focus • Power Control – Worker’s Focus • Intimacy – Worker’s Focus • Differentiation – Worker’s Focus • Separation – Worker’s Focus

Principles of Programme Planning

Handling Groups Problem

• Eight commandments for a Group Leader

UNIT-IV (10 hours) Group Work Models—Meaning and Purpose • Remedial Group • Task Group • Growth Group Buzz Group as a Programme Media

Camp as a Programme Media • Purpose • Planning of a Camp • Advantages/Impact on Individuals

426

BIBLIOGRAPHY SOCIAL GROUP WORK

Corey, Marianne S, and Gerald Corey. Groups: Process and Practice. California: Brooks/Cole, 2002.

Donelson, R. Forsyth. Group Dynamics. 4th ed. New Delhi: Wadsworth, 2009.

Friedlander, Walter A. Concepts and Methods of Social Work. New Delhi: Prentice Hall of India, 1977.

Gupta, R. K. Social Group Work in India. Jaipur: Ritu Publications, 2014.

Gutierrez, Lorraine M., and Parsons Ruth J. Empowerment in Social Work Practice. Boston: Brooks/Cole, 1988.

Hoffman, Kays Sallee, and Allvin L. Social Work Practice: Bridges to Change. Boston: Alyn and Bacon, 1994.

Konopka, Gisela. Social Group Work: A Helping Process. New Jersey: Prentice Hall, 1972.

Mudgal, S.D. Social Work Education: Today and Tomorrow. Jaipur: Book Enclave, 1997.

Rameshwari, Devi, and Ravi Prakash. Social Work Practice. Jaipur: Mangal Deep Publication, 2001.

Sheafor, Lawrence. Social Work in India. Allahabad: Kitab Mahal Pvt. Ltd, 1988.

Siddiqui, H.Y. Group Work: Theories and Practice. Jaipur: Rawat Publications, 2008.


Stroup, Herebert Hewitt. Social Work: An Introduction to the Field. 2nd ed. New Delhi; Eurasia Publishing House, 1960.

Toseland, Ronald W., and Robert F. Rivas. An Introduction to Group Work Practice. New York: Macmillan Publishing, 2009.

Trecker, Harleigh B. Social Group Work: Principles and Practice. New York: Association Press, 1975.

Wilson, Gertrude and Ryland Gladys. Social Group Work Practice: The Creative Use of the Social Process. New York: Houghton Mifflin Company, 1949.

Zastrow, Charles H. The Practice of Social Work. 5th ed. California: Wadsworth Publishing Co., 1995.

Social Work with Groups. Jaipur: Rawat Publications, 2009.

427

Journals: • The Indian Journal of Social Work. TATA Institute of Social Sciences, Mumbai. • Contemporary Social Work. Department of Social Work, Lucknow: Lucknow University,

India. • Psychological Studies. Journal of the National Academy of Psychology, India • Psychological Counselling. Christian Counselling Centre, Vellore. • International Social Work. Sage Publication • Perspective in Social Work. College of Social Work, Nirmala Niketan, Mumbai. • Health Action. Health accessories for all (HAFA)

428

Third Semester: BSW 343: Paper XII EARLY STAGES OF HUMAN DEVELOPMENT



Credits: 02 Course Objectives: • To develop an understanding of the characteristic and developmental stages of human life. • To develop an understanding of behaviour at different stages of development, and the needs

and tasks of the period. • To understand the importance of Prenatal period • To understand the hazards in early stages of human development Course Outcomes:

• Basic understanding of Growth and Development • Knowledge on determinants of Human Growth and Behaviour • Realization of the significance of prenatal and postnatal period on development • In depth knowledge of hazards in early stages of Human Development

UNIT –I (14 hours) Introduction to Development • Definition and Nature of Developmental Psychology • Significant facts about development • Distinction between Growth and Development Determinants of Human Growth and Behaviour • Heredity: Heredity endowment - Determination of Sex. • Environment: Internal and External.

UNIT –II (12 hours)

Prenatal Period • How life begins: Conception • Stages of Pre-natal Development and its hazards • Germinal stage - Embryonic stage - Foetal stage Factors influencing Pre-natal development • Internal and External factors Birth Process • Stages of Child birth process, Types of Birth and its consequences • Twins: Identical and Fraternal

429

UNIT–III (12 hours) Post-natal Period • Conditions influencing adjustment to postnatal life • Parental attitude • Post natal care Infancy • Characteristics of Infancy • Major adjustments of Infancy • Physical and Psychological hazards Babyhood • Characteristics of Babyhood • Speech Development • Hazards of babyhood

UNIT –IV (10 hours) Early Childhood • Characteristics of early childhood • Social and Unsocial Behaviour Patterns • Hazards of early childhood Late childhood • Influence of school • Social Grouping & Social Behaviour • Hazards of Late Childhood

430

BIBLIOGRAPHY EARLY STAGES OF HUMAN DEVELOPMENT

Bhatia, Hans Raj. Elements of Psychology. Bombay: Somaiya Publication, 1970.

Berk, E Laura. Child Development. New Delhi: Pearson Prentice Hall, 2007.

Chakravarthy, Madhumita. Child Psychology. New Delhi: Commonwealth Publishers, 2005. Engler, Barbara. Personality Theories: An Introduction. Boston: Houghton Mifflin Company, 1991. English, S. Pearson. Emotional Problems of Living. New York: W.W. Norton and Co., 1963. Fieldman, S. Robert. Understanding Psychology. 4th ed. New York: Tata McGraw Hill Publishing Co. Ltd, 1999.

Hurlock, E.B. Developmental Psychology: A Life Span Approach. 5th ed. New York: Tata McGraw Hill Publishing Co. Ltd., 1999. Jafar, Mahmud. Development Psychology. New Delhi: APH Publishing Corporation, 2004. Nanda, V. K. Development Psychology. New Delhi: Surjeet Publication, 2004. Paplia, Diane E. et al. Human Development. 9th ed. New York: Tata McGraw Hill Publishing Company, 2004. Journals: • Indian Journal of Applied Psychology • Indian Journal of Social Work, Tata Institute of Social Sciences, Mumbai.

431

Third Semester: BSW 353: Paper XIII HEALTH CARE



Credits: 02 Course Objectives: • To develop an understanding of the Holistic concept of Health • To develop an understanding of the health situation in India • To develop an understanding about mental disorders • To develop sensitivity towards environmental issues • To promote healthy life style

Course Outcomes: • Have sound knowledge base on Health • Familiarity with Holistic Health • Basic knowledge on First Aid and Home Remedies for Female Health Problems • Understanding prevention and care of Stress, Obesity, Cancer, Heart attack, Diabetes,

Mellitus, Blood Pressure and Acidity

UNIT – I (12 hours) Health: Definition, Dimensions of Health

Determinants of Health Indicators of Health Mental Health • Warning signals of poor mental health • Causes of mental health problems • Types of mental illness

UNIT – II (14 hours) First aid during emergency- contents of the first aid box • Objects in the ear, nose, eye • Bleeding from nose and bleeding due to other injuries • Bites- snake bite, dog bite, insect bite • Burns • Electric shock, lightning • Fainting, epilepsy • Poisoning - food poisoning • Suffocation – drowning, choking • Fractures, fall and bandages Cardio Pulmonary Resuscitation (CPR)

UNIT– III (12 hours)

432

Introduction to the systems of medicine – Ayurveda, Allopathy, Homeopathy, Naturopathy and Unani

Female Health Problems and Home Remedies/Management:

(a) Anaemia (b) Vaginal Discharge (c) Amenorrhoea (absence of menstruation) (d) Dysmenorrhoea (pain during menstruation) (e) Menorrhagia (excessive menstruation)

Guidelines for Pregnant Women • Guidelines for Women after Delivery


Stress • Definition, Causes of Stress • Physical signals of Stress • Effects of Stress • Simple Ways to Manage Stress

Obesity • Causes for Obesity • Managing Obesity • Cholesterol Management

Cancer • Causes of Cancer • Prevention and Control Heart attack • Causes • Prevention

Diabetes Mellitus • Causes • Prevention and Care Blood Pressure (BP) & Acidity • Causes • Prevention and Care

433

BIBLIOGRAPHY HEALTH CARE

Batra, Promod. Simple Ways to Manage Stress. New Delhi: Think Inc, 1996.

Chandrashekar, C.R. Mental Disorders: Your Beliefs Right or Wrong?, Bangalore: Navakarnataka Publications, 1998

Improve your Mental Health and Efficiency. Bangalore: Navakarnataka Publications, 2010.

Mind your Mind. Bangalore: Navakarnataka Publications, 2010

Ghai, O.P. Management of Primary Health Care. New Delhi: Interprint, 1985.

Goel, Rajnesh. Community Health Care. New Delhi: Deep and Deep Publications, 2008.

Goel, S.L. Health Care Administration: Levels and Aspects. Bangalore: Sterling Publishers Pvt. Ltd., Bangalore, 1984.

The Green Action Guide. 2nd ed. Centre for Environment Education. Ministry of Human Resource Development, Govt. of India, 2006.

Gulani, K.K. Community Health Nursing: Principles and Practices. New Delhi:Kumar Publishing House, 2009.

Hegde, B.M. How to Maintain Good Health. Bangalore: UBS Publishers Distributors Ltd., 1997.

India Year Book 2018. New Delhi: Ministry of Information and Broadcasting, Government of India, 2018.

Information Guide to Hasyayag Laughter Therapy. Mumbai: Priyadarshini Laughter Club International, Priyadarshini Academy

Jange, Ward, Dorothy, and James Murich. Winning ways in Health Care. London: Wesley Publishing House, 1981.

Jayaraman, Rukmani. Give Them Facts: Help Them Decide. Chennai: TT Rangahathan Clinical Research Foundation, 2000.

Kumar, Seema. Over 1000 Health Hints for One and All. New Delhi: Pustak Mahal, 2006.

Mackenzie, Francis. The Penguin Guide to Family Health. New Delhi: Heath Harmony, 1999. Mangal, S.K. Educational Psychology for B.Ed. Correspondence and Regular Students. Ludhiana: Tandon Publications, 2006. Manorama Yearbook 2019. Kottayam: Malayala Manorama, 2019.

Mathur, J.S. Introduction to Social and Preventive Medicine. Mumbai: Oxford and IBH Publishing Co., 1971. Murthy, N.A., and Pandey D.P. Ayurvedic Cure for Common Diseases. New Delhi: Orient Paperbacks.

434

Padree, Shree. Rain Water Harvesting. Thrissur: Altermedia, 2003. Palmer, Stephen, and Cary Cooper. How to Deal with Work Stress. The Sunday Times, 2006.

Park, K., Park’s Text Book of Preventive and Social Medicine. Jabalpur: M/S Banarasidas, 2009.

Pillai, Rajendra. Youth and Drugs. Mumbai: Better Yourself Books, 1997.

Rao, Ramesh B., and Chandra. Vermi Composting. Mangalore: KUIDFC KUDCEMP, 2006.

Swarnkar, Keshav. Community Health Nursing. Indore: NR Brothers Publishers, 2009.

Thapur, G.D. All You Need to Know about Heart Attack. Hyderabad: Pustak Mahal, 2009.

Tribhuvan, Robin D. Studies in Tribal, Rural and Urban Development. (Vol.2) New Delhi: Discovery Publishing House, 2000.

Journals: • Health • Health Action • Health Herald • Swasth Hind • Women’s Health Journal PÀ£ÀßqÀ ¥ÀÄ¸ÀÛPÀUÀ¼ÀÄ

EA¢gÁ eÉÊ¥ÀæPÁ±ï – ªÀÄ£ÉÆÃ«eÁÕ£À - ªÀÄ£À¸ÀÄì ªÀÄvÀÄÛ CzÀgÀ dUÀvÀÄÛ, ¸À¥Àß §ÄPïºË¸ï, ¨ÉAUÀ¼ÀÆgÀÄ, 1998.

±ÉnÖ ¦. PÀÈµÀÚ¥Àà ªÀÄvÀÄÛ £ÀlgÁeï n.Dgï. - ¥Àj¸ÀgÀ: ªÀÄÄAzÉÃ£ÀÄ?, ¥ÀjµÀgÀ «eÁÕ£À ¥ÀjµÀvÀÄÛ, ¨ÉAUÀ¼ÀÆgÀÄ, 1998.

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²æÃ ¥ÀqÉæ – £É®-d® G½¹, zÀ.PÀ. ¥Àj¸ÀgÁ¸ÀPÀÛ MPÀÆÌl £ÁUÀjPÀ ¸ÉÃªÁ læ¸ïÖ (j), ªÀÄAUÀ¼ÀÆgÀÄ, 1997.

²æÃ ¥ÀqÉæ – UÀÄdgÁw£À ¤ÃgÀ weÉÆÃj - mÁAPÁ, ªÀiÁUÀðzÀ²ð ¥ÀæPÁ±À£À, ªÀÄAUÀ¼ÀÆgÀÄ, 2001.

²æÃ ¥ÀqÉæ – NqÀ®Ä ©qÀ¢j ªÀÄ¼É¤ÃgÀ..., PÉ.AiÀÄÄ.L.r.J¥sï.¹. – PÀÄqÉìA¥ï AiÉÆÃd£É, ªÀÄAUÀ¼ÀÆgÀÄ, 2006.

PÁ¼É r. gÁzsÁ - ¤¸ÀUÀðzÀ PÉÆqÀÄUÉ JgÉºÀÄ¼ÀÄ – JgÉUÉÆ§âgÀ, d£À¥ÀzÀ ¸ÉÃªÁ læ¸ïÖ, ªÉÄÃ®ÄPÉÆÃmÉ, 1993.

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zÉÃªÀzÁ¸ï °Ã¯ÁªÀw – ºÉuÉÚÃ ¤£Àß DgÉÆÃUÀå PÁ¥ÁrPÉÆÃ, ZÀAzÀ£À ¥À©èµÀgïì ªÀÄvÀÄÛ r¹Öç§Æålgïì, ¨ÉAUÀ¼ÀÆgÀÄ,

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2007.²æÃzsÀgï C. – Kqïì - ºÉZï.L.«., ¤AiÀÄAvÀætPÉÌ ªÀÄ£ÉÆÃ«eÁÕ£ÀzÀ vÀAvÀæUÀ¼ÀÄ, «PÀæªÀiï ¥ÀæPÁ±À£À, ¨ÉAUÀ¼ÀÆgÀÄ,

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436

Third Semester: BSW 363: Paper XIV NON FORMAL EDUCATION



Credits: 02 Course Objectives: • To develop a critical understanding of formal education in India and the need for non-formal

education • To understand the magnitude of the problem of illiteracy in India and government efforts at

eradicating illiteracy • To understand the need and role of adult and continuing education • To explore the role of nonformal education for specific target groups like women and children

Course Outcomes:

• Awareness of the different modes of education • Critically analyse the formal education system • Understanding the magnitude of the problem of literacy and the role of adult education and

literacy mission • Ability to organise non-formal education programmes for specific learner groups

UNIT – I (16 hours) Education • Meaning and Importance of Education • Objectives of Education • Four Pillars of Learning—UNESCO Document • Modes of Education: Informal, Formal & Non-formal

Formal Education in India • Historical Perspective: Ancient, Medieval, British and Post-Independent Periods • Structure of Education System in India

Formal Education: Critical Evaluation • Critical Evaluation of Formal Education in India • Commercialisation of Education

UNIT – II (12 Hours) Deschooling Movement • Concept of Deschooling • Ivan Illich and Deschooling Society Non-Formal Education (NFE) • Definitions, Characteristics and Scope • Objectives of NFE • Clientele of NFE

437

• Agencies of NFE

Non-formal Educator • Role of NFE Educator or Instructor • Qualities of an Educator

UNIT – III (12 Hours) Illiteracy in India • Causes of Illiteracy • Eradication of Illiteracy: Government efforts before and after Independence • National Literacy Mission • Concept of Functional Literacy NFE: International Experiments • Danish Folk High Schools • Literacy Campaign in Cuba Adult Education • Meaning and Scope • Characteristics of Adult Learners • Principles of Adult Learning • Adult Education in India: Critical Evaluation

UNIT – IV (08 Hours) Continuing Education • Concept of Continuing Education • Post-literacy and Continuing Education • Lifelong Learning Non-formal Education for Children • Situation of Children in India • NFE for Pre-school Children • NFE for Working Children

Non-formal Education for Women

• Characteristics of NFE for Women • NFE Programmes for Women

438

BIBLIOGRAPHY NON FORMAL EDUCATION

Chandra, Arvinda, and Anupama Shah. Non-formal Education for All. New Delhi: Sterling Publishers Pvt. Ltd., 1987.

Ghosh, Suresh C. History of Education in India. Jaipur: Rawat Publications, 2016. Mohanty, S. B. Non-formal Education. Allahabad: Chug Publications, 1985. Mohanty, Jaganath. 2nd ed. Adult and Non-formal Education. New Delhi: Deep and Deep Publications PVT. Ltd., 2002 Mookerji, Radha Kumud. Ancient Indian Education: Brahmanical and Buddhist. New Delhi: Cosmo Publications, 1999. Nagappa, T. R., and H. R. Chandraavadana Rao. Towards Total Literacy. New Delhi: Vikas Publishing House Pvt. Ltd., 1997. Naik, J. P. Some Perspectives on Non-formal Education. New Delhi: Allied Publishers, 1977. Pandya, Rameshwari. Adult and Non Formal Education. New Delhi: Gyan Publishing House, 2010. Pillai, P. Ramachandra. Non-formal Education. Hyderabad: Neelkamal Publications Pvt. Ltd., 2002. Reddy, R.S. Adult and Non-Formal Education. New Delhi: Commonwealth Publishers, 1999 Rogers, Alan. Teaching Adults. New Delhi: Sterling Publishers Pvt. Ltd., 1989. Rothwell, William J. Adult Learning Basics. Delhi: Cengage Learning India, 2008. Sharma, Seema. History of Education. New Delhi: Anmol Publications, 2008. Singh, R. P. Non-formal Education: An Alternative Approach. New Delhi: Sterling Publishers Pvt. Ltd., 1987. Journals: • Journal of Higher Education. University Grants Commission. • New Frontiers in Education. International Journal of Education. Lokabodhan Kendra. • Perspectives in Education. A Journal of the Society for Educational Research and

Development.

439

Fourth Semester: BSW 334: Paper XVI SOCIAL CASE WORK




• To develop knowledge and understanding in working with individuals • To foster skills on interviewing and recording in Social Case Work • To develop sensitivity towards children • To understand the role of Home and School in the life of a child

Course Outcomes:

• Knowledge on Tools of Social Case work • Gain understanding of Components Social Case work • Display competence in developing sensitivity towards children • Understanding issues and challenges in School Mental Health • Understanding role of Home and School in the life of a child

UNIT I (14 hours)

Social Case Work • Concept of Social Case Work Tools of Social Case Work • Observation • Listening • Home Visit • Collateral Contact • Relationship- Transference and Counter Transference • Recording

Interview in Social Case Work • Purpose. • Basic Rules • Specific Skills • Essential Qualities

UNIT II (10 hours) Components of Social Case Work • Person • Problem • Place • Process

440

UNIT III (14 hours) Social Case Work Intervention • Meaning of Intervention • Principles of Intervention Categories of Intervention • School Counselling Services Developing Sensitivity towards Children • Tolerating Alternative Behaviour • Building an attitude of Acceptance • Providing Appreciation • Revisualising Relationships in School • Peer Relationship

UNIT IV (10 hours) Role of School and Home in the Life of a child

Issues and Challenges in School Mental Health

Common Problems Identifiable among Children and Adolescents • Academic Difficulties • Problems in behaviour and Conduct • Social Relations and Adjustment • The Danger of Labelling.

441

BIBLIOGRAPHY SOCIAL CASE WORK

Bhattacharya, Sanjay. Social Work: An Integrated Approach. New Delhi: Deep and Deep Publication Pvt. Ltd., 2004.

Biestek, Felix P. The Casework Relationship. London: Unwin University Books, 1970.

Friedlander, Walter A. Concepts and Methods of Social Work. New Delhi: Prentice Hall of India, 1977.

Gutierrez, Lorraine M., and Parsons Ruth J. Empowerment in Social Work Practice. Boston: Brooks/Cole, 1988.

Hoffman, Kays Sallee, and Allvin L. Social Work Practice: Bridges to Change. Boston: Alyn and Bacon, 1994.

Mathew, Grace. An Introduction to Social Case Work. Mumbai: Tata Institute of Social Sciences, 1992.

Misra, P.D. and Beena Misra. Social Work Profession in India. Lucknow: New Royal Book Co., 2004.

Mudgal, S.D. Social Work Education: Today and Tomorrow. Jaipur: Book Enclave, 1997.

Pearlman, Helen Harris. Social Case Work Relationship: A Problem Solving Process. London: The University of Chicago Press, 1967.

Rameshwari, Devi, and Ravi Prakash. Social Work Practice. Jaipur: Mangal Deep Publication, 2001.

Ranganathan, Namitha., and Wadhwa, Toolika. Guidance and Counselling for Children and Adolescents in Schools. New Delhi: Sage Publications India Pvt. Ltd., 2017.

Sheafor, Lawrence. Social Work in India. Allahabad: Kitab Mahal Pvt. Ltd, 1988.

Siddiqui, H.Y. Group Work: Theories and Practice. Jaipur: Rawat Publications, 2008.


Stroup, Herbert Hewitt. Social Work: An Introduction to the Field. 2nd ed. New Delhi: Eurasia Publishing House, 1960.

Toseland, Ronald W., and Robert F. Rivas. An Introduction to Group Work Practice. New York: Macmillan Publishing, 2009.

Trecker, Harleigh B. Social Group Work: Principles and Practice. New York:Associate Press, 1975.

442

Upadhay, R. K. Social Case Work. Jaipur: Rawat Publications, 2003.

Wilson, Gertrude and Ryland Gladys. Social Group Work Practice: The Creative Use of the Social Process. New York: Houghton Mifflin Company, 1949.

Zastrow, Charles H. The Practice of Social Work. 5th ed. California: Wadsworth Publishing Co.,1995.

Social Work with Groups. Jaipur: Rawat Publication, 2009.

Journals: • The Indian Journal of Social Work. TATA Institute of Social Sciences, Mumbai • Contemporary Social Work. Department of Social Work, Lucknow: Lucknow University,

India • Psychological Studies. Journal of the National Academy of Psychology, India • Psychological Counselling. Christian Counselling Centre, Vellore • International Social Work. Sage Publication • Perspective in Social Work. College of Social Work, Nirmala Niketan, Mumbai • Health Action. Health accessories for all (HAFA)

443

Fourth Semester: BSW 344: Paper XVII HUMAN GROWTH AND PERSONALITY DEVELOPMENT




• To facilitate an understanding of characteristic behaviour, at different stages of development from Puberty to Old age.

• To develop capacity to work in the interdisciplinary team as a Social Worker • To develop an understanding of the concept of personality and factors affecting it. • To acquire knowledge of various schools of thought with reference to Personality

Development

Course Outcomes:

• Enhanced ability to understand Personality • Knowledge on Tools of Personality Assessment • Realization of Puberty and Adolescence issues • Understanding of Middle age and Old age

UNIT-I (14 hours)

Personality Development: Meaning of Personality - Factors affecting personality. Tools of Personality Assessment: • Psychometric Test • Rating scales • Questionnaires • Projective Techniques Defence Mechanisms: • Concept and meaning • Types of Defence Mechanisms. Theory of Personality: • Freud’s Theory: Id, Ego, Super Ego

444

UNIT –II (12 hours) Puberty: • Stages of Puberty • Primary and Secondary Sex Characteristics Adolescence: • Characteristics of Adolescence • Body Changes during Adolescence • Social Changes during Adolescence • Role of Professional Social Workers in dealing with problems of Adolescence


Adulthood: • Characteristics of Adulthood. • Conditions influencing vocational satisfaction • Marital Adjustments • Hazards: vocational and marital

Middle age: • Adjustments in family, Personal and social Hazards, Preparation for old age

Maslow Theory: • Maslow’s self-actualization theory

UNIT IV (12 hours)

Old Age: • Characteristics of Old Age • Common physical hazards of Old age. Mental Health Problems • Alzheimer’s disease • Depression. Relationships with Maturing Children • The Empty Nest - Parenting Grown – The Cluttered Nest.

445

BIBLIOGRAPHY HUMAN GROWTH AND PERSONALITY DEVELOPMENT

Agochiya, Devendra. Life Competencies for Adolescents. New Delhi: Sage Publications, 2010.

Berk, E Laura. Child Development. 7th ed. New Delhi: Pearson, 2007.

Chaturvedi, Ramesh. Encyclopaedia of Guidance and Counselling. New Delhi: Crescent Publication Corporation, 2008.

Dusek, Jerome B. Adolescent Behaviour and Development. New York: Science Research Associates, 1977.

Engler, Barbara. Personality Theories: An Introduction. 3rd ed. New York: Houghton Miffin Company, 1991.

Feldman, Robert S. Understanding Psychology. 4th ed. New York: Tata McGraw Hill Publishing Co. Ltd, 1997.

Garden, Iraj. Human Development. Bombay: D.B. Taraoreval Sons Company Pvt. Ltd., 1970.

Hilgard, Earnest R., et al. Introduction to Psychology. New York: Harcourt Brace Javanouich Inc., 1975.

Hurlock, Elizabeth B. Developmental Psychology. 3rd ed. New York: Tata McGraw Hill Publishing Co. Ltd, 1995.

Morgan, Clifford T., Richard A. King, and Nancy M. Robinson. Introduction to Psychology. New Delhi: Tata McGraw Hill Publishing Co. Ltd, 1979.

Morgan, C.T., et al. Introduction to Psychology. 7th ed. New Delhi: Tata McGraw Hill Publishing Co. Ltd., 2002.

Nanda, V. K. Development Psychology, New Delhi: Surjeet Publication, 2004.

Paplia, Diane E., et al. Human Development. 9th ed. New York: Tata McGraw Hill Publishing Company, 2004.

Santrock, John W. Adolescence, 11th ed. New Delhi: Tata McGraw-Hill Publishing Company, 2007.

Shaffer, David R., and Katherine Kipp. Developmental Psychology: Childhood and Adolescence. 7th ed. New York: Thomson Wadsworth, 2007. Sharma, R. N. Developmental Psychology. New Delhi: Surjeet Publication, 2000. Shrimali, Sunder Shyam. Child Development. Jaipur: Rawat Publication, 2008.

Sigelman, Carol K., and Rider A. Elizabeth. Human Development. New Delhi: Wadsworth, 2003.

Journals: • Modern Practical Psychology • Journal of Psychological Counselling • Indian Journal of Social Work

446

Fourth Semester: BSW 354: Paper XVIII HEALTH EDUCATION



Credits: 02 Course Objectives: • To understand the common misconceptions, attitudes and practices related to illness. • To develop knowledge and skills for improving the status of health • To understand basics of Disease transmission • To be aware of the Principles of Disease Control and Prevention

Course Outcomes:

• Have sound knowledge base on Health Education • Display competence in Health communication • Knowledge about communicable diseases, disease prevention and control • Understanding role of Social Work in the field of Health


Health Education • Meaning, Definition, Aims and Objectives, • Principles of Health Education Methods in Health Communication a) Individual Approach b) Group Approach c) Mass Approach. Myths/ reality about mentally ill and their behaviour Myths/ reality about treatment of mental illness

UNIT – II (14 hours) Communicable Diseases • Modes of Disease Transmission • Principles of Disease Control and Prevention

Respiratory Infections • Agent, Host, Symptoms, Incubation Period, Mode of Transmission, Prevention of (a)

Chickenpox (b) Measles (c) German Measles (d) Mumps (e) Diphtheria (f) Whooping Cough (g) Tuberculosis

447

UNIT – III (10 hours) Intestinal Infections • Agent, Host, Symptoms, Incubation Period, Mode of Transmission, Prevention of (a)

Poliomyelitis (b) Viral Hepatitis (c) Cholera (d) Diarrhoea (e) Dysentery (f) Typhoid Fever (g) Hookworm Infection.

Arthropod – borne infections • Agent, Host, Symptoms, Incubation Period, Mode of Transmission, Prevention of (a) Dengue

Fever (b) Malaria (c) Filariasis (d) Chikungunya

UNIT – IV (12 hours) Zoonoses • Agent, Host, Symptoms, Incubation Period, Mode of Transmission, Prevention of (a) Rabies

(b) Kyasanur Forest Disease. Surface Infections • Agent, Host, Symptoms, Incubation Period, Mode of Transmission

Prevention of (a) Tetanus (b) Leprosy (c) Sexually Transmitted Diseases (Syphilis, Gonorrhoea, Cancroids) (d) HIV / AIDS.

Role of Social Work in the field of Health

448

BIBLIOGRAPHY HEALTH EDUCATION

Ghai, O.P. Management of Primary Health Care. New Delhi: Interprint, 1985.

Goel, S.L. Health Care Administration: Levels and Aspects. Bangalore: Sterling Publishers Pvt. Ltd., 1984.

Home Facts. Chicago: World Book Inc., 1988.

India Year Book 2018. New Delhi: Ministry of Information and Broadcasting, Government of India.

Jongeward, Dorothy, and James Murich. Winning Ways in Health Care. London: Wesley Publishing House, 1981.

Manorama Year Book 2019. Malayala Manorama. Kottayam.

Mathur, J.S, Introduction to Social and Preventive Medicine. Mumbai: Oxford and IBH Publishing Co., 1971.

Park, K. Park’s Text Book of Preventive and Social Medicine. Jabalpur: M/S Banarasidas, 2005.

Pocket Health Guides. New Delhi: Pustak Mahal.

Ramachandran, L., and Dhamalingam J. Health Education: A New Approach. New Delhi: Vikas Publishing Housing Pvt. Ltd., 1996.

Werner, David. Where there is No Doctor. New Delhi: Voluntary Health Association, 1994.

Werner, David and Bill Bower. Helping Health Workers Learn. New Delhi: Voluntary Health Association, 1982.

Journals:

• Health Action • Swasth Hind • Health Herald • Women’s Health Journal • Tharanga • Sudha


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Fourth Semester: BSW 364: Paper XIX EDUCATION FOR SOCIAL CHANGE

Theory Marks: 80

Internal Assessment Marks: 20 Total marks: 100

Total No. of Teaching Hours: 48 Credits: 02

Course Objectives: • To critically analyse the Indian Situation and examine the role of education for social change • To understand the various approaches of education and non-formal education in the Indian

context • To effectively develop skills and techniques for effective teaching • To understand the use of group techniques for effective teaching of nonformal education

Course Outcomes:

• Understanding the tools of social analysis and applying them to critically analyse the Indian reality

• Learning opportunities through Distance and Open education • Understand and utilize the different teaching methodologies for formal and non-formal

education • Utilize the methodology of Paulo Freire in literacy classes


Social Analysis • Meaning of social analysis • Need for social analysis • Macro and Micro analysis Indian Situational Analysis • India: Basic Facts and Contradictions • Socio-economic Situation • Cultural Situation • Political Scenario Education and Social Mobility • Concept of Social Mobility • Education for Social Mobility • Education and Protective Discrimination

451

UNIT – II (12 hours) Paulo Freire’s Pedagogy • Banking Concept of Education • Methodology of Freire • Conscientization Process Distance and Open Education • Objectives of Distance Education • Distance Education Technologies • The Open School System • Indira Gandhi National Open University (IGNOU): Features and Programmes • Online Education: E-learning Street Theatre • Elements of Street Theatre • Street Theatre for Conscientization

UNIT – III (10 hours) Methodology of Education • Overview of Teaching Methods • Learning and Stages of learning Teaching Aids • Charts, Posters, Collage • Chalkboard, Flash Cards Role Play • Meaning and Procedure • Uses of Role play Puppetry • Types of Puppets • Uses of Puppetry


Simulations • Simulations and Games • Uses and Limitations of Simulations Group Discussion • Procedure • Advantages and Limitations

Brainstorming • Steps in Brainstorming • Advantages and Limitations

452

BIBLIOGRAPHY EDUCATION FOR SOCIAL CHANGE

Dahama, O. P., and O. P. Bhatnagar. Education and Communication for Development. New Delhi: Oxford & IBH Publishing Co., 1985. Dash, M. Education in India: Problems and Perspectives. New Delhi: Atlantic Publishers and Distributors, 2000. Desrochers, John. Education for Social Change. Bangalore: CSA Publications, 1987. Dietrich, Gabriele, and Bas Wielenga. Towards Understanding Indian Society.Madurai: Tamilnadu Theological Seminary, 1997. Dreze, Jean, and Amartya Sen. India: Development and Participation. New Delhi: Oxford University Press, 2002. Freire, Paulo. Pedagogy of the Oppressed. Penguin Education, 1974. Jayaram, N. Sociology of Education in India. rev. ed. Jaipur: Rawat Publications, 2015 Kochhar, S. K. Methods and Techniques of Teaching. New Delhi: Sterling Publishers Pvt. Ltd., 1990. Mali, M. G. Adult Education in India. New Delhi: Deep & Deep Publishers, 1984. Mishra, Manju. Education in Emerging Indian Society. New Delhi: Alfa Publications, 2007. Mohanty, Jaganath. Modern Trends in Educational Technology. New Delhi: Neelkamal Publications, 2013. Shah, B. V., and K. B. Shah. Sociology of Education. Jaipur: Rawat Publications, 1998. Shah, Anupama and Uma Joshi. Puppetry and Folk Dramas for Non-formal Education. New Delhi: Sterling Publishers Pvt. Ltd., 1992. Thakur, Anil Kumar, and Manish Dev. Education, Growth and Development. New Delhi: Deep & Deep Publications, 2010. Journals: • Adult Education and Development. Institute for International Cooperation of the German

Adult Education Association. • Indian Journal of Adult Education. Indian Adult Education Association. • New Frontiers in Education. International Journal of Education. • Perspectives in Education. A Journal of the Society for Educational Research and

Development.

453

Fifth Semester: BSW 335: Paper XXI FAMILY CENTRED PRACTICE



Credits:2.5 Course Objectives: • To understand family complexities, their interrelatedness and impact on individuals and

families • To develop an understanding of changing factors of family life and work balance • To facilitate to work towards Family Life Enrichment • To develop skills of Intervention

Course Outcomes:

• Awareness on dynamics of Family • Knowledge of balancing Family and Work • Sound knowledge of problems of Youth • Familiarity with Family Intervention


Dynamics of Family • Family Cohesion • Family Communication • Family Role performance • Family decision making • Family adaptability

New Trends affecting Families • Dysfunctional Family • Signs of Unhealthy Parenting • Dysfunctional Parenting Styles

Children in Dysfunctional Families Impact of Family Complexity on Children


Balancing Family and work • Occupational stress in relation to Family Complexity • Causes and effects of occupational stress

Factors of family life and work life balance • Innovative strategies for work life balance • Social support system

454

Counselling • Definition • Simple guidance and counselling techniques • General Characteristics of an effective Counsellor

UNIT – III (14 hours) Parents in need of professional help • Over emotional parents • Over protective parents • Alcoholic parents • Divorced parents Crisis: Theory and Practice • Meaning and types of crisis • Identifying people in crisis • Meaning of crisis intervention • Techniques of crisis intervention Family Centered Principles of Partnership


Understanding Life style related problems of Youth • Concept of Risk Behavior • Substance Abuse: Alcohol, Tobacco use • Sexual Behaviour • Violence and Injuries Family Intervention • Meaning of Intervention • Major areas of family Intervention

455

BIBLIOGRAPHY FAMILY CENTRED PRACTICE

Bhardwaj, Varun. Youth Development. Jaipur: Priyanka Publishing House, 2014 Butler, Ian, and Gwenda Roberts. Social work with Children and Families: Getting into Practice. London: Jessica Kingsley Publishers, 1997. Davey, Jill, and Jenny Bigmore. Introducing Child Care Social Work: Contemporary Policy and Practice. Exeter. Learning matters Ltd., 2009. Desai, Murali. Family and Interventions: A Course Compendium. Bombay: Tata Institute of Social Sciences, 1994. Desai, Murali, and Shaline Bhara. Indian Bibliography on the Family. Bombay: Tata Institute of Social Sciences, 1995. Enhancing the Role of the family as an Agency for Social and Economic Development. Tata Institute of Social Sciences. Mumbai: 1994. Ginott, Haim G. Between Parent and Child. New York: Macmillan, 1967.Howard, Dubowilz, and Diane Depanfells. ed. Hand book for Child Protection Practice. New Delhi: Sage publications, 2000. Kate, Sapin. Essential Skills for Youth Work Practice. London: Sage Publications, 2009. Khasgiwala, Aruna. Family Dynamics: Social Work Perspective. New Delhi: Anmol Publications, 1993. Mace, David. R. Prevention in Family Services: Approaches to Family Wellness. New Delhi: Sage Publication Pvt. Ltd., 1985. Mantell, Andy, and Terry Scragg. Safeguarding Adults in Social Work. Exeter: Learning Matters Ltd, 2008. Nagendra, Shilaja. Social Work in Child Health Care. Rajasthan: ABD Publishers, 2008. Parad, H, and Coplan G. ed. Crisis Intervention: Selected Readings. New York: Family Association of America, 1983. Parankemalil, John. Progressive Parenting: The Definitive Resource Book. New Delhi: Pustak Mahal, 2008 Patel, Sarjoo, and Veena Gandotra. ed. Ageing: An Interdisciplinary Approach. Jaipur: Rawat publications, 2011. Peter, Kennison, and Antony Goodman. Children as Victims: Creating Integrated Services. Exeter: Learning Matters Ltd., 2008.

456

Rameshwari, Devi, and Ravi Prakash. Social Work Practice. Jaipur: Mangal Deep Publication, 2001. Ranganathan, Namitha, and Wadhwa, Toolika. Guidance and Counselling for Children and Adolescents in Schools. New Delhi: Sage Publications India, 2017.

Robert, W. Roberts, and Nee Robert H. ed. Theories of Social Case Work. Chicago: The University of Chicago Press, 1970. Samuel. Problem Solving in Families: Research and Practice. New Delhi: Sage Publications, 1999. Schwartz, Mary Ann, and Barbara Marliene Scott. Marriages and Families. 3rd ed. New Jersey: Prentice Hall, 2000. Sebastian, Jimmy. Effective Care giving in Dementia: A Learning Module for Caregivers. Bangalore: NIMHANS Shankar, Singh Ram. Social Work and Family Intervention. Jaipur: A B D Publishers, 2011. Shirwadkar, Swati, ed. Family violence in India: Human Rights, Issues, Actions and International Comparisons. Jaipur: Rawat publications, 2009. Skidmore, Rex A., et al. Introduction to Social Work. New Jersey: Prentice Hall, 1970. Steven, R Rose. Group Work with Children and Adolescents: Prevention and Intervention in School and Community Systems. New Delhi: Sage Publication 1998.

Vasani, J.P. Good Parenting. New Delhi: Sterling Paperbacks, 2007.

Wadkar, Alka. Life Skills for Success. New Delhi: Sage Publications India Pvt. Ltd., 2016.

Journals: • The Indian Journal of Social Work: Tata Institute of Social Sciences, Mumbai • Contemporary Social Work: Department of Social Work, Lucknow University • Psychological Studies: Journal of the National Academy of Psychology • Psychological Counselling: Christian Counselling Centre, Vellore • International Social Work: Sage Publication • Perspective in Social Work: College of Social Work, Nirmala Niketan • Health Action: Health accessories for all (HAFA)

457

Fifth Semester: BSW 345: Paper XXII SOCIAL WORK WITH COMMUNITIES

Theory Marks: 100


Total No. of Teaching Hours: 60 Credits: 2.5

Course Objectives: • To understand Community Organization as a Method of Social Work • Developing values and attitudes appropriate to working with groups of people belonging to

different cultural, religious, socio-economic and political background • Develop understanding of community dynamics, power structures and conflicts situation that

affect people in communities • To acquire skills of an effective Community Organizer • To understand the Panchayat Raj System

Course Outcomes:

• Sound knowledge of Community • Understanding Community work-Methods and Techniques • Knowledge on Skills of an Effective Community Organiser • Understanding knowledge of Panchayath Raj

UNIT- I (16 hours) Introduction to Community • Meaning and Definitions • Characteristics of a Community Rural and Urban Communities • Definitions and Characteristics of Urban and Rural Communities • Differences between Rural and Urban Community Tribal Communities • Concept of Tribe • Characteristics of Tribal Communities • Case Study of Koragas

UNIT- II (16 hours)

History of Community Work in India • Ancient India • Period of Enlightened Kings • Colonial rule • Rural Reconstruction movement • Period of Experimental Community Development Projects • Community Development Project & Programme (NES)

458

Community Work as a Process • Community Work as a process • Qualities required by a Community Worker • Knowledge needed for a Community Worker

UNIT-III (14 hours)

Dynamics in Communities • Caste and Class factor in Communities; Gender Differences; Power dynamics; Sub-group

relationship; Organization and Association; Informal groups; Social Conflicts; Apathy and prejudices; value system.

Methods and Techniques of Community Work • Fact Finding; Survey • Analysis • Planning and Implementation • Evaluation

UNIT- IV (14 hours)

Skills of an Effective Community Organizer • Problem Analysis, Resource Mobilization, Conflict Resolution, Organizing Meeting, Writing

Reports, Networking, Training Panchayat Raj • Meaning • History of Panchayat Raj • Objectives of Panchayat Raj • The Panchayat Raj System

459

BIBLIOGRAPHY SOCIAL WORK WITH COMMUNITIES

Amit, H.R. Participatory Approaches to Development. Mangalore: Institute for Social Development, 2000. Biddle, W.W., and Biddle L.J. The Community Development Process. New York: Holt, Rinehart and Winston, 1965.

Dahama, O. P., and O. P. Bhatnagar. Education and Communication for Development. New Delhi: Oxford & IBH Publishing Co., 1985. Dhama, O.P. Extension and Rural Welfare. Agra: Ram Prasad & Sons, 1968.

Datar, Sudha, et al., eds. Skill Training for Social Workers: A Manual. New Delhi: Sage

Publications India, 2010.

Desmond, D’Abreo. From Development Worker to Activist. Mangalore: DEEDS, 1989.

Gangrade, K.D. Community Organisation in India. Bombay: Popular Prakashan, 1971.

Goel, S.L., and Rajneesh Shalini. Panchayati Raj in India. New Delhi: Deep and Deep

Publications, 2003.

Henderson, Paul, and David N. Thomas, ed. Readings in Community Work.London: George

Allen and Unwim Ltd., 1981.

Herper, E.B., and A. Dunham. Community Organisation in Action. New York:Association Press,

1959.

Sanders, Irvin. Making Good Communities Better. Bombay: Allied Pacific Private Limited, 1953.

Stephen, T.S. Project Formulation for Voluntary Organisations. Bhubaneshwar: PDC, 1994.

Journals:

• Participative Development. Centre for Social Research and Development.

• Journal of Social Work and Development Issues. Udaipur School of Social Work.

• Social Change. Journal of the Council for Social Development.

460

Fifth Semester: BSW 355: Paper XXIII SOCIAL WELFARE ADMINSITRATION



Credits:2.5 Course Objectives: • To develop an understanding of basic concepts of Administration in Social Work Practice • To expose the ability to apply the basic Principles of Social Welfare • To provide necessary knowledge of Administration of Welfare Organization • To Develop an understanding of the organization as a system Course Outcomes: • Familiarity with Social Welfare Administration • Sound knowledge of Social Welfare Programmes of Government in Karnataka • Knowledge of Programmes of Central Social Welfare Board • Identification of problems faced by Welfare Organizations


Conceptual Frame Work • Social Welfare and Social Service • Public Administration Social Welfare Administration • Principles of Social Welfare Administration • Functions of Social Welfare Administration (POSDCORB) Social Welfare Schemes • Concept of Social Security • Social Insurance • Social Assistance • Public Assistance

UNIT –II (16 hours) Social Welfare Programmes of Government in Karnataka National and International Welfare Organisation • Meaning and Characteristics of Welfare Organisation • Funding Agencies: National and International.

Registration of Welfare Oganisation • Registration as a Society • Registration as a TrustS

461

Administration of Registered Welfare Agencies

• Functions of General body • Role and Responsibilities and Functions of Office bearer

President, Secretary and Treasurer UNIT-III (14 hours)

Central Social Welfare Board • Objectives and functions of Central Social Welfare Board • State Social Welfare Advisory Board- Role and Functions Grant in Aid for Social Welfare • Concept of Grant in Aid: • Conditions and procedures involved to get Funding assistance from Internal and External

organisations Programmes and Schemes of the Central Social Welfare Board • Holiday camps • Hostels for Working Women • Awareness Generation Projects • Condensed Courses of Education • Socio-economic Programmes • Family Counselling Centres

UNIT –IV (14 hours)

Agency Administration • Concept of Organisation and Management Executive Responsibility • Qualities of Executive. • Required Knowledge for an Executive. • Responsibilities and Functions of Executive.

Problems faced by Welfare Organisations: Voluntary/ NGOs • General and Specific Problems of Non-Governmental Organisations (NGOs) • Remedial measures

462

BIBLIOGRAPHY SOCIAL WELFARE ADMINISTRATION

Bhattacharya, Sanjay. Social Work Administration. Jaipur: Rawat Publication, 2006. Social Work: An Integrated Approach, Jaipur: Rawat Publication, 2004. Chowdry, Paul D. Social Welfare Administration. New Delhi: Atma Ram and Sons, 1990.

Dhama, O.P. Extension and Rural Welfare. Agra: Ram Prasad & Sons,1986. Dubey, S.N. Social Welfare Policy and Social Welfare Service. Bombay: Tata Institute of Social Sciences, 1972.

Goel, S. L. Social Welfare Administration: Social Justice and Empowerment.Vol.1& 2. New Delhi: Deep and Deep Publication Pvt. Ltd., 2010. John, Ray. Executive Responsibilities. New York: Association Press, 1954. Johri, P.K. Social Administration. New Delhi: Anmol Publication, 2007. Mazumdar, Ammu Menon. Social Welfare in India. Bombay: Asian Publishing House, 1964. Patel, A.K., and Dubey M.V. Philosophy of Social Work. New Delhi: Crescent Publication Corporation, 2010. Rameshwari, Devi, and Ravi Prakash. Social Work and Social Welfare Administration: Methods and Practices. Jaipur: Mangal Deep Publication, 1998. Ranjana, Devi. Social Welfare: Concepts and Theory. New Delhi: Omega Publications, 2009. Sachedeva, D.R. Social Welfare Administration, New Delhi: Kitab Mahal, 2009. Skidmore, R.A. Social Work Administration. Boston: Allyn & Bocan, 1995. White, Leonard D. Introduction to the Study of Public Administration. New Delhi: Surjeet Publication, 2007. Young, P.V. Mastering Social Welfare. London: Macmillan Press, 1998.

463

Fifth Semester: BSW 365: Paper XXIV PROBLEMS OF INDIAN SOCIETY



Credits:2.5 Course Objectives: • To understand the nature of Poverty and its magnitude in India • To develop the capacity to analyse problems, identify causes and the implications of these

problems in relation to the individual, Family and society • To develop the capacity to review the existing development approaches of both the

Government and the Non-Government Organizations • To understand Housing Problems and Housing Programmes Course Outcomes:

• Understanding Poverty • Awareness of Government Programmes and role of NGO’s in Poverty alleviation • Knowledge on problem of unemployment and remedies to problem of unemployment • Knowledge on Housing Problems and appreciating Housing Programmes

UNIT-I (14 hours)

Poverty • Meaning and definition of Poverty • Causes of Poverty Measurement of Poverty • Concept of Poverty Line: Meaning and definition

Different Approaches to measure poverty • Absolute Poverty, Relative poverty, Human Development Index (HDI), Human Poverty Index

(HPI) • Importance of social work in poverty alleviation

UNIT-II (16 hours)

Responding to Poverty • Poor relief • Social Protection • Strategic intervention • Prevention • Indirect responses.

Governmental Programmes

• Drought Prone area Programmes • Ayushman Bharat Health Scheme

464

• National Family Benefit Scheme (NFBS).

Approaches and Strategies of NGOs • Inclusive participation • Role of NGOs in poverty alleviation

UNIT-III (16 hours)

Unemployment • Unemployment situation in India • Classification of Unemployment • Causes and remedies

Responding to Problem of Unemployment • Pradhan Mantri Kaushal Vikas Yojana (PMKVY) • Pradhan Mantri Mudra Yojana • Employment Guarantee Programme based on MNREGA

(Mahatma Gandhi National Rural Employment Guarantee Act, 2005) • NGOs in Emerging Self /Employment Training Programmes.


Housing • Meaning • Current Housing situation and challenges • Problems of Slums • Public private partnership in building affordable housing in India Rural and Urban Housing Programmes • Pradhan Mantri Awaas Yojana • Pradhan Mantri Gramin Awaas Yojana

465

BIBLIOGRAPHY PROBLEMS OF INDIAN SOCIETY

Barreto, D. The Indian Situation. Bangalore: C.S.A. Publication, 1998. Chaturvedi, Pradeep. Rural Energy for Sustainable Development: Technology and Environmental Issues. Concept Publishing Company,1998. Dandekar, V.M., and Nilakantha Rath. Poverty in India. Poona: Indian School of Political Economy, 1971. Dewett, K. K., and Varma, J.D. Indian Economics. New Delhi: Shyamlal Charitable Trust, 2000. Dutt, Rudder, and K.P.M. Sundaram. Indian Economics. New Delhi: Chand and Company, 2000. Enhancing the Role of the family as an Agency for Social and Economic Development. Mumbai: Tata Institute of Social Sciences, 1994.

Gayathridevi, K.G., and Rajasekar. Good Governance and Poverty Alleviation: A Study of SGSY Programme. New Delhi: Concept Publishing, 2007. Goel, O.P. ed. Role of NGOs in Development of Social System. Delhi: Isha Books, 2004.

Gosh, B.N. Poverty and Development: The Basic Issues, New Delhi: Deep and Deep Publications, 1993. Green, Duncan. From Poverty to Power. New Delhi: OXFAM International, Academic Foundation, 2008. Gupta, K.R. Poverty in India. New Delhi: Atlantic Publishers, 2008. Iyengar, N. S. Poverty and Sustainable Development: Concepts and Measures. New Delhi: Deep and Deep Publications, 2010. Jalihal, K.A., and Shiva Moorthy. Pragmatic Rural Development for Poverty Alleviation: A Pioneering Paradigm. New Delhi: Concept Publication, 2003. Kurien, C.T. Poverty, Planning and Social Transformation. Madras: Allied Publishers, 1978. Maheshwari, Uma, and Khader Vijay. Poverty, Household Food Scarcity and Nutrition in Rural Areas. New Delhi: Discovery Publication House, 2000. Mishra, Rajdeep. Voluntary Sector and Rural Development: Concept, Practice and New Approach to Remove Rural Poverty. Jaipur: Rawat Publication, 2008.

Murickan, J. Poverty in India: Challenges and Responses. Bangalore: Xavier of Board of Higher Education in India, 1988. Rajesekhar. Poverty Alleviation Strategies of NGOs. New Delhi: Concept Publishing, 2004. Rajashekar, D, and Devi Gyaythri. Good Governance and Poverty Alleviation, New Delhi: Concept Publication Company, 2007.

466

Savita, Sharma. Facets of Indian Poverty. New Delhi: Concept Publishing Company, 2002. Scender, Sarad K. The Scandal and the Shame: Poverty and Under Development, New Delhi: Vikas Publication House Pvt. Ltd, 2006. Sharma, Neeraj. Anti–Poverty Programme in Rural India. New Delhi: Deep and Deep Publications, 2010. Singh, Y.P, Indian Village: 2020: Vision and Mission (Vol. I & II). New Delhi: Concept Publication, 2006. Sen, Amartya. Inequality Reexamined. New Delhi: Oxford University Press, 1992. Spicker, Paul. The Idea of Poverty, Jaipur: Rawat Publication, 2007. Sujit Kumar Paul. Poverty and Health Development. New Delhi: Commonwealth Publishers, New Delhi: 2009. Takur, Dalip S. Poverty, Inequality and Unemployment in Rural India. New Delhi: B.R.Publishing Corporation, 1985. Tripathy. Rural Development for Social Change. New Delhi: Sonali Publications, 2006. Tuppekar, Rajendra. Dimensions of Rural Poverty. Delhi: Educational Publishers and Distributers, 2010. Volken, Henry, Ajoy Kumar, and Sara Kaithathara. Learning from the Rural Poor. New Delhi: Indian Social Institute, 1982. Yadav, B. S., Deepak Kumar, and Meena, Poverty in India: Concepts, Measurement and Alleviation. New Delhi: Shree Publishers and Distributors, 2010. Journals: • Kurkshetra. Publication Division I&B New Delhi • Main Stream. Perspective Publication Pvt. Ltd, New Delhi

467

Fifth Semester: BSW 375: Paper XXV WEAKER SECTIONS OF INDIAN SOCIETY



Credits:2.5 Course Objectives: • To understand the historical factors contributing to the low status of Weaker Sections. • To understand Caste System • To understand impact of Education and causes for low literacy among Scheduled Castes and

Scheduled Tribes • To develop ability to analyse the Social, Economic and Political situation of Weaker Sections.

Course Outcomes:

• Identify Weaker sections • Understanding Caste system • Ability to understand challenges of Scheduled Castes and Scheduled Tribes • Sound knowledge on challenges of Bonded Labour, Agricultural Labour, Women,

Differently Abled and Senior Citizens

UNIT – I (16 hours) Weaker Sections: • Meaning, Definition and Classification • Historical factors that has contributed to the status of Weaker Sections. Caste System: Definition, Characteristics of Caste System • Factors facilitated the growth of caste system • Advantages and Limitations of Caste System

UNIT – II (14 hours) Scheduled Caste: • Definition, Problems of Scheduled Caste • Causes for low literacy among Scheduled Caste. • Impact of Education on Scheduled Caste. • Entrepreneurial challenges for Scheduled Caste

468

UNIT – III (14 hours) Scheduled Tribe: • Definition, Problems of Scheduled Tribe • Causes for low literacy among Scheduled Tribe. • Position of Women among Scheduled Tribe. • Tribal Economy.

UNIT – IV (16 hours) Bonded Labour: Definition, Problems and Types of Bonded Labour. Agricultural Labourers: Problems Women: Analysis of the conditions of Indian Women Differently abled: Definition and Problems Senior Citizens: Challenges

469

BIBLIOGRAPHY WEAKER SECTIONS OF INDIAN SOCIETY

Bose, Kumar Nirmal. Tribal Life in India. New Delhi: National Book Trust, 1971. D’Souza, Lawrence. Koragas: A Primitive Tribe of South India. Mangalore: Kodialbail Press, 1991. Francis, D., and Chandu Subba Rao. Development of Weaker Sections. Jaipur: Rawat Publication, 2000. Jayapalan, N. Indian Society and Social Institutions. New Delhi: Atlantic Publishers and Distributors, 2001.

Kamble, M.D. Deprived Castes and their Struggle for Equality. New Delhi: Ashish Publishing House, 1984.

Kalera, Lalitha. Scheduled Caste Girls: Educational Backwardness and Prospects. New Delhi: Mittal Publications, 1991. Kananaikil, Jose. Scheduled Castes and the Struggle against Inequality. New Delhi: Indian Social Institute, 1983.

Khan, Mumtaz Ali. Scheduled Castes and their Status in India. New Delhi: Uppal Publishing House, 1980. Khare R.S. The Untouchable as himself. Cambridge: Press Syndicate of the University of Cambridge, 1984.

Kumar, A. Tribal Development in India. New Delhi: Sarup & Sons, 2002.Malik, Suneila. Social Integration of Scheduled Caste. New Delhi: Abhinav Publication,1979.

A New Deal for Backward Classes in Karnataka. Government of Karnataka.1986. Paruathamma E., and Satyanarayana. New Horizons and Scheduled Castes.New Delhi: Ashish Publishing House, 1984. Patel, Tara. Development of Education among Women. Delhi: Mittal Publications,1984. Prakash, Nirupama. Schedule Castes: Socio Economic Changes. Allahabad: Chugh Publications, 1989.

Ramamani, V.S. Tribal Economy: Problems and Prospects. Allahabad: ChughPublications, 1988.

Rao, C. N. Shankar. Sociology of Indian Societies. New Delhi: S. Chand & Company Ltd., 2004.

Sachdeva, D.R. Social Welfare Administration in India. Allahabad: Kitab Mahal, 1979.

470

Satyanarayana, Parvathamma C. New Horizons and Scheduled Castes. New Delhi: Ashish& Publishing House, 1984. Showeb, M. Education and Mobility among Harijans. Vohra Publishers and Distributors, 1986. Verma, G.P. Caste Reservation in India. Allahabad: Chugh Publications, 1979. Journals:

• Kurukshetra • Social Welfare


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471

Fifth Semester: BSW 385: Paper XXVI SOCIAL PROBLEMS AND SERVICES



Credits:2.5 Course Objectives: • To analyse the causes and consequences of various social problems confronting Indian society

and the world at large • To explore the various preventive and rehabilitative services for the victims of social evils and

addictions • To highlight the role of the Social Worker in resolving social problems • To analyze the issue of human trafficking in the light of child labour, commercial sex work

etc. Course Outcomes:

• Awareness and understanding of the various social problems affecting Indian society • Understanding the role of social workers in prevention and rehabilitation services • Understanding the role of Human Trafficking in Indian Society and measures to prevent

exploitation of Women and Children • Possess basic knowledge of law for social work practice


Social Problems • Concept of Social Problem • Characteristics and Causes of Social Problems • Solving Social Problems Crime • Causes of Crime; Types of Crime • Correction and Rehabilitation of Criminals Juvenile in Conflict with Law • Meaning, Causes, Types of Delinquents • Preventive and Rehabilitative Services Child Labour • Child labour in India • Preventive and Rehabilitative Services; Role of NGOs


Alcoholism • Meaning, Causes, Effects of Alcoholism • Treatment of Alcoholism: The Different Therapies • Alcoholic Anonymous

472

Beggary • Meaning, Causes • Types of Beggars; Techniques of Begging • Preventive and Rehabilitative Measures: Role of a Social Worker Suicide • Sociological Perspective : Durkheim’s Views • Prevention of Suicide: Role of Parents and Teachers


Commercial Sex Work • Definition, Causes • Types of Commercial Sex Workers • Preventive and Rehabilitative Measures: Role of a Social Worker Human Trafficking • Types of Human Trafficking • Child Trafficking in India • Sex Trafficking of Girls and Women Sexual Minorities • Meaning, Types • Rights of Sexual Minorities

UNIT – IV (16 hours) Differently abled • Meaning, Causes • Blindness, Deafness, Polio • Cerebral Palsy, Muscular Dystrophy • Preventive and Rehabilitative Services Mentally Challenged • Meaning, Causes • Preventive and Rehabilitative Services

Development induced Displacement • Displacements in India: Narmada Valley displacement • Issues relating to Rehabilitation and Resettlement Legal Literacy • Concept of Law: Law vs. Custom • Basic Legal Terms: FIR, Investigation, Arrest and Warrant, Bail, • Rights of the Arrested • Public Interest Litigation (PIL)

473

BIBLIOGRAPHY SOCIAL PROBLEMS AND SERVICES

Ahuja, Ram. Social Problems in India. 3rd ed. Jaipur: Rawat Publications, 2014. Bhushan, Vidya and D. R. Sachdeva. An Introduction of Sociology. Allahabad: Kitab Mahal, 1989. Kumar. Social Problems and Welfare. Agra: Lakshmi Narian Agarwal, 2013. Madan, G. R. Indian Social Problems. New Delhi: Allied Publishers, 1987. Mamoria, C. B. Social Problems and Disorganisation. Allahabad: Kitab Mahal, 1961. Mishra, M. K. Indian Social Problems. Jaipur: Mark Publishers, 2009. Mittal, Satish, and Sushil Kumar Saxena. Social Problems. New Delhi: Commonwealth Publishers, 2012. Mooney, Linda A., David Knox, and Caroline Schacht. Understanding Social Problems. 2nd ed. Belmont: Wadsworth, 2000. Moulder, Frances V. Social Problems of the Modern World: A Reader. Belmont: Wadsworth, 2000. Murickan, Jose, and M.K. George. Development-Induced Displacement. Jaipur: Rawat Publications, 2003. Parasuraman, S. Development Dilemma: Displacement in India. London: MacMillan Press Limited, 1999. Rao, Shankar C. N. Indian Social Problems: A Sociological Perspective. New Delhi: S. Chand & Co., 2015. Singh, Kangana. Human Trafficking: Complexities and Pitfalls. Jaipur: Yking Books, 2017. Subramanya, G. Social Problems: With Reference to India. Bangalore: Sapna Book House, 2012 Vijayakumar, Lakshmi, ed. Suicide Prevention: Meeting the Challenge Together. Chennai : Orient Longman, 2003. Journals: • Social Change: Issues and Perspectives. Journal of the Council for Social Development. • Social Welfare. Central Social Welfare Board. • Economic and Political Weekly. Sameeksha Trust Publication, Mumbai. • Mainstream. Perspective Publications, New Delhi.

474

Sixth Semester: BSW 336: Paper XXVIII SOCIAL GROUP WORK PRACTICE



Credits:2.5 Course Objectives: • To develop knowledge and skills to work with various groups • To facilitate interest and exposure towards creating Healthy working Environment • To develop personal skills in being effective Social Group Worker • To strengthen the quality of Team Spirit while working with Groups Course Outcomes:

• Understanding Group Work practice with children • Sound knowledge of the role of Global Youth Worker • Enhanced problem solving skills • Understanding the significance of Team building

UNIT – I (14 hours) Group work practice with Children • Child Protection and Child Welfare System • Comprehensive Family Assessment to understand the nature of Child Abuse Play Therapy for Children • Concept and Purpose • Benefits of Play Therapy • Criteria for Selection of Children for Therapeutic Play Group • Basic Principles to guide the Therapist

UNIT – II (16 hours) Group work practice with Youth

• Concept and purpose of Youth Work • Youth work principles and their relationship to practice The Role of a Global Youth Worker • Understanding positive power in youth work • Enabling participation • Undertaking youth work tasks and duties • Providing services and facilities for young people


Group work practice with Elderly • Use of Support Group • Recreational Groups • Health Groups

475

Specific Principles of Social Group Work Practice • Principles of creating a safe environment in Group Setting • Developing work ethics at workplace • Steps to build a better Group Work Environment

Problem Solving Skills • Concept of Problem Solving • Failure to solve Problems effectively • Ways to Solve Problems • Principles of Managing Problems Positively


Developing Personal Life Skills • Nature of Proactive thinking • Difference between Proactive Language and Reactive Language • Empathy—Application of Empathy in dealing with individuals in groups

Developing Team Work • Significance and Nature of Team Building • The Distinct Features of a Team • Benefits of a team • Guidelines for Team Building

476

BIBLIOGRAPHY SOCIAL GROUP WORK PRACTICE

Allan, Brown. Group Work. 3rd ed. England: Ashgate Publishing Company, 1994. Alphonse, Xavier. A Text Book on Life Coping Skills. Chennai: MCRDC Publication, 2004.

Axline, Virginia M. Play Therapy, Boston: Houghton Mifflin, 1947.

Bakshi, S. R. Child Welfare and Development. New Delhi: Deep and Deep Publications, 2000.

Balgopal, R., and Thomas V. Vassil. Groups in Social Work: An Ecological Perspective. New York: Macmillan Publishing Co., 1983.

Banmalan, Golpelwar. Social Group Work. Nagpur: Indian Institute of Youth Welfare, 2007.

Berry, Juliet. Social Work with Children. London: Routledge and Kegan Paul, 1972. Bhardwaj, Varun. Youth Development. Jaipur: Priyanka Publishing House, 2014

Butler, Ian, and Gwenda Roberts. Social work with Children and Families: Getting into Practice. London: Jessica Kingsley Publishers, 1997.

Charles, D., and Garvin Lorraine. Handbook of Social Work with Groups. Jaipur: Rawat Publications, 2004.

Corey, Marianne Schneider, and Gerald Corey. Groups: Process and Practices. 6th ed. Brooks/Cole, 2002.

David, Capuzzi, Douglas R. Gross, and Mark D. Stauffer. Introduction to Group Work. 4th ed. Jaipur: Rawat Publications, 2006.

Doel, Mark. Using Group work. London: Routledge, 2006.

Donelson, R. Forsyth. Group Processes. New Delhi: Cengage Learning India, 2006.

Julie, Phillips. Groupwork in Social Care, Planning and Setting Up Groups, London: Jessica Kingsley Publishers Ltd, London: 2001.

Mark, Doel, and Catherine Sawdon. The Essential Group Worker, Teaching and Learning Creative Group Work, Jessica Kingsley Publishers, London: 2005.

Nagendra, Shilaja. Social Work in Child Health Care. Jaipur: ABD Publishers, 2008.

Pandey, Veen Pani. Mental Retardation and Social responsibility. New Delhi: Sumit Enterprises, 2004.

Parankemalil, John. Progressive Parenting: The Definitive Resource Book. New Delhi: Pustak Mahal, 2008.

Patel, Sarjoo, and Veena Gandotra, ed. Ageing: An Interdisciplinary Approach. Jaipur: Rawat Publications, 2011.

Ranganathan, Namitha, and Wadhwa Toolika. Guidance and Counselling for Children and Adolescents in Schools. New Delhi: Sage Publications India, 2017.

Reddy, Suma Naryana. Institutionalised Children. Allahabad: Chugh Publication, 1989

477

Sapin, Kate. Essential Skills for Youth Work Practice, London: Sage Publications, 2009.

Sebastian, Jimmy. Effective Care Giving in Dementia: A Learning Module for Care Givers. Bangalore: NIMHANS,

Shankar, Singh Ram. Social Work and Family Intervention. Jaipur: ABD Publishers, 2011. Shirwadkar, Swati, ed. Family violence in India: Human Rights, Issues, Actions and International Comparisons. Jaipur: Rawat publications, 2009.

Shulman, Lawrence. The Skills of Helping: Individuals, Families, and Groups, Illinois: F. E. Peacock Publishers, Inc. 1992.

Siddiqui, H.Y. Group Work: Theories and Practices. Jaipur: Rawat Publications, 2008.

Steven, R Rose. Group Work with Children and Adolescents: Prevention and Intervention in School and Community Systems. New Delhi: Sage Publication 1998.

Vaswani, J.P. Good Parenting. New Delhi: Sterling Paperbacks, 2007.

Vimala, Veeraraghavan, and Shalini Singh. Teenage Blues: A Guide for Parents, Teachers and Counsellors. New Delhi: Mosaic Books, 1999.

Wadkar, Alka. Life Skills for Success. New Delhi: Sage Publications India, 2016.

Zastrow, Charles H. Social Work with Groups. New Delhi: Cengage Learning India, 2009.

Journals: • The Indian Journal of Social Work. Tata Institute of Social Sciences, Mumbai. • Contemporary Social Work. Lucknow University • Psychological Studies. Journal of the National Academy of Psychology • Psychological Counselling. Vellore Christian Counselling Centre • International Social Work. College of Social Work, Nirmal Niketan, Mumbai

478

Sixth Semester: BSW 346: Paper XXIX COMMUNITY ORGANISATION AND DEVELOPMENT



Credits:2.5 Course Objectives: • To understand the Principles and Techniques of Community Organization • To understand different models in Community Organization • To understand Community Development and Community Development Programmes • To develop an understanding of the role of Social Work in Disaster Management • To understand the importance and methods of Participatory Learning and Action (PLA) in

Community Work Course Outcomes:

• Knowledge of Community Organisation • Understanding on Models of Community Organisation • Familiarity with Community Development Programmes • Ability for Project Formulation • Display competence in Disaster Management and Participatory Learning and Action

UNIT- I (14 hours)

Community Organization: • Meaning and Definition • Principles of Community Organization • Community organization techniques Community participation: • Concept • Barriers to Participation • Role of Community Worker in Community Mobilization

UNIT- II (15 hours)

Role of Community Worker: • Guide • Enabler • Expert Models of Community Organisation: • Locality Development Model • Social Planning Model • Social Action Model

479

Community Based Organisation (CBO): • Concept of CBO • Classification of CBO’s: Traditional Associations, Religious Associations, Membership

Associations, Self Help Groups. •

UNIT- III (15 hours) Community Development: • Meaning and Definition of Community Development • Characteristics of Community Development • Distinction between Community Development and Community Organization Development Programmes: • Meaning of Community Development Programme. • Objectives of Community Development Programme. • Evaluation of Community Development Programmes. Project Formulation: • Project Description; Project Monitoring and Project Evaluation.

UNIT- IV (16 hours)

Disaster Management: • Disaster – Meaning. • Types – Natural and Manmade disasters • Disaster management Participatory Learning and Action (PLA): • Meaning • Principles of PLA • Methods of PLA. - Transact Walk, Ranking Activities, Venn diagram and Social Mapping.

480

BIBLIOGRAPHY COMMUNITY ORGANISATION AND DEVELOPMENT

Birmabaum, F., and Coplon J. “Crisis Intervention after a Natural Disaster” Social Case Work, Vol. 54:.9, 545-551. Gangrade, K. D. Community Organisation in India. Bombay: Popular Prakashan, 1971.

Gunjal, B. S. Community Organisation and Social Action. Bangalore: IBH Prakashan, 2013.

Harper, Ernest B. and Arthur Dunham. Community Organisation in Action, New York: Association Press, 1959.

King, Clarence. Working with the People in Community Action. New York: Association Press, 1966.

Kumar, Somesh. Methods for Community Participation: A Complete Guide to Practitioners. New Delhi: Vistaar Publications, 2002.

Lurrie, Harry L. “The Community Organisation Method, in Social Work Practice” in Social Work Curriculum Study Vol. IV. Council of Social Work Education, USA.

Margaret, Ledwith. Community Development: A Critical Approach. Jaipur: Rawat Publications, 2006.

Mellor, Hugh W. The Role of Voluntary Organisations in Social Welfare. London: Croomhelm, 1985.

Meenai, Zubair. Participatory Community Work. New Delhi: Concept Publishing Company, 2008.

Mukherjee, Amitava. Participatory Rural Appraisal: Methods and Applications in Rural Planning. New Delhi: Concept Publishing Company, 2004.

Patil, Asha Ramagonda. Community Organization and Development: An Indian Perspective. Delhi: PHI Learning Private Limited, 2013. Prakash, Indu. Disaster Management: Societal Vulnerability to Natural Calamities and Manmade Disasters Preparedness and Response. Ghaziabad: Rastra Prahari Prakashan, 1994.

Ross, Murray G. Community Organisation: Theory and Principles. New York: Harper Bros., 1967. Siddique, H. Y. Social Work and Social Action. New Delhi: Harman Publications, 1984.

Singh, R. B. Disaster Management. Jaipur: Rawat Publications, 2000. Thudipara, Jacob. “Community Based Organisations.” In Encyclopaedia of Social Work in India 3rded. Lucknow: New Royal Book Company, 2012.

481

Sixth Semester: BSW 356: Paper XXX SOCIAL WORK RESEARCH & STATISTICS

Theory Marks: 100


Total No. of Teaching Hours: 60 Credits:2.5

Course Objectives: • To develop ability to recognize and utilize Research as a problem- solving process in Social

Work Practice • To utilize the Research process in terms of conducting a simple and need based survey • To function as a member of a research team, in the area of data processing during research

studies • To develop a scientific approach for systemic procedure in the problem solving process Course Outcomes:

• Basic knowledge on Social Work Research • Understanding of Methods and Tools of Data Collection • Understanding the application of Statistics in Social Work Research • Computation of Central Tendency and Standard Deviation • Familiarity with uses of SPSS for Research

UNIT –I (15 hours)

Meaning and Definition: • Social Research and Social Work Research • Research as a Method of Social Work Problem Identification: • Steps and procedures to be considered Formulation of Research problem: • Objectives and areas of study • Identification and definition of Variables • Formulation of Research Hypothesis

UNIT-II (14 hours)

Research Coverage: • Definition and Meaning of the Concept ‘Population’/‘Universe’ Sampling: • Concept and significance of sampling • Methods of Sampling- Probability and Non-Probability sampling

482

UNIT-III (15 hours) Data Collection-Methods and tools of data Collection: • Interview • Observation • Questionnaire

Data processing: • Editing • Classifying • Coding and Tabulation (formation of simple frequency tables) • Data analysis and interpretation of tables Report writing: • Principles of Report Writing • Format of Report

UNIT-IV (16 hours)

Statistics • Meaning of Statistics • Use of statistics in Social Work Research Central Tendency: Arithmetic Mean: • Characteristics of Mean • Computation of Arithmetic Mean Median: • Characteristics of Median • Computation of Median from Discrete and Continuous Series. Mode: • Characteristics of Mode • Computation of Mode from Discrete and Continuous Series. Standard Deviation: • Its relevance and the process of computation • Computation of Standard Deviation SPSS: • Meaning and Uses of SPSS for Research (A practical session on conducting Small Study or Survey is desirable)

483

BIBLIOGRAPHY SOCIAL WORK RESEARCH AND STATISTICS

Ahuja, Ram. Research Methodology: Methods and Techniques. Jaipur: Rawat Publication, 2003. Aquino V., and Gaudencio. Essentials of Research and Thesis Writing. Manila: Alemar Pheonix Publishing House, Inc., 1972. Asthana, B.N. Elements of Statistics. Allahabad: Chaitanya Publishers, 1976. Bajpai, S.R. Methods of Social Survey and Research. Kanpur: Kitab Mahal, 1976. Elhance, D.N. Fundamentals of Statistics. Allahabad: Kitab Mahal, 1989. Kothari, C.R. Research Methodology: Methods and Techniques. New Delhi: New Age International Publishers, 2004. Mikkelsen, Britha. Methods for Development Work and Research.2nd ed. New Delhi: Sage Publication, 2005. Sancheti, D. C., and V.`K. Kapoor. Statistics: Theory, Methods and Application. New Delhi: S. Chand & Sons, 2002. Sanjay, Narula. Research Methodology. New Delhi: Murari Lal and Sons, 2007. Shrama, K.K., and Basotia K.K. Research Methodology. Jaipur: Mangal Deep Publication, 2002. Takur, Devanad. Research Methods in Social Sciences. New Delhi: Deep & Deep Publications, 2007. Young, Pauline V. Scientific Social Survey and Research. New Delhi: Prentice Hall of India, 1968.

484

Sixth Semester: BSW 366: Paper XXXI CONTEMPORARY CHALLENGES OF INDIAN SOCIETY

Theory Marks: 100


Total No. of Teaching Hours: 60 Credits:2.5

Course Objectives: • To understand the concept of Development and Under development • To focus on the agrarian crisis and to explore solutions to the problem • To understand the importance of national integrity for the development of the nation • To develop the capacity for deeper understanding of emerging challenges and to explore the

means to address its impact in society Course Outcomes:

• Understanding challenges in Agriculture • Sound knowledge of Population situation • Awareness of Sustainable Development • Appreciation of National Integration • Understanding of Contemporary Challenges of Indian Society

UNIT I (16 hours) Challenges in Agriculture • Agrarian Crisis: Meaning and Causes • Issues of Irrigation • Application of Modern Technology • Agricultural Marketing • Farmer’s Suicide

Responses towards Agricultural Problems • Fair Trade Organisation • NABARD-Development Initiatives in Farm Sector

UNIT – II (16 hours) Population: • General description of Population situation in India–Fertility Rate, Mortality Rate, Crude Birth

Rate, Crude Death Rate, effects of overpopulation, measures for controlling the rapid growth of population-family planning methods, Birth control methods

Sustainable Development: • Meaning and definition • Sustainable Livelihood • Sustainable Environment • Water Harvesting—Household and Community

485

UNIT – III (14 hours) Communalism: • Concept of Communalism, Meaning and Definition – Growing Communal Problems in India,

in particular Karnataka – Causes for Communal Problems and its impact – Remedial measures towards communal harmony

National Emotional Integration: • Need for National Integration • Unity in Diversity Gender Issues: • Empowerment of women • Initiatives for Gender Justice.

UNIT – IV (14 hours) Corruption: • Meaning, definition and characteristics • Causes of corruption • Prevention: Jan Lok Pal Bill

Globalization: • Meaning and Definition - Impact of Globalization and challenges - Human Development Social Entrepreneurship: • Concept of Social Entrepreneurship • Micro Finance

486

BIBLIOGRAPHY CONTEMPORARY CHALLENGES OF INDIAN SOCIETY

Agarwal, Bablia. Social Problems in the Age of Globalization. Jaipur: ABD Publishers, 2009.

Arulsamy, S. Communalism in India: A Challenge to Theologians. Bangalore: Claretian Publication, 1988. Bhardwaj, K.K. Combating Communalism in India: Key to National Integration. New Delhi: Mittal Publication, 1993.

Bhat M.K, and Anita Cheria, et al. Life Goes On. London: The Centre for Innovation in Voluntary Action, 1997.

Bhende A. Asha, and Tara Kanithkar. Principles of Population Studies.Bangalore: Himalaya Publishing House, 1997. Binay, B. Towards Communal Harmony, Calcutta: Germinal Publication Private Ltd, 1994. Chambers, Robert. Rural Development: Putting the Last First. Addison Wesley Longman Limited, 1983. Choudry, Ray, and Basu Sabyasachi. Sustainability of Rights after Globalization. New Delhi: Sage Publications India, 2011. Chundi, Janaki, and Srivastava Alka. Watershed Management: Key to Sustainable Development. New Delhi: Indian Social Institute, 1999. Derme, Steve. Globalization on the Ground: Media and the Transformation of Culture, class and Gender in India. New Delhi: Sage Publication, 2008. Fisher, F. William. Towards Sustainable Development. Jaipur: Rawat Publication, 1997. Green, Duncan. From Poverty to Power. New Delhi: OXFAM International, 2008. Joshi, Y.G. Social Environment for Sustainable Development, Jaipur: Rawat Publication, 1998. Karmakar, K.G. Rural Credit and Self Help Group: Micro finance, Needs and Concepts in India. New Delhi: Sage Publication, 1999. Kochar, S.K. Pivotal Issues in Indian Education. New Delhi: Sterling Publishers Pvt. Ltd., 1984. Kumar. Social Problems and Welfare. Agra: Lakshmi Narain Agarwal Educational Publishers, 2013. Kumar, Ravindra. Problems of Communalism in India. New Delhi: Mittal Publication, 1996. Kurien, C.T. Poverty, Planning and Social Transformation. Madras: Allied Publishers, 1978. Linda, F.K. SHGs: A Handbook for Practitioners. New Delhi: Sage Publication, 1997.

487

Mascrenhas, Marie M. Natural Family Planning. Bangalore: Asian Trading Cooperation, 1985. Misra, Sunil. Voluntary Action in Health and Population. New Delhi: Sage Publication, 2000. National Policy on Education 1986. New Delhi: Human Resource Development, Government of India, 1986. Our Common Future: The World Commission on Environment and Development. New York: Oxford University Press, 1987. Puniyani, Ram. “Communalism and Collective Violence.” In Encyclopaedia of Social Work in India 3rd ed. Lucknow: New Royal Book Company, 2012. Rao, C. N. Shankar. Indian Social Problems: A Sociological Perspective. New Delhi: S Chand & Company Pvt. Ltd., 2015. Shiva, Vandana. Globalization’s New War. New Delhi: Women Unlimited, 2005. Singh, Anand Bahadur. “Agrarian Social Work: An Emerging field for Intervention.” In Encyclopaedia of Social Work in India 3rd ed. Lucknow: New Royal Book Company, 2012. Srinivas. Regulating Production in India’s Population. New Delhi: Sage Publication, 1985. Tandon, B.B, and Vasudeva P. K. Inclusive Growth and Sustainable Development Ideal for Indian Economy. New Delhi: Deep and Deep Publication, 2010. Taori, Kamal, Sustainable Human Development: Issues and Challenges,New Delhi: Concept Publishing Company, 2000.

488

Sixth Semester: BSW 376: Paper XXXII DEVELOPMENT OF WEAKER SECTIONS



Credits:2.5 Course Objectives: • To develop knowledge and ability to assess the Government and Non-Government strategies

used for the development of Weaker Sections • To develop sensitivity to the problems of social inequality and injustice and commitment to

work for the development of weaker sections • To understand Government Welfare Programmes for Weaker Sections • To know the role of role of Social Work in the welfare of Weaker Sections Course Outcomes:

• Familiarity with Governmental efforts in the eradication of Untouchability • Understanding Constitutional and Legal Safeguards for Scheduled Castes and Scheduled

Tribes • Knowledge on Government Welfare Programmes for Weaker Sections • Appreciate Role of Social Work in the welfare of Weaker Sections


Five Year Plans and the Development of Weaker Sections: Evaluation. Untouchability: Governmental efforts in the eradication of Untouchability • Non-Governmental efforts in the eradication of Untouchability • Role of a) Mahatma Gandhi. b) Dr. B. R. Ambedkar.


Constitutional and Legal safeguards for Scheduled Caste and Scheduled Tribe: • Rationale behind Reservation Policy • Reservation in Education, Service and Politics • Evaluation of Reservation Policy

UNIT – III (16 hours) Government Welfare Programmes: Government Welfare Programmes for Scheduled Caste Government Welfare Programmes for Scheduled Tribe Government Welfare Programmes for Women Government Welfare Programmes for Differently abled Government Welfare Programmes for senior citizens

489


Case Studies of Non-Governmental initiatives in the Welfare of Weaker Sections: • Shree Kshetra Dharmasthala Rural Development Project • Vivekananda Girijana Kalyana Kendra • Help Age India

Role of Social Work in the Welfare of Weaker Sections

490

BIBLIOGRAPHY DEVELOPMENT OF WEAKER SECTIONS

Govind, Kalera D. Development of Weaker Sections. New Delhi: Inter India Publication, 1984.

Kananaika, Jose, Seventh Plan and Development of Weaker Section. New Delhi: India Social Institute, 1985.

Kumar, A. Tribal Development in India. New Delhi: Sarup and Sons, 2002.Patel, M. L. Planning Strategy for Tribal Development. New Delhi: Inter India Publications, 1988.

Rao, C. N. Shankar. Sociology of Indian Societies. New Delhi: S. Chand & Company Ltd, 2004.

Report of the Backward Class Commission. Government of Karnataka. Bangalore, 1986.

Sharma, A.N. Tribal Welfare and Development: Emerging Role of Anthropological Explorations. New Delhi: Sarup and Sons, 2002. Journals:

• Kurukshetra • Social Welfare


PÀÈµÁÚªÀÄÆwð VÃvÁ, ªÀÄ»¼É ¸ÀªÀiÁd PÁ£ÀÆ£ÀÄ, £ÀªÀPÀ£ÁðlPÀ ¥À©èPÉÃ±À£ïì ¥ÉæöÊªÉmï °«ÄmÉqï, ¨ÉAUÀ¼ÀÆgÀÄ, 2007, ¥ÀæxÀªÀÄ

ªÀÄÄzÀæt.

gÁªï ±ÀAPÀgï ¹.J£ï., ¨sÁgÀwÃAiÀÄ ¸ÀªÀiÁd±Á¸ÀÛç, eÉÊ ¨sÁgÀvï ¥ÀæPÁ±À£À, ªÀÄAUÀ¼ÀÆgÀÄ, 2008

gÁªï ±ÀAPÀgï ¹.J£ï., ¸ÀªÀiÁd±Á¸ÀÛç, eÉÊ ¨sÁgÀvï ¥ÀæPÁ±À£À, ªÀÄAUÀ¼ÀÆgÀÄ, 2008

Websites:

www.helpageindia.org www.gandhicreationshss.org

491

Sixth Semester: BSW 386: Paper XXXIII MASS COMMUNICATION

Theory Marks:100 Internal Assessment Marks: 25


Credits:2.5 Course Objectives: • To critically view the various mass communication media including folk media in the context

of Indian society and development • To focus on the role of Information Technology and other modern means of communication • To focus on the importance of written communication and enhance writing skills • To understand the role and procedure of Right to Information (RTI) Act

Course Outcomes: • Understanding the role of mass media and a critical analyses of Print and Electronic media • Applying the basic rules for written communication • Analyzing the impact of Social Media • Understanding the significance and procedures of the Right to Information


Mass Communication: • Meaning and Characteristics • Role of Mass Media

Print Media: • Anatomy of a Newspaper • What makes News? • Role of Newspapers in India • Role of Magazines • Freedom of the Press

Radio: • Special features of Radio as a Mass Medium • Advantages and Limitations


Television: • Television in India • Impact of Television; • Television and Children Advertising: • Impact of Advertising • Exploitation of Women in Advertising

492

• Social Advertising Films: • Elements of Cinema • Indian Cinema • Impact of Films


Folk Media: • Meaning and features of Folk Media • Role of Folk Media in India • Folk Media and Social Change Photography: • Types of Camera • Snapshots vs. Photographs • Tips to take Good Pictures • Photo language Information Technology: • Internet: Use, Abuse and Addiction • E-mail Etiquette • The Digital Divide • Use of Internet for social work practice • Social Media


Written Communication: • Basics of Writing • Outline Writing Letter Writing: • Parts of a Letter • Letter to the Editor • Writing a CV Right to Information (RTI): • What is Right to Information? • Salient features of RTI Act

493

BIBLIOGRAPHY MASS COMMUNICATION

Ahuja, B. K. Mass Media Communication: Theory and Practices. New Delhi: Saurabh Publishing House, 2014. Civikly, Jean M. Messages: A Reader in Human Communication. New York: Random House, 1974. Dahama, O. P., and O. P. Bhatnagar. Education and Communication for Development. New Delhi: Oxford & IBH Publishing Co., 1985. Jayakaran, I. Everyone’s Guide to Effective Writing. 3rd ed. Chennai: 2M Publishing International, 2005. Joshi, Uma. Textbook of Mass Communication and Media. New Delhi: Anmol Publications, 2005. Kumar, Keval J. Mass Communication in India. Bombay: Jaico Publishing House, 1981. Nagaraj, Geetha. Write to Communicate. New Delhi: Foundation Books, 2004. Prabhakar, Naval, and Narendra Basu. Mass Media and Society. New Delhi: Commonwealth Publishers, 2007. Rani, N. Usha. Folk Media for Development: A Study of Karnataka’s Traditional Media. Bangalore: Karnataka Book Publishers, 1996. Roy, Aruna. The RTI Story: Power to the People. New Delhi: The Lotus Collection, 2018. Srampickal, Jacob. Communication and Media in India Today. Delhi: Media House, 1998. Srampickal, Jacob, Jude Botelho, and Ray Kancharla, ed. Media Education in India: Emerging Trends and Perspectives. New Delhi: NISCORT, 1997. Wright, Chrissie. Handbook of Practical Communication Skills. Mumbai: Jaico Publishing House, 1999. Journals: • Interaction. National Council of Development Communication. • Religion and Social Communication. Journal of the Asian Research Center for Religion and

Social Communication.

494

Elective Courses 2019 FIRST AID

Theory Marks : 40

Internal Assessment Marks: 10 Total Marks: 50

Total No. of Teaching Hours: 24 Credit: 01

Course Objectives: • To understand the concept of First Aid • Understanding the significance of early intervention • To enable active participation during an emergency • To learn the basic skills of First Aid Course Outcomes:

• Knowledge on importance of First Aid • Understanding Objectives of First Aid • Familiarity with the contents of a First Aid Box • Posses the basic skills of First Aid

UNIT- I (24 hours) Basics of First Aid: Introduction to First Aid Objectives of First Aid Contents of a First Aid Box Intervention during Minor Casualties: Cramps, Fainting, Epilepsy, wounds, bleeding from nose Objects in the ear, nose and eye

UNIT II (12 hours) Intervention during Major Casualties: Ventilation; Clothing readjustment; Transportation of Casualties Burns, Fractures,Electric Shock, Lightening, bleeding due to other injuries Bites: Snake bites, Dog bites; Poisoning Suffocation-Drowning, Choking Cardio Pulmonary Resuscitation (CPR)

495

BIBLIOGRAPHY FIRST AID

Aims, Policy, Rules & Organization.New Delhi:The Bharath Scouts&Guides.2008. Belilios, Arthur D., Desmond KMulvany, andKatharine F Armstrong. A Handbook of First AID and Bandaging. London: Balliere, Tindall & Cox., 1962.

Bezzant, Norman. First Aid for Everyday Emergencies. Bombay: Jaico Publishing House,1980.

First Aid Hand Book. Bengaluru: Indian Red Cross Society. Karnataka State Red Cross Branch, 2017.

First Aid Manual: The Authorised Manual of St. John Ambulance St. Andrew’s

Ambulance AssociationThe British Red Cross Society. London: Dorling Kindersley, 1987.

Ganguli, L.K.,andA. K. Ganguli. First Aid to the Injured, Nursing and Bandaging. Calcutta: Academic Publishers, 1979. Girl Guiding in India.New Delhi:The Bharath Scouts &Guides.2002. Goel,Sathish.First Aid.New Delhi:Diamond Pocket Books.

Natarajan, Mayilvahanan. Principles of First Aid & Home Nursing. Madras: Indian Red Cross Society, Tamilnadu Branch, 1993. Yudenich,V.V. Accident First Aid.Moscow:MIR Publishers,1982. qÁ.¨sÀmï,©.Dgï. ¥ÀæxÀªÀÄaQvÉì.C¥ÀWÁvÀ ªÀÄvÀÄÛwÃªÀægÉÆÃUÀzÀ vÀÄvÀÄð¹ÜwAiÀÄ°è fÃªÀgÀPÀëuÉ.ªÀÄAUÀ¼ÀÆgÀÄ: DPÀÈwD±ÀAiÀÄ

¥À©èPÉÃ±À£ïì, 2016

qÁ.gÁªï ¸ÁUÉÃ±ÀégÀ,²jV¤Ãr.¥ÀæxÀªÀÄaQvÉì.¨ÉAUÀ¼ÀÆgÀÄ: ºÉÃªÀÄAvÀ ¸Á»vÀå,2008

ºÉUÀqÉgÉÃSÁ. ¥ÀæxÀªÀÄaQvÉì.ZÉ£ÉÊ: ¸ÀÄgÁ§ÄPïì¥ÉæöÊªÉmï °«ÄmÉqï, 2009

qÁ.¸ÀvÀå£ÁgÁAiÀÄt,JA.¥ÀæxÀªÀÄaQvÉì.¨ÉAUÀ¼ÀÆgÀÄ:£ÀªÀPÀ£ÁðlPÀ ¥À©èPÉÃµÀ£ïì ¥ÉæöÊªÉmï °«ÄmÉqï,2011

496

Electives Syllabus 2019 DISASTER MANAGEMENT




• To understand the concept of Disaster Management • To understand the significance of Disaster Prevention • To enhance understanding the role of preparedness in reducing the effects of Disasters. • To appreciate the importance of Disaster Response System

Course Outcomes: • Knowledge on the concept of Disaster Management • Familiarity with the significance of Disaster Prevention • Knowledge of types of Disasters • Application of basic skills needed for managing disasters

UNIT I (10 hours)

Disaster: Meaning, Definition Concept of Disaster Management Basic facts about saving oneself before saving others Family Disaster Preparedness: Make a plan; Build a Kit; Get Trained; Practice Family Disaster Plan Man Made Disasters: (a) Fire-Causes of Fire, Do’s and Don’ts during Fire (B) Accident - Causes of road accidents, Do’s and Don’ts during road accidents

UNIT II (14 hours)

Natural Disasters: Floods -Meaning, Factors contributing to Floods Consequences of Floods Preparedness before Floods Do’s and Don’ts during aFloods Do’s and Don’ts after a Floods Cyclones-Meaning, Formation of Cyclones Types of Cyclones, Consequences of Cyclones

497

Preparedness before Cyclone, Do’s and Don’ts Lightening -Meaning, Do’s and Don’ts during Lightening-Indoor and Open Ground Landslides -Meaning, Causes of Landslides, Impact of Landslides, Do’s and Don’ts Earthquake-Meaning, Causes, Consequences, Preparedness before an Earthquake Responding to Earthquake-(a) Indoors (b) Outdoors Do’s and Don’ts after an Earthquake

498

BIBLIOGRAPHY DISASTER MANAGEMENT

Chouhan,T.S. Disaster Management: In 21 Century.Jaipur:Mark Publishers,2012.

Goel, S. L. Disaster Administration & Management: Text &Case Studies. New Delhi: Deep &Deep Publications, 2007. Kapoor,Mukesh. Disaster Management.New Delhi:Saurabh Publishing House,2012. Misra, Anish. Recent Approaches on Disaster Management. New Delhi: Random Publications, 2011.

Newburn, Time. Disaster and After: Social Work in the Aftermath of Disaster. London:

Jessica Kingsley Publishers, 1993.

Palanithurai, G. Panchayats in Disaster Preparedness and Management. New Delhi: Concept Publishing Company, 2009. Reza,B.K. Disaster Management.Delhi:Global Publications,2010.

Sahni, Pradeep, AlkaDhameja, and UmaMedury. Disaster Mitigation: Experiences and Reflections. New Delhi: PHI Learning Private Limited, 2011.

Shaw, Rajib, and Krishnamurthy R.R. Disaster Management: Global Challenges and Local Solutions. Hyderabad: Universities Press, 2009. Singh,R.B. Disaster Management.Jaipur:Rawat Publications,2000.

Uttarkhand Disaster 2013. New Delhi:National Institute of Disaster Management. 2015.

Yadav, R. J. Disaster Management in India; Acts: Policies: Guidelines. Vol. I& II.Jaipur: Paradise Publishers, 2011.

499

CHOICE BASED AUTONOMOUS SEMESTER SCHEME ELECTIVES Syllabus 2019

NUTRITION AND HEALTH Theory Marks : 40

Internal Assessment Marks: 10 Total Marks: 50

Total No. of Teaching Hours: 24 Credit: 01

Course Objectives: • Understand the importance of nutrients, and low cost food in the context of developing

countries • To regulate healthy diet and Personal Hygiene • To gain knowledge about nutritional education for the wellbeing of the community as a whole. • To practice dietary habits that contribute to a healthy life style

Course Outcomes: • Knowledge of balanced diet and its preparation • Awareness on Health and Personal Hygiene • Knowledge on Planning Nutritional Education Programmes • Knowledge on Techniques of Nutrition E

UNIT I (10 hours)

Basic Concepts of Nutrition Meaning and importance of study of Nutrition Nutrients and their Classification Carbohydrates, Proteins, Fats, Vitamins,Iron, Calcium,Minerals their sources, functions and deficiencies Balanced Diet Concept of Balanced Diet Guidelines for Planning Balanced Diet

UNIT II (14 hours)

Health Definition of Health Personal Hygiene Nutrition Education Concept of Nutrition Education Planning of Nutritional Education Programme Techniques of Nutrition Education

Culinary Lab: Preparing Low Cost Nutritious Food and Demonstration

500

BIBLIOGRAPHY NUTRITION AND HEALTH

Babu, SureshS.A Treatise on Home Remedies. New Delhi: Pustak Mahal, 2009. Bakhru, H.K. Vitamins that Heal: Natural Immunity for Better Health. Noida: Saurabh Printers, 2007.

Ballentine,Rudolph.Diet and Nutrition: A Holistic Approach.Pennsylvania: The Himalayan International Institute, 1982.

Begum, Raheena. A Text Book of Food Nutrition and Dietetics. New Delhi: Sterling Publishers, 1991.

Gopalan, C., B.Rama Sastri, and S.C. Balasubramanian. Nutritive Value of Indian Foods. Hyderabad: National Institute of Nutrition, 1993.

Gupta, M.K. Foods that are Killing You. New Delhi: Pustak Mahal, 2004.

Lawrence, Helen. Well-being for Women. Scotland: Geddes and Gosset, 2004.

Morter, Ted M. Health and Wellness. New Delhi: Pustak Mahal, 2000.

Mudambi, Sumathi R, and Shalini M Rao. Food Science. Wiley Eastern Ltd

Nutrition for the Community. New Delhi: IGNOU Publications.1996.

Rajadhyaksha, Medha S, and Sukanya Datta. The Secrets of Proteins. New Delhi: National Book Trust, 2000.

Reddy. S.R. Teaching Health and Nutrition. New Delhi: Commonwealth Publication, 1985.

Roday, S. Hygiene and Sanitation in Food Industry. New Delhi: Tata McGraw-Hill Publishing Company, 2006.

Samraj, Edison. Best of Health. Pune: Oriental Watchman Publishing, 1994.

Sharma, Rajeev, and Jyothi Rajeev. Water For Health and Beauty. New Delhi: Manoj Publications, 2009.

Singh, Jyothi. Handbook of Nutrition and Dietetics. New Delhi: Lotus Press, 2008.

Spence, Michael, and Maureen Lewis. Health and Growth. Jaipur: Rawat Publications, 2009.

Srilakshmi, B. Nutrition Science. New Delhi: New Age International Publishers, 2008.

Suresh, Keshan. A Parent’s Guide to Child Care. New Delhi: Pustak Mahal, 2009.

Swaminathan, M. Essentials of Food and Nutrition.(Vol. II).Bangalore: The Bangalore Printing and Publishing Co. Ltd., 2008.

501

Varma, Mira, et al. Child Nutrition: Problems and Prospects. Jaipur: Ina Shree Publishers, 1996.

Venkataiah, S.Teaching Food and Nutrition.New Delhi: Anmol Publications, 2002.

Vidya,Chinthapalli. A Text Book of Nutrition. New Delhi: Discovery Publishing House, 1996.

Journals: • Herald of Health. Family Magazine for Vibrant Health, Oriental Watchman Publishing

House, Pune • Health Action. Health Action for all (HAFA), Secunderabad • Health for the Millions. New Delhi

*************

502


Roshni Nilaya, Mangaluru – 575 002 Autonomous College under Mangalore University

College with Potential for Excellence Re-Accredited by NAAC with ‘A’ Grade [3rd Cycle]


Agenda No.1 (m) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in Social Work (PG) for the M.S.W. Degree Programme.

The Proceedings of the BOS meeting held on Thursday, July 19, 2019 is placed before the Academic Council for its consideration and approval.

503

THE BOARD OF STUDIES IN SOCIAL WORK (P.G) HELD ON THURSDAY THE 19 JULY 2019 AT SCHOOL OF SOCIAL WORK, ROSHNI NILAYA, MANGALORE.

Members Present:

Dr Meena Monteiro : Chairperson

Prof. Juliet C.J. : Member

Dr.Jenis Mary : Member

Dr. Sebastin K.V : Member

Ms Eveleen Benis : Member

Dr Mohan Singhe : Subject Expert

Dr. Mohan A.K. : University Nominee

Dr.Lena Ashok : Meritorious Alumnus

Dr. Sudeep Shetty : Allied Field

Members Absent:

Dr.Mohan Singhe : Subject Expert

AGENDA

i. Assessment and Review for change of MSW Syllabus 2019-21, I-IV semester

ii. Panel of Examiners pertaining to 2019 – 2021 Viva Voce examinations


The Chairperson welcomed the members and thanked them for accepting to be the BOS members. The meeting started at 10.00 am the following matters were discussed.

PART – II Assessment and Review for change of MSW Syllabus 2019-21, I-IV semester The MSW syllabus is revised every two years. The last revision of the syllabus was 2016-18. For the next academic year the members have introduced new subjects and also modifications have been done with a few existing subjects. The board has given their consent for the same and accepted the changes.

PART – III Panel of Examiners pertaining to 2019 – 2021 semester end Viva Voce examination

As the earlier Panel of Examiners for semester end viva voce examination were three. The members felt that there should be a change in the number of examiners in the panel and it should be reduced to two, as there were certain practical difficulties. The Board recommended the same

504

on having only two examiners as it is done in other universities. The panel will consists of two examiners one will be an external member and the other will be an internal member.

PART – III Review of the Previous Year Question Papers and Results

The Question papers were reviewed and the pattern of the end semester question papers was scrutinized. The members felt that there should be a change in the pattern of the question paper.

Section A in the question paper remains the same. While in section B, of the four questions the student is required to answer only three of 5x3 marks each. In section C the student is required to answer only three questions of 15x3 marks each.

PART IV: Any other matter

Following changes were discussed and the same was suggested by the members of BOS board

Winter Placement at the end of the first semester will be made optional for the students.

Summer placement will be resolved, Instead one week intensive training in Research Methodology and scientific writing will be conducted at the end of the second semester, soon after the semester end exams.

The meeting concluded with the Chairperson thanking all the members profusely for their cooperation and for their constant support.

505

MSW Syllabus for the Academic Year 2019-2021 (Batch 2019-2021)

School of Social Work, Roshni Nilaya, Mangalore (Autonomous)

COLLEGE WITH POTENTIAL FOR EXCELLENCE Re-Accredited by NAAC with “A” Grade (3rd Cycle) – CGPA

OUR VISION

To be a Centre of Excellence in Education, developing Personal and Professional Competencies to build a Just, Sustainable and Inclusive Society.

OUR MISSION

To Impart General and Professional Education fostering Love of Learning, Integrity and Social Responsibility for Holistic Development.

OUR MOTTO [

“Love is made fruitful in service”

AIM OF PROFESSIONAL SOCIAL WORK The Master of Social Work Education which covers theoretical courses, Social Work practicum, skill-training laboratories, action research, extension services and other co-curricular activities seeks to attain the following aims: • To provide quality education, to prepare personnel, who are socially concerned, committed and

competent to meet the social welfare, social development and human rights promotion needs of our society.

• To develop competency among the learners to apply all the major methods of Social Work practice

namely Social Case Work, Social Group Work, Community Organization, Social Action, Social Work Research and Social Welfare Administration in their respective field of work.

• To facilitate the process of enabling the learners to develop both personally and professionally so that

they become change agents in the society.

• To promote among the learners a sense of social responsibility and commitment to offer preferential services to the marginalized sections of society.

• To train Professional Social Workers to plan and execute an extensive range of social services, social

welfare activities and work in commercial, industrial , service and training institutions.

506

OUR VISION To be a Centre of Excellence in Education, developing Personal and Professional Competencies to build a Just, Sustainable and Inclusive Society. OUR MISSION To Impart General and Professional Education fostering Love of Learning, Integrity and Social Responsibility for Holistic Development.

CAREER OPTIONS For Students Specializing in Community Development Panchayath Development Officer Corporate Social Responsibility -Project head (Implementation) CDPO, Women & Child Welfare Department Consultant- Swach Bharath Mission, Livelihood Mission initiated the Government Students can also start their own NGO For Students Specializing in Medical & Psychiatric Social work Mental Health Professional, Life skill trainer, School Counsellor, Medical Social Worker, Psychiatric Social Worker, Organ Transplant Co-ordinator, Social Worker in an NGO working with elderly. Working in Child Guidance Clinic. ICTC Counsellors,Women & Child Welfare Department For Students Specializing in Personnel Management & Industrial Relations H R Executive, Labour Welfare Officer,Women & Child Welfare Department Welfare Officer in manufacturing unit, Consultancy services, Recruiters, Industrial Relations & Relationship Management. Faculty Objective

• To enhance human well-being, social functioning and interactions.

• To promote Social Work profession by educating students to become leaders for social change

• Through this MSW program the faculty will generate knowledge for application in the field and inspires students to academic and practice excellence.

• To use research, knowledge, and skills that advance social work practice.

• To help students develop professional Social Work values & Ethics. Learner Objective To develop competency among the learners to apply all the major methods of Social Work practice namely Social Case Work, Social Group Work, Community Organization, Social Action, Social Work Research and Social Welfare Administration in their respective field of work. Programme Outcomes

• Learners are equipped with Knowledge, Skills & attitude to be build Personal & Professional competency

• Trained to be dynamic to respond to the needs and problems of the society. • Equip them with employability skills, life skill training & entreueprneurship skills

Programme Specific Outcomes Community Development Specialization-

• The students are equipped with the knowledge and skills to work and contribute as professionals in the NGOs, GOs, CSR departments; and as activist and policy practitioners in different sectors which involved community development.

• The students have developed sensitivity and a bent of mind to scientifically analyze and understand human issues based on factual data and to respond meaningfully for the community and social development.

507

• The students have acquired and developed interest, knowledge and skills to associate with community members especially the downtrodden, understand them and their situations, and empower them to achieve wellbeing.

• The students have developed and built confidence, competency (both personal and professional) and attitude to strive for their personal and professional growth to become a committed social change agent.

Medical & Psychiatric Social work • Students build confidence they have acquired the skills required to work with individuals having

Mental Health Problems.

• The course blends the core areas of the field with the emerging trends in the Psychiatric Social Work and Counselling

• The curriculum carries some of the foundation and method papers related to human behaviour, helping processes, development, mental health, working with individuals and groups.

• Students are strengthened through forum activities which helps them to take initiative, networking with other departments and with the Hospitals, Organizations and the alumni in providing holistic learning and development.

• A blend of theory and practice helps them to acquire skills and become trainers in specific areas like Life Skills.

• Experiential learning helps them to gain Knowledge on various models and practice various skills on Psychotherapy

Personnel Management & Industrial Relations Specialization: • Preparing students to build careers in the HR departments of industries, hospitals, NGOs and other

organizations. • The course blends the core areas of the field with the emerging trends in the management of

Human Resources. • Curriculum engages students on core areas of Human Resources, Management, labour Legislation,

Industrial Relations, Relationship Management and Employee development, Organisation Behaviour, Corporate Social Responsibility and Management.

• An open elective in either Counselling or Criminology are also offered which gives them a multidisciplinary approach.

• An optimal mix of theory and practice orientation is provided in this course. • The onus of the curriculum besides knowledge sharing and knowledge creation is on creativity,

critical thinking and skill development. • An equal weight age is given both to classroom work as well as field based learning. • Students are skilled through forum activities which helps them to take initiative, networking with

other departments and with the industry as well as alumni in providing holistic learning and development.

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MSW (Choice Based Credit System)

2019-2021 School of Social Work, Roshni Nilaya, Mangalore

Semester I

Hard core T. Hrs. Credits Exam

Hrs. Internal

Ass. Exam Total

Marks MSW 401 C-I Foundation of Professional Social Work

4 4 3 30 70 100

MSW 411 C-II Social Case Work

4 4 3 30 70 100

MSW 421 C-III HC-11I Social Group Work

4 4 3 30 70 100

MSW 431 C-IV Community Organization and Social Action

4 4 3 30

70

100

MSW 441 C-V Social Work Practicum & Viva Voce

15

4

4

30

70

100

Soft Core

MSW 451 C-VI Computer Applications & Communicative Skills for Social Work

4 4 3 30 70 100

Total Credits 24 600

509

Semester II

Hard core T.Hrs. Credits Exam Hrs.

Intrnl Ass. Exam Total

Marks MSW 402 C-V11 Social Welfare Administration 4 4 3 30 70

100

MSW 412 C-VIII Psychological Perspectives on Human Behaviour

4

4

3

30

70

100

MSW 422 C-IX Social Work Practicum & Viva Voce

15

4

4

30

70

100

Soft Core

MSW 432 C-X.1Rural,Tribal And Urban Societies In India/ OR C X.2 Health And Mental Health Issues/ OR C X.3 Human Resource Management

4 4 3 30 70

100

MSW 442 C–XI.1Education For Social Transformation/ OR C XI.2 Positive Psychology/ OR C XI.3 Labour Laws – I

4 4 3 30 70

100

Open Elective

C-XII OE 2.1 Life Skill Education 3 3 3 30 70

100

Total Credits

23

[20+3*]

600

510

Semester III


Hrs. Intrnl Ass. Exam

Total Marks

MSW 403 C-XIII Social Work Research and Statistics

4 4 3 30 70

100

MSW 413 C - XIV -Life Skill Education

4 4 3 30 70

100

MSW 423 C-XV Social Work Practicum & Viva Voce

15

4

4

30

70

100

Soft Core

MSW 433 C-XVI.1 Legal Literacy For Community Development/ OR C XVI.2 Medical Social Work/OR C – XVI.3 Principles and Practice of Management

4 4 3 30 70

100

MSW 443 C – XVII.1 Environment And Sustainable Development/OR C – XVII.2 Psychiatric Social Work/ OR C XVII.3 Relationship Management and Employee Development

4 4 3 30 70

100

Open Elective

C-XVIII OE 3.1 Resource Management in Human Service Organization

3 3 3 30 70 100

Total Credits

23

[20+3*]

600

*Non Credit Subject

511

Semester IV

Hard Core Total Credit = 52 Soft Core Total Credit = 28 Project = 05 Open Electives = 06* Total Credits = 85+6* [*Non credit subject]


Hrs. Intrnl Ass.

Exam Total Marks

MSW 404 C XIX Disaster Management

4

4

-

30 70

100

MSW 414 C-XX Social Work Practicum 15 4 - 30 70

100

MSW 424 C- XXI Research Project & Viva Voce

8 5 4 30

70

100

100

100

Soft Core

MSW 434 C –XXII.1 Livelihoods And Social Entrepreneurship/OR C – XXII.2 Therapeutic Counselling / OR C-XXII.3 Labour Laws - II

4 4 3 30 70

100

MSW 444 C - XXIII Organizational Behaviour Development / C – XXIII.1 Project Management

4 4 3 30 70

100

Total Credits

24

600

512

GUIDELINES FOR FIELD WORK SOCIAL WORK PRACTICUM (M.S.W. I & II SEMESTER)

During the I M.S.W. (1st and 2nd semester) the following Objectives and Areas of learning would be the focus of Field Work Practicum Supervised Concurrent Field Work in an approved Field Work Agency is an integral part of the Master’s in Social Work course. The components of the practicals in the Social Work course include the following:

ORIENTATION VISITS - Governmental and Voluntary Organizations in the field of Social Work will be visited as per the schedule of the Department of Social Work during the course

CONCURRENT FIELDWORK- It shall be for 15 hours a week (including Individual Conference and Group Conferences ), spread over two days in all the four semesters.

A student who does not fulfill the field work requirement during the given semester will not be eligible to continue with the course, until he/she repeats the Field Work training programme for that semester to the satisfaction of the Department. Field Work requirements include:

• 100 % Field Work Attendance • Appropriate Code of Conduct • Fulfilling the workload norms as prescribed by the Department • Regular and timely submission of Field Work Reports • Regular attendance at Field Work Conference

The decision of the Department regarding the satisfactory completion of the Field Work and Block Placement Training will be final and binding on the student. Field Work Records: Students shall submit the Field Work record on the First working day of the following week before 9.45 Am. On time submission of field records is mandatory. Field Work programme should have a well defined and fully equipped training programme, and policy of maintaining high standards of service through application of the methods of Social Work. AIM AND OBJECTIVES OF SOCIAL WORK PRACTICUM: 1ST YEAR Aim: The broad aim of Social Work Practicum is to provide opportunities for applying the knowledge and the information gained in the classroom to reality situations. This learning experience should provide an opportunity of working with communities, groups, individuals/families and planning and executing tasks of managing organizations. OBJECTIVES:

• To understand the agency as an organisation, its structure, functions, activities and sources of funding.

• Developing knowledge of the socio-economic and cultural realities, and their impact on the client systems with specific focus on marginalized groups.

• Develop skills to analyze the impact of the micro and macro forces of the political economy and their impact on families, individuals, groups, communities and organizations.

• Develop the ability to involve people in the problem solving process, utilizing skills of social work interventions, including research.

• To develop an understanding of the application of the methods of social work practice in the field. • Develop skills in identifying and utilizing community resources both Government and Voluntary. • Make conscious use of professional values and ethics.

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AREAS OF LEARNING: AREA I – UNDERSTANDING THE AGENCY/COMMUNITY.

Tasks provided should aid the learner to. • Understand the socio-economic and cultural realities and their impact on the

organization/community and the client system. • Understand the administrative structure, the communication patterns, leadership, power structure,

decision-making and functions of personnel in government and voluntary organization. • Understand programmes, programme management and participate in their delivery with use of

appropriate programme media. Show ability to write proposals for new programmes and initiate them.

• Understand the relationship of the organization to others and appreciate need for networking.

• Understand the financial management, including source of funds, efforts at fund raising.

• Understand and appreciate the role of the Social Worker and the learners in the organization.

AREA II – DEVELOPING KNOWLEDGE OF ADMINISTRATIVE PROCEDURE AND PROGRAMME MANAGEMENT.

• Involve learners in day-to-day administration planning, implementation and evaluation.

• Tasks like preparing project proposals for new programmes.

• Administration of ongoing services, maintaining accounts and ledgers.

• Correspondence and records of the organization.

• Budgeting and fund raising.

• Working with various categories of personnel in the organization and also as a member of a team.

• Planning and implementing short-term training programmes for personnel in the organization. AREA III – PROBLEM SOLVING PROCESS AND PRACTICE BASED RESEARCH

• Identify problems and analyse them. • Analyze the causative factors and dynamics in the problem situations. • Select appropriate strategy, methods and techniques of problem solving. • Establish and maintain relationships. • Identify focus of work together with individuals, groups/communities. • Involve the primary stakeholders in the problem solving process. • Identify and utilize resources – human, material and financial. • Select and utilize appropriate tools for problem – solving, such as interviews – individual/group,

home visits, programme media and research. • Integrate Theory and Practise, and utilize the integrated approach in Social Work Practice. • Conduct a small Practice Based Research Activity.

Field Work Requirements for I and II Semesters Social Case Work: Each Student should conduct a minimum of two Case Work for each Semester and submit the case records with their Field Work reports.

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Social Group Work: Students should conduct 04 Social Group Work sessions in the First Semester and 06 sessions in the Second Semester.

SOCIAL WORK PRACTICUM (MSW-III AND IV SEMESTER)

INTRODUCTION: During the II M.S.W. the learner has to start using a holistic approach to problem solving, organize people to meet their needs, move from problem to issue based work and gain greater confidence to work independently. Learners specialising in CD, MPSW and PMIR shall be given specialisation specific guidelines as well. OBJECTIVES:

• Develop skills to effectively use the integrated approach to problem solving and enhance skills of intervention, at the micro and the macro levels of the systems, in relation to the needs and problems of the client system.

• Develop skills to organize people to meet their needs and solve their problems use roles appropriate to work e.g. advocacy for child’s right, human rights, labour rights and women’s rights.

• Develop understanding of the pattern of behaviours of people – their strengths and pathological behaviour.

• Develop the ability to carry out tasks in relation to service delivery and programme management. Routine administration, staff supervision, and training; prepare project proposals, time management, and management by objectives, and enhance skills in documenting.

• Develop the ability to make innovative contribution to the organization’s/ communities functioning.

• Gain confidence to represent the profession in interdisciplinary teams, and integrate theory or classroom training into practice.

• Develop recording skills (both process and summary) as a tool for learning and growth as a practitioner.

• Develop the capacity to utilize instruction for enhancing and integrating field practices.

• Utilize field instructions for enhancing and integrating professional growth.

• Utilize practice-based research to test effectiveness of specific aspects of intervention.

AREAS OF LEARNING AREA I. Study and analyse agency /organisation /community • Develop skills to analyse complex situations, and evaluate the agencies functions in relation to

needs/problems of the client system, and situate this in the larger state, national and international context.

• Evaluate the functions of the agency, health agency, panchayat or corporate organization in relation to the needs and problems of the client system.

• Critically analyse the philosophy, policy, and thrust, traditions of the organization within the framework of the national policy, constitutional rights, human rights and international programmes.

• Identify gaps in policy, develop initiative and use advocacy skills to bring about change at local, state and national level.

• Use skills of Social Work and different roles to enable people meet challenges.

515

AREA II. Working in Teams • Enhance skills of working with inter-disciplinary teams to support peoples’ quest to meet needs

and goals. • Take initiative and leadership roles while working with teams.

AREA III (A) Programme Management

• Encourage learner involvement in programmes for social issues/concerns, and projects. Prepare proposals for new programmes.

• Develop skills for evaluation of programmes, prepare reviews, and document. • Develop plans and implement these for staff development. • Develop skills to guide and train various groups connected with your field work setting –

Volunteers, members of organizations, S.H.G’S, NSS Volunteers and youth. • Collect information of other similar programmes and develop skills of networking effectively with

other agencies/organizations/groups. (B) Records

• Records should show i. Analysis of problem solving situations for new and significant areas of problem solving.

ii. Internalization of professional values. • Independently prepare and utilizes records like summary records, case studies, agency reports-

annual and six monthly, minutes of meetings, press releases. • Masters skills for documentation of activities like project, programmes and case studies.

(C) Planning Plan, implement and evaluate programmes independently.

• Be analytical and evaluate agency functions in relation to needs and problems of the client system. • Takes the initiative in leadership while working with various teams, consciously assume different

roles to suit different situations and take leadership and helps other to do so.

• Provide opportunities to use selectively skills of Social Work and utilize them to effect change. AREA IV. PRACTICE STRATEGIES AND TOOLS

• Manifest selective and rational use of approaches, skills and techniques. • Introspect in relation to own behaviour, values (relative and absolute, intrinsic, and extrinsic) and

utilize this for growth. • Appreciate others’ contributions however small in the field.

AREA V (A) Responsibility towards Self Professional responsibility and concern for the client system is manifested in terms of:

• Showing mastery in the time management, regularity and sincerity in work.

• Demonstrating social work values. • Using participatory approaches and problem solving skills. • Preparing for termination with a view of helping the client system for self-dependence.

(B) Responsibility towards the organization. • Function confidently as a representative of the organization with respect to tasks undertaken. • Guide junior colleagues/volunteers to develop skills. • Provide leadership in specific tasks in the team of social workers as well as in the inter-disciplinary

teams. • Show responsibility toward other organisations.

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• Practice professional ethics. AREA VI. PROFESSION AND THE PROFESSIONAL SELF

• Enhances faith in the profession which is committed to social change. Willingly take up challenging tasks with confidence.

• Represent the Profession: a) To the public and other disciplines at meetings, seminars and enhances the image of the

profession. b) Writing about the professional activities.

• Conduct self as the bearer of professional values.

GUIDELINES TO BE FOLLOWED BY II MSW STUDENTS FOR SOCIAL WORK PRACTICUM

As Social Work Practicum is expected to develop in the students a sense of responsibility and proper work habits, the student is expected to have 100% attendance in field work. The student should observe regularity, punctuality in attendance. If the student is placed in an agency or through an agency in a community, the attendance should be marked each day of field in an attendance book placed in the agency. In general, the student should follow the work schedule of the agency where he/she is placed, with reference to working days and working hours. Any special schedule of work for the student may be decided upon by mutual discussions between the faculty supervisor and the agency supervisor or if is a direct community placement by mutual discussion between the faculty supervisor and student. The student shall abide by the rules and regulations of the agency that normally apply to the other agency staff. When skill acquisition workshops are held on field work days, participation in such workshop should be considered a part of field work and agencies shall be asked to permit the students to attend the same by the concerned faculty supervisor or Heads of the department. Such workshops on field work days should not exceed a total of 6 days in a semester. Any extra hours demanded by the nature of the work allotted to the student, cannot be adjusted against the minimum 15 hours of work expected per week. However, such extra hours of work put in by the student may be taken into account by the faculty/agency supervisor at the time of assessing the student’s professional commitment and work values. The student is not eligible to take leave on field work days. If a student has to be absent on a field work day for serious reasons and unavoidable circumstances, it shall be with knowledge and permission of the faculty supervisor. In such a situation, the student should be responsible for informing the agency of his / her leave. The number of days of leave so granted by the faculty supervisor must be compensated by the student through extra days of field work, in consultation with the faculty and agency supervisor. Any leave taken by the student without the permission of the faculty supervisor shall be considered as absence from field work. The student is required to have regular weekly supervisory conferences with the faculty supervisor according to a pre-planned schedule. Conferences shall be considered a part of field work. Both individual and group conferences shall be held once every consecutive week. Regularity and punctuality of attendance at conferences both individual and group is compulsory. Failure to attend conferences will be viewed seriously. Record of the work done during a week must be submitted to the faculty/agency supervisor on the first working day of the following week. If records are submitted later the student will not be allowed to have the conference scheduled for that week. Late submission of records and / or absence from conferences will be taken into account at the time of assessment.

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The student placed in agencies shall keep her/his regular record of the weekly work in the prescribed form (time sheet) provided and submit it every week to the faculty supervisor with signature of the agency supervisor where applicable. Weekly record sheet submitted without the signature of the agency supervisor will not be accepted by the faculty supervisor. Students placed directly in communities shall submit the time sheet to the faculty supervisor. The student may not make any arrangements or alterations of scheduled work in the field without the permission of both the faculty and agency supervisor. Student shall observe the dress regulations on field work days, namely that student shall be dressed modestly and neatly.

RURAL CAMP - Duration of the rural/tribal camp shall be between 4-5 days during/end the first semester.

RURAL CAMP (DURING I YEAR MSW) The students are engaged in various activities besides their core curriculum. They are encouraged to organize and carry out programmes, processions and events for social cause. The objective of such activities is to build the personal and professional skills of the students and to facilitate self-development. An integral part of the curriculum for the first year students is the “Rural Camp” conducted in the backward and neglected areas of the District/State. It is recommended here that it be held at the end of 1st semester. Attendance at this camp is compulsory and marks will be assigned for it. STUDY TOUR - Duration of the study tour shall be between 4-7 days. Reputed organizations (Governmental/Voluntary/Corporate) will to be visited during the exercise

WINTER PLACEMENT is optional for the students at the end of the first semester. This can be undertaken by students between I and II semester in a reputed agency related to their area of interest for 7-10days.

BLOCK PLACEMENT - will be undertaken by the student after the IV semester in a reputed agency related /community /corporate sector related to their specialization for four weeks.

STUDY TOUR – SPECIALIZATION WISE This programme is organised usually at the end of the 3rd semester and would be for 5 to 8 days. Attendance at this Study Tour is compulsory and marks will be assigned for it. OBJECTIVES: • Understand government, private and people based organisations and developmental services in the

context of emerging social realities in the respective specialization. • Understand the programmes/strategies, administration / management of the

organisations/programmes/services and participation of the stake holders in problem solving and management.

• Understand the role of Professional Social Workers and other disciplines in relation to the organisation/development programmes/services in the respective specialization.

• Appreciate and analyse critically the organisation, its services/programmes and strategies in terms of their relevance, effectiveness to meet the organisational goals and achieve overall development of the people.

• Through the experience of group living appreciate its value in terms of self-development, interpersonal relationships and mutual responsibility.

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• Acquire skills in planning, organizing and evaluation of the study tour, learn conscious use of time, communication skills, team spirit, handling relationships, conflicts and differences of opinions, decision making, appreciation, sharing of resources and tasks, coping skills in problem situations with cooperation and coordination.

• Appreciate the role of a Professional Social Worker and to immolate on those lines

Learners are helped to participate in planning, implementing and evaluating the experience with the help of the faculty. GENERAL GUIDELINES FOR OBSERVATION, FOR VISITING AGENCIES/ORGANISATIONS: • History, philosophy thrust, values, assumptions, principles of the organisations including its vision

and mission statements. • Socio-economic background, needs and problems of the people. • The organizational pattern and administration of the different programmes services/strategies and

their relevance to the needs of people. The inter-relationship between problems at the micro-level and at the macro level.

• The problems faced by the people in relation to the policies, services of the agency, participation of the client system in the management.

• Role of social work in the different settings. • Role of other professionals in the organization of services/programmes and developing strategies. • The administration and funding pattern of the organization/services. • Other areas (applicable to varied fields of specialisations).

Learners to prepare group reports of the visit and evaluate own efforts for planning and implementing the plan for visit. BLOCK PLACEMENT (AT THE END OF THE IV SEMESTER) Block Placement is organised at the end of the FOURTH SEMESTER for students in their area of interest and specialization. An organisation which can provide learning experiences and opportunities to learn by doing are selected by the college and arrangements are made for the placement of students for a period of 4 weeks. OBJECTIVES: The block placement aims at enabling students to, • Develop enhanced practice skill and integrate learning. • Develop greater understanding of reality situations through involvement in day to day work. • Develop appreciation of other’s efforts and develop sensitivity to gaps in the programme. • Enhance awareness of self in the role of a professional social worker.

SEMINARS: Seminars related to the subjects of the respective semester shall be presented by students individually AS WELL AS GROUP WISE. This will be assessed by the respective faculty OBJECTIVES:

• T o enhance students knowledge in the subject • To encourage upgrading of information • To improve communication and presentation skills • To develop self confidence

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CO-CURRICULAR ACTIVITIES Seminars and Workshops Seminars and Workshops involving students themselves in paper presentation and discussion will be conducted on a regular basis both as Intra-Forum and Inter-Fora events. Conferences, Seminars and Symposium will also be organized inviting experts from the relevant disciplines/fields of study. Students are expected to involve themselves actively in organizing, conducting and participating in these events. Participation in Seminar/Workshops/Conferences/events organized outside the college: The students shall be provided equitable opportunities to participate in some selective seminars, workshops, conferences and other events organized by other Social work colleges and other related agencies and organizations if they opt to do so with approval from the Student Welfare Officer / HOD/ Dean. Such participation would be considered a component of theoretical study and students would be given attendance if it falls on a class day. If it falls on day/days of social work practicum, students are expected to make up for the absence by working on extra day/days on tasks designed in consultation with the field work instructor. Research, Extension and Outreach Activities: Research, extension and outreach activities are a regular feature of the P.G. Department of Social Work. Through these activities, the department seeks to fulfill the following: • Contribute to the achievement of concrete benefits/outcomes for the persons, groups and communities

it seeks to serve. • Respond to situations of crisis/disasters to the extent possible within the constraints imposed by the

academic nature of the institutions. • Provide experiences to the staff and students in initiating, planning, executing, monitoring and

evaluation of such activities. • Initiate and develop replicable and sustainable models of extension/outreach. • Document and disseminate the best practices among the educational institutions and civic society

groups. • Build linkages/networks for collaborative work directed at micro-macro policy change beneficial to

local communities and the region at large. From the 1st Semester itself the M.S.W students are expected to actively participate in initiating, planning and executing the research, extension/outreach activities to be launched under the aegis of the P.G. Department of Social Work, and where necessary in collaboration with the B.S.W department of the college. FORA AND THE STUDENT COUNCIL: The student fora associated with the three departments of specialization are as follows: • Community Development : Social Change Management Forum • Medical and Psychiatric social Work : Family Cosmos Forum • Personnel Management and Industrial Relations: Human Resource management Forum As inter-disciplinary and inter-specialization exposure is necessary for Professional Social Workers, all students are expected to actively participate in intra-forum as well as inter-forum activities and programmes. The student council will consist of representatives from all the fora and other elected representatives such as the coordinator, secretary, treasurer, class representatives and sports representatives. The student council shall function under the guidance of a Student Welfare Officer and undertake activities that are of general interest and for the wellbeing of the students. Spandana an annual event would be organized by the student council with active participation of all the students under the guidance of Student Welfare Officer and the Faculty members of the P.G. Department of Social Work.

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Hard Core Courses

SEMESTER I MSW 401 C-I

FOUNDATION OF PROFESSIONAL SOCIAL WORK




• To help students understand the meaning of Social Work and related concepts and to acquire knowledge about the historical development of social welfare and social work in England, USA and India.

• To enable students to understand and appreciate social work as a profession. • To expose students to some ideologies concerning human equity and their significance for social

work. • To help students understand different approaches to social work.

Course Outcomes:

1. Students will become aware of social work concepts and the historical development of social work. 2. Demonstrate change in perspective towards ideologies concerning human equity. 3. Students will learn diverse approaches to social work and accept social work as a profession.

UNIT I (14 hours)

SOCIAL WELFARE, SOCIAL WORK – CONCEPTS AND HISTORICAL

DEVELOPMENT • Charity, Philanthropy, Social Reform, Social Services, Social Welfare and Social Work. • Definition, purpose, objectives, scope and distinguishing characteristics of Social Work. • Organized Charity: Elizabethan Poor Law-1601, Poor Law Reform: 1834, Charity

Organization Society (COS) 1869, Friendly Visitors, Settlement Houses 1886, New York initiated training programme 1896.

• Perspectives of Social Work in different religions: Buddhism, Christianity, Hinduism, Islam and Jainism.

• Indian Social Reformers: Raja Ram Mohan Roy, Swami Vivekananda, Mahatma Gandhi, B. Ambedkar, Baba Amte, Mother Theresa

• Constitutional guarantees for Social Welfare in India: Fundamental Rights and duties, Directive Principles of State Policy.

UNIT II (14 hours)

SOCIAL WORK AS A PROFESSION • Difference between an occupation and a Profession. • Attributes of a Profession. Social Work as a Profession. • Values, Principles and Methods of Social Work. • Role and functions of a Professional Social Worker. • Code of ethics of Professional Social Work. • Limitations of Professional Social Work

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UNIT III (14 hours)

IDEOLOGIES REGARDING HUMAN EQUITY AND SOCIAL CHANGE • Ideologies that marginalize vulnerable groups: Utilitarianism and Social Darwinism. • Capitalism, Marxism, Socialism • Raisers of Consciousness: Feminist Social Work and Paulo Freire. • Neo-liberalism – Concept and Analysis. • Globalisation -- Concept and Impact. • Social/People’s Movements: Dalit Movement, Chipko Movement, Narmada Bachao

Andolan, National Alliance of People’s Movement and World Social Forum.

UNIT IV (14 hours)

APPROACHES TO SOCIAL WORK • Micro, Mezzo and Macro practice of Social Work. • Relief, Welfare, Clinical/Therapeutic and Developmental models of Social Work. • Systems Theory and Ecological approach to Social Work. • Integrated Social Work practice • Human Rights, Social Justice and Radical Social Work • Role of government and non- government organizations in Social Welfare. References: • Banerjee, G. R. (1972). Papers on Social Work: An Indian Perspective. Bombay: TISS. • Bartlett, H. M. (1970). The Common Base of Social Work Practice, New York: Prentice Hall. • Battacharya, Sanjay (2005). Social Work an Integrated Approach, New Delhi: Deep and Deep

Publications. • Chekov-Yanoor, Benyamin (1997). Social Work Practice A Systems Approach. New York. The

Haworth Press. . • Desai, M (2006). Ideologies and Social Work: Historical and Contemporary Analyses. New Delhi:

Rawa Publications. • Friedlander, Walter and Robert Z. Apte (1982). Introduction to Social Welfare. New Delhi:

Prentice Hall. • Freire, Paulo, (1972). Pedagogy of the Oppressed. Great Britain: Penguin Books. • Gangrade, K. D. (2005). Gandhian Approach to Development and Social Work. New Delhi:

Concept Publishing Company. • Gilbert, Neil and Harry Spech (1977). The Emergence of Social Welfare and Social Work. USA:

Peacock Publishers In • Gore, M. S. (1993).Social Context of Ideology: Ambedkar’s Social and Political Thought. New

Delhi: Sage Publications. • Gore, M. S. (2003). Social Development: Challenges Faced in an Unequal and Plural Society.

Jaipur: Rawat Publications. • Harvey, David (2005). A Brief History of Neo Liberalism USA: Oxford University Press. • Healey, Karen (2000). Social Work Practices. New Delhi: Sage Publications. • Hingorani, R. C. (1985). Human Rights in India. New Delhi: Oxford &IBH Publishing Co. • Johnson, Louise C. and Stephen J. Yanca. (2010). Social Work Practice: A Generalist Approach.

Indian ED. New Delhi: PHI Learning Pvt. Ltd. • Joseph, Josantony and Gracy Fernandes (eds.) (2006). An Enquiry into Ethical Dilemmas in Social

Work. Mumbai: College of Social Work. • Kohli, A. S. (2004). Human Rights and Social Work. New Delhi: Kanishka Publishers.

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• Korten, David C. (1992) Getting to the 21st Century. Voluntary Action and the Global Agenda. New Delhi: Oxford & IBH Publishers.

• Kumar, Hajira. (2005) Social Work and Developmental Issues. New Delhi: Aakar Books. • Miley, Karla Krogsrud, Michael O’ Melia and Brenda L. Du Bois. (1998) Generalist Social Work

Practice. Boston: Allyn & Bacon. • Misra, P. D. and Beena Misra (2004). Social Work Profession in India. Lucknow: New Royal

Book Co. • Mohanty, Jaganath (2005). Teaching of Human Rights. New Trends and Innovations.New Delhi:

Deep & Deep Publications. • Natrajan, S. (1971). 19th Century Social Reforms in India. New Delhi: Macmillan India Ltd. • Pandya, Sarita P. (2014). Theory and Perspectives in Social Work. Jaipur: Rawat Publications. • Patel, Chaya, (ed) (1999). Social Work Practice. Religio- Philosophical Foundations. Jaipur:Rawat

Publications. • Pathak, Shanker, (2012). Social Work and Social Welfare, Bangalore: Niruta Publications. • Payne, Malcom, (2006). What is Professional Social Work. New Delhi: Rawat Publications. • Sooder, K. S. (2008). Social work Theory and Practice. Lucknow: Nav Jyoti Simrramjeet. • Specht, H. and A.Vickery (1978). Integrating Social Work Methods, London: George Allen and

Unwin. • Timms, Noel, (1983). Social Work Values: An Enquiry, London: Routledge & Kegan Paul. • Wadia, A.R. (1961). History and Philosophy of Social Work, Bombay: Allied Publishers Ltd. • Younghusband, Eileen, (1967). Social Work and Social Values, London: George Allen & Unwin. Journals: Economic and Political Weekly. Indian Journal of Social Work. TISS, Mumbai. Journal of Progressive Human Services Vol 21 no1, Jan. 2010 Philadelphia, USA: Routledge Taylor & Francis Group

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MSW 411 C– II SOCIAL CASE WORK




• Understand Social Case Work as a method of Social Work

• Develop in students an understanding of and an ability to adopt a multi-dimensional approach in assessment.

• Understand the process of working with individuals/families • Develop the ability to analyse and assess the components and process of Case Work

Practice.

Course Outcomes:

• Students will learn and recognize the significance of social case work. • Acquire the potential to adapt to a multi-dimentional approach in assessment.

• Students will develop Skills and proficiency to analyse, assess and apply the components and process of case work practice in working with individuals and families

UNIT I (14 hours) INTRODUCTION TO SOCIAL CASE WORK

• Definition and objectives of Social Case Work • Historical development of Case Work in West and India. • Principles of Social Case Work • Components of Social Case Work: Person, Place, Problem and Problem Solving

Process • Case Work Values • Social Case Work practice in Indian Society

UNIT II (14 hours)

PROCESS OF CASE WORK • Case Work Tools: Relationship building, Interview, observation, Co-lateral contact, and

Home visit. • Case Work Skills: Communication skills, Listening, Paraphrasing, Responding,

Summarizing, Attending, Questioning and Clarifying, • Techniques of Case Work: Modifying Behaviour, Supportive, and Resource Enhancement,

Client-Worker Relationship: Definition, use and characteristics. Transference and Counter Transference

• Phases of Helping Process in Social Case Work: Intake- (Initial contact), Study, Assessment, Negotiating contracts, Diagnosis, Intervention, Termination, Evaluation & Follow Up

• Recording in Case Work: Structure and Content • Methods of Recording: Verbatim, Narrative, Analytical and Summary records, Use of

Student records • Ethics in Social Case Work

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UNIT III (14 hours)

THEORETICAL MODELS OF SOCIAL CASE WORK Different models in conceptualization of Social Case Work practice and interventions Humanistic and Psychodynamic Approaches

• Person Centered Therapy • Gestalt Therapy • Transactional Analysis • Psychosocial approach • Post Modern Approaches • Problem Solving approach • Family Therapy • Behaviour Therapy • Strength based approach • Crisis Intervention, Case study discussion

UNIT IV (14 hours)

SCOPE AND RECENT DEVELOPMENTS IN SOCIAL CASE WORK

• Scope of Social case work - Families and Child Welfare, Adoption, Hospital, Correctional, Industrial, Community, School, Marriage, Adolescent & Youth, Addiction, Elderly, Sexual Minorities

• Case Work, Guidance, Counselling and Psychotherapy • Conflicts and Dilemmas in working with individuals & Families • Supervision - Development of Personal and Professional self • Preventive Case Work Intervention

References:

• Beistek Felix (1957). Case Work Relationship. Chicago: Loyola University Press • Berne Eric, (1964) Games People Play, A Handbook of Transactional Analysis, Ballantine Books,

NewYork. • Bhatachari (2005) An Integrated Approach to Social Work, Sage Publications • Corey, Gerald, (1996) Theory and Practice of Counselling and Psychotherapy (fifth edition)

California, Brooks/Cole • Desai, Murali, (1994) Family and Intervention, Mumbai, Tata Institute of Social Sciences. • Fischer, J. (1978).Effective Case Work Practice- An Eclectic Approach. New York: McGraw Hill Book

Co. • Friedlander, Walter A, (1978) Concepts and Methods of Social Work, Englewood Cliffs: Prentice

Hall • Grace Mathew (1992). Introduction to Social Case Work. Bombay: Tata Institute of Social Sciences. • Hamilton Gordon, (1976). Principles of social case recording. New York: Colombia University Press. • Hepworth & Larsen (2010). Direct Social Work Practice: Theory and Skills (Eighth Edition). Belmont, CA:

Brooks/Cole/ Thompson. • Perlman, H.H. (1957). Social Case Work: A Problem Solving Process. Chicago: University of Chicago

Press. • Richmond Mary E, (1965) Social Diagnosis, University of Chicago Press. • Roberts, R.W, Nee R.H. (1970). Theories of Social Case Work. Chicago: University of Chicago press • Soodan, K, S.(2006) Social Work Theory and Practice, Nav Jyoti Simran Publications, Lucknow

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• Turner, Francis J., (1968) Differential Diagnosis and Treatment in Social Work, New York: The Free Press.

• Upadhyaya R.K., (2003) Social Case Work a Therapeutic Approach, Sage Publications • Woods, M. & Hollis, F. (2000). Case work: A Psycho-Social Therapy. New York: McGraw Hill Inc.

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MSW 421 C – III SOCIAL GROUP WORK



Credits: 4

Course Objectives:

• Develop understanding of the relevance and efficacy of Group Work as a method of Social Work. • Understand the process of Group Work and gain skills to form social groups • Develop skills to use purposeful programme media in Group Work • Enable the learners to gain knowledge, skills and attitudes to practice Social Group Work in

different settings and with diverse groups.

Course Outcomes:

• Students will know the usefulness of group work in social work profession. • Students will obtain the competency to form social groups and become aware of the process of

Group Work. • Students shall acquire the skills & Techniques to implement the knowledge of Social group work

in diverse settings and groups with professionalism.

UNIT I (14 hours)

FOUNDATION FOR SOCIAL GROUP WORK • Understanding Social Group Work as a method of Social Work – Definition, objectives,

role of social group in the development of a person • Social Group Work in the global context • Types of social groups - Educational, growth oriented groups, socialization, therapeutic

and task groups, the mutual aid model -support groups, self help groups, social action groups

• Standards for social work practice with groups – AASWG • Ecological systems, empowerment, transformative and strengths based perspectives on

group work • Applicability of the perspectives in diverse social groups – a project

UNIT II (14 hours)

PROCESS OF GROUP WORK AND STAGES OF GROUP DEVELOPMENT • Forming a group : Establishing the Group’s purpose, Assessing potential sponsorship and

membership, Selecting and screening of members, Composing the group with special reference to factors of group formation (Homogeneity and Heterogeneity factors, Group size, Frequency and duration of meeting, Length of groups, Place for meetings, Membership – closed membership and open membership), Orienting members to the group, contracting, Preparing the group’s environment, (Developing a proposal for a group – an exercise)

• Initial stage (Pre-affiliation)

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• Transition stage (Power and control)) • Working stage(Intimacy and Differentiation)) • Ending stage(Separation) • Developing a proposal for a group – An exercise

UNIT III (14 hours)

DYNAMICS AND PRINCIPLES OF GROUP WORK • Understanding Group Dynamics(Group Process): Sub groups, isolates, scapegoats,

newcomers, bond and group cohesion, role, leadership, group control • Conflicts and decision making(conflict management), hostility, behaviour contagion,

verbal and non-verbal communication • Assessing interaction patterns in group process- An exercise • Handling group dynamics – An exercise • Principles of group work: Social Work values, Human needs, Cultural setting, Planned

group formation, Specific objectives, Purposeful worker-group relationship, Continuous individualization, Guided group interaction, democratic group self determination, Flexible functional organization, Progressive programme experience, Resource utilization, Evaluation

• Application of Principles of Group Work

UNIT IV (14 hours)

GROUP WORK SKILLS • Skills for working with short term groups: Skills for facilitating group processes, data

gathering and assessment skills, action skills. • Selection and use of programme media/Participatory Training Methodologies in social

group work: Games, arts and crafts, group discussion, Buzz group, role play, brainstorming, camps

• Designing a training programme – An exercise • Group work with children, adolescents, adults, elderly and the marginalised • Application social group work in various settings – schools, hospitals, correctional

institutions, industries, communities: a simulation • Efficacy of social group work : planning and preparing an evaluation sheet

References: • Beal et. Al. (1962). Leadership and Dynamic Group Action. The lowastate University Press,

U.S.A. • Brown, Allan. (2006). Group Work. Ashgate, U.S.A. • Burnard, Phillip. (2004). Interpersonal Skills Training. Viva Book Pvt. Ltd, New Delhi. • Capuzzi, David et al. (2010). Introduction to Group Work. Rawat publications, Jaipur. • Corey, Marianne Schneider/Corey, Gerald. (2002). Group Process and Practice. Brooks/Cole,

Thomas Learning, Australia. • Corey, Marianne Schneider & Corey, Gerald. (2004). Group techniques. Brooks/Cole Thomson

Learning, Australia. • Garvin, Charles D. Et. Al. (2002). Hand Book of Social Work with Groups. Rawat Publications,

Jaipur. • Garwin, C. (1987). Contemporary Group Work. Prentice Hall Inc., New York. • Getrude, Wilson & Ryland, Gladys. (1949). Social Group Work Practice the creative use of social

process. Houghton Mifflin Co., Boston.

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• Golpelwar, Banmala. (2007). Social Group Work. Indian Institute of Youth Welfare, Nagpur. • Guha, Dr. Ratna. (2012). Social Work with Individuals and Groups. Centrum Press, New Delhi. • Gupta, Manju, & Jha, Dr. Prem Kant. (2008). Group Discussion. Mahaveer Publishers. New Delhi. • Konopka, Gisela. (1963). Social Group Work a helping process. Prentice, London. • Misra, P.D., Misra, Bina. (2010). Social Group Work – Theory and Practice. New Royal Book Co.,

Lucknow. • Hart Ford Magaret E. (1971). Group in Social Work. Columbia University Press, New York. • Northern, Helen & Kurland, Roselle. (2001). Social Work with groups. Columbia University Press,

New York and London. • Peterson, Mark. (2007). Group Discussion – Sure Way to Success. Lotus Press, New Delhi. • Pincus, Allen & Minhan, Anne. (1973). Social Work Practice: Model and Method. F.E. Peacock,

U.S.A. • Prasad, Hari Mohan & Mohan, Rajnish. (2009). How to prepare for Group Discussion and

Interview. Tata Mc Graw Hill Education Private Limited, New Delhi. • Roberts W Roberts and Helen Northen ed. (1976). Theories of Social Work with groups. Columbia

University Press, New York. • Rogers, Jessica & Epstein, Robert. (2001). The big book of motivational games. Mc Graw Hill,

New York. • Siddiqui, H.Y. (2008). Group Work Theories and Practices. Rawat publications, Jaipur. • Soodan, K.S. (2008). An introduction to social work theory and practice. Nav Jyoti Simprranjeet

publications, Lucknow. • Toseland, W Ronald Rivas. (1984). An introduction to group work practice. Mac Millan

Publishing Company, New York. • Thackeray, Skidmore A. (1964), Introduction to Social Work, Prentice Hall, New Jersey • Trecker, Harleigh B, (1955). Group Work Foundations and frontiers. Whiteside inc. and

William Morrow and Company. • Trecker, Harleigh B. (1972). Social Group Work Principles and Practices. Whiteside, inc.

and William Morrow and company, • Zastrow, Charles H. (2009). Social Work with Groups. CENGAGE Learning, Australia.

Journals: • Adelaide Journal of Social Work, School of Social Work, Roshni Nilaya, Mangalore • Journal of Madras School of Social Work, Chennai • Journal of School of Social Work, NIMHANS, Bangalore • Journal of Social Work and Development Issues, Udaipur school of Social Work, Rajasthan • National Journal of Professional Social Work, Indian Society of Professional Social Work,

NIMHANS Bangalore • Participative Development, Centre for Social Research and Development, Pune • Perspectives in Social Work, College of Social Work, Nirmala Niketan, Mumbai • Rajagiri Journal of Social Development, Rajagiri college of Social Scieinces, Kerala • Social Action, Social Action Trust, New Delhi • The Indian Journal of Social Work, Tata Institute of Social Sciences, Mumbai

Websites • www.asgw.org/diversity.htm • www.apa.org/ethics/code2202.html • www.groupsinc.org//group/ethicalguide.html • www.asgw.org/training-standards.htm • www.asgw.org/best.htm • www.counselling.org

http://www.asgw.org/diversity.htm

http://www.apa.org/ethics/code2202.html

http://www.groupsinc.org/group/ethicalguide.html

http://www.asgw.org/training-standards.htm

http://www.asgw.org/best.htm

http://www.counselling.org/

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MSW 431 C - IV COMMUNITY ORGANIZATION AND SOCIAL ACTION

Theory Marks: 70



Course Objectives:

• To develop competence to analyze social issues and community dynamics in a critical and holistic manner.

• To develop knowledge and skills needed to practice Community Organization Practice, Social Action and Policy Practice and understand their importance in professional social work.

• To develop an attitude of concern, commitment and social responsibility to work among the subaltern groups and communities.

Course Outcomes:

• Students will acquire a critical outlook and holistic understanding towards social issues and community dynamics.

• Demonstrate skills and knowledge of models and strategies of participatory community organization.

• They will learn and professionally apply the principles of community work process with a deepened social responsibility and commitment to work among subaltern groups.

• They will learn Strategies and techniques of Social Action. • They will be equipped with professional skills & qualities to practice Community organization

and Social Action • Students will have an understanding on the current social policy and their implementation.

UNIT I (14 hours)

CONCEPTS AND MODELS OF COMMUNITY ORGANISATION • Concept of Community, Community Work, Community Organization and Community

Development: • Historical and emerging perspectives, principles and application. • Western Models of Community Work Practice: Rothman’s three models– locality

development, social planning and social action, Radical structural change models. • Gandhian method of organizing: Satyagraha, Civil disobedience and philosophy of non

violence, Phule, Ambedkar’s perspective on addressing subaltern communities. • Similarities and difference between community organization and community development.

Roles of Community organization practitioners. • Skills and competencies required for community organization practice

530

UNIT II (14 hours)

COMMUNITY ORGANIZATION PROCESS AND COMMUNITY POWER DYNAMICS:

• Fact finding -Participatory Rural Appraisal (PRA) Needs assessment study • Analysis of planned change- problem analysis (causes & effects), Discussion,

Organization, Planning - analysis of planned change (force field) force field analysis SWOT analysis, Resource Mobilization;

• Intervention –use of strategies, Reflection, Evaluation, Modification and Continuation. • Power and Authority, Community Power Structure: Concept , Agents of power,

Relationship between Agents of power, Bases of power • Power dynamic in Indian Rural & Urban communities • Power Politics in Indian Society-Leadership generating, • Necessity of Power and Balance of Power – Empowerment of the Marginalized

UNIT III (14 hours)

SOCIAL ACTION METHOD:

• Social Action as a Method of Social Work • Meaning and definition, Principles and Process • Strategies and techniques and skills • Social Change and social Justice, multiculturalism and Social Inclusion – as essential

dimensions of the Rights Based Approach (RBA) • Emerging Trends in Community Organization –Globalization, Gender sensitivity,

Marginalized groups • Role of social worker in facilitating Social Action

UNIT IV (14 hours)

POLICY PRACTICE:

• Concept of Social Policy, Social Legislation and Social Activism • Social Policy and Social Legislation making mechanism/system in India • Role of Non state actors (inclusive of Social Movement) in Influencing Social Policy and

Social legislation. • Policy Practice Activities: Policy Analysis, Advocating for policy change (or retention),

Building Coalitions, Launching Campaign. • Challenges encountered by social workers in engaging themselves in Policy Practice –

global and national scenario. • Understanding current social policy and their implementation. Research and social policy (

Contribution of Research)

References: • Alinskey, S.O.,1971 : Rules for Radicals, New York: Random House • Arthur Dunham.: Community Welfare Organisation- Principles and Practice • Barua, Jayanthi2001: Social mobilization, Modern society,New Delhi: Mittal Publishers • Bharadwaj –Bedal, Sangeeta 2009: Gender, Social Structure and Empowerment: Status Report of

Women in India, Jaipur and Delhi: Rawat Publications

531

• Brager, G. and Specht, H.1969: Community Organization, New York: Columbia University Press. • Burton, P 2003: Community involvement in neighbourhood regeneration: stairway to heaven or

road to nowhere? www.neighbourhoodcentre.org • Butcher Hugh & Banks Sarah.: Critical Community Practice • Cadler,G 2003: Communitarianism and new labour www.dhb.co.uk social issues • Chambers, Robert, 1997 : Whose Reality Counts: Putting the First Last, ITDG Publishing • Chatterjee, Partha2004: The Politics of the Governed: Reflection in Popular Politics in most of

the World, New Delhi: Permanent Black • Collin, T2002: Community development and state building: A shared project, Community

development journal, vol.37, Jan. pp91-100 • Cox, M. et al (eds) 1974 : Strategies of Community Organization: A book for readings, Illinois: P

.E. Peacock • Desrochers, John: Development, Human Rights and Action Groups, Bangalore: Centre for Social

Action. • Ernest B. Harper & Arthur Dunham .: Community Organisation in Action • Fine, J. 2006: Workers Centres : Organizing Communities at the Edge of the Dreams, London :

ILR Press • Gangrade K. D.1971: Community Organisation in India, Bombay: Popula Prakashan. • Green Duncan, 2008: From Poverty to power – How Active Citizens and Effective

States can change the World, New Delhi: Academic Foundation • Henderson Paul & Thomas David M., 1981: Readings in Community work, London: George Allen

& Enwin • Hines, C, 2000: Localisation: A global manifesto, London: Earthscan • Hunter, F, 1953 : Community Power Structure, Chapel Hill: University of North California Press • John G. Sommer, 2001: Empowering the oppressed: Grassroots Advocacy Movements in India,

Sage : New Delhi • Kumar Somesh, 2002: Methods for Community Participation: A Complete Guide for

Practitioners, New Delhi : Visthar • Lou Turner and John Alan (eds) 1986: Frantz Fanon, Sowito & American Black Thoughts,

Chicago: News & Letters Publications. • Manuel, Castells, 1997: The Power of Identity, Oxford: Blackwell Publishers • Mayo, M & Craig G. (eds): Community Empowerment: A Reader in Participation and

Development, Zed Books: London • Mayoux, L., 1998: Women’s Empowerment and Micro Finance Programmes: Approaches,

Evidences and Ways Forward, DPP Working Paper No. 41, Milton Keynes: Open University. • Mendonza, W & D’Souza, John, 2002: The Land & Winding Road, From Structural Change to

Structural Transformation: Backgrounder on N.G.O.’s and People’s Movements: CEO, Bangalore • Mosley Paul & Hume David1998: “Microenterprise Finance: Is There a Conflict between Growth

and Poverty Allevation”? World Development, Vol 26, No. 5 • M P Boraian 2008 Community development and out reach approach Anmol publications pvt. Ltd.

New Delhi • Murthy, S. Ranjani (ed)2001: Building Women’s Capacities: Interventions in Gender

Transformations, New Delhi: Sage • Nish Chaudhary 2010 Social welfare and Community Development • Nuijten M, 2003: Power, Community and the State, Pluto Press • Patel, Vibhuti, ed, 2009: Discourse on Women and Empowerment, Delhi: The Women Press • Paulo, 2003: National occupational standards for community development work, available at

ww.communitydevelopmentlearning.org.uk • PRIA 2002: Participatory Research: Revisiting the Roots, New Delhi: Society for Participatory

Research in Asia. • PRIA1991: Work and Empowerment : Manual for Activists, New Delhi: PRIA • PRIA, 2000: Doing Research with People, New Delhi: Society for Participatory Research in Asia.

http://www.neighbourhoodcentre.org/

532

• Rahman Aminur,1999: Micro Credit Initiatives for Equitable and Sustainable Development: Who Pays?, World Development, Vol 27, No.1, January PP 67-82

• Reason P, 2002: Justice, sustainability and participation: Inaugural lecture, Available at the http://[email protected]

• Robson T., 2000: The state and community action, London: Pluto • Ross, Murray G. 1967: Community Organisation: Theory, Principles and Practice, New York:

Harper and Row. • Roy, Indrajit, 2002: “Community, Organization and Representation : Implications for

Development” E.P.W. August 31. • R.S. Pandey 2010:Communitisation – The third way of governance • Sharma, Subhash, 2009 : Why People Protest: An Analysis of Ecological Movements, New Delhi :

Publications Division, Ministry of Information and Broadcasting, Govt. of India • Sharp, J. P., P. Routledge, P. Chris and R. Addison (ed), 2000: Entanglements of Power :

Geographies of Domination/Resistence, Routledge • Shaw, M, 2004: Community work: policy, politics and practice, Hull: Universities of Hull &

Ediburgh • Siddique, M. & R. Khwaja, 2008: The Acrobatics of Change: Concepts, Techniques and Strengths

and Execution, London: Response Books • Siddiqui, H.Y. (ed), 1984: Social Work and Social Action, New Delhi: Harnam Publications. • Sukhadeo Thorat, 2009: Dalits in India: Search for a common destiny, Sage Publications • Taylor, M, 2000: Top down meets bottom up: Neighbourhood Management, Joseph Rowntree

Foundation • Thomson, M,2003: Promoting Equality: Challenging discrimination and openness with Human

Services, London: Mac Millan • Urs, Kshithij and Richard Whittell, 2009 : Resisting Reform? Water Profits and Democracy, New

Delhi: Sage Publications • Vivek Rampal 2009Social Work and Community Development

mailto:[email protected]

533

Soft Core Courses

MSW 451 C-VI COMPUTER APPLICATIONS AND COMMUNICATIVE SKILLS FOR SOCIAL WORK



Credits: 4

Course Objectives :

• To introduce computer applications in Social Work • To enable an understanding of the theory and usage of Computers for Social Work • To facilitate a hands on training to on Management Information Systems in the field of Social

Work

Course Outcomes:

• Students would be equipped with Computer Skills • Having hands on training students will be able to relate, to the use of Computers for Social

Work. • Knowledge of Computers can help them enhance their Research Skills too.

UNIT I (10 hours)

BASICS OF COMPUTER APPLICATIONS

• Office Applications: MS Office • MS word • MS Excel or Spreadsheets • PowerPoint • MS ACCESS(Word Publishing) • Introduction to Tally. UNIT II (18 hours)

SPSS & ITS APPLICABILITY • Quantitative Research Applications: • SPSS- Data Coding, Data Entry, Analysis,Table Generation, Graphs and Figures,

Interpreting results. • Qualitative Research Applications: • Introduction to Qualitative Research Packages- Atlas Ti, Nvivo,. • Qualitative Data Analysis- Coding, Theme Generation, Data Assortment, • Triangulation and Interpretation.

534

UNIT III (14 hours) COMMUNICATION AND NETWORK

• Newspaper articles • Press release • Project Proposal • Documentation • Email etiquette • Concepts. Internet Applications and Networking for Social Work.

UNIT IV (14 hours)

PRESENTATION & PUBLICATION • Social media /networking • How to make a Flyer/Poster • Resume/CV • Book Review • Paper presentation

References:

• Black, K., 2009. Business statistics: Contemporary decision making. John Wiley & Sons. • Boslaugh, S. and Watters, P., 2008. Statistics in a Nutshell: A Desktop Quick Reference (In a

Nutshell (O’Reilly)). • Comer, Douglas 2 ed Pearson – Computer Networks & Internets • Comer, Douglas 4 ed Pearson – Computer Networks & Internet Application • Devendra, Thakur, (1993), Research Methodology in Social Sciences, New Delhi: Deep and Deep

Publications. • Feldman, Martha S. (1995), Strategies for Interpreting Qualitative Data, New Delhi: Sage

Publications • Elliott, A.C. and Woodward, W.A., 2007. Statistical analysis quick reference guidebook: With

SPSS examples. Sage. • Erenson, M., Levine, D., Szabat, K.A. and Krehbiel, T.C., 2012. Basic business statistics:

Concepts and applications. Pearson higher education AU. • Freedheim, D. K., Nelson, R. J., Healy, A. F., Tennen, H., Lerner, R. M., Easterbrooks, M. A.,

Mizumori, S. J. . (2013). Handbook of psychology: Research methods in psychology (J. A. Schinka & W. F. Velicer, Eds.). Hoboken, N.J.: Wiley.

• Field, A. P. (2013). Discovering statistics using IBM SPSS statistics: (4th ed.). Los Angeles: Sage. • Goel, Anita Pearson, Computer Fundamentals • Goldstein, Harris K. (1969), Research Standards and Methods for Social Workers; Wheeling:

Whitehall Co. Publishers. • Goode and Hatt (1952), Methods in Social Research New York: McGraw Hill • Gupta Mukul, Deepa Gupta (2011). Research Methodology. PHI Learning Pvt Ltd, New Delhi • Hans Raj, (1985), Theory & Practice in Social Research, New Delhi: Surjeet Publications • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th

ed.). Harlow: Pearson Education Limited. • Hosker Ian, (2010), Statistics for Social Sciences, Viva Books Pvt Ltd, New Delhi • Jaspal Singh (1991), Introduction to Methods of Social Research, New Delhi: Sterling Publishers

Pvt. Ltd. • Kothari, (1978), Research Methodology, Methods and Techniques; Madras: Wiley Easter Ltd. • Leon, Alexis, Computers Today,Publisher Leon Vikas, Chennai: 2003(Chapter 1 – 7, 11, 12, 26,

28 – 30, 41,43,44),

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• Leon, Alexis, Introduction to computers,Publisher Leon Vikas, Chennai: 1999 ( Chapter 17, 43) • Marshall, Catherine &Rossman, Gretcher B. (1995), Designing Qualitative Research (2nd edition),

New Delhi: Sage Publications. • Mason J, (2002), Researching Your Own Practice: The Discipline of Noticing • McMillan N., (1952), Statistical Methods for Social Workers, Chicago: University of Chicago

Press • Mencher, Samuel, (1959), Research Methods in Social Work Education, New York: Council of S.

Work Edn. • Mishra K.L.P / Chandrashekaran N, 2ed PHI – Theory of Computer Science • Moser C.A., (1969), Survey Methods in Social Investigation, London: Heinemann Educational

Books Ltd., • Norton, Peter, Peter Norton’s Introduction to Computers,Tata McGraw Hill, New Delhi:

2001(IVEdn: Lesson 7, 8, 13,14, 16 , 25, 26) • Norton, Peter 4th ed TMH - Introduction to Computers • Pituch, K. A., & Stevens, J. (2016). Applied multivariate statistics for the social sciences: analyses

with SAS and IBM’s SPSS. New York: Routledge. • Sinha P.K./Sinha P, 4th ed BPB – Computer Fundamentals-Concepts system & Programming • Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.). Harlow: Pearson

Education.

536

Hard Core Courses

SEMESTER II MSW 402 C-VII

SOCIAL WELFARE ADMINISTRATION



Credits: 4

Course Objectives:

• To understand and internalize the concept of Social Welfare Administration as a method of Professional Social Work.

• To understand the formation and functioning of Social welfare organizations • To understand the basics of management of Social Welfare Organizations • To have an overview of the public collaboration with voluntary efforts in social welfare

Course Outcomes:

• Students will be equipped with the essential skills of administration and management of non Profit organizations.

• They will gain an understanding into the goals, functions and processes of social work developmental organizations.

• Students will gain knowledge on Project Management & Financial Administration • They will acquire knowledge about Social Welfare Organizations and its role in social

transformation UNIT I (14 hours) GENERAL CONCEPT

• Concept of Welfare State, Administration. • Concept of Social Welfare Administration- Meaning and concept, types & roles • Social Welfare Organizations- meaning , concept, types • Role of social welfare organizations in social transformation • Historical overview, current perspective and evaluation of Social Welfare Administration

as a method of Practicing Social Work • History of social welfare efforts by GOI -Central and State Social Welfare Board

UNIT II (14 hours)

ESTABLISHMENT OF SOCIAL WELFARE ORGANIZATIONS • Membership Campaign (organizing members) • Developing Vision, Mission & Objectives • Developing Bye - laws and Organizational Policy formulation in Non – Profit

Organization • Registration - Societies Registration Act 1860, Trust Act 1881, & Co - operative Societies

Act • Registration of FCRA, income tax exemption legislations, • Executive Responsibilities – POSDCORB

537

UNIT III (14 hours) PERSONNEL MANGEMENT IN SOCIAL WELFARE ORGANIZATIONS

• Recruitment and Selection • Induction and Training • Employee engagement and retention • Leave rules, wage management and allowances • Performance Appraisal and Evaluation • Employee up gradation - Promotion, Benefits and Termination

UNIT IV (14 hours)

PROJECT MANAGEMENT AND FINANCIAL ADMINISTRATION IN SOCIAL WELFARE ORGANIZATIONS

• Project Management & Financial Administration – Concept • Project Cycle in Developmental Projects – Need Assessment, Programme Planning,

Implementation, Monitoring, Evaluation. • Budgeting and Fund Raising • Accountancy – Concept, Financial Records keeping • Financial Auditing - Concept, Types and Importance. • Accountability and Transparency in Financial Administration

References: • Chowdary Paul D (2010). Social Welfare Administration - Atmaram & Son Delhi • Clarke/Allan (1994). Managing Social policy Coherence Sage Publication • Chopra, S., (1989) Management of Human Resources, V.K. publishing House. • Chowdhary, D. (1992) Social Welfare Administration Delhi: Atma Ram Sons. • Chowdhary, D.P. (1991) Profile of Voluntary Action in Social Welfare & Development, New

Delhi Sidhartah Press. • Covey, Stephen R. (1989) The 7 Habits of Highly effective People London: Simon & Schuster. • Daniel, Goleman (1995) Emotional Intelligence: Why it can matter more than IQ, London:

Bloomsbury. • Daver, Rustom S (Reprint) (1999) Creative Leadership The People Oriented Task Approach, New

Delhi: UBS Publishers. • Dogra, B. (2006) : Transparency and India’s New Legislation on Right to Information, Delhi:

Dogra • Drucker, Peter (1993) Managing the non-profit organization Delhi: Macmillan. • Fernandes, W. (1989) Voluntary Action and Government Control New Delhi: Indian Social

Institute • Garain, S. (1998) Organisation Effectiveness of NGO’s Jaipur: University Book House • Goel, S.L. and Kumar, R. (2005) Administration and Management of NGO’s: Text and case

studies, New Delhi: Deep Deep Publications • Handy, C., (1990) Understanding Voluntary Organisations, London:Penguin books • Harnold Kootz & Heiz Wehrich, (1998). Essentials of Management, Tata McGraw Hill. • Jackson, J(1989) Evaluation for Voluntary Organisations, Delhi: Information & News Network • Korten, David C.(1993). Getting to the 21st Century: Voluntary Action & the Global

Agenda, New Delhi Oxford IBH, Publishing Pvt. Ltd. • Mabey C. & Sealama G., (1995) Strategic Human Resource Management, Oxford: Blackwell. • Mander, Harsh and Asif, M. (2004) Good Governance Resource Book, Bangalore: Books for Change. • Pria, (2001) Strategic planning for Village Development Organizations, Workshops Manual for Facilitation,

New Delhi: Society for Participatory Research in Asia. • Pria, (2000) Legal Framework for Non-profit institutions in India, New Delhi PRIA

538

• Pria, (1999) Management of Voluntary Organizations, New Delhi Society for Participatory Research in Asia • Pria, (1991) Non-Government Organizations in India A Critical Study, New Delhi Society for

participating Research in Asia. • Salvin, S. (ed), (1978) Managing Finance, Personnel and Information in Human Services, New

York: Haworth Press. • Warham, Joyce, (1975) Introduction to Administration for Social workers, London: Routledge and

Kegan Paul

539

MSW 412 C – VIII PSYCHOLOGICAL PERSPECTIVES ON HUMAN BEHAVIOR

Theory Marks: 70



Course Objectives:

• To gain knowledge of the major influences in human development. • To develop sensitivity towards human needs and problems • To understand the common psychiatric disorders in children, adult and elderly • To develop and understanding of Disaster situation and its impact Course Outcomes: • Students shall exhibit understanding on human development. • Students would be able to empathize with human needs and problems with an improved

emotional quotient. • Students will gain knowledge on common psychiatric disorders in children, adults and elderly. • They will become aware of disaster and its impact.

UNIT I (14 hours) UNDERSTANDING PSYCHOLOGY AND HUMAN BEHAVIOUR

• Definition of Psychology, nature and scope of Psychology. • Relevance of Psychology in Social Work practice • Freudian Approach to understanding human Behaviour – Psychoanalytical Approach • Determinants of human behaviour: Heredity and Environment • Basic Human needs and Behaviour • Understanding growth and development: Principles of human development

UNIT II (14 hours)

IMPORTANCE OF INTELLIGENCE, EMOTIONS AND STRESS COPING MECHANISMS / BASIC PSYCHOLOGICAL CONCEPTS

• Concept of Personality, Personality Theories – Mc Crae and Costa’s Big 5 Personality Theory and Meyer Friedmand Ray Roseman’s Type A/B Personality Theory

• Sensation, Perceptions, Attitude, Memory, Learning, Motivation, Thought And Language. Concept of IQ, Levels of Intelligence, Factors affecting Intellectual Development

• Problems associated with Low I Q , Reaction of the parents , Role of a Social worker • Emotions -Definition, characteristics of emotions and Effects of emotions on behaviour • Emotional quotient – meaning and components and methods of improving Emotional

Quotient • Stress : Meaning , Causes of Stress, Effects of stress and coping

UNIT III (14 hours) INTRODUCTION TO ABNORMAL PSYCHOLOGY

• Concept of Normality and Abnormality • Mental Retardation

540

• Minor Psychiatric Disorders – Neurosis ( ( Symptoms and Treatment) • Major Psychotic Disorders – Schizophrenia and Affective Disorders (Symptoms and Treatment) • Substance Abuse – Alcoholism and Drug Abuse ( Concept , Characteristics and

Treatment ) UNIT IV (14 hours) SPECIFIC DISORDERS AND INTERVENTION

• Childhood Disorders: Specific Learning Disability • Hyperkinetic Disorders, Conduct Disorder ( Symptoms and treatment ) • Child Sexual Abuse - Impact and Intervention • Psychiatric Disorders in the Elderly – Dementia and Alziemers (Characteristics and

Treatment ) • Post Traumatic Stress Disorder and Disaster

References: • Baron Robert A, (2013) Psychology Pearson, New Delhi. • Berrios, G.E & Dawson, J.H, (1983) Treatment and Management in Adult Psychiatry, Bailiere

Tindall, London. • Birnabaum, F., Coplon, J.,andScharff, T.( 1973,) Crisis Intervention after a Natural Disaster”,

Social Case Work, Vol. 54, No.9, 545.551 • Carson, Butcher, J. & Mineka, S. (2000). Abnormal Psychology and Modern Life. Boston: Allyn

&Bacon - Chicago: Nelson-Hall. • Carson Robert C Butcher,(2005), Abnormal Psychology, Byword Viva Publishers, New Delhi. • Coleman James. C, 1975 Abnormal Psychology and Modern Life,

D.B. Taneporevela, Mumbai. • Davidoff L.L. (1981). Introduction to Psychology London: McGraw Hill Inc. Book Inc .Co. • Davison, G. & Neale, J. (2004). Abnormal Psychology. New York: Wiley • Desouza.A, (1975). Psychiatry in India, Bhalani Book Depot

Medical Booksellers, Mumbai • Feldman, Robert S.( 1999) Understanding Psychology, New Delhi, Tata McGraw Publishing

Comp. Ltd,.7 West Patel Nagar. • Hayes, Nicky, (1994). Foundation of Psychology: An introductory Text. London

541

Soft Core Courses MSW 432 C-X.1

RURAL TRIBAL AND URBAN SOCIETIES IN INDIA



Credits: 4 Course Objectives: Develop ability to study and analyze the historical and emerging trends in tribal, rural and urban

societies through critical application of social science perspectives. Develop sensitivity and commitment to work among the disadvantaged rural/tribal communities. Acquire understanding of the strategies, skills and techniques required to facilitate participatory,

sustainable and integrated development of rural, tribal and urban communities. Understand governmental and non-governmental initiatives for rural, tribal and urban

development. Course Outcomes:

• Students will develop ability to study and analyze the historical and emerging trends in tribal, rural and urban societies (especially in India) through critical application of social science perspectives.

• Students will develop sensitivity and commitment to work among the disadvantaged rural/tribal communities in order to assist in bringing necessary changes in these communities.

• Acquire understanding of the strategies, skills and techniques required to facilitate participatory, sustainable and integrated development of rural, tribal and urban communities.

• Students have acquired knowledge about various legislations and policies which affect the lives of Rural, Urban and Tribal societies.

• Understand governmental and non-governmental initiatives for rural, tribal and urban development.

• Increased number of opportunities and initiatives among the students to have practical exposure in Rural, Tribal and urban (especially slum) communities as a part of class assignments and field work.

UNIT I (14 hours)

RURAL SOCIETIES • Concept of rural, tribal, urban distinctions and continuities • Issues of concern in rural areas: Livelihood insecurity and poverty, migration,

depeasantisation and prolitarianisation, indebtedness, Agrarian struggles and New Social movements.

• Situation of marginalised sections, dalits, tribal’s, backward castes and minorities, women and children in the villages.

• Rural Development: Perspectives and approaches • 73rd Amendment Act – • Government Programmes: Sectoral, target group and area development. Recent

programmes and trends – Rehab Act

542

UNIT II (14 hours)

TRIBAL SOCIETIES • Concept of tribe, adivasi, aborigines and indigenous groups • Tribal’s in India: Demographic profile in various geographic locations, Extinction. • Tribal social institutions and cultures: Case studies. • Issues facing tribals: Survival, Rights over forests land, livelihood and food security,

health, education, development, non- timber forest product. • History & current trends regarding displacement, resettlement of Tribals and Tibetan

settlement. • Social Movements

UNIT III (14 hours)

URBAN SOCIETIES • Concept of urbanization, urbanism, urban industrial syndrome, urban development and

urban community development • Urban Situation : Demographic, economic, governance- 74th amendment Act, socio-

cultural, Urban Infrastructure and urban services • Slums: Profile, proliferation, slum sub-culture, evictions and human rights violation and

Urban environmental issues • State agencies and local Self Government institutions in urban community development. • Urban social services and development programmes • National Building Code : Critical analysis

UNIT IV (14 hours) GOVERNMENT / NON-GOVERNMENT AGENCIES IN RURAL, TRIBAL AND URBAN

DEVELOPMENT • Departments of Rural Development, Tribal Development and social welfare. • Perspectives and Approaches of N.G.O.’s • Programmes and processes initiated through N.G.O’s • Impact of N.G.O interventions: Urban, Tribal and Rural Case studies. • Government structures for Rural and Tribal Development- Ministries, Departments and

commissions (Central and State). • NABARD: Objectives and programmes: Banks in relation to development • Role of social worker in facilitating participatory change in rural, tribal and urban

communities References:Rural & Tribal Development

• Boraian M P 2008 Community development and outreach approach Anmol publications pvt. Ltd. New Delhi

• Chaudhuri, B (ed.) : Tribal Development in India,: B.R. Publishing, Delhi • Chaudhary Nisha- ed :(2011):Social Work & Community Development, Murari Lal,Sons New

Delhi • Desrochers, John: Development, Human Rights and Action Groups, Bangalore: Centre for Social

Action.

543

• Furer- Haimenderf C.1989: Tribes of India: The struggle for survival. Delhi: Oxford University Press

• G0l, 2000 : Report of the task force to study the functioning of cooperative credit system & suggest measures for its strengthening: Ministry of Finance : New Delhi

• Government of India. 2005: Report of the task force on revival of rural cooperative credit institutions, New Delhi: Ministry of Finance, Government of India.

• Herring, Ronald. J.Y. 198: Land to the Tiller: The Political Economy of Agrarian Reform in South Asia, Delhi: Oxford University press.

• Mishra 2001 : Empowering people: Grass root organizations and Rural Development Karnataka publication, New Delhi:

• Mishra R K 2013: Urbanisation and Environment in India Avon Publications New Delhi. • Pradeep Kumar Johari 2005: social work for community Development, Anmol publications

New Delhi 110002 • Rajapurohit, A.R. (eds) 1984 : Land Reforms in India Ashish Publishing House , New Delhi:

• Ramachandran, H. (ed) 1991: Environmental Issues in Agricultural Development New Delhi: Concept Publishing.

• Radhakrishna, Meena 2001: Dishonoured by History: Criminal Tribes and British Colonial Policy, Hyderabad: Orient Longmen.

• Rao, M.S.A (ed) 1984 : Social Movement in India: Studies in Peasant Backward classes, Sectarian, Tribal and Women’s Movement, New Delhi: Manohar Publications

• Riley, John M, 2002: Stakeholders in Rural Development: Critical Collaboration in State. NGO Partnerships, Sage. New Delhi:

• Paulo, 2003 : National occupational standards for community development work, available at ww.communitydevelopmentlearning.org.uk

• Rahman Aminur 1999 : Micro Credit Initiatives for Equitable and Sustainable Development: Who Pays?, World Development, Vol 27, No.1,January PP 67-82

• Samuel H.Taylor and Robert W.Robert: Theory and Practice of Community Social Work. • Sharma, B.U, 1995 : Whither Tribal Areas – Delhi, Sahyog Pustak Kutir: • Vivek Rampal 2009 :Social Work and Community Development

References - Urban Development:

• Aziz, Abdul 1984 : Urban poor and Urban informal sector New Delhi: Ashish publishing House

• Cox, Fred, et. Al ( 1977) : Tactics and Techniques of Community Practice, Illinois: Peacock Publishers

• Desai, A.R. & Pillai S.D. (eds) 1990 : Slums and Urbanization, Mumbai: Popular Prakashan • Desai, Angina(1985) : Environmental perception – The human factor in urban

planning, New Delhi: Hashish Publishing house • Desrochers, John (ed) : India’s Growing slums, Bangalore:Centre for Social Action • Diddee Jayamala Rangaswamy, Vimal , 1993 : Urbanisation. Trends, perspectives &

challenges, Jaipur: Rawat Publications • Ghosh, Archana 2003 : Urban Environment – Local Government and Community Action,

New Delhi: Concept Publishing Company • Jayapalan, N 2002 : Urban Sociology, New Delhi: Atlantic Publishers and Distributors • K.K. Bhatnagar, K.K. Gadeode 2007 : Urban Development and Administration Aalekh

Publishers: Jaipur • Ledwith, M 2006 (1st edition 2005) : Community Development: A Critical Approach

Bangalore: Rawat publication • Misra K. Girish & M.K. Naran, 1989 : Development programmes for urban poor, New Delhi:

Indian Institute of public administration • Nagpaul, Hans 1996 Modernisation & Urbanisation in India New Delhi: Rawat

publications.

544

• Sathpal, Puliani 2000: The Karnataka Town & Country Planning Act, 1961, Bangalore: Karnataka Law Journal Publications.

• Sharma, K. Rajendra 2004 : Urban Sociology New Delhi: Atlantic Publishers and Distributors

• Shashidhar, H 2001 : Census of India 2001. GOI • Singh, Sandhu Ravinder(Editor), 2003 : Urbanisation in India – Sociological Contributions

New Delhi: Sage Publications • Thudipara, Z. Jacob 1993 : Urban Community Development, Jaipur: Rawat Publications • Tiwari, R.S 1997 : Role of informal sector in Urban communities, Mumbai: Himalaya

publishing House JOURNALS:

• Economic and Political Weekly, Vol: XLII, May-June 2007 • Social Change, Vol: 36, December 2006 • The Indian Journal of Social Work, Vol. 67, July 2006

545

MSW 432 C-X.2 HEALTH AND MENTAL HEALTH ISSUES

Theory Marks: 70



Course Objectives:

• Develop an Understanding of the holistic concept of Health and Mental health • Acquire knowledge of socio cultural factors influencing health and mental health Understanding of

Common Physical Illnesses • Develop a knowledge of clinical psychopathology • Understanding major health and mental health policies and programmes • Being able to draw psychosocial plan and work at it for the patient and his family,

Multidisciplinary team approach in health settings Course Outcomes:

• Students will widen their knowledge on holistic concepts of health and mental health. • Students will become aware of socio cultural factors affecting health and mental health and learn

about common physical illness. • They will gain proficiency to identify clinical psychopathology and also know about major health

and mental health policies and programs. • Student will become aware of multidisciplinary team approach in health settings and develop

efficiency in recognizing the psychosocial issues and plan interventions for patients and their families.

UNIT I (14 hours) UNDERSTANDING THE CONCEPT OF HEALTH

• Concept of health , Components : Physical, psychological , emotional ,social and spiritual • Determinants of health and indicators of health • Socio economic and cultural factors that influence health status • Health status of people in India and critical review of health and five year plans • Understanding health from the Human rights perspective • Concept of Community health, Preventive and Promotive ,social and community

medicine

UNIT II (14 hours) COMMUNICABLE AND NON COMMUNICABLE DISEASE

• Respiratory Illnesses - Etiology, Symptoms, treatment of Respiratory Infections - Chickenpox, Measles, Mumps, Diphtheria, Tuberculosis

• Gastrointestinal Infections – Poliomyelitis, Cholera and Typhoid • Vector Borne Diseases - Arthropod Infections - Malaria, Filiariasis and Dengue • Non communicable diseases - Coronary Heart Diseases, Hypertension, Diabetes - Impact

of these Non Communicable Illness on the Individual and family • Life Style illnesses and its impact on the Younger Generation • Long term Stigmatized Illnesses – HIV, Tuberculosis • Medico Social Case Work (Practical) – Role of Clinical Social Worker

546

UNIT III (14 hours) UNDERSTANDING THE CONCEPT MENTAL HEALTH:

• History and growth of Psychiatry. Traditional and Modern attitude towards psychiatric illness

• Concept of Mental health and characteristics of mentally healthy person • Factors influencing mental health. Brain, Nervous System and mental health • Socio economic and cultural aspects of mental health • Mental Health Services in India • Mental health and Human rights

UNIT IV (14 hours)

SCIENCE OF MENTAL ILLNESS • Disorders of perception, thought, speech, memory, emotion, , consciousness and Motor • Classification in psychiatry - DSM V and ICD 10 • Classification and symptoms of psycho-pathology in children and adults • Critical analysis of Indian lunacy Act 1912 and Mental Health Act 1987, Mental Health

Care Bill 2013. • National Mental Health Policy 2014, Mental Health Programmes • Practical in Psychiatric Interviewing - Case history recording and Mental Status

Examination – Role of a Clinical Social Worker References:

• Ahuja Niraj (2002). Short Textbook of Psychiatry Jaypee Brother Medical Publisher, New Delhi • Anderson R. & Bury M. (Eds), (1988). : Living with Chronic Illness – The Experience of Patients

and their Families: London: Unwin Hyman • Ajit, (2005). Social Dimensions of Health, Rawat Publications, New Delhi • Bajpai, (1998). Social Work Perspectives on Health, Rawat Publications, New Delhi • Branon Linda: Jess Feist (2004). “Health Psychology- An Introduction to Behaviour and Health”

Thomas Learning Inc; USA • Cockerham William C (2000). Medical Sociology, Prentice Hall • David Marks: Michael Murray (2005). Health Psychology- Theory, Research and Practice” Sage

Publication India Pvt, Mathur Road, New Delhi • Desjariasi, R et. Al (eds) (1995). World Mental Health: Problems & Priorities in Low Income

countries, London: Oxford University Press • Goel, S L. (2004). Health care policies and programmes:Health care system and management-2,

Deep & Deep Publications • M.C. Gupta & B.K. Mahajan (2003).Textbook of Preventive and Social Medicine, Jaypee Brothers • Park K. (2009). Preventive and Social Medicine, Banarsidas Bhanot Publishers • Sekar .K, Prakshi Rajaram, Rameela Shekhar and Mubarak A.R (ed) (2010). Women and Mental

Health, NIMHANS, Bangalore.

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MSW 432 C-X.3 HUMAN RESOURCE MANAGEMENT




• To understand HRM as a profession. • To understand the role of HRM in business • To equip learners with knowledge, skills, attitude, professional competencies and social

sensitivities essential for a successful career in HRM. • To integrate the knowledge obtained from theory with the practice.

Course Outcomes: • Professional augmentation taking place in the global as well as domestic business arena and the

curriculum thus intends to reduce the gap between industry and academia with the right blend of theory and practice.

• Nurturing talent for becoming good leaders and assets for an organization. • Students shall gain an in-depth knowledge and analytical skills which will enable them to

effectively and efficiently carry out various human resource and organizational development operations of an organization in the emerging globalized environment.

UNIT – I (14 hours) INTRODUCTION TO HUMAN RESOURCE MANGEMENT

• Concept, scope and applicability of Human Resource Management • Structure, functions, mechanisms of HRM. • Functional area of Human Resource Management. • Role, characteristics and skill essentials of Human Resource Managers. • International HRM. • The basics of Job Analysis ( Organisational chart, Job Analysis, Job description & job

Specification ) UNIT –II (14 hours) HUMAN RESOURCE MANGEMENT PLANNING & PROCESS

• Human Resource Planning - (Objectives, Current manpower Inventory, Forecasting demand & supply, manpower gaps, employee plan, Training and development, Appraisal of manpower planning)

• HRM Process - Recruitment, selection, orientation or on-boarding, ( in Detail) and introduction to training & development, Performance management, Compensation & benefits, career development, employee retention.

• Mobility of people – concept of promotion, transfer, separation – Management and issues. • Wage determination and Administration • Employee off-boarding

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UNIT – III (14 hours) IMPORTANCE OF HUMAN RESOURCE MANGEMENT

• Human Resource - The Strategic Business Partner. ( Process, benefits and relevance of strategic HR.)

• Mergers and acquisitions – Concept, meaning, process and issues. • Performance Management System – Meaning, Methods, Merits and limitations • Employee engagement – Meaning, concept and best practices. • Bench marking – Meaning, concept and purpose. • Career development and succession planning - Concept and changing aspects.

UNIT – IV (14 hours) CONTEMPORARY HUMAN RESOURCE MANGEMENT

• HR Analytics – Meaning & Importance • HR Audit. • Balanced Score Card • VUCA Environment. • SWOT Analysis • Current issues in HRM ( managing Downsizing, Work force diversity, Sexual harassment,

Work life balance, Controlling HR Costs) References:

• Aswathappa K, (2002). Human Resource & Personnel Management, Tokyo: Tata McGraw Hill

• Alan Barkar,(2005). Creativity for Managers Excel books. Magan Page Ltd • Armstrong Angela,(2007). Strategic HRM - Barn Jaico Pub house • Armstrong and Murlis(2007). Reward Management – Kagan Page • K Ashwathappa,(2002). Human Resource and Personnel Management Tata – Mc Graw

Publication 3rd Edition • Bhaskar Chattergi, (2004). Human Resource Management, New Delhi: Sterling Publications

Pvt. Ltd • Davis, Keith, (1983). Human Behaviour at work, New Delhi: Tata McGraw Hill • Dyer, W.G, (1987). Team Building, London: Addison Wisley • Edwin B. Fillipo, (1984). Personnel Management, New Delhi: Tata McGraw Hill • Gary, Dessler (2003). Human Resource Management, New Delhi: Pearson Education Pvt Ltd • G.R.Krishna, (1993). Human Resource Management in Multinationals, Delhi: Kaniska

Publishing House • Ian Beardwell & Len Holden, (1998). Human Resource Management- A Contemporary

Perspective, New Delhi: Published by McMillan India Ltd. • Mamoria C.B, (1989). Personnel Management, Bombay: Himalaya Publishing House • McGregor, Douglas, (1964). The Human side of Enterprise, New York: McGraw Hill book

Co. • Mornsey G.L, (1972). Appraisal & Development, the objectives & results, London:

AddissonWilsey • P Subba Rao, Publication and Human Resource Management Text and Cases – Himalaya

Publication • Rao, T.V. Strategies of Developing Human Recourses; Experiences from 14 organizations.

IIM Ahmedabad • Rao, V.S.P, (2006). Human Resource Management Text and Cases, Excel Book, New Delhi

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FOR SUPPLEMENTARY READING: • James Watkins. First 90 days, HBR • Dave Ulrich, Mark A. Huselid, Brian E. Becker (2001)The HR Scorecard; linking people

strategy and performance. • Glenn Elliott & Debra Corey (2018). Build it: The rebel playbook for world class employee

engagement • Susan Scott. Fierce conversations: Achieving success at work and in life one conversation at

a time. • Beverly Kaye and Sharon Jordan-Evans. Love’em Or Lose’em: Getting Good People To Stay • Marcus Buckingham, Curt Coffman. First, Break All The Rules: What the World’s Greatest

Managers Do Differently • Sharma K.K. Organization Behaviour, New Delhi: Deep & Deep Publications • SubrotoBagchi (2008) Go kiss the world. Penguin India. • SubrotoBagchi (2009). The Professional. Penguin India. • SubrotoBagchi (2006). The High Performance Entrepreneur. Penguin India.

https://businessjargons.com

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MSW 442 C-XI.1 EDUCATION FOR SOCIAL TRANSFORMATION

Theory Marks: 70



Course Objectives: To develop understanding of the concept and types of education as a means to social change and

social transformation. To develop understanding of the philosophies, Goals, Principles, programmes as well as methods

of education in relation to social transformation. To acquires skills in designing and conducting educational programmes for varied stakeholders

to address various forms of social discontent. To develop understanding of social worker’s role as a trainer and facilitator of transforming

educational pedagogy in various settings. Course Outcomes:

• Students will develop understanding, consciousness and conviction regarding education as a means of bringing necessary awareness and change in mindset among the community members (especially underprivileged sections) which leads to social change and social transformation.

• Students have acquired knowledge to understand various perspectives through which the goal, process and pedagogy of education can be interpreted and to be manipulated further in different settings (especially non formal education for the grass root level settings and target groups) to facilitate social transformation in the interest of human society.

• Students have acquired knowledge and skills in designing and conducting educational programs for varied stakeholders to address various forms of social discontent and necessary social transformation.

• To develop understanding of social worker’s role as a trainer and facilitator in influencing, designing the contents and pedagogy in various settings including social work education as a whole.

UNIT – I (14 hours) CONCEPT AND CRITIQUE OF EDUCATION

• Concept of Education, Types of education: formal, non formal and informal, and distinctions between types.

• Concept of socialization and literacy and their distinctions from education. • Concept of Social Change and Social Transformation • Education System in India – Historical and current Account. • Policies and Programmes on education in India – A critical analysis of achievements and

shortcomings. • Historical background of adult education in India and its significance.

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UNIT II (14 hours) THEORETICAL PERSPECTIVES ON EDUCATION FOR SOCIAL TRANSFORMATION

• Historical development of educational thought. • Gramsc’s, Freire’s, Illich’s and Marx perspectives on education for liberation among the

subalterns/ oppressed. • Indigenous perspective: Gandhian and Ambedkar’s perspectives on education. • Education and Culture: Role of education in the construction and reinforcement of

culture. • Informal Education (enculturation/ socialization): Significance in forming mindsets. • Alternative education as a means for structural change and social transformation.

UNIT III (14 hours)

COMMUNICATION IN EDUCATIVE PROCESS • Communication: Meaning, Characteristics and Elements. • Process of communication: Encoding, Sending of message, Receiving of message,

Decoding and Feedback. • Types of communication: Vertical and Horizontal communication; Verbal and Non

Verbal communication; Interpersonal, Group and Mass communication. • Barriers in communication: Physical barriers, Psychological barriers, Language barriers. • Principles of communication. • Understanding communication for designing educative programmes.

UNIT IV (14 hours) DESIGNING, IMPLEMENTING AND EVALUATION OF EDUCATIONAL PROGRAMMES

• Designing participatory alternative education programmes for different settings: Understanding the learners and their context; Identifying and analyzing learning needs; Formulating objectives and contents; Determining appropriate pedagogical methodology (inclusive of space and time of educative interactions); Selection of appropriate educative materials; and Budgeting.

• Resource mobilization: Developing proposal for an educational project for competency enhancement of a marginalized group.

• Development of monitoring and evaluation tools for and educative programme. • Conducting, monitoring and evaluating educational programme. • Role of the Social Worker as an organizer/facilitator / trainer.

References:

• Abhivyakti, (2005). For they have their own thoughts, Goa: Multiversity • Aggarwal, Yash (2002).“An Assessment of Trends in access and retention”; New Delhi:

National Institute of Educational planning and Administration: • Ambroise, Y & Britto, P.J.(2002). Methods of Non-Formal education, Secunderabad : APSS

Publication • Basu, B.D, (1989). History of education in India, New Delhi: Cosmo Publications • Bhan Susheela N – (1980). NAEP, Delhi: Oxford University Press • Bourdieu, Pierre. (1997). The Forms of Capital. In Halsey, A.H., Lauder, Hugh. Brown, Phillip.,

and Wells, Amy Staurt (Eds.), Education : Culture, Economy, and Society.(pp. 46 -58). New York, Oxford University Press.

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• Buzan, T., (2005). Buzan’s Embracing change, B.B.C. Books • Casmir F.L. (1991). Communication in Development Morwood, N.J: Ablex • Chanana, Karuna, (ed) (1988). Socialisation, Education and Women: Explorations in Gender

Identity, Delhi: Orient Longman • Coombs, P & Ahmed M, (1974). Attacking rural poverty: How Non Formal Education can

Help,Washington D.C: World Bank • Dahama O.P. & Bhatnagar O.P. (1991). Education and Communication for Development New

Delhi: Oxford • De Bono, Edward (1993). Serious Creativity: Using the power of Lateral Thinking to create

new idea, New Delhi : Harper Collins • De Bono, Edward (2004). How to Have a Beautiful Mind, London: Vermilion • De Bono, Edward, (1987). Six Thinking Hats, London: Penguin • Desai, I.P. & Gore, M.S. (eds) (1975). Sociology of Education in India, New Delhi: NCET • Desrochers, John, (1987). Education for Social change Bangalore: Centre for Social Action • Freire, Paulo, (1974). Education for Critical consciousness : London: Shed and Ward • Freire, Paulo, (1974). Pedagogy of the oppressed, Hermondsworth, penguin Books • Gamez, G. (2006). Creativity, How to catch lightning in a bottle, Mumbai: Jaico Publishing

House • Gramsci, A (1971). Selection from the prison Notebooks, New York:

Internationalist • Harry Alder (2006). Boast your creative Intelligence kogan page India Pvt. Ltd. New Delhi • Haralambos & Holborn (). Sociology: Themes and Perspectives • Hill, D (ed) (2000). Education, education, education: Capitalism, Socialist and “The third way”,

London: Cassoll. • Illich, Ivan, (1974). Deschooling Society, New York: Harper & Row • Jesudasan I (1984). A Gandhian Theory of Liberation, New York: • Krishna Kumar and Oesterhald, J (eds), 2007 : Education and Social Change in South Asia, New

Delhi: • Mary Knoll Kamath A.R, (1985). Education and Social Change in India, Bombay: Somaiya

Publications • McLaren, Peter. (1997). Multiculturalism and the Post Modern Critique: Towards a Pedagogy of

Resistance and Transformation. In Halsey, A.H., Lauder, Hugh., Brown, Phillip., and Wells, Amy Staurt (Eds.), Education : Culture, Economy, and Society.(pp. 46 -58). New York, Oxford University Press.

• Russell, Bertrand (1977). Education and the Social Order. London, Unwin Paperbacks Journals:

• Vimukti Shiksha – Adult Education and Development

553

MSW 442 C-XI.2 POSITIVE PSYCHOLOGY IN CLINICAL SOCIAL WORK

Theory Marks: 70



Course Objectives:

• To give an orientation to the learner in positive psychology as helping professionals • To equip the learners with knowledge and skills to enhance multi intelligence • To promote positive thoughts, emotions and relationships with theoretical inputs and practical

sessions • To enhance life and to build their strengths

Course Outcomes: • Learners are equipped with knowledge and skills to use Strength Based Approach in working the

clients • Learners develop a sound and scientific conviction to facilitate positive change in self and others. • Trained to enhance life by building self and others on their Cognitive, Emotive, Socio-Spiritual

and Behavioural strengths. UNIT I (14 hours) INTRODUCTION

• Positive Psychology: History, Meaning, definition and goals • Positive Psychology and Social work • Positive Psychology at every stage of life • Good Work and gainful Employment • Mental health and Behaviours • Practical: An Inventory on the Assets of a Would –Be Social Worker”

UNIT II (14 hours) GOING POSTIVE COGNITIVE, EMOTIONAL, SOCIAL AND BEHAVIRUAL STATES

• Positive cognitive states and process • Positive Emotions: Meaning of positive Emotions, Upward Spiral of positive emotions,

Salovey and Mayer’s Four-Branch Ability Model & Measures of Emotion –Focused Coping

• Prosocial behavior: Empathy, Egotism, Altruism, Gratitude and Forgiveness. • Social Intelligence: Concept and Enhancement Strategies • Life Enhancement: Relationship(Love), Responsibility(Work),

Reconciliation(Forgiveness), Recreation (Play) and Resilience • Research Tool construction: Five “R” model for Life Enhancement

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UNIT III (14 hours) POSITIVE SELF

• Subjective Wellbeing: Meaning, determinants, • Self-Efficacy: Meaning, Definition, Antecedents, Neurobiology • Self Esteem: Meaning, Acquiring and affirming self esteem • Mindfulness: Meaning and Benefits • Spiritual Intelligence and Wellness • Practical :“ Assessment of Human Strengths ”

UNIT IV (14 hours)

PERSONAL GROWTH AND HUMAN STRENGTHS • Virtues and strengths: Cognitive, Emotional, Interpersonal, Civic and strengths that protect

against excess and Strength that forge connections. • Developmental Assets: External & Internal Assets • Signature Themes: Futuristic, Maximizer, Arranger, Ideation and Strategic (Five

Personality Constructs). • Capital at work: Traditional-Economic, Human, Social and Psychological capital • Positive Change: Change Domain and Coping Resources, Stages of Change • Practical: “Assessment andanalysis Human and Social Capital”

References:

• Alan Carr (2002) Positive Psychology, London, Routeledge • Albrecht Karl, (2006). “Social Intelligence-The New Science of Success” New Delhi: Wiley India

Edition. • BharwaneyGeetu (2006). “Increase Your Emotional Intelligence”, Jaico Publishing Bangalore • Borg James (2010). “Mind Power”. Pearson Education Ltd • Covey R.Stephen, Merrill A Roger, Merril Rebecca, (1994).First Things First, Simon & Schuster

UK Ltd, London, 1994. • Daniel Goleman, Bantam (1998). Working with emotional intelligence. Bantam Books • David G.Myers (1993). The Pursuit of Happiness. Harper Paperworks. • Mishra K Rajive (2012). Personality Development, Rupa Publications • Monbourquette (2008). Self Esteem and the Soul, Novalias Publication • Prentiss Chris (2010). Be who you want have what you want, Power Press • PareekUadai, Rao Venkateswara (2000). First Handbook of Psychological and Social Instruments. • Rajamanickam (1999). Contemporary fields of Psychology and Experiments. Concept Publishing,

New Delhi • Sandhan Team. Life Skills Education Training Manual, Jaipur • Seligman. (2002). Positive Psychology, Free Press • Snyder C.R & Lopez Shane J. (2007). “Positive Psychology-The Scientific and Practical

Explorations of Human Strengths” New Delhi: Sage Publications India Pvt Ltd, 2007. • Schultz Duane (2012). Psychology and Work Today. Pearson Publication, New Delhi • Spradlin E Scott (2003). Don’t Let Your Emotions Run Your Life. Pearson Publication, New Delhi

555

MSW 442 C-XI.3 LABOUR LAWS-I

Theory Marks: 70



Course Objectives: • To understand the Historical growth of Labour movement and Legislations in India. • To understand the administrative and judicial set up of labour in India. • To develop conceptual clarity on various legislations pertaining to conditions of labour in India • To provide in depth knowledge of labour laws with regard Industrial Relations and their impact in

major industrial and service sectors. Course Outcomes:

• To identify all aspects of Labour Law practiced in India • To acquire requisite knowledge and preparation for employment in Industries, factories etc to be

appointed on posts such as Labour Inspector, Labour welfare officer etc. • To provide practical training & knowledge to the Student aspirants who wish to engage themselves

in the legal practice in Industrial set up • To exhibit a comprehensive theoretical and practical understanding of Labour Law • To demonstrate an intellectual capacity for solving industrial disputes.

UNIT I (14 hours) INTRODUCTION

• History and Development of Labour Legislation in India • Importance and purpose of Labour Legislation • Labour Policy of India • Principles of Labour Legislation • Constitution of India and labour law. • Social justice and Human rights from Labour perspective.

UNIT II (14 hours) ADMINISTRATIVE STRUCTURE OF LABOUR LEGISLATION

• Administrative setup and judicial systems in relation to labour laws. • Classification of Labour Laws in India. • Understanding the organization, structure and functions of the Department of Labour. • Social Security system in India. • Women labour and the law. • International Labour Organisation (ILO).

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UNIT III (14 hours) LAWS PERTAINING TO SERVICE CONDITIONS

• The Factories Act, 1948 • Object & Scope, Application and Major provisions • The Karnataka Shops and Commercial Establishment Act, 1961

Object & Scope, Application &Major provisions • The Contract Labour (Regulation and Abolition) Act, 1970.

Object & Scope, Application &Major provisions • Plantation Labour Act,1951

Object & Scope, Application &Major provisions • The Mines Act, 1952

Object & Scope, Application &Major provisions • Legal Compliances and Filing of Returns

UNIT IV (14 hours) INDUSTRIAL RELATIONS AND OTHER LAWS

• The Trade Unions Act, 1926 Object & Scope, Application &Major provisions

• The Industrial Establishment (Standing Orders) Act, 1946 Object & Scope, Application &Major provisions

• The Industrial Disputes Act, 1947 Object & Scope, Application &Major provisions

• The Workmen’s Compensation Act, 1923 Object & Scope, Application &Major provisions

• The Apprentices Act, 1941 Object & Scope, Application &Major provisions

• Legal Compliances and Filing of Returns

References: • Garg. Ajay (2012). Nabhis Labour Laws, Nabhis Publication, New Delhi. • Giri V. V. (1958). Labour Problems in Indian Industry Madras: Asia Publishing House • Kapoor N.D, (1992). Element of Industrial law New Delhi: Sultan Chand & Sons • Kumar H.N. Law relating to Strikes, Gherao & Demonstrations, • Malhotra O.P. (1985). Industrial Disputes Act 1947, Lucknow: East law book company • Moorthy M.V. (1968). Principles of Labour Welfare Vizg: Gupta Brothers • Mutalik Desai and Rairkar, B.R. (1978). Labour Welfare and Industrial Relations Bombay: Noble

Publishing House • Punekar, Deodhar and Sankaran, (1980). Trade Unionism Industrial Relation and Labour Welfare

Bombay: Himalaya Publishing House • Sachdeva Anil. (1999). Industrial and Labour Laws, Rajasthan Law Publishing, Jodhpur • Saxena, R.C. (1961). Labour Problems and Social Welfare Meerat: Jaiprakashnath & Co Silvera,

D.M (1991). Human Resource Development A Indian experience New Delhi: New India Publications

• Singh B D, (2009). Labour Laws for Managers, Excel Books, New Delhi • Srivastav, K.N., (1954). Industrial Peace & Industrial Relations,Allahabad: Kitab Mahal • Srivastava, K.D. Commentories on Factories Act 1970 New Delhi: Deep & Deep publication • Taxman. (2012). Labour Laws, Taxman Publishing House, New Delhi • Vaid K.N., (1965). Labour Welfare in India, Madras: Asia Publishing House • Vaid K.N., (1970). State and Labour in India ,Madras: Asia Publishing House

557

• Journal : Labour Law Journal, Journal of Industrial Relations • Bare Act : Published by various law Agencies like Allahabad Law , Delhi Law House & Eastern

Book Company

558

OPEN ELECTIVE C-XII OE 2.1- LIFE SKILLS EDUCATION

Theory Marks: 70



Course Objectives: • Understand the basic concepts of life skills • Enable students to understand core Life Skills, its concepts, process and practice • To learn and practice life skills in daily life situations(across life span)

Course Outcomes: • Students will gain knowledge on the basic concepts of Life Skills. • Students shall develop the efficiency to professionally demonstrate and educate others on life skill

process. • They will also develop the potential to practice Life skills in daily life. • Students can educate the people and conduct life skills while working with children, adolescents,

adults, Youth & the elderly.


CONCEPT OF LIFE SKILLS TRAINING: • Objectives, Principles, and Components. • Relevance of Life Skills Training for Social Workers. • Genesis of the concept of life skills, UN Inter Agency Meeting, Hamburg declaration,

Dakar Framework, WHO Declaration, • Pillars of education and life skills, • Life Skills education in the Indian context.

UNIT – II (12hours) CORE LIFE SKILLS:

• Problem solving, critical thinking, • Effective communication skills, decision making, creative thinking, • Interpersonal relationship skills, self- awareness building skills, • Empathy, coping with stress and coping with emotions. • Understanding the concept and application of core skills in social work practice.

UNIT – III (8 hours) LIFE SKILLS FOR PERSONAL EFFECTIVENESS:

• Leadership skills, Goal Setting, Time Management, • Strengthening Social Quotient • Emotional Quotient and Happiness Quotient, • Development of positive self towards self-actualization. • Measuring Life Skills-Current trends in life skills practice.

559

UNIT – IV (12 hours) INTERVENTION MODELS

• Out of school programmes, Informal Programmes • School linked Programmes, Formal in school models Stand alone subjects, Curriculum Integrated • Mechanisms to build Life skills • Module Preparation

References:

• Adolescence Education Programme & Life Skills Development http://naco.gov.in/upload/NACOinActiion/Facilitators%20Guide.pdf

• Adolescence and Life Skills (2003), Commonwealth Youth Programme, Asia Centre, Tata Mc Graw-Hill, New Delhi

• Ajay Shukla. 2007. Stress Management. Delhi: Unicorn Books. Pvt. Ltd

• Baumgardner, R, Steve, Crothers.K.Marie. (2009). Positive Psychology, Dorling Kindersley India Pvt. Ltd.

• Bharath Srikala, KVKishore Kumar, Empowering adolescents with life skills education in schools - School mental health program: Does it work?Indian Journal of Psychiatry, year :( 2010) | Volume : 52 | Issue : 4, Page : 344-349

• D M Pestonjee. (1992). Stress and Coping. New Delhi: Sage Publication

• Dr Giridhar K V. (2016). Soft Skills for Business. Bangalore: College Book House.

• Dr K Alex. (2013). Soft Skills. S Chand And Company. Pvt. Ltd

• Dr Alice Mani. (2016). Personality Development and Soft Skills. Sapna Book House

• Duffy Grover Karen, Atwater Eastwood (2008), Psychology for Living Adjustment, Growth and Behaviour Toady. Dorling Kindersley India Pvt. Ltd.

• Goleman D (2007), Social Intelligence, London, Arrow Books, London • Goleman D (1995), Emotional Intelligence, Bloomsbury Publishers, London Rekha Shetty (2011),

Happiness Quotient, Westland Ltd, Chennai • Hurlock B. Elizabeth (2007), Developmental Psychology: A Life Span Approach: Tata Mc Graw-

Hill, New Delhi • Indian Association for life skills education (Registration No.47 / 2011), Door No.17/13, 16th

Avenue, Ashok Nagar, Chennai-600 083.Tamil Nadu, India, http://www.ialse.in/oldsite/indexca97.html?q=node/36

• Kaitleen M Galotti.(2007). Cognitive Psychology (Indian Edition). Delhi: Akash Press

• Leena Sen.( 2008). Communication Skills. New Delhi :Prentice Hall of India

• Life Skills Education for children in difficult circumstances – My Work Book. NIMHANS, Bangalore

• Life skills module for CBSE.http: //www.cbse.nic.in/cce/life_skills_cce.pdf

• Life skills Education for Children and Adolescents in Schools: http://apps.who.int/iris/bitstream/10665/63552/1/WHOMNH_PSF_93.7A_Rev.2.pdf

• Life skills based education.https://en.wikipedia.org/wiki/Life_skills-based_education

• M.N. Virand and M. Chandrashekhar Rao Life skills education for young adolescents- Indian experience, Journal of the Indian Academy of Applied psychology, Feb. 2011, Vol.37, Special issue, 9-15

http://naco.gov.in/upload/NACOinActiion/Facilitators%20Guide.pdf

http://www.indianjpsychiatry.org/searchresult.asp?search=&author=Bharath+Srikala&journal=Y&but_search=Search&entries=10&pg=1&s=0

http://www.indianjpsychiatry.org/searchresult.asp?search=&author=KV+Kishore+Kumar&journal=Y&but_search=Search&entries=10&pg=1&s=0

http://www.ialse.in/oldsite/indexca97.html?q=node/36

http://www.cbse.nic.in/cce/life_skills_cce.pdf

http://apps.who.int/iris/bitstream/10665/63552/1/WHOMNH_PSF_93.7A_Rev.2.pdf

https://en.wikipedia.org/wiki/Life_skills-based_education

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• Monteiro Meena, Rameela Shekhar (2007) Learning to Grow, School of Social Work, Roshni Nilaya

• Northouse Peter, (2005), Leadership Theory and Practice, Sage Publications, New Delhi • Nair.V.Rajasenan,(2010),Life Skills,Personality and Leadership, RGNIYD, Tamil Nadu • Radakrishnan Nair and Sunitha Rajan (2012), Life Skill Education: Evidences form the field,

RGNIYD publication, Sriperumbudur • R N Rao. 2016. Improve Your Skills. Jaipur: Sathyam Publishers

• Sandy Mc Millian. (2007). How to be a Better Communication. Kogan Page India Pvt. Ltd

• S. K Mangal. (2004). General Psychology. New Delhi: Sterling Publications Pvt. Ltd

• S R Singh. (2011). Soft Skills. New Delhi: APH Publishing Corporation

• Myers G.Davi (2007). Social Psychology. New Delhi: Tata Mc.Graw Hill.

• Singh. Madhu (2003), Understanding Life Skills, background paper prepared for education for all: The leap to equality, Government of India report, New Delhi.

• UNESCO and Indian national Commission for Co-operation with UNESCO (2001): Life skills-a non-formal education: A Review. UNESCO publication, New Delhi

• Salkind J. Neil (2004), An Introduction to Theories of Human Development, Sage Publication, New Delhi

• Sandhan (2005), Life Skilss Education, Training Module, Society for education and development, Jaipur.

• Taylor E.Shelly et.al (2006), Social Psychology (12th Edn.), New Delhi, Pearson Prentice Hall

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SEMESTER III MSW 403 C-XIII

SOCIAL WORK RESEARCH AND STATISTICS



Credits: 4 Course Objectives: Understand the role of Research as a method of Social Work Profession Acquire research knowledge and skills to be able to undertake research project independently. Become familiar with some of the statistical techniques. To apply statistical techniques in the field of Social Work Research and Social Work Practice.

Course Outcomes: • Students will gain an understanding of the importance of research as a method of social work • They will develop the potential skills to undertake research projects independently. • They will demonstrate the statistical techniques by applying it in the field of social work research

and practice.

UNIT I (14 hours) SOCIAL WORK RESEARCH

• Definition, Meaning, objectives, Application of Research as a Science • Ethics and quality of a researcher • Problems formulation: and Concept Construct (Problem Formulation: Objectives,

Sources, Need, Steps, and Techniques. Concept: Framework, Role) • Research Process(Formulation of Problem, Review of Literature, Formulation of

Hypothesis, Formulation of Research Design, Collection of Data, analysis and Interpretation of the data, Reporting)

• Qualitative Research • Identifying the Research Problem Formulating the Hypothesis and Variables

UNIT II (14 hours)

RESEARCH METHODS AND TECHNIQUES • Research Design: Meaning and Types • Sampling: Meaning, Definition and Methods • Data Collection: Primary and Secondary Methods • Problems in Data Collection • Preparation of research Proposal format and Steps • Tool Construction and Administration(Practical)

UNIT III (14 hours)

DATA PROCESSING, ANALYSIS AND REPORTING • Case studies - Analysis • Focus Group Discussion, Analysis and interpretation • Data Processing (Editing, Coding, classification, Data Entry and Tabulation) • Analysis (Organizing the data, Graphs, charts and Tables-Univariate, Bivariate, Trivariate,

Multivariate) and Interpretation

562

• Research Reporting • Preparation of Synopsis (Practical)

UNIT IV (14 hours)

STATISTICS UTILITY • Meaning, definition and Functions of Statistics in Social Work Researches • Central Tendency: Mean, Mode, Median Tests/ Merits and Demerits (Mean • Correlation Tests • Chi-square Test • Data Management with Statistics Package for Social Sciences(SPSS) • SPSS (Practical)

References:

• Ajai S. Gaur and Sanjaya S. Gaur, (2009), Statistical Methods for Practice and Research: A Guide to Data Analysis using SPSS

• Antony Joseph, (1986), Methodology for Research, Bangalore: Theological Publications in India. • Asthana, B.N. (1976), Elements of Statistics, Allahabad: Chaitanya Publishing House • Bajpai, (1992), Methods of Social Survey and Research, Kanpur, KitabGhar. • Blalock, Hubert, M., (1972): Social Statistics Tokyo: McGraw Hill Kogakusha Ltd. • Britha, Mikkelsen, (1995), Methods for Development Work and Research, New Delhi: Sage

Publications. • Bruce, A. Chadwick, Howard M. Bahr, Stan L. Albrecht, (1984), Social Science Research

Methods, New Jersey: Prentice Hall Inc. • Byari Ibrahim (2009) Business Statistics and Mathematics, Mangala Publications. Bejai,

Mangalore • Devendra, Thakur, (1993), Research Methodology in Social Sciences, New Delhi: Deep and Deep

Publications. • Feldman, Martha S. (1995), Strategies for Interpreting Qualitative Data, New Delhi: Sage

Publications. • GaltungJ.(1967), Theory and Methods of Social Research London: • George Allen and Unwin GarretteH.E.(1971), Statistics in Psychology & Education Bombay:

VakilFiefer& Simons Pvt. Ltd. • Goldstein, Harris K. (1969), Research Standards and Methods for Social Workers; Wheeling:

Whitehall Co. Publishers. • Goode and Hatt (1952), Methods in Social Research New York: McGraw Hill • Gupta Mukul, Deepa Gupta (2011). Research Methodology. PHI Learning Pvt Ltd, New Delhi • Hans Raj, (1985), Theory & Practice in Social Research, New Delhi: Surjeet Publications • Hosker Ian, (2010), Statistics for Social Sciences, Viva Books Pvt Ltd, New Delhi • Jaspal Singh (1991), Introduction to Methods of Social Research, New Delhi: Sterling Publishers

Pvt. Ltd. • Kothari, (1978), Research Methodology, Methods and Techniques; Madras: Wiley Easter Ltd. • Marshall, Catherine &Rossman, Gretcher B. (1995), Designing Qualitative Research (2nd edition),

New Delhi: Sage Publications. • Mason J, (2002), Researching Your Own Practice: The Discipline of Noticing • McMillan N., (1952), Statistical Methods for Social Workers, Chicago: University of Chicago

Press • Mencher, Samuel, (1959), Research Methods in Social Work Education, New York: Council of S.

Work Edn. • Moser C.A., (1969), Survey Methods in Social Investigation, London: Heinemann Educational

Books Ltd., • Polansky Norman A., (1960), Social Work Research Chicago: Univ. of Chicago Press

563

• Rajaraman D. and Rajaraman V., (1986), Computer Primer, New Delhi: Ambika Publications • Ramachandran P., (1987), Missing values: Alternatives in Data Analysis; Bombay: T.I.S.S. • Ramachandran, P., (1990), Issues in Social Work Research in India, Bombay: Tata Institute of

Social Sciences. • Ramachanrdan P., (1993), Survey Research for Social Work, A Primer. Bombay; Institute for

Community Organization Research • Reason P and Bredbury H (eds) , (2001), Handbook of Action Research: Participatory Enquiry and

Practice, London: Sage • Reichmann, W.J.,(1981), Use and abuse of Statistics, New Delhi: Sage Publications. • Santosh Gupta, (1993), Research Methodology and Statistical Techniques, New Delhi: Deep and

Deep Publications. • Selltiz, Claire, (1976), Research Methods in Social Relations, New York: Holt, Rinehart &

Winston • Shah P .V., (1977), Reporting Research, Ahmedabad: RachanaPrakashan. • Sirkin, R. Mark (1995), Statistics for the Social Sciences, New Delhi: Sage Publications. • Society for Participatory Research in Asia (1995) Participatory Research: An Introduction • (Participatory Research Network series No.3), New Delhi. • Swartz. Omar. (1997), Conducting Socially Responsible Research, New Delhi: Sage Publications. • TISS, (1985), Special Issue on Research Methodology, Indian Journal of Social Work Vol. 46

No.3, Oct, Tata Institute of Social Sciences, Bombay. • William Ellet (2007), Case Study Handbook ,Harward Business Press • Young, Pauline V. (1946), Scientific Social Surveys and Research, New York: Prentice Hall.

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MSW413 C-XIV LIFE SKILLS EDUCATION


Total Marks: 100 Total No. of teaching hours: 56 Credits: 4

Course Objectives: • Understand the basic concepts of life skills • Enable students to understand core Life Skills, its concepts, process and practice • To learn and practice life skills in daily life situations(across life span)

Course Outcomes:

• Students will gain knowledge on the basic concepts of Life Skills. • Students shall develop the efficiency to professionally demonstrate and educate others on life skill

process. • They will also develop the potential to practice Life skills in daily life. • Students can educate the people and conduct life skills while working with children, adolescents,

adults, Youth & the elderly.

UNIT – I (14 hours) CONCEPT OF LIFE SKILLS TRAINING:

• Objectives, Principles, and Components. • Relevance of Life Skills Training for Social Workers. • Genesis of the concept of life skills, UN Inter Agency Meeting, Hamburg declaration,

Dakar Framework, WHO Declaration, • Pillars of education and life skills, • Life Skills education in the Indian context.


CORE LIFE SKILLS: • Problem solving, critical thinking, • Effective communication skills, decision making, creative thinking, • Interpersonal relationship skills, self- awareness building skills, • Empathy, coping with stress and coping with emotions. • Understanding the concept and application of core skills in social work practice.

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UNIT – III (14 hours) LIFE SKILLS FOR PERSONAL EFFECTIVENESS:

• Leadership skills, Goal Setting, Time Management, • Strengthening Social Quotient • Emotional Quotient and Happiness Quotient, • Development of positive self towards self-actualization. • Measuring Life Skills-Current trends in life skills practice.


INTERVENTION MODELS • Out of school programmes, Informal Programmes • School linked Programmes, Formal in school models • Stand alone subjects, Curriculum Integrated • Mechanisms to build Life skills • Module Preparation

References:

• Adolescence Education Programme & Life Skills Development http://naco.gov.in/upload/NACOinActiion/Facilitators%20Guide.pdf

• Adolescence and Life Skills (2003), Commonwealth Youth Programme, Asia Centre, Tata Mc Graw-Hill, New Delhi

• Ajay Shukla. 2007. Stress Management. Delhi: Unicorn Books. Pvt. Ltd

• Baumgardner, R, Steve, Crothers. K. Marie. (2009). Positive Psychology, Dorling Kindersley India Pvt. Ltd.

• Bharath Srikala, KVKishore Kumar, Empowering adolescents with life skills education in schools - School mental health program: Does it work? Indian Journal of Psychiatry, year :( 2010) | Volume : 52 | Issue : 4, Page : 344-349

• D M Pestonjee. (1992). Stress and Coping. New Delhi: Sage Publication

• Dr Giridhar K V. (2016). Soft Skills for Business. Bangalore: College Book House.

• Dr K Alex. (2013). Soft Skills. S Chand And Company. Pvt. Ltd

• Dr Alice Mani. (2016). Personality Development and Soft Skills. Sapna Book House

• Duffy Grover Karen, Atwater Eastwood (2008), Psychology for Living Adjustment, Growth and Behaviour Toady. Dorling Kindersley India Pvt. Ltd.

• Goleman D (2007), Social Intelligence, London, Arrow Books, London • Goleman D (1995), Emotional Intelligence, Bloomsbury Publishers, London Rekha Shetty (2011),

Happiness Quotient, Westland Ltd, Chennai • Hurlock B. Elizabeth (2007), Developmental Psychology: A Life Span Approach: Tata Mc Graw-

Hill, New Delhi • Indian Association for life skills education (Registration No.47 / 2011), Door No.17/13, 16th

Avenue, Ashok Nagar, Chennai-600 083.Tamil Nadu, India, http://www.ialse.in/oldsite/indexca97.html?q=node/36

• Kaitleen M Galotti.(2007). Cognitive Psychology (Indian Edition). Delhi: Akash Press

• Leena Sen.( 2008). Communication Skills. New Delhi :Prentice Hall of India

http://naco.gov.in/upload/NACOinActiion/Facilitators%20Guide.pdf

http://www.indianjpsychiatry.org/searchresult.asp?search=&author=Bharath+Srikala&journal=Y&but_search=Search&entries=10&pg=1&s=0

http://www.indianjpsychiatry.org/searchresult.asp?search=&author=KV+Kishore+Kumar&journal=Y&but_search=Search&entries=10&pg=1&s=0

http://www.ialse.in/oldsite/indexca97.html?q=node/36

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• Life Skills Education for children in difficult circumstances – My Work Book. NIMHANS,

Bangalore

• Life skills module for CBSE.http: //www.cbse.nic.in/cce/life_skills_cce.pdf

• Life skills Education for Children and Adolescents in

Schools: http://apps.who.int/iris/bitstream/10665/63552/1/WHO_MNH_PSF_93.7A_Rev.2.pdf

• Life skills based education.https://en.wikipedia.org/wiki/Life_skills-based_education

• M.N. Virand and M. Chandrashekhar Rao Life skills education for young adolescents- Indian experience, Journal of the Indian Academy of Applied psychology, Feb. 2011, Vol.37, Special issue, 9-15

• Monteiro Meena, Rameela Shekhar (2007) Learning to Grow, School of Social Work, Roshni Nilaya

• Northouse Peter, (2005), Leadership Theory and Practice, Sage Publications, New Delhi • Nair.V.Rajasenan, (2010), Life Skills, Personality and Leadership, RGNIYD, Tamil Nadu • Radakrishnan Nair and Sunitha Rajan (2012), Life Skill Education: Evidences form the field,

RGNIYD publication, Sriperumbudur • R N Rao. 2016. Improve Your Skills. Jaipur: Sathyam Publishers

• Sandy Mc Millian. (2007). How to be a Better Communication. Kogan Page India Pvt. Ltd

• S. K Mangal. (2004). General Psychology. New Delhi: Sterling Publications Pvt. Ltd

• S R Singh. (2011). Soft Skills. New Delhi: APH Publishing Corporation

• Myers G.Davi (2007). Social Psychology. New Delhi: Tata Mc.Graw Hill.

• Singh. Madhu (2003), Understanding Life Skills, background paper prepared for education for all: The leap to equality, Government of India report, New Delhi.

• UNESCO and Indian national Commission for Co-operation with UNESCO (2001): Life skills-a non-formal education: A Review. UNESCO publication, New Delhi

• Salkind J. Neil (2004), An Introduction to Theories of Human Development, Sage Publication, New Delhi

• Sandhan (2005), Life Skilss Education, Training Module, Society for education and development, Jaipur.

• Taylor E.Shelly et.al (2006), Social Psychology (12th Edn.), New Delhi, Pearson Prentice Hall

http://www.cbse.nic.in/cce/life_skills_cce.pdf

http://apps.who.int/iris/bitstream/10665/63552/1/WHO_MNH_PSF_93.7A_Rev.2.pdf

https://en.wikipedia.org/wiki/Life_skills-based_education

567

MSW 433 C-XVI.1

LEGAL LITERACY FOR COMMUNITY DEVELOPMENT



Course Objectives: • Understand the Indian Constitution and Judicial System. • Develop an understanding of the legal system and get acquainted with the Civil- Justice system. • Understand the concept of Social Legislations, its need in a country like India and examine a few recently enacted social legislations with a view to understand their objectives. • Acquire skills to make appropriate use of legal procedures in Social Work intervention

Course Outcomes: • Students have understood the influence and need of legislation in human lives in a democratic

society. • Students have developed understanding of the Indian Constitution (especially which involves

social, economic and political justice) and the systems in Indian democracy. • Students have developed an understanding of the legal system (law making, law enforcement and

Justice delivery system) in India. • Students have acquire knowledge and skills to make appropriate use of legal procedures in Social

Work interventions.

UNIT I (14 hours) LEGAL FRAMEWORK • Powers of the Legislature, Executive and Judiciary , Public Interest Litigation (PIL) • Basic Legal Procedures of :

Civil Cases :Notice, Affidavit, Plaint, Written Statement, Framing of Issues, Discovery and Inspection, Trial, Arguments, Decree, Judgment - Criminal – FIR, Charge Sheet, Trial and Judgement -Labour – Interstate, Migrant, Workmen’s Compensation Act(1923), Plantation Labour Act

• Interim applications and interim orders • Social Legislation : Concept , Objectives, Types and Importance,

Legal Services Authorities Act 1987 • Laws to fight corruption – UNIT II (14 hours) LAND

• Land Records • Development [town planning, development plans, land usage] • Special Economic Zone • The Scheduled Tribes & Other Traditional Forest Dwellers (Recognition Of Forest Rights)

Act 2006 • Land reforms in India and Karnataka State • Land Acquisition Act (2003)

UNIT III (14 hours)

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URBAN LOCAL GOVERNMENT INSTITUTIONS • Municipality, City corporation, Urban Development Authorities - structure and functions • Citizen participation in urban development and good governance – Ward committees,

Citizens councils and Building societies • Challenges faced by urban local bodies • Street Vendors Protection and Regulation Act 2014 • Citizens participation in Governance - Principles and significance • Role of social workers in promoting Good Governance.

UNIT IV (14 hours)

CIVIC SOCIETY • Civic society – concept and components • Concept of social capital and its utility in understanding the role of civic society • Role of NGOs, trade unions, media, industries and other civic society organisations in the

process of facilitating Good Governance. • Right to Information Act and effective governance • Use of Consumer protection act in effective governance • Factors promoting and hindering civil society participation in governance

References:

• Atul, Kohli, (1990). Democracy & Discontent: India Growing crisis of Governability: Cambride: Cambridge University press

• Bare Acts • Chopra, Kanchan, (2002). Social Capital & Development processes: Role of Formal & Non-formal

Institutions, E.P.W. July 13 • Government of India: Urban Development Plan Formulation and Implementation guidelines, New

Delhi: Ministry of urban affairs and employment, Government of India • Harrin, J (2005) Political participation, representation and the urban poor. Findings from Delhi,

EPW, XL.II, March 12, pp10, 41 -54 • Jhanvala Noshirvan: 2001: Civil code of procedure Jamnadas Education Law Mumbai. • Misra, Suriya, Narayan: (2012): Indian Penal Code, Central Law Publications Allahabad. • Mathew P: (1983): Public Interest Litigation ,Indian Social Institute New Delhi • Ratanlal, Dhirajlal: (1992): Code of Criminal procedure Wadhwa &Co, New Delhi • Ratanlal, Dhirajlal:(2011): Indian Penal Code Lexis Nexis Publishers, Hariyana • Ratanlal, Dhirajlal:(2009):The Code of Civil Procedures Wadhwa & CO New Delhi • Land Acquisition Act: (2003): Commercial Law Publishers New Delhi • Land Acquisition Act Karnataka: (2001): Bhavani Publishers Bangalore • Lal N: Code of Civil Procedure, 1908: Law House, Allahabad • Plantation Labour Act: (2000): Law publishers New Delhi • Pria, (1999). Citizen and Governance – civil society in the New Millennium – A report, New

Delhi: Society for Participatory Research in India • Pylee M V: (2011): Introduction to the Constitution of India Vikas publishers New Delhi • SEZ ACT

569

MSW 433 C-XVI.2

MEDICAL SOCIAL WORK



Course Objectives: • Enable students to understand the psycho – social impact of ill health • Enable the students to develop appropriate values, knowledge, skills and techniques for effective

Social Work practice in the field of Health. • To acquire the knowledge with respect to the inter-disciplinary approach in the medical setting • To understand the Role of a Medical social worker in different Health settings

Course Outcomes: • Students will demonstrate appropriate knowledge, skills and techniques in Social work practice in

the field of health. • They will acquire knowledge on various health policies & Programmes introduced by the

Government. • Develop the proficiency to identify the psychosocial impact of ill-health. • Students will gain knowledge and understanding on the importance of inter-disciplinary approach

and the role of a medical social worker in diverse and modifying medical settings. • They will acquire professional skills to work in hospitals and other medical settings.

UNIT I (14 hours)

MEDICAL SOCIAL WORK- HISTORY AND FUNCTIONS • Definition, Meaning, Scope of Medical Social Work, functions of Medical Social Worker • Historical development of Medical social work in the West and in India • Need for Medical Social Work in India, Current trends in Medical Social Work in India • Medico- social diagnosis, Understanding the patient as a person • Multidisciplinary Team approach in health settings • Preparation of Social Case Work Reports (With examples from field work practice)

UNIT II (14 hours)

PSYCHO SOCIAL ASPECTS OF ILLNESS • Psycho social problems associated with Chronic Illness –stroke, neurological illness, and

rehabilitation • Psycho social Problems in Persons with Cancer • Psycho Social aspects in Palliative care and Pain Management. • Psycho social aspects of Disability, Reactions of individuals and families towards

disability. • Children and Ill health • Role of Social Worker in Psycho Social problems of Medical Illness – Preventive,

Promotive and as part of the multi-disciplinary team

570

UNIT III (14 hours) MEDICAL SOCIAL WORK IN THE HEALTH/ DIFFERENT SETTINGS

• Epidemiology of HIV in India and abroad, clinical aspects, transmission • Impact of HIV on the Individual family and society, Pre- test and Post –Test counselling in

ICTC, Importance of confidentiality and Informed consent in HIV counseling, Medical Social Workers Role with the People living with HIV and their family

• Hospitals, Outpatient Department and Emergency Care • Educational Settings, Residential Institutions - Orphanages and destitute homes • Geriatric Social Work – Old age homes

UNIT IV (14 hours) NATIONAL PROGRAMMES & LEGISLATIONS

• Government /Voluntary Organizations – Health and Women and Child welfare • Primary Health Centre • Transplantation of Human Organ Act (THO) 1994 • The Prenatal Diagnostic Techniques (Regulation and Prevention of misuse) Act, 1994: • Promotion of health through Safe Nutrition: The Prevention of Food Adulteration Act,

1954: • Medical Termination of Pregnancy Regulations, 2003

References:

• Adler, N and Stone, G. (Eds.) (1979) 'Social Perspectives on the Health System', Stone, Cohen and Adler (Eds.) Health Psychology- A Handbook, London: Jossey-Bass Publishers

• Ajit. (2005). Social Dimensions of Health, Rawat Publications, New Delhi • Anderson R. & Bury M. (Eds), (1988). Living with Chronic Illness – The Experience of Patients

and their Families, London: Unwin Hyman • Bajpai, (1998) Social Work Perspectives on Health, Rawat Publications,

New Delhi • Bose A & Desai P.B, (1982): Studies in the Social Dynamics of Primary Health Care; Hindustan

Publishing Co., Delhi • Cockerham William C (2000). Medical Sociology, Prentice Hall • Cronin de Chavez, Backett-Milburn A., and K., Parry (Eds.) (2005) Understanding and researching

well being: its usage in different disciplines and potential for health research and health promotion in Heath Education Journal 64, pp. 70-87.

• Goel,S L.(2004). Health care policies and programmes: Health care system and management-2, Deep & Deep Publications

• Goel, S L. (2007). Health Education: Theory and practice, Deep & Deep Publications • Golstine Dora (1965), Readings in the Theory and Practice of Medical Social Work. University of

Chicago Press. • M.C. Gupta & B.K. Mahajan (2003). Textbook of Preventive and Social Medicine, Jaypee

Brothers • Mishra, (2000) Indian Health Report, Oxford University Press, Delhi • Narayana, (1997) Health and Development, Rawat Publications, New Delhi • Park K. (2009). Preventive and Social Medicine, Banarsidas Bhanot Publishers • Pathak S.H. (1961). Medical Social Work in India, Delhi School of Social Work • Pokrana, (1994) Social Beliefs, Cultural Practices in Health and Disease.

571

MSW 433 C-XVI.3

PRINCIPLES AND PRACTICE OF MANAGEMENT Theory Marks: 70



Course Objectives: • To equip learners with comprehensive knowledge of Management as a profession • To stimulate thinking on rationale behind management concepts and problems associated with

their enforcement • To create an awareness of the role and functioning of management in relation to human factor • To impart knowledge on planning and administering for the people centered management in the

organization Course Outcomes:

• Understand the concepts related to Business. • Comprehend the roles, skills and functions of management. • Analyze effective application of Principles & Practices of Management knowledge to diagnose and

solve organizational problems and develop optimal managerial decisions. • To have knowledge of the complexities associated with management of resources in the

organizations and integrate the learning in handling these complexities.

UNIT I (14 hours) BASICS OF MANAGEMENT

• Management Concepts, Definitions • The Paradigm shift in Management ( its evolution) • Managerial Functions, Roles, Skills • Process of Management • Principles of Management. (Henry Fayol, F.W Taylor, Gary Hamel) • Modern Approaches to Management ( Japanese approach, Excellence approach, eclectic

approach ) UNIT II (14 hours) FUNCTIONS OF MANAGEMENT

• Planning & Goal Setting • Planning tools & techniques • Budgeting – Types and implications • Decision making – Concept, types, process and strategies • Managerial Control – Meaning, process, tools • Social Responsibility & Managerial Ethics

UNIT III (14 hours) DIMENSIONS OF MANAGEMENT

• Departmentalization – need and applicability • Staff and line relations – meaning and concept • MBO – Concept, Objectives and applicability • Change, Creativity & Innovation Management • Introduction to Design thinking. • Strategic Management

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UNIT IV (14 hours) MODERN PERSPECTIVE IN MANAGEMENT

• Business writing & email etiquette • Work place diversity – types, challenges, initiatives • Managing in a Global Environment • Management information system – Basic concepts and trends • Modern Concepts of Management – 5S, Kaizan and Six Sigma • Total Quality Management – Demings 14 points system.

References:

• Stephen Collins, Mary Coulter. Management : 13th edition, Pearsons India Pvt Ltd. • Stoner, James A.F., Freeman, R. Edward and Daniel R. Gilbert, Jr., (1997). Management: 6th

Edition, New Delhi: Prentice-Hall of India • Chhabra, T.N. (2003). Principles and Practice of Management, Delhi: Dhanpat Rai and Co. • Chandrani Singh, Aditi Khatri (2016). Principles and Practices of Management and Organisational

Behaviour : Sage Publications India Pvt Ltd. • G.S.Sudha (2003). Management concepts and Organisational behaviour: Deepak Parnami. • George. R. Terry (1983). Principles of Management : D.B Taraporevala sons & co. Pvt ltd. • Weist, Jerome D., Levy, (1977). A Management guide to PERT/CPM, New Delhi: Prentice Hall of

India • Weihrich, Heinz and Koontz, Harold, (2001). Management: A Global Perspective, New Delhi:

Tata McGraw-Hill Publishing Co. Ltd. • E.H.McGrath, S.J(2011). Basic Management Skills for All, 9th edition. New Delhi: PHI Learning

Private Limited

573

MSW 443 C-XVII.1 ENVIRONMENT AND SUSTAINABLE DEVELOPMENT



Course Objectives: To develop critical understanding of the concepts and theories of development. Understand inter-relatedness of human life and other living forms within the environment. To develop knowledge of the causes and effects of environmental degradation. To develop knowledge and acquire competencies required to utilize and manage natural resources

for sustainable development.

Course Outcomes:

• Students have developed a critical understanding of the concepts of sustainable human and social development – a development model for balanced progress which is holistic and of least collateral damages to its surroundings and eco system.

• Students have acquired knowledge about the eco systems surrounding the human society (environment) and their importance for human wellbeing and sustainability.

• Students have developed awareness and sensitivity towards the declining and imbalanced environment which threatens the human existence and sustenance and their major causes–global and local perspectives.

• Students have acquire knowledge, competencies and motivation required to respond to the reality of environmental degradation.

• Students have developed commitment to engage environmental promotion as a cross cutting priority (agenda) in social work intervention and education.

UNIT I (14 hours) UNDERSTANDING ENVIRONMENT AND SUSTAINABLE DEVELOPMENT

• Basic concepts of environment: environment, ecology, ecosystems, biomes, Natural resources – exhaustible and inexhaustible and resource conservation

• Understanding the universe and environment – Universe-milky way, Big bang theory, Gaia theory, Deep ecology, Ecofeminism

• Introduction to Development theories – Development as growth, development as growth with justice, development as freedom, development as peace

• Sustainable development – concept, components, strategies • Principles of sustainable development • Analysis of development theories and trends in relation to environment and sustainable

development

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UNIT II (14 hours) ENVIRONMENT

• Components of environment: Atmosphere, lithosphere, biosphere, hydrosphere, cryosphere, pedosphere

• People and Environment, Inter-relatedness of human life forms/living organisms – food chains, food webs, energy pathways

• Types of Environmental degradation: Land/Soil pollution, Water pollution, Air pollution and Noise pollution – Major pollutants, causative factors – human, economic, social, cultural and life styles, political factors, Impacts of pollution

• Bio-diversity: Concept, types, threats, measures to conserve biodiversity, • Causes and effects of Global Warming • Climate change and its impact: •

UNIT III (14 hours) SUSTAINABLE DEVELOPMENT PROGRAMMES

• Programmes to conserve water resources – Rain water harvesting, watershed management. • Sustainable farming • A forestation, Social Forestry, Joint Forest Management and other projects to save

endangered species. • Energy sources – renewable and non-renewable energy sources, Programmes to tap

renewable and non-renewable energy sources: Solar, wind, bio-fuel • Role of Social workers in promoting Sustainable Development and environmental

conservation. • Corporate Social Responsibility and initiatives to safeguard environment

UNIT IV (14 hours) LAWS, POLICIES AND INSTRUMENTS FOR SUSTAINABLE DEVELOPMENT

• Sustainable development policies in India – National Environment Policy, Integrated Energy policy - Municipal Solid Waste Management Rules – 2006

• Indicators and measurement of environmental health and procedure of environment impact assessment.

• Local self government in sustainable development • Laws to protect and promote environment – Environment Protection Act – 1986,

Biological Diversity Act - 2002 • Institutionalized national and international mechanisms to protect environment:

Environment Ministry, Pollution Control Boards and green clubs, Environmental summits, International protocols

• National and International NGOs engaged in environment promotion. References:

• Agarwal, A. (1999). Citizens Fifth Report: State of Indian’s Environment. New Delhi: Centre for Science & Environment

• Basker, Sushmitha & Bhasker, R. (2007). Environmental Studies for Undergraduate Courses. Unicorn Books. New Delhi.

• Begon, M (1996). Ecology: Individuals, populations & Communities, London: Blackwell • Bharucha, Erach. (2010). Environmental studies. Universities press. Hyderabad.

575

• Bhatia, B. S. & Sharma, Dheeraj, (2010), Sustainable Development – contemporary issues and emerging perspectives, Deep & Deep Publications Pvt. Ltd., New Delhi

• Bhatt, K. N. (2010). Population Environment and Health – emerging issues. Rawat Publications. Jaipur.

• Brundtland, H, (1987), Our Common Future, Oxford Oxford University press • Contested commons/Trespassing publics – A Public record, (2005), The sarai Programme, New

Delhi • Deb, Swapan. C. environmental Management – National and Global Perspectives. (2003). Jaico

Publishing House. Mumbai. • Desai, Vandana (2011), The companion to development studies, Hodder Education, London • Elliott, Jennifer, A. (2006). An introduction to sustainable development. Routledge/Rawat

Publications. New York/Jaipur. • Fisher, U.F. (1997). Towards Sustainable Development Struggling over India’s Narmada River,

New Delhi Publication • Graves, Phillip E. (2010). Environmental economics – A critique of benefit-cost analysis. Rawat

Publications. Jaipur. • Hillman, M., (2002). “Environment Justice: A crucial link between environmentalism And

community development?” Community development journal, Vol 3rd, No.4, Oct, PP. 349-60 • Iyengar, N.S. (2010). Poverty and Sustainable Development, Deep & Deep Publications, New Delhi • Kar, P. K. & Mahanti S. (2011). Industrialization and environmental pollution – people’s

perception. Arise publishers and dostributers. New Delhi. • Kausek, Joe. (2010). Environmental management – quick and easy way. Nal. New Delhi. • Kumar, dalip & Raza, Asmi (2011). Agriculture and Food Security, Deep & Deep Publications,

New Delhi • Markandey, Kalpana,Simhadri: (2009): Urban environment & geo information, Rawat Publication

New Delhi • Noam Chomsky, (2003). Hegemony and Survival: America’s Quest for Global Dominance, New

York: Metropolitan • Pandit, Apoorva (2010). Watershed Development Inputs and Social Change, Rawat Publications,

Jaipur • Peet, Richard & Hartwick, Elaine (2010). Theories of Development – contentions, argument,

alternative – 2nd edition, Rawat Publications, Jaipur • Prakasam, C. P. & Bhagat, R. B. (2007). Population and Environment Linkages. Rawat

Publications. Jaipur. • Reynolds, Martin (2009). The Environmental Responsibility reader. Zed books. Bangalore. • Rishi, Parul. (2009). Environmental issues – behavioural insights. Rawat Publications. Jaipur. • Sapru, R.K. (ed), (1987). Environment Management in India, Vol II, New Delhi: Ashok Publishing

House • Satpathy, M., (1998). Sustainable Development – An Alternative paradigm, Ahmedabad:

Karnavati Publishing • Saxena H.M. (2010). Environmental Management. Rawat Publications. Jaipur. • Schreuder, YDA. (2009). The corporate greenhouse – climate change policy in globalizing world.

Zed books. Bangalore. • Sen, Amartya, (2000). Development as Freedom, Delhi : Oxford • Sengar, Dharmendra. (2001). Environmental Law. PHI Learning Pvt Ltd. New Delhi. • Sethi, Poornima & Kulkarni, V. S. (2011). Environmental Economics. Alfa publications. New

Delhi. • Sharma, P.D., (1995). Ecology and Environment. Rastogi Publishers. New Delhi • Sing A. & Singh, Seema. (2008). Water management. Arise publishers. New Delhi. • Singh, Harimohan (2010). Waste Water Treatment Technology, Alfa Publications, New Delhi • Singh, Janamjit. (2006). Biodiversity - planning for sustainable development. Deep and Deep

Publications. New Delhi.

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• Singh, R. B. & Mal, Suraj. (2009). Environmental change and bio-diversity. Rawat publications. Jaipur.

• Souza, Arun De, (2010), Water and Development, Orient Blackswan, New Delhi • Taori, Kamal (1998), People’s participation in sustainable development, 1998, Concept Publishing

Company, New Delhi

577

MSW 443 C-XVII.2 PSYCHIATRIC SOCIAL WORK



Course Objectives: • Develop the knowledge of Psychosocial Treatment Methods for persons with Mental illness • Develop an understanding of the evolution and current scope of Psychiatric Social Work • Acquire skills to equip self as Psychiatric social worker in different settings. • To acquire knowledge and skill in the practice of Community Psychiatry and Rehabilitation.

Course Outcomes:

• Students will obtain knowledge and competency in psychosocial treatment methods. • Develop efficiency to be a professional psychiatric social worker by imbibing the skills and

knowledge to apply and practice it in various psychiatric settings. • Students will obtain an understanding on the evolution and current scope of psychiatric social work.

UNIT I (14 hours) PSYCHIATRIC SOCIAL WORK – HISTORY AND FUNCTIONS

• Historical development of Psychiatric Social work in India and Abroad • Scope and functions of psychiatric social worker • Training of psychiatric social work in India and abroad • Changing perspectives of Psychiatric Social Work • Changing trends in Mental Health Care • Clinical Diagnosis in Psychiatric social work (Based on field work experience

UNIT II (14 hours) PSYCHIATRIC SOCIAL WORK AND CHILD AND ADOLESCENT MENTAL HEALTH

• ICD IO classification of mental health problems in children and adolescents • Causes and Treatment of the mental health , problems in children and adolescents • Prevention of child mental health problems and promotion of child mental health. • School Mental health Programmes– Life skills • Suicide and Chemical abuse among Children and adolescents • Role of a social worker in the field of child and adolescent Psychiatry units.

UNIT III (14 hours) PSYCHIATRIC SOCIAL WORKER AND ADULT MENTAL HEALTH PROBLEMS

• ICD 10 Classification of Mental Health Problems in adults • Organic Mental Disorders • Substance Abuse in Adults • Schizophrenia, Affective Disorders and Neurotic Disorder • Personality Disorders and Sexual disorders and dysfunctions • Geriatric psychiatry and mental health problems of women.

578

• Role of Psychiatric Social Worker in Psychiatric disorders – preventive, Promotive and awareness building.

UNIT IV (14 hours)

ROLE OF A PSYCHIATRIC SOCIAL WORK IN SPECIAL SETTINGS • Family Psychiatry units • Community Mental Health • Neurological Departments • Rehabilitation Centres • Women and Mental health • Psychiatric Social Worker – Secondary Trauma Stress • Suicide helplines

References:

• Ahuja, Nuraj (2004) A short text book of Psychiatry, J.P Brothers Publishers, New Delhi • Bhatia M.S (2004) Essentials of Psychiatry, New Delhi: C.B.S. Publishers & Distributors • Daver, Bhargavi, (1999). Mental Health of Indian Women. New Delhi: Sage Publication • Daver, Bhargavi, (2001). Mental Health from a Gender Perspective. New Delhi

Sage Publications • Dhanda, Amita, (1999). Legal Order and Mental Disorder. New Delhi : Sage Publications • Kaplan, (2005). Comprehensive Text Book of Psychotherapy. USA • Kapur, Malavika, (1997). Mental Health in Indian Schools. New Delhi : Sage Publications • Psycho Social Skills required in teachers to deal with problems in children – SSW (2000) • Sekar, K., Parthasarathy, R., Muralidhar, D., Rao, M.C. (2007). Handbook of Psychiatric Social

Work(Ed). NIMHANS , Bangalore. • Sekar .K, PrakshiRajaram, Rameela Shekhar and Mubarak A.R (ed) (2010). Women and Mental

Health, NIMHANS, Bangalore. • Shekar Rameela, Sandra S Lobo, R. Parthasarathy (2012). Child Mental Health – Manual for

teachers and parents. SSW, Roshni Nilaya, Mangalore. • Verma, Ratna, (1991). Psychiatric Social Work in India, New Delhi : Sage Publications • World Health Organization, (1986) Prevention of Mental, Neurological and Psychosocial problems • WHO, (1991) Innovative Approaches in Mental Health Care, Psychosocial Interventions and Co-

management, Geneva

MSW 443 C-XVII.3 RELATIONSHIP MANAGEMENT AND EMPLOYEE DEVELOPMENT

Theory Marks: 70



Course Objectives: • To develop an understanding of the interaction pattern among Employees and management • To impart in depth knowledge of the Industrial Discipline, Conflict and Disputes

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• To impart conceptual knowledge and skills relating to grievance resolution and participative Management

• To comprehend the nature and scope of Employee Counseling in solving Employee problems

Course Outcome: • Students should able to elaborate the concept of Industrial Relations. • The students should able to illustrate the role of trade union in the industrial setup. • Students should able to outline the important causes & impact of industrial disputes. • Students should able to elaborate Industrial Dispute settlement procedures. • Students should be able to understand the importance of Workplace wellness Programs

and Stress Management

UNIT I (14 hours) INTRODUCTION TO INDUSTRIAL RELATIONS

• Concept of Industrial Relations, scope and objectives of Industrial Relation System in India

• Evolution and development of Industrial Relations in India • Factors determining industrial relations climate • Approaches to Industrial Relations • Role of the State and Trade Unions in strengthening Industrial Relations in the Indian

context • Strategic industrial relations - Implications for Human Resource Development

UNIT II (14 hours)

EMPLOYEE GRIEVANCE AND PARTICIPATIVE MANAGEMENT • Employee Grievance: Meaning, Concept, Definition and Causes for grievance, Grievance

handling Procedure in Indian industries • Concept and Philosophy of Employee Participation in management, Forms of

Participation • Limitations of employee participation in management • Collective bargaining: Nature, types and functions of bargaining. • Collective bargaining in the Indian context - Negotiating a collective bargaining

agreement. • Grievance Resolution and collective bargaining: Case studies

UNIT III (14 hours) INDUSTRIAL DISCIPLINE, CONFLICT AND DISPUTES

• Industrial discipline - Scope, Objectives and Principles of Industrial indiscipline, Impact of Indiscipline on the industry

• Domestic enquiry - an overview • Industrial Conflict and Conflict Resolution • Nature, causes and Resolution of Industrial Disputes • Industrial Dispute Resolution Machinery in India ––Conciliation, Arbitration, and

Adjudication. • Central Board for Workers Education ( CBWE) : Structure , Functions, Objectives and

Programs

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UNIT IV (14 hours) WORK PLACE WELLNESS AND STRESS MANAGEMENT

• Workplace wellness – Rationale, Program Components and Benefits. • Work Stress -Stressful job factors, Role stress, Occupational Stress, Management of Stress • Employee Counseling: Problems of absenteeism, Attrition and Burnout. • Performance Management and Employee Counseling • Employee Retention Strategies and their impact. • Workplace wellness – Case Studies

References: • Bhatia S.K, Chandra S (2008). Strategic Industrial Relation and Labor Welfare, Deep and Deep

Publications , New Delhi • Coles, Adrian (2003). Counselling in the workplace, Open University Press, England • Cascio, Waynee (2003). Managing Human Resources: Productivity, Quality of Worklife profits, Tata

Mc graw Hill, New Delhi • Giri V. V (1958). Labour Problems in Indian Industry Madras: Asia Publishing House • Joseph, Jerome (2004) Industrial relations: Towards a new theory of negotiated connectedness, New

Delhi: Response Books • Kapoor N.D., (1992). Element of Industrial law, New Delhi: Sultan Chand & Sons • Kumar, Bipin (2013). Industrial Relation Theory and Practice, Regal Publications, New Delhi • Kumar, Lakshmi Narain (2001). Industrial Sociology, Agra. • Mamoria Mamoria., (2003). Dynamics of Industrial Relation, Himalaya Publishing House, Mumbai • Moorthy M.V., (1968). Principles of Labour Welfare, Vizg: Gupta Brothers • Mutalik Desai and Rairkar, B.R., (1978). Labour Welfare and Industrial Relations Bombay: Noble

Publishing House • Naidu, K.M. (ed.) (2003). Social Security of Labour in India and Economic Reforms, New Delhi:

Serials Publications • Nayar, N. (1986). How to Serve Charge Sheet, Suspend and Terminate Your Employees, New Delhi:

National Law Book Corporation. • Punekar, Deodhar and Sankaran, (1980). Trade Unionism Industrial Relation and Labour Welfare • Bombay: Himalaya Publishing House Punekar, S.D. (2003). Labour Welfare, Trade Unionism and

Industrial Relations (13th edn.), Delhi: Himalaya Publishing House • Ratnam, Venkata C.S. (2001). Globalization and Labour-Management Relations: Dynamics of

Change, New Delhi: Response Books • Ratnam, Venkata C.S. (ed.) (2000). Trade Union Challenges at the Beginning of the 21st Century,

New Delhi: Indian Industrial Relations Association and Excel Books • Sarma, A M (2009). Aspects of Labor Welfare and Social Security, Himalaya Publishing House,

Mumbai • Saxena, R.C. (1961). Labour Problems and Social Welfare Meerat: Jaiprakashnath & Co. • Singh, Kavitha (2007). Counselling skills for managers, Prentice Hall of India, New Delhi • Silvera, D.M. (1991). Human Resource Development A Indian experience New Delhi: New India

Publications • Srivastava, K.D. Commentaries on Factories Act 1970, New Delhi: Deep & Deep publication • Srivastav, K.N. (1954). Industrial Peace & Industrial Relations Allahabad: Kitab Mahal • Vaid K.N., (1965). Labour Welfare in India, Madras: Asia Publishing House • Vaid K.N., (1970). State and Labour in India, Madras: Asia Publishing House

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OPEN ELECTIVE MSW C-XVIII OE 3.1

RESOURCE MANAGEMENT IN HUMAN SERVICE ORGANIZATIONS



Course Objectives:

• To give an overall understanding of various dimensions of resource management • To give an increased understanding of the human, non-human and organizations resources

available in the Human service organizations • To equip the learners with needed skills and knowledge to identity the intangible resources and its

effect in the functioning of the organization • To equip the growing professions to access, utilize, mobilize, develop the resource in reaching the

goal in the organizations settings Course Outcomes:

• Students are able to identify intangible resources and its effect in the functioning of the organization

• Students have been equipped with skills and knowledge enable them to access, utilize, mobilize, develop the resource in reaching the goal in the organizations settings

• Students have been able to understand and identify human, non-human and organizations resources available in the Human service organizations

UNIT –I (12 hours) INTRODUCTION

• Organization: Meaning, Concept and Classifications • Human Service Organizations: Definition, Classification, Characteristics • Vision, Mission, Goals and Roles in Human Service Organizations • Resource Management: Meaning, importance, methods • Human Resource Management: Concept, Planning, Process • Development and Training in Human Service Organizations

UNIT-II (10 hours) MODELS, THEORIES AND APPROACHES OF HUMAN SERVICE ORGANISATIONS

• DNA Model • 5 R Model • Transformational and Transactional Theory • XY Management Theory • Approach in the organization of personality • Organisational SWOT Analysis

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UNIT-III (10 hours) DIMENSIONS OF ORGANIZATIONAL AND HUMAN RESOURCES

• Skills Management • Knowledge Management • Value Management (Value proposition design) • Management of Motivation • Work Culture • Organization Structure UNIT-IV (10 hours)

MANAGING NON – HUMAN RESOURCES • Time Management • Management of Technology • Management of Finance • Problem Management • Professional burnout and Constrains in Human Service • Case Study- Resource Management in Human Service Organizations

References:

• Adair John (2003). Time Management and personal development, New Delhi : Viva Books Pvt Ltd • Abhay Saxena (2012). Human Values and Professional Ethics, Wisdom Publication, New Delhi • Covey R.Stephen, Merrill A Roger, Merril Rebecca, (1994) First Things First, Simon & Schuster

UK Ltd, London, 1994. • Jenis Mary (2011) Thesis. Resource Management in Human Service Organisations. • Jenis Mary (2013). Resource Management in Social Work Practice, Adelaide Research Publication

Centre, School of Social Work Roshni Nilaya, Mangalore • Kandasami M (1997). “Governance and Financial Management in Non Profit Organizations” • Katz L Robert (1995). “Skills of an Effective Administrator” Harvard Business Review • Khanka S.S. (2000). “Human Resource Management – Text and Cases”, Chand & Company, New

Delhi • Koontz Harold (2007). “Essential of Management” New Delhi, Tata McGraw Hill Publishing

Company Ltd • Lyle M. Spencer (2010). Competence at Work. John Wiley and Sons, New Delhi • Luthens Fred (1995). Organizational Behavior New York: McGraw Hill • Maxwell C.John. The 21 Indispensable Qualities of a Leader, Three ESS Publications, New Delhi • McGrath (2011). Basic Managerial Skills for All, PHI Learning Pvt Ltd, New Delhi • MC Dowell D.Stephen (2008). Managing the info sphere, Governance, Technology and Cultural

Practices in Motion • Mishra K Rajiv (2004). Personality Development –Transform yourself, Rupa Publication • Schultz Duane (2012). Psychology and Work Today, Pearson, New Delhi

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SEMESTER IV MSW 404 C-XIX

DISASTER MANAGEMENT



Course Objectives: ● To develop skills to analyze factors contributing to Disaster both natural and man made ● To develop an understanding of the impact of Disaster-on individuals, families and care

givers ● Familiarize with the Psycho Social care and services in disaster ● Develop skills to participate in Disaster Management

Course Outcomes: • Students have acquired conceptual clarity about various forms of disaster, causes and

the management to prevent and/or minimize the impact of any disaster. • Students have developed interest and commitment to respond to disaster situations as a

cross cutting agenda during their social work practice and education. • Students have familiarize themselves with the Psycho Social care and services in

disaster situations. • Students have developed interest and commitment in participating in disaster

management directly or assist any organization or institutions in such endeavour whenever the need arises.

UNIT – I (14 hours) DISASTER: CONCEPTS, TYPES AND EFFECTS

• Disaster- Concept, Definition • Types of Disasters – Natural, Chemical, Biological, Nuclear, Civil. • Causes and Effects of Disaster- Physical, social, economic, • Psychological effect on individuals, families, groups, communities and nation. • Impact, Immediate • Post-disaster period and Recovery phase.

UNIT – II (14 hours) DISASTER MANAGEMENT

• Disaster Management- Definition and Management Cycle: • Pre-disaster: Mitigation and prevention, Preparedness, Prediction • Early warning; Actual disaster: Rescue and Relief, Impact assessment • Post disaster: Response, Recovery, Reconstruction; Rehabilitation and commemorations • Disaster Risk Reduction; Community Based Disaster Management (CBDRM), • Societal - National Disaster Profile

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UNIT – III (14 hours) POLICIES AND LAWS

• Global issues and initiatives- World Conference on Disaster Reduction (2005), Hyogo Framework for Action (2005-15), Sphere Standards – 2012,

• Disaster Management Act 2005 • National Disaster Management Policy 2009, Standard Operating Procedures (SOP’s) • National Disaster Management Framework 2005 • Administrative and Institutional structures for disaster management UNFCC, IPCC,

UNDP, UNISDR, SAARC, ADPC, WORLD BANK, BRICS, UNICEF, Role of the Central and the State Governments, Local bodies, Community, Media, International and National Non-Governmental Organisations, Charitable trusts, Educational Institutions.

• Case studies: Disaster Management

UNIT –I V (14 hours) PSYCHOSOCIAL SUPPORT AND MENTAL HEALTH SERVICES IN DISASTER

• Role of Social Worker in providing psychosocial support in disaster- • Vulnerable groups: Children, women, elderly, Institutionalized persons, Disabled, women

and child headed households. • Social work interventions: Grief Management, Identification and Management of PTSD,

Psychological first aid and Counselling. • Capacity building, Research and Documentation. • Role of Social Work professionals at different levels: Resources mobilization, working

with other professionals, working with government and voluntary organizations. • Case Studies: Critical review of recent Disaster and Management

References: • Birnabaum, F., Coplon, J.,and Scharff, T. 1973: Crisis Intervention after a Natural Disaster”,

Social Case Work, Vol. 54, No.9, 545.551. • Blaufard, H. and Levine,J. 1972: “Crisis Intervention in an Earthquake”. Social Work, Vol.17,

No.4, 16-19. • Brahme, S. and Gole, P. 196: Deluge in Poona, Poona: Asia Publishing House • Chen, L. 1973: Disaster in Bangladesh: Health Crisis in a Developing Nation, New York: Oxford

University Press • Das Veena, (ed)1990: Mirrors of Violence: Communities, Riots and Survivors in South Asia,

Delhi: Oxford University Press • Fritz, C.E. 1968: “Disaster”, Sills, D. (ed.) International Encyclopaedia of Social Science. Vol. 4.

U.S.A.: The MacMillan Company and the Free Press. P.202-208 • Gandi, Jagadish P., 2007: Disaster, Mitigation and Management-Post Tsunami Perspectives Deep

& Deep Publications, New Delhi • Goel SL. 2007: Disaster Administration and Management Text and Case Studies Deep & Deep

Publications, New Delhi • Grossman, L. 1973: “Train Crash: Social Work and Disaster Services”, Social Work. Vol. 18,

No.5, 38-44. • Hoff, A. 1978: “People in Crisis”, Understanding and Helping, California: Addison Wesley-

Publishing Company. • Joint Assistant Centre. 1980: Natural Disaster, New Delhi: Adhyatma Sadhana Kendra • Kapur Anu Neeti, 2005: Disaster in India Studies of Grim Reality Rawat Publications

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• Lindomann, E. 1944: “Symptomology and Management of Acute Grief”, American Journal of Psychiatry, Vol. 101.141-148.

• Maharatna A,1996: The Demography of Famines: An India Historical Perspective Delhi : OUP • Mann James1993: Power, poverty & poison: Disaster & Response in an Indian city, New Delhi:

Sage • Murthy DBN, 2007: Disaster Management Text and Case Studies, Deep & Deep Publications,

New Delhi • Sekar K, Sayani Pan, Jayakumar C ,2005: Tsunami Disaster, Psycho Social Care by Community

Level Workers, Nimhans Bangalore • Shader, and Schwartz, A. 1966: “Management of reaction to Disaster’, Social Work, Vol. 11,

No.2, 99-1-4. • Singh RB, 2000: Disaster Managemen, Rawat Publications • Siporin, M. 1966: The Experience of Aiding the Victims of Hurricane ‘Betsy” Social Service

Review, Vol. 10. • Vastsa, Krishna S.2002: Reducing Earthquake losses: Towards a National perspective, E.P.W

April 20. • Vatsa Krishna, S2001 : The Bhuj Earthquake 2001, Identification of priority Issues; U.S.A:

World Institute for Disaster Risk Management, Alenandria, • Wolfenstein, M. 1977: Disaster: A Psychological Essay, New York: Arno Press

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MSW 434 C-XXII.1 LIVELIHOODS AND SOCIAL ENTREPRENUERSHIP



Course Objectives: • To understand the concepts of Livelihoods and Social Entrepreneurship • To enable the learners to contextualize the vulnerability and understand the strategies for

adaptation • To understand the models and challenges of social entrepreneurship • To learn the process of establishing a social enterprise.

Course Outcomes: • Students are able to critically analyze and understand the relationship between economic aspects

and other aspects of human development. • Students have learned and are convinced about the vital role of the economic development in

bringing social development. • Students have understood the concepts of Livelihoods and Social Entrepreneurship and are able to

engage directly in such pursuits and also are able to design effective programs promoting livelihood opportunities especially among the underprivileged sections of the society.

• Students have become resourceful persons who can guide, motivate and empower people, especially the youth, to take up social entrepreneurship ventures.

UNIT I (14 hours)

LIVELIHOODS • Concept and Meaning of Livelihoods • Social structure and Livelihoods – Social exclusion, livelihoods and poverty • Contextualizing livelihoods – Tribal, rural and Urban • Livelihood Assets : Natural, Physical, Human, Financial, Social and cultural Capital • Access to Resources: Structures and process in deciding access to resources: state, market

and civil society. • Innovations in Livelihoods – Case study

UNIT II (14 hours) LIVELIHOOD ADAPTATION STRATEGIES AND OUTCOMES

• Livelihood adaptation strategies: Resource valuation, iterations and livelihood strategies, mobility, storage, communal pooling, livelihood diversification, market exchange.

• Planned and autonomous adaptation strategies. • Local knowledge systems in livelihood adaptations • Sustainable livelihood approach • Livelihood outcomes: Impact on capacity building, entitlement, indebtedness, poverty,

vulnerability, farmer’s suicide, migration, crime, trafficking. • Understanding uncertainty for establishment of social entrepreneurship- ecological,

knowledge, seasonality and trends.

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UNIT III (14 hours) SOCIAL ENTREPRENEURSHIP

• Concept : Functions, types of entrepreneurship, current practice • Models of social entrepreneurship • Principles of social entrepreneurship • Legal perspective in creating and managing social entrepreneurship: laws applicable in

forming and managing social enterprises. • Skills in social entrepreneurship : Vocational training - technical skills, management,

computer literacy & online techno skills, Linkages –Amazon, flipkart, Financial management

• Challenges for social entrepreneurship

UNIT – IV (14 hours) PROCESS OF ESTABLISHING A SOCIAL ENTERPRISE

• Goal setting (Dreaming) • Exploring • Starting Up • Growing • Sources of Support • Legal Structures and Business Plan Template

References:

• Bagchi Subroto (2006). The high performance Entrepreneur , Penguin Books New Delhi • Baguley Phil (2008). The Instant Manager; project management Hodder Education London • Chandra, Shantha Kohli, (1991), Development of Women entrepreneurship in India, Mittal, New

Delhi • Desai Vasant (1999). Small scale Industries and Entrepreneurship, Himalayan Publishers Mumbai • Desai , Vasant (1999). Dynamics of Entrepreneur development and management Himalayan

Publishers Mumbai • Desai A R (1982). Peasants struggle in India Himalayan Publishers Mumbai • Desai A R (2000). Project management & Entrepreneurship Himalayan Publishers Mumbai • Janakiram B (2012). Management & Entrepreneurship Excel Books, New Delhi • Krishna, sumi , (2007), Women’s livelihood Rights, Sage Publications, New Delhi • Krishnaraj, Maithreyi, (2007), Gender, food, Security and Rural Livelihood, Mandira Sean for

STREE, Kolkata • Khan Nafees A (2008). Fundamentals of Entrepreneurship , Anmol Publications Pvt New Delhi • Kanaka SS (1998). Entrepreneurial Development Sage New Delhi • Kanungo Rabindra (1998). Entrepreneurship & innovation Sage Publications New Delhi • Kumar Niraj (1998). Marketing communications theory & practice, Himalayan Publishers Mumbai • Kumar Sunil (1995). Management effectiveness , excel Publishers New Delhi • Kumar, Anil, Poornima SC (2005). Entrepreneurship development –New Age International New

Delhi • Werhahan H (1990). The Entrepreneur- Ordi Social Germany

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MSW 434 C-XXII.2 THERAPEUTIC COUNSELING



Course Objectives: • To acquire knowledge of the theoretical approaches to counselling. • To gain knowledge of practice of Counselling in different settings • To acquire knowledge and skills for therapeutic interventions • To use the therapeutic interventions when working with individuals and groups

Course Outcomes:

s

• Students will acquire knowledge on theoretical approaches and models to counselling and proficiency to implement it in different settings.

• Develop competency to analyse and apply psycho social theories and to practice therapeutic interventions.

• Students will acquire the efficiency and professionalism to exercise the therapeutic interventions when working with individuals and groups.

• Students will attain proficiency and knowledge on the process of counselling. • Students will understand the relevance of Counselling in Social Work Practice. • This course enhances their personal growth & Professional development.

UNIT I (14 hours) INTRODUCTION TO COUNSELLING/ SKILLS AND PROCESS

• Introduction to Counselling: Meaning, Definition, goals of counselling and scope • Evolution of Counselling, Pre-requisites of counseling • Qualities of an effective counsellor, Ethics and ethical standards in counselling. • Basic Principles of Counseling: Participation, Individualization, Confidentiality,

Communication, acceptance, self-confidence, self-awareness and other principles governing the counseling relationship.

• Skills of Therapeutic Counselling – Micro and Advanced. • Counselling Process: History Taking, Rapport Building, Problem Definition, Goal

Identification, Initiating Intervention, Evaluation, Termination and Follow-Up • Importance of Records.

UNIT II (14 hours) COUNSELLING IN SPECIAL SITUATIONS

• Types & Techniques of counselling – individual, family and group. • Counselling in various situations: Family conflicts, De- Addiction, Sex Related

Problems, Career Counselling, Grief Counselling, Crisis Counselling. • Counselling for Emotional Distress (Depression, Anxiety, Suicide Prevention, Fear and

Panic Reactions). • Counselling as a Profession- Counsellor as Professional, Research • Relevance of Counselling in Social Work Practice.

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UNIT III (14 hours) APPROACHES TO COUNSELLING Humanistic and Psychodynamic Approaches: • Person-Centered • Psychoanalytic therapy • Gestalt Approach • Existential Therapy • Solution-Focused • Brief therapy, Reality therapy • Transactional Analysis.

UNIT IV (14 hours) POSTMODERN APPROACHES: • Cognitive behavioral therapy (CBT) • Rational Emotive Therapy • Family therapy • Brief Therapy • Neuro Linguistic Programming, • Expressive Therapy: Music, Art, Drama, Horticultural Therapy, Social media therapy, Yoga

and Meditation, Use of therapies in the process of counseling References:

• Antony D John , (2005). Emotions in counseling, Anugraha Publications,Tamil Nadu • Antony D John , (2005). Self psychology, Anugraha Publications, Tamil Nadu • Antony D John, (2006): Mental disorders encountered in counseling, Anugraha Publications Tamil Nadu • Antony D John, (2005).Family Counselling, Anugraha, PublicationsTamil Nadu • Antony, D. John, (2003). Skills of Counselling, Anugraha Publication, Tamil Nadu • Berne Eric, (1964). Game people play, New York: Grove Press • Burke, F. Joseph (1989). Contemporary approaches to Psychotherapy & Counselling California :

Brooke/Cole Publishing Co. • Capuzzi, David (1999). Counselling and Psychotherapies Columbia : Merril Prentice Hall,London,Steel • Capuzzi, David, (1999). Counselling and Psychotherapies Columbia : Merril Prentice Hall, London, Steel • Carkuff R.R.& Bereason, (1977).Beyond counseling and therapy, Merril Prentice Hall, London Steel • Carkuff, R.R. and Bereason, B.S, (1977). Beyond Counselling and Therapy, New York, London: Hot

Rinchart & Winston • Chaturvedi, Ramesh, (2005). Educational and Vocational guidance and counseling, Cresent Publications,

Corporation, New Delhi • Coorey Gerald, (2000). Theory and practice of Group counselling Brooks: Cole V.S., New York • Corey, Gerald, (1977). Theory and Practice of Counselling And Psychotherapy, Brooks: Cole V.S., New

York • Dryden and Feltham, (1994). Developing counselor training, Sage Publications, London Steel. • Mcleod & John, (2003) Introduction to Counselling, Open university press, UK • Rao, Narayana, (2003) Counselling and Guidance, Tata McGraw Hill, New Delhi. India • Windy, Dryden, (2002) Handbook of Individual Therapy, Sage Publications, New Delhi.

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MSW 434 C-XXII.3 LABOUR LAWS-II



Course Objectives: • To understand the laws pertaining to service conditions of labour in certain establishments • To provide knowledge with regard to wage legislations • To understand the Employment / Social Security and other important legislations • To provide skills in interpreting labour laws.

Course Outcomes:

• To identify all aspects of Labour Law practiced in India • To acquire requisite knowledge and preparation for employment in Industries, factories etc to be

appointed on posts such as Labour Inspector, Labour welfare officer etc. • To provide practical training & knowledge to the Student aspirants who wish to engage themselves

in the legal practice in Industrial set up • To exhibit a comprehensive theoretical and practical understanding of Labour Law • To demonstrate an intellectual capacity for solving industrial disputes.

UNIT I (14 hours) LAWS PERTAINING TO CONDITIONS OF LABOUR:

• Motor Transport Workers Act, 1961 Object & Scope, Application &Major provisions

• The Building and other Construction Workers (Regulation of Employment and Conditions of Employment) Act, 1996. Object & Scope, Application &Major provisions

• The Sales Promotion Employee (Conditions of Service) Act, 1976 Object & Scope, Application &Major provisions

• The Child Labour (Prohibition and Regulation) Act, 1986. Object & Scope, Application &Major provisions

• The Interstate Migrant Workman (Regulation and Conditions of Employment) Act 1979. Object & Scope, Application &Major provisions

• Legal Compliances and Filing of Returns

UNIT II (14 hours) WAGE RELATED LAWS

• The Payment of Wages Act, 1936 Object & Scope, Application &Major provisions

• The Minimum Wages Act, 1948 Object & Scope, Application &Major provisions

• The Equal Remuneration Act, 1976 Object & Scope, Application &Major provisions

• Working Journalists (Fixation of Rates of Wages) Act, 1958 Object & Scope, Application &Major provisions

• The Payment of Bonus Act, 1965 Object & Scope, Application &Major provisions

• Legal Compliances and filing of Returns

http://labour.kar.nic.in/labour/bondedlaboursys-1976.htm

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UNIT III (14 hours) EMPLOYMENT/ SOCIAL SECURITY LAWS

• The Employment Exchanges (Compulsory Notification of Vacancies) Act, 1959 Object & Scope, Application &Major provisions

• The Karnataka Industrial Establishment (National and Festival Holidays) Act, 1965 Object & Scope, Application &Major provisions

• The Employee State Insurance Act, 1948 Object & Scope, Application &Major provisions

• The Employee Provident Fund and Miscellaneous Provisions Act, 1952 Object & Scope, Application &Major provisions

• The Payment of Gratuity Act, 1972 Object & Scope, Application &Major provisions

• Legal Compliances and filing of Returns

UNIT IV (14 hours) OTHER LAWS

• The Environment Protection Act, 1986 Object & Scope, Application &Major provisions

• The Air (Prevention and Control of Pollution) 1981 Object & Scope, Application &Major provisions

• The Water (Prevention and Control of Pollution) 1974 Object & Scope, Application &Major provisions

• Provisions on Corporate Social Responsibility (CSR) in Companies Act, 2013 • The Sexual Harassment of Women at workplace (Prevention, Prohibition and Redressal)

Act,2013 Object & Scope, Application &Major provisions

• Legal Compliances and filing of Returns References:

• Achar, M.R, (1979). Labour Rules in Karnataka, Bangalore: Yellamma Publications

• Bare Acts. Booklets, Published by different Publishers like – Allahabad Law , Delhi Law House & Eastern Book Company

• Garg. Ajay (2012). Nabhis Labor Laws, Nabhis Publication, New Delhi. • Kapoor N.D, (1992). Elements of Industrial Law New Delhi: Sultan Chand & Sons • Kothari G.M. Law relating to Disciplinary matters & Standing orders, Bombay N.M. Tripathi Pvt.

Ltd. • Kumar H.N, (1992). Law Relating to Strike Gherao, and Demonstration, New Delhi: Universal

Book Traders

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MSW 444 C-XXIII

ORGANIZATIONAL BEHAVIOUR AND DEVELOPMENT



Course Objectives: • Develop an understanding of Organization and Organizational Behavior. • Enhance Knowledge of the motivation and its relation to behavior and performance. • Understand the concept of Organizational Change • To understand how to manage Organizational Change and their impact on Organization

Performance.

Course Outcomes:

• Students have inculcated in themselves the values and attitudes that are essential for participatory social work interventions in the Organization.

• Students have identified Organizational Change and their impact on Organization Performance • Students will be motivated themselves this enables them Enhance Knowledge of the motivation

and its relation to behaviour and performance. • They would be well verse about Industrial Mental Health. • They will be equipped with Counselling skills necessary to work with individuals and groups to

handle grievances and cope with their problems.

UNIT I (14 hours)

INTRODUCTION • Organizations- Concept, Objectives and types • Principles and Process of Organization • Organizational Structure – Concept of Organizational Structure • Types and Functions of organizational structure • Individual and groups in organization • Issues of Organizations in the Indian Context

UNIT II (14 hours)

ORGANIZATIONAL BEHAVIOUR, ORGANIZATIONAL CHANGE AND DEVELOPMENT • Organizational Behavior – Definition - Importance - Historical Background -

Fundamental concepts of OB - 21st Century Corporate - Different models of OB i.e. autocratic, custodial, supportive, collegial and SOBC

• Theoretical frameworks of OB: Cognitive, Behavioral and Social Learning. Applicability of theoretical framework in Indian Organizations

• Organizational Design - Various organizational structures and their effects on Human behaviour

• Organizational culture – Differences between Culture, Climate and its impact on organizational effectiveness, Measurement and Improvement methodologies.

• Organizational change – Meaning, Concept, Characteristics of Organizational change:, models, Forces of change, resistance to change, managing organizational change and diversity

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• Organizational Development: Process, Phases , Models, Approaches and Interventions and evaluation

UNIT III (14 hours) MOTIVATION, POWER AND LEADERSHIP IN ORGANIZATION

• Personality & Attitudes - Meaning of personality - Development of personality - Nature and dimensions of attitude - Job Satisfaction - Organizational Commitment, Employee Engagement.

• Motivation - Motives - Characteristics - Classification of motives - Primary Motives - Secondary motives

• Morale - Definition and relationship with productivity - Morale Indicators. Theories of Work Motivation - Maslow's theory of need hierarchy - Herzberg's theory of job loading, + two other theories

• Group Dynamics: Meaning of work group, types, group formation process, interactions, power and conflicts among group, group dynamics, at work place. Formal & Informal group, Role and types of groups in organization

• Sources and types of Power in Organizations, Distinction between Power and Authority and influence Power and politics – organizational conflict and conflict management

• Leadership - Leadership: Concept, characteristics/ qualities of leader, types of leadership, HR manager as leader. Team Building. Managerial Ethics: Individual ethics, ethical dilemmas in management

UNIT IV (14 hours) INDUSTRIAL MENTAL HEALTH AND COUNSELLING • Industry and society: Industry as a part of social system, socio-cultural environment in

industry. Social and Individual problems/issues in industry- quality of life, gender issues, gender discrimination & sexual harassment at work place, human rights issues and how they impact mental health and equilibrium of individuals and groups

• Individual dysfunctional Behaviors - Absenteeism, Alcoholism, aggression, apathy and non cooperation. Recognizing mental health issues –Emotionally affected and directing them towards the right remedial course of action. Employee Counseling – Concept, techniques and effectiveness evaluation

• Grievance Management – Management Mechanisms – Structured schemes, open door policy, Informal get together

• Managing Occupational Stress: concept of occupational stress, stressors, fatigue, monotony, burnout, impact of stress on employees and employer, modern work-culture, setup, job-demands and stress, stress management- coping mechanisms/ strategies. Case studies- BPO, IT, modern High-tech industries, service sector

• Assertiveness Training: Benefits of assertiveness – components of assertive Behavior. Developing assertive behavior skills, assertiveness on the job, assertiveness in interpersonal relations

• Creating a healthy workplace – Mental Health Policy – Need and Elements, Preventing problems by eliminating or minimizing stress at source Minimizing the negative effects of stress via education and management strategies, Assisting individuals who are experiencing the effects of stress

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References:

• Andrew, Dubrin J, (2006). Leadership – Research Findings, Practice, and Skills, New Delhi, Biztantra Publication.

• Aswathappa K, (2008). Organisational Behaviour- Text, Cases and Games, Mumbai, Himalaya Publication House.

• Donald, Hislop, (2007). Knowledge Management in Organization. A Critical Introduction, Oxford University Press.

• Dwivedi, R S, (2000). Human Relations and Organizational Behaviour: a Global Perspective’, Macmillan India Ltd., Delhi

• Fred Luthans, (2007). Organizational Behaviour’, McGraw Hill Education New Delhi. • Hersey and Blanchard (2001). Management of Organizational Behaviour and Utilizing Human

Resources Prentice Hall of India Pvt. Ltd. New Delhi. • Khanka.S.S (2000). Organizational Behavior, Kitab Mahal Publication, New Delhi • Khanka, S S, (2008). Organisational Behaviour, New Delhi, S Chand and Co., Ltd. • Hellriegul Don and Slocum John W., Jr, Thomson (2004). Organisational Behaviour, New Delhi. • ICFAI, (2004). Organisational Behaviour, Hyderabad,Centre for Management Research. • Kumar Arun and Meenakshi N, (2009). Organisational Behaviour- A Modern Approach, NIILM

Center for Management Studies, New Delhi. • Luthans Fred, (2005). Organisational Behviour, New York, McGraw Hill International Edition. • Mcshane L.Steven (2006). Organisational Behaviour Tata McGraw Hill New Delhi. • Misha (2001). Organisation behaviour,Mumbai,Vikas. • Moorhead Gregory Griffin, Ricky W., (2007). Biztantra - Organisational Behaviour- Managing

People and Organisations, New Delhi. • Nelson, Debra L and James Compbell (2007). Organisaional Behaviour- Foundations, Quick,

Realities and Challenges, New Delhi, Thomson South-Western,. • Northouse Peter G, (2003). Leadership- Theory and Practice, New Delhi, Response Books: A

Division of Sage Publications. • Prasad L.M, (2002). Organizational Behaviour, Sultan Chand & Sons Publications, New Delhi. • Robin Fincham Peter Rhodes (2005). Principles of Organizational Behaviour Oxford University

Press New Delhi. • Robbins Stephen P (2006). Organisational Behaviour 12th Edition Prentice Hall (India) Pvt Ltd

New Delhi. • Robbins, Stephen P, (2007). Organisational Behaviour, New Delhi, Pearson Education. • Rosemary K C, (2008). Leadership Development- A Guide for HR • Rao, P Subha (2004). Management and Organizational Behaviour, Himalaya Publishing House

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MSW 444 C-XXIII.1 PROJECT MANAGEMENT



Course Objectives: To acquire and develop knowledge and skills for penetrating any community, rapport

building and confidence building with its members in order to initiate participatory and sustainable project(s) for the development of the community

Acquire knowledge and skills required to facilitate participatory project management: planning, execution, monitoring and evaluation.

Imbibe values and attitudes that are essential for participatory interventions among the marginalised sections.

Course Outcomes: • Students have acquired and developed knowledge and skills for penetrating any community,

rapport building and confidence building with its members in order to initiate participatory and sustainable project(s) for the development of the community.

• Students have acquired knowledge and skills required to develop and design developmental projects and facilitate participatory project management: planning, execution, monitoring and evaluation.

• Students have inculcated in themselves the values and attitudes that are essential for participatory social work interventions for the community in need especially the marginalized community.

• Students have understood the need for and inculcated the values, with commitment, for being transparent and accountable while working for and with the people for their welfare and development through developmental projects.

UNIT I (14 hours)

INTRODUCTION TO PROJECT MANAGEMENT • Project Management, Project Cycle, Meaning and definition • Importance of Project Management for Social Workers • Conventional framework for Project Planning • Objective Oriented Project Planning (OOPP) • Result based Management

UNIT II (14 hours)

PEOPLE’S PARTICIPATION IN PROJECT MANAGEMENT • Meaning of the term ‘participation’; Participatory, Non-participatory and joint Project

Management • Levels of people’s participation; motivating and mobilizing people to participate • Need for and obstacles to people’s participation • Peoples’ participation: space and time related methods • Peoples’ participation: PRA relation methods

596

UNIT III (14 hours) PROJECT PLANNING PROCESS: PROGRAMMING /DETAILED PLAN OF ACTION

• Participant or Stakeholder Analysis, Problem Analysis • Objective Analysis; Indicators, Alternative Analysis • Means of verification, Assumptions and risk factors • Activities, Time schedule- Gantt chart and PERT. • Personnel plan, Monitoring and evaluation plan • Budget estimates : Capital and Recurring • Gender Mainstreaming in project Formulation and Management

UNIT IV (14 hours)

DESIGNING PROJECTS • Summarizing the project: Application of Logical framework analysis/ Project Matrix • Vertical Logic: overall goal, purpose, outputs, activities and inputs • Horizontal Logic: Descriptive Summary, Objectively Verifiable, Indications • Analysis of Project Proposals – Case Studies • Project proposal formats of major funding agencies: Government and Non-government

(Indian and Foreign)

References:

Bamberger, Michael, 1988 : The Role of Community participation in Development planning and Project Management, EDI policy seminar Report, No 13. Washington, D.C: The World Bank

Chambers, R., 1983 : Rural Development: putting the Last First: Harlow Longman

Chambers, R.1992 : Rural Appraisal: Rapid, Relaxed and Participatory, Institute of Development studies, Discussion paper 311

Chambers, R. 1992 : Printing the Last First, and Rural Appraisal, Rapid, Relax,& Participatory, Sussex: Institute of Development Studies

Chambers, R. 1997 : Whose reality counts, Putting the First Last, London: Intermediate Technology Publications

Fernandes, E.S, 1999 : Fund 100 – 101 ways of Raising Funds for Social Work organizations. Mumbai: Jupiter

Gosling, Louisa and Edwards, Mike, 1995

: Tool-kits a practical guide to Assessment monitoring, review & evaluation

Hart, R.1992 : Children’s participation from Tokenism to citizenship, UNICEF

Jain K.C. and Aggarwal L.M.1985

: PERT & CPM Second edition, Delhi: Khanna Publishers

Kerzner, H. : Project Management – A Systems Approach to planning, scheduling and controlling

Lewis, James, P. : A Hands-on guide to bringing projects in time and on budget

Mukherjee M, 2001 : Participatory Learning and Action with 100 Field Methods, New Delhi: Concept Publishing Company

Mukherjee, N. 1993 : Participatory Rural Appraisal: Methodology And

597

Applications, New Delhi: Concept Publishers.

Nagarajan K, 2001 : Project Management, Delhi: New Age International (P) Ltd Publishers

Young K, 1993 : Planning Development with women New York: St. Martins press

Ahuja, Ram. (2002). Society in India: Concepts, Theories and Changing Trends. Jaipur: Rawat Publications. Bamberger, Michael, 1988: The Role of Community participation in Development planning and Project Management, EDI policy seminar Report, No 13. Washington, D.C: The World Bank Bennett, John W. & Tumin, Melvin M. (1948). Social Life: Structure and Function: An Introductory General Sociology. New York: Alfred. A. Knopf. Bottomore, T.B. (1975). Sociology: A Guide to Problems and Literature. Bombay, Blackie & Son (India) Ltd. Brown, A R Radcliffe. (1971). Structure and Function in Primitive Society. London: Cohen & West Ltd. Chambers, R., 1983: Rural Development: putting the Last First: Harlow Longman Choudhury, S. (2007). Project Management. New Delhi: Tata McGraw –Hill Publishing Company Limited. Gibson, Duane L. & Brookover, Wilbur B. (n.d.). Readings in Sociology. New York : Thomas Y. Crowell Company. Gosling, Louisa & Edwards, Mike. (n.d.). Toolkits: A Practical Guide to Assessment, Monitoring, Review and Evaluation: Development Manual 5. London: Save the Children. Haralambos, Michael & Heald, R.M. (1989). Sociology: Themes and Perspectives. Delhi: Oxford University Press. Johnson, Harry M. (1970). Sociology: A Systematic Introduction. Bombay: Allied Publishers Private Limited. Kanda, Arun. (2011). Project Management: A life Cycle Approach. New Delhi: PHI Learning Private Limited. Khanna, R.B. (2011). Project management. New Delhi: PHI Learning Private Limited. MacIver, R. M. & Page, Charles H. (1986). Society: An Introductory Analysis. Madras: Macmillan India Limited. Matheen, Abdul. (n.d.). Comprehensive Project Management. New Delhi: Laxmi Publications (P) Ltd. Nagarajan K. (2010). Project Management. New Delhi: New Age International (P) Limited, Publishers. Ogburn, Willam F.& Nimkoff, Meyer F. (n.d). Sociology. Boston: Houghton Mifflin Company. Pandey, Devendra Prasad. (2008). Rural Project Management. New Delhi: New Age International (P) Limited, Publishers. Parsons, Talcott. (n. d.). The Social System. New York: The Free Press. Rao, C. N. Shankar. (n.d.). Sociology: Principles of Sociology with an Introduction to Social Thought. New Delhi: S.Chand & Company Ltd. Rao, V.S.P. & Krishna, V Hari. (2002). Management: Text and Cases. New Delhi: Excel Books. Rao, V.S.P. & Narayana, P.S. (2000). Principles and Practice of Management. Delhi: Konark Publishers Pvt. Ltd. Sachdeva, D.R. & Bhushan, Vidya. (1977). An Introduction to Sociology. Allahabad: Kitab Mahal. Terry, George R. (1983). Principles of Management. Bombay: D. B.Taraporevala Sons & Co. Private Ltd. Vettivel, Surendra K. (1992). Community Participation: Empowering the Poorest: Roles of NGOs. New Delhi: Vetri Publishers.

**********

598





Agenda No.1 (n) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in M.Sc. - Counselling for M. Sc. Degree Programme in Counselling

The Proceedings of the BOS meeting held on Wednesday, July 24, 2019 at 9:30 A.M. is placed before the Academic Council for its consideration and approval.

599

PART I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES OF M.SC. –COUNSELLING HELD ON JULY 24th, 2019, WEDNESDAY AT 9.30 A.M. AT SCHOOL OF SOCIAL WORK, MANGALORE.

Members

Ms. Rosa Nimmy Mathew : in the Chair

Dr. Wilsy Francis : Member

Dr. Vandana Jain : University Representative ( ab)

Ms. Deepa Kothari : Subject expert

Ms. Sarah Crasta : Subject expert ( ab)

Ms. Emilynne Pais : Alumna

Ms. Lavina Noronha : Allied Area (ab)

Agenda

1. Preparation of Panel of Examiners pertaining to 2019 – 2020 Examinations.

2. Assessment and review of I-III Semester (2018) and II-IV semester (2019) Question Papers and Results.

3. Any Other Matter

At the Outset the chairperson welcomed the members and thanked them for their presence.

Members were informed about Dr. Vandana Jain, Sarah Crasta and Dr. Lavina Noronha’s

inability to attend the meeting due to other commitments.

PART II

Preparation of the Panel of Examiners

Panel of Examiners was reviewed and new members were incorporated to ensure that more

number of counselors and subject experts as examiner is included to make the practical’s

regarding counseling skills and technique more effective as well as to accelerate the examination

work. The accepted Panel of Examiners were drawn out separately and sent to the Registrar

(Evaluation) of the College.

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PART III

Review of the previous year Question papers and Results

The Question papers were reviewed and the pattern of the end semester question papers was appreciated by the members.

The Board expressed overall satisfaction of the previous semester results i.e. The performance of the students in all four Semester Examinations as reflected in the results. The members expressed their satisfaction regarding 100% success in I & II semester, 93.75% III semester and 86.6% in IV semester .

The toppers of M.Sc. Counselling were Delia Dominic Dias (9.15), Rashmi Adyanthaya (8.27) and Jandhyala Sree Shivani ( 80.4). The members commended on the hard work, commitment and application of counseling skills and techniques throughout their internship.

The members were requested for their continued support. They were thanked profusely for their co-operation in updating the Panel of examiners and attending the meeting.

The meeting was concluded at 11.30 pm

Ms. Rosa Nimmy Mathew Chairperson – BOS

Department of M.Sc.-Counselling

Name: Signature 1. Ms. Rosa Nimmy Mathew(Chairperson) ………………………….. 2. Dr. Wilsy Francis (MEMBER) ……………………………

3. Dr. Vandana Jain (MEMBER) ……………………………

4. Dr. Lavina Noronha( MEMBER) ……………………………

5. Ms Deepa Kothari ( MEMBER) ……………………………

6. Ms. Sarah Crasta (MEMBER) …………………………

7. Ms Emilynne Helen Pais (MEMBER) …………………………….

601

M.Sc. (Counselling) RESULT ANALYSIS : 2018-2019

Particulars I SEMESTER III

SEMESTER

No. of Students Appeared 14 15 No. of Students Passed 14 14 No. of Students Failed - 01

Pass Percentage 100.00 93.33

M.Sc. (Counselling) RESULT ANALYSIS : 2018-2019

Particulars II SEMESTER

IV SEMESTE

R No. of Students Appeared 14 15 No. of Students Passed 14 13 No. of Students Failed - 02 Pass Percentage 100.00 86.66 Programme Result Analysis : M.Sc (Counselling) 2017 - 2019 Batch

Appeared 15 Passed 13 NCL 02 Pass Percentage 86.66

No. of Students Grade CGPA

Range 01 O+ 9.00 - 10.00 02 O 8.00 - 8.99 03 A+ 7.00 - 7.99 06 A 6.00 - 6.99 01 B+ 5.00 - 5.99 NIL B 5.00 - 5.49 NIL C 4.00 - 4.99 02 NCL NCL

602

TOP SCORERS in MSc (Counselling) : 2017 - 2019 Batch

Reg. No Name of the Candidate CGPA Grade Ranking

175694504 DELIA DOMINIC DIAS 9.15 O+ 1

175694515 RASHMI ADYANTHAYA 8.27 O 2

175694506 JANDHYALA SREE SHIVANI 8.04 O 3

603

M.Sc Counselling Syllabus (Choice Based Credit System) School Of Social Work Roshni Nilaya

Re-accredited ‘A’ by NAAC( Third Cycle )

Our Vision

To be a centre of excellence in education, developing personal and professional competencies, to build a just sustainable inclusive society

Our Mission

To impart general and professional education fostering love of learning, integrity and social

responsibility for holistic development

Our Motto

Love is made fruitful in service

Preamble Counselling is a need of the hour as the mental health requirement is rising across life span. This an intensive two year post graduate degree programme aimed at providing core counselling skills and theory to deal with a wide range of psychological and developmental issues. This course is designed to provide students with a sound foundation for the practice of counselling with multifaceted focus on psychological, mental health and human development principles. It trains the students to be ethical, effective, skilled and culturally sensitive professionals, able to function in a variety of settings with diverse client populations. Objectives 1. To enable students to gain knowledge of basic psychological processes and dysfunctional behaviours. 2. To facilitate students to acquire an in-depth understanding of the different theories, techniques and skills which are unique to the counselling profession. 3. To acquaint the students to the pre-training assessment skills to gain awareness about the growth of self and client. 4. To introduce the need and application of counselling techniques in the family, educational and organizational settings. 5. To promote research culture among students by facilitating participation in research and related activities. 6. To teach students to administer and interpret psychological testing - Intelligence, Personality, Aptitude, Interest and other Psychological Variable. 7. To present the core topics of positive psychology, to deal with life challenges and Promote holistic well-being

604

Key areas of Instruction

• Lecture, discussion , Panel discussions

• Use of audio visual aids- LCD and video clippings, Audio recordings

• Role play, Movement exercises, Art and Play Techniques.

• Psychological tests and assessment

• Demonstration and Practice of therapies

• Case presentation, Case formulation discussion and case analysis

• Assignments and Presentation by students

• Supervised individual and group Counseling

• Self reflective learning

Career Opportunities

• Student/School counselor

• Behavior therapist

• Remedial training

• Rehabilitation centers

• Life skill trainer

• Mentor and mind coach in different sector

• Child life specialist

• soft skill trainer

• Professor/lecturer

• Corporate counselor

• Child line

• NGO

• Family therapist

• Special education

• Group therapist

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Faculty Objectives

The fundamental goal of the faculty is to help the students develop awareness, knowledge and skills in the discipline of Counselling Psychology.

To train students to acquire the requisite competencies in the following areas:

a) Assessment skills and Research skills

b) Personal development

d) Counselling/therapy skills

e) Development of professional ethical behaviour in counselling settings

Learners Objective:

• To Acquire skills and techniques to become an effective counsellor

• To gain knowledge and move towards personal and professional development

• To become an effective counsellor with ethical and social responsibility

Programme Outcome

• Obtain knowledge on pertinent programme leading towards personal and civic

responsibility

• Expertise in relevant field and its application in social wellbeing

• Receptive, constructive and value oriented professional approach

Programme Specific Outcome

• Awareness on conceptual understanding of psychological principle

• Application of Assessment, skills and Therapeutic techniques with diverse population

• Develop power of positivity towards one self, sensitivity towards others and pursue a

value oriented professional life.

606

M.Sc. Counselling ( Choice Based Credit System) 2019-20

School of Social Work, Roshni Nilaya, Mangalore

I SEMESTER

Hard Core = 5 Soft Core = 1

Hard core T. Hrs. credits Exam Hrs.

Intrnl Ass.

Exam

Total Marks

MSC 501 C – I Human Behaviour and Development

4 4 3 30 70 100

MSC 511 C – II Theories of Personality 4 4 3 30 70 100

MSC 521 C – III Basic Counselling Skills 4 4 3 30 70 100

MSC 531 C – IV Practical: Counselling

Skills

6 4 4 30 70 100

MSC 541 C – V Practical: Assessments

for Counselling

6

4 4 30 70 100

Soft core

MSC 551 C – VI Positive Psychology 4 4 3 30 70 100

Total credits 28 24 600

607

SEMESTER II

*Non credit subject

Hard Core = 3 Soft Core = 2 Open Elective = 1

Hard Core T. Hrs credits Exam Hrs. Intrnl Ass.

Exam

Total Marks

MSC 502 C - VII Psychotherapy 4 4 3 30 70 100

MSC 512 C – VIII Practical: Behaviour

Therapeutic Techniques

6 4 4 30 70 100

MSC 522 C –IX Practical:

Educational Testing

6 4 4 30 70 100

Soft core

MSC 532 C – X Educational Counselling

4 4 3 30 70 100

MSC 542 C – XI Behaviour

Dysfunction 4 4 3 30 70 100

Open Elective

OE 2.2 Behaviour in Social Context 3 3 3 30 70 100

Total credit 27 20+3* 600

608

SEMESTER III

Hard Core T. Hrs credits Exam Hrs.

Intrnl Ass.

Exam

Total Marks

MSC 503 C – XII Areas of counselling 4 4

3 30 70 100

MSC 513 C – XIII Practical: Group

Process 6 4 3 30 70 100

MSC 523 C – XIV Practical: Individual

Counselling Techniques

6 4 4 30 70 100

Soft core

MSC 533 C – XV Group Counselling 4 4 3 30 70 100

MSC 543 C – XVI Psychometry,

Research methods and Statistics

4 4 4 30 70 100

609

*Non credit subject

Hard Core = 3 Soft Core = 2 Open Elective = 1

Open Elective OE 3.2 Counselling

Skills and Behavioural Techniques

3 3 3 30 70 100

Total credits 20+3* 600

610

SEMESTER IV

Hard Core Total Credit = 52 Soft Core Total Credit = 28 Project = 05 Open Electives = 06* Total Credits = 85+6* [*Non credit subject]

Hard Core = 3 [including Project] Soft Core = 2 [Case studies & Dissertation are integrated with Compulsory Internship]

Hard Core T. Hrs Credits Exam Hrs.

Intrnl Ass.

Exam

Total Marks

MSC 504 C – XVII Compulsory internship

(160-180 hrs. of counselling)

4 4 3 30 70 100

MSC 514 C – XVIII Case Studies

4 4 3 30 70 100

MSC 524 C – XIX Project/Dissertation

Viva Voce (2 external &1internal)

8 5 30

--

70

100

100

100

Soft Core

MSC 534 C – XX Corporate Counselling

4 4 3 30 70 100

MSC 544 C – XXI Marital And Family

Counselling

4 4 3 30 70 100

Total credits 21 600

611

M.Sc Counselling (Choice Based Credit System) Syllabus School Of Social Work Roshni Nilaya

SEMESTER I

MSC 501 C–I HUMAN BEHAVIOR AND DEVELOPMENT - (HARD CORE)


Total Marks: 100 Total No of teaching hours: 56


• To orient the students to basic psychological processes involved in behaviour • To learn the skills to apply the basic psychological principle in client appraisal • To help gain knowledge of the concepts of Human development. • To understand the theories of Human development

.Course Outcomes:

• Understand the Human behaviour through psychological principles. • Apply the psychological principles in client appraisal • Learn and understand the theories of human development in personal development • Apply the theories of development in personal and professional Development

UNIT- I (12hours) A. Introduction: Definition and goals of Psychology, Emotions: meaning, definition, nature, types of emotion. Theories of emotion – James Lange, Cannon-Bard, Schachter’s two factor theory

B. Motivation & Intelligence: Motivation – Meaning, nature, definition, types of motives. Theories of Motivation- Drive, Incentive and optimal level.Measurement of motives. Intelligence: nature, factor theories and cognitive models of intelligence, Gardner theory; Characteristics, types and uses of intelligence tests; Determinants of intelligence.

UNIT- II (14 hours) A. Learning: Definition; Classical conditioning-basic processes - extinction, spontaneous recovery, generalization, discrimination, higher order conditioning. Operant Conditioning-basics of operant conditioning; Reinforcement and punishment; Processes - Generalizations, Discrimination, shaping, chaining; schedules of reinforcement, significance of operant conditioning. Thorndike’s law of effect. Social and Cognitive learning: latent learning, observational learning (Bandura), Insight learning (Kohler). B. Memory: Basic processes-Encoding, storage, retrieval; Models of memory- Atkinson and Shiffrin, levels of processing model and parallel distributed processing model, construction

612

memory, eye witness, Meta-memory. Forgetting-Decay theory, Interference theory; Prospective memory; memory dysfunctions; Improving memory-mnemonic strategies.

UNIT-III (16 hours) A. Concept of Human Development: Introduction, Meaning, Principles of Human Development; Theories of Human Development – Piaget, Vygotsky (Dialectical), And Erickson. Methods of Studying Human Development: Sequential Studies, Cross-sectional, Longitudinal, Case Studies, Self Report. B. Prenatal Life: Characteristics of the Period; Stages of Prenatal Development – Germinal Stage, Embryonic Stage, Fetal Stage; Determinants of Prenatal Health: Teratogens – Medication and Non-medical Drugs; Alcohol, Nicotine, Caffeine, Radiation, Pollutants, Maternal Diseases and Infections, Emotional Stress, Nutrition, Physical Activity, Maternal Age, Rh Incompatibility.

UNIT-IV (14 hours) A: Childhood and Adolescence: Childhood –Characteristics; Psychosocial Development Siblings, First Friends, Play, school, Emotional Development, Cognitive Development, Adolescence: Biological changes, Reactions to Physical Changes; Psycho-social stages of development, Kohlberg’s theory of Moral Development;

Middle Age and Old Age: – Physical changes in Middle Age, The distinctiveness of adult cognition-role of expertise integrative thought & practical problem solving. Physical changes of old age-Organic and systemic change, the aging brain. Sensory and psychomotor functioning, Sexual functioning; Death Education – Goals, Finding meaning and Purpose in Life and Death. References

1. Ciccarelli, S.K & Meyer, G.E. (2008), Psychology. New Delhi: Pearson Education.

2. Papalia E D& Olds W (1998) “Human Development” 7th International Edition, McGraw Hill

Publication.

3. Hurlock E.B (1981) “Developmental Psychology – a Life-span Approach” 5th Edition, Tata

McGraw Hill Publication,

4. Feldman, R.S. Understanding Psychology, (1996) 4th Edition, McGraw Hill India.

5. Atkinson. H and Atkinson, (1975) Introduction to Psychology, Oxford IBH Publishing Co. Pvt. Ltd.

6. Berk L.E (1999) “Child Development”, Prentice Hall of India,

7. Morgan, King, Weiss and Schopler, (1989) Introduction to Psychology, 7th Edition, McGraw Hill India.

8. Passer & smith,( 2007) Psychology, 3rd edition Tata McGraw Hill publication

9. Baron, R.A (1995) Psychology, 3rd Edition New Delhi: Prentice Hall India.

10. Santrock( 2007) Child Development, 11th edition, Tata McGraw hill publication.

613

MSC 511 CII - THEORIES OF PERSONALITY




• To introduce the conceptual understanding of personality. • To equip students with different dimensions of personality development • To orient the students to its application in case analysis • To enable therapeutic formulation based on theories

Course Outcomes:

• Students could Understand personality based on different dimensions • Apply the skill to therapeutic case conceptualization • Knowledge to Formulate case using different personality theories • Differentiate dimensions of personality

UNIT-1 (10 hours)

Introduction to Personality:

A. Concept and definition of Personality. Brief history of personality psychology Determinants of Personality - Genetics, Traits, Socio cultural Determinants, Learning, Unconscious Mechanisms, Existential-Humanistic Considerations and Cognitive Processes.

B. Personality assessment: Testing and Non testing methods Self Report Inventories, Rating Scale, Clinical Interviews, Behavioural Assessment, Thought Sampling Procedures, Projective Techniques.

UNIT-II (16 hours)

Psychodynamic and trait theories

A. Classical Psychoanalytical theory: Freud, Neo Analytic: Horney, Object relation and Attachment theory

B. Trait theories- Allport, Cattell, Eysenck, Big Five

UNIT-III (16 hours)

Behaviourist, Cognitive and Limited Domain approach

A. Social Cognitive : Dollard & Miller, Bandura, Kelly

B. Limited Domain :Julian Rotter , Seligman and Zuckerman

614

UNIT-IV (14 hours)

Humanistic Existential Theories& Indian Approach

A. Maslow, Rogers, Rolo May, Viktor Frankl,

B. Indian Approaches: Panchakoshas, Triguna, Sri Aurobindo contributions

References: 1. Bischof, L.J (1970) Interpreting Personality Theories(.2nd Edition.)Harper International Edition.

2. Friedman,H.S and Schustack,M.W(2004)Personality,(2nd edition),Pearson Education Pvt

Ltd.India.

3. Gerrig,R.G&Zimbardo,P.G (2006) Psychology and Life.(17th Ed.) New

Delhi:PearsonEducation.Inc.

4. Hall.C.S&Gardner,L.(1989)Theories of Personality(3rd Edition)John Wiley & Sons, New york.

5. Hergenhann,B.R and Olson,M.H. (2002)Theories of Personality.NewDelhi:Prentice Hall

6. Isaacson,R.L.., Hutt,M.LBlum,M.L(1965)Psychology: The Science of Behavior/The Science of

Interpersonal Behavior.NewYork:Harper& Row Publishers.

7. Schultz, D.P & Schultz, S.E (2007)Theories of Personality.NewDelhi:Wadsworth

615

MSC 521 CIIIBASIC COUNSELLING SKILLS - (HARD CORE)




• To provide an overview of counselling • To emphasis on learning of basic and advanced skills. • To learn the various models in counselling • To introduce the students to the ethical issues in counselling

Course Outcomes:

• Demonstrate proficiency in counselling skills • Acquire ability to use models of counselling • Assess their personal qualities in relation to the desirable characteristics of a skilled

counsellor • Gain a deeper understanding of the need of sensitivity to both legal and ethical issues in

the practice of counselling

UNIT-I (12 hours) A. Introduction: Definition, scope and, goals; historical development of counseling; counselor-counselee relationship. Current trends;

B. Characteristics of an effective counselor; Issues of beginning therapists; Types of interventions, Difference between psychotherapy and counseling, approaches to counseling;

UNIT-II (14 hours) Counselling Skills: A. Techniques of appraising the clients – psychological and non-test appraisal. The micro skills approach; pacing; attending behavior- physical attending- zones and seating skills – visual/eye contact, verbal tracking, attentive and authentic body language, usefulness of silence Active listening –kinds of listening and inadequate listening; Use of open, closed and other types of questions, monitoring- feeling and physical reaction, encouraging, paraphrasing, summarizing, reflection of feeling, and basic empathy.

UNIT-III (15 hours) A. Stages of the Helping Process: Counselling preparation, content, process and steps, Ivey’s model and Egan’s three-stage model;

C. Advanced skills–confrontation, self-disclosure, immediacy, influencing skills; Focusing–exploring the story from multiple perspective; Dealing with Resistance and reluctance.

616

UNIT-IV (15 hours) Values and Ethical Issues in the Helping Relationship: A. The role of values in counseling, The Role of Values in Developing Therapeutic Goals; Role of spiritual & religious values in counseling; Becoming an effective Multi-cultural counselor -Acquiring Competencies in Multicultural Counseling incorporating Culture in Counseling Practice

B. Ethical Issues; Problems in using codes of ethics. Principle ethics and virtue ethics, Steps & ethical decision making model, Informed Consent, Privileged Communication, Transference and Counter transference and its ethical implications; confidentiality ethical and legal issues.

References: 1. Antony J.D. (2009) Principles of practice of Counselling. Anugraha publications

2. Antony J.D. (2003) Skills of counseling. Anugraha publications

3. Antony J.D ( 2008) types of counseling, Anugraha publication

4. Burnard.P, (2004) Counselling skills training. New Delhi: Viva books

5. Bremschristane (2000) basic skills in Psychotherapy and counseling. Brooks /cole

6. Corey C; Corey S.C & Callanan P ( 2003) Issues and Ethics in the helping Professions (6th Ed) Brooke/Cole)

7. Corey, G. (2001). Manual for Theory and Practice of Counselling and Psychotherapy, (6thEdition). Pacific Grove CA: Brooke/Cole.

8. Corey, M., S. & Corey, G. (2003). Becoming a Helper. (4th Edition). Pacific

9. Corey, G (2002). Theory and practice of counseling and Psychotherapy (8th edition)

10. Egan .G.(1990) Exercises in helping skills (4th edition) Brooks & Cole publication.

11. Gibson R.L.(2005) Introduction to Counselling & guidance.( th Ed) Pearson publications

12. Ivey A., & Ivey M., B. (1999) Intentional Interviewing and Counselling. (5th Edition). Pacific Grove CA: Brooke/Cole

13. Rao, S N .(2001) Counselling & Guidance (8th Ed.) New Delhi: Tata McGraw Hill

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MSC 531C IV Practical - Counselling Skills ( Hard Core)



Course Objectives:

• To prepare the students towards becoming an effective counsellor through self-awareness • To enhance personal development • To equip them with Basic skills in Counselling • To practice advanced skills in counselling

Course Outcomes:

• Gain self awareness • Enhancement in self development • Develop basic skills in counselling Session • Develop Advanced skills in counselling Session

1. Pre- Training assessment

2. Developing generic skills

3. Knowing yourself as a counsellor

4. Rapport building

5. Attending and Observing skills

6. Goal setting in counselling

7. Basic listening skills

8. Reflection of meaning and influencing skills

9. Empathetic understanding & Positive Regard

10. Immediacy, Confrontation and focusing

11. Verbatim Recording

P.S To conduct a minimum of 9 skills training

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MSC 541 C V Practical Assessments for Counselling (Hard Core)



Course Objectives:

• To understand the concept of testing • To orient students on various Intelligence and personality testing • To administer test appropriate test • To learn the skill of an effective report writing • To learn the process of behavioural observation

Course Outcomes:

• Students gain knowledge on testing

• Administering appropriate intelligence and Personality test to the clients

• Learn the skill of behavioural observation

• Formulating an effective report on clients assessment and observation

Assessment for Counselling

I Cognitive Functions

1. Raven’s Progressive Matrices

2. Bhatia’s Performance Battery

3. Draw-a-Man Test

4. Denver Developmental Screening Test

5. Assessment of Intelligence using Seguin Form Board

6. A Group test of General Mental Ability

II Personality:

Self Report methods

1. Eysenck’s Personality Questionnaire (JEPQ)

2. Neo-Five factor Inventory

3. Singh’s Differential Personality Inventory

4. IAS scale

Projective methods

1. Draw-A-Person Test (DAP)

2. Sentence Completion Test

3. T.A.T.

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P.S to conduct a minimum of 9 tests

FIELD WORK-

1. Interactive assessment cum reporting case studies on a minimum of three individuals. Students

will initiate the counselling process, set up goals and assess through administration of a battery of

tests comprising at least one each in all categories of tests- Minimum of 3-4 tests (Practical Part I

and II), analyze results and present comprehensive reports.

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MSC 551 C VI POSITIVE PSYCHOLOGY (SOFT CORE)




• To Provide an understanding about the basic principles of positive psychology

• To have an insight into power of positivity and values

• To promote positive relationship and empower oneself and others

• To help the students to acquire insights into their own strengths and utilize them to increase

their wellbeing as well as the wellbeing of others

Course Outcomes:

• Appreciate and understand the power of positivity in the growth and well-being of every individual,

• Commit themselves in the pursuit of empowering oneself and others. • Pursue an attitude of value oriented professional life. • Apply skills and techniques in wellbeing

UNIT-1 (12 hours)

Introduction & Positive Emotion A. Meaning, definition, assumptions and goals. Eastern and Western perspectives on positive

psychology B. Positive emotions, health resources and well-being, cultivating positive emotions- flow:

savoring.

UNIT-2 (14 hours) Happiness

A. Meaning and Measures of happiness, types of happiness, PERMA model, effects of happiness, happiness across life span, gender and happiness, Happiness and Suffering factors contributing to happiness.

B. Psychology of sacrifice, factors promotes sacrifice, types of sacrifice, benefits of sacrifice, sacrifice motives, relationship satisfaction and well-being; subjective wellbeing ,components of subjective wellbeing – Emotional , Physical and Social

UNIT-3 (15 hours)

Virtues, Positive Self & Positive Cognitive Strategies A. Classification of Virtues, Wisdom - Theories, development of wisdom, characteristics of

wise People, hope optimism, self-efficacy, self-esteem.

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B. Pursuit of meaningfulness in life: nature of meaning, components for meaning, Mechanisms of meaning –making, benefits of meaning-making; Self-control failure, Positive Coping Strategies & Assessing Coping

UNIT-4 (15 hours) Positive Change & Positive Environment

A. Positive change- Stages of Change: Resilience, Love, Forgiveness, Gratitude, Altruism, Mindfulness- Attributes;

B. Positive Schooling, Positive Parenting, Gainful Employment, Positive Intervention, Emotional Intelligence- Theories.

References: 1. Carr. A( 2002) Postive Psychology , London , Rout Routledge

2. Daniel Goleman. Bantam(1998) Working with Emotional Intelligence

3. Myers.D.G (ND)The Pursuit of Happiness .Avon

4. Dweck C.S ( 2006) Mindset- The New Psychology Of Success, Ballenrine books, N.Y

5. Hefferon & Boniwell,( 2011),Positive Psychology Theory, Research & Application , McGraw hill

6. Kashdan.T.B ,Ciarrochi J. (2013),Mindfulness, Acceptance and Positive Psychology, New harbinger Publications.

7. Lopez .S( 2009) Encyclopedia of positive psychology, Willey black well publication

8. Seligman, M.E.P., (2006). Learned Optimism; Vintage books, USA

9. Shane. J. Lopez (2008). Positive Psychology Exploring the best in People, Praeger Publishers

10. Snyder & Lopez (2007). Handbook of Positive Psychology, Oxford University press, Newyork 11. Snyder & Lopez (2007) Positive Psychology, Sage publication

12. Steve R.B & Marie K.Crothers (2000) – Positive Psychology, Pearson Publication.

13. Weiten W. and Lloyd M.A (2004) Psychology applied to Modern Life,Thomson and Wadsworth

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SEMESTER II

MSC 502 CVII - PSYCHOTHERAPY (Hard Core) Theory Marks: 70


Total No of teaching hours: 56 Credits: 4

Course Objectives:

• To introduce major concepts of Psychotherapies

• To understand the rationale for using different therapeutic models

• To orient students on the techniques and stages of different therapies

• Application of psychotherapies In the context of case formulation

Course Outcomes:

• Gain knowledge of various therapeutic models

• Use a preferred Therapeutic model which can be supported by knowledge of theory

• Evaluate counselling approaches in the context of real life situations

• Apply the theoretic knowledge in skilled practice

UNIT-I (12 hours) A. Introduction: Four Periods of Development of the Approach, Existentialism and

Humanism; Carl Rogers Person-centered approach- key concepts, therapeutic process, client therapist relationship –

B. Reality therapy- Key concepts, therapeutic process, therapeutic techniques and procedures. Acceptance Commitment Therapy

UNIT-II (15 hours) Behaviour therapy:

A. View of human nature, Basic assumptions therapy goals and behavior analysis. Techniques: Classical conditioning- Implosion, Exposure therapies, Self-Management and Relaxation Therapy. B. Operant conditioning-Shaping, Modeling and Contingency Contracting, Assertiveness training, Multi modal approach; Evaluation and recent trends

UNIT-III (15 hours) Cognitive Behavioural approaches

A. Aaron T. Becks Cognitive therapy-Basic concepts, Principles, techniques and application B. Rational Emotive Behavior Therapy- basic concepts, principles, techniques & application.

Meichenbaum’s Cognitive Behavior modification-Behavior Change and Coping

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UNIT-IV ( 14 hours) Gestalt therapy and other approaches

A. View of Human Nature; Principles, Basic Concepts-the now, unfinished business, avoidance, Layers of neurosis, contact & Resistance, Energy The therapeutic process, techniques and procedures; role of confrontation Application and recent trends. B. Solution-Focused: - Basic concepts & techniques. Brief counselling and Narrative therapy:-

Basic concepts and techniques. Supportive therapy: Neuro-Linguistic programming and yoga therapy.

References: 1. Antony J. (2003) Psychotherapies in counseling. Dindigul: Anugraha publication.

2. Capuzzi D & Gross D.R. (1999) Counselling& psychotherapy. Theories & Interventions. Prentice Hall Inc.

3. Corey G. (2009) Counselling& Psychotherapy- Theory &Practice( India edition) Learning India Pvt. Ltd.

4. Corey M C & Corey G (2007) Becoming a Helper(5th Ed) Brooks/Cole publishing

5. Corey,G (2000),Theory and practice of Counselling and psychotherapy 6th edition,printice hall inc

6. Cormier,W.H & Cormier (1991)Interviewing Strategies for Helpers, Brooks/Cole publishing

7. Donner, fisher &hayer, ( 2003) Cognitive Behaviour Therapy, John Willy & sons

8. Egan G (1994) The Skilled Helper,(5th Ed)Brooks/Cole publishing., CA

9. Feltham C and Horton I (2000) Handbook of Counselling and Psychotherapy.

10. Ivey A & Ivey M.B(2007) Intentional Interviewing and Counselling.(6th Ed) Brooks/Cole

11. Kazdin,A.E(2001) Behavior modification:Belmont:Wadsworth

12. Nelson-Jones R (2002) Essential Counselling and Therapy Skills.Sage publication

13. Rim & Masters ( 1979) Behavior Therapy, Academic press.

14. Rogers C. R(1995) On Becoming A Person. Houghton Mifflin Co. Boston

15. Speigler,M.D and Guevremont, D.C(1998) Contemprory Behavior Therapy.

Albany :Brooks/cole

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MSC C 512VIII Practical Behaviour Therapeutic Techniques (Hard Core)



Course Objectives:

• To introduce and train students with various behaviour therapeutic techniques • To frame and present Therapeutic Case formulation • To equip oneself to collect behavioural Performa • To develop rationale for application of specific techniques

Course Outcomes:

• Equip the techniques of behaviour therapy • Formulate effective conceptualization • Developed skills to discern right technique leading client towards change • Skill to collect behavioural proforma • Behaviour Analysis • JPMR • Systematic Desensitization • EMDR • Shaping • Token Economy • Habit Reversal Training • Assertiveness Training • Social Skills training • Verbatim Recording • Submit Therapeutic Intervention for any 9 techniques

C. P.S Minimum 9 Practical

625

M.Sc 522 CIX Practical Educational Testing (Hard Core )



Course Objectives:

• To orient students to Screen various issues related to learning and development • To train them to administer the test • To identify the rationale for administering test. • To train students to formulate the treatment goals out of test results

Course Outcomes:

• Screen and assess issues related to development and learning

• Ability to decide the assessment and test

• Formulate goals out of test results

• Plan treatment based on the goals formulated out of assessment

1. Attention and concentration

2. PGI memory scale

3. Vineland Social Maturity Scale

4. Study Habits Inventory

5. Learning Styles

6. Adolescent problem checklist

7. Bells Adjustment Inventory

8. ADHD Screening

9. Screening for Learning Disability

10. Aptitude assessment- DBDA

11. Comprehensive Interest schedule.

D. P.S Minimum 9 Practical

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MSC 532C X – Educational Counselling (Soft Core)



Credits: 4

Course Objectives:

• To enable the students to understand the various issues related to learning

• To understand different behavioural and emotional issues encountered in educational set

up.

• To introduce students the need for and application of counselling techniques to the

educational setting and to improve student mental health

• To equip oneself with skills

Course Outcomes:

• Recognise and define various issues in learning

• Gain knowledge on behavioural and emotional issues among children

• Knowledge of learning skills for academic development

• Skilled as an educational counsellor both in screening and intervention

• Apply counselling techniques in educational setup to improve student mental health

UNIT-I (13 hours)

Introduction and Facilitative Counselling Techniques

A. Definition, Nature of guidance and Counselling; Counselling the primary school child,

High school and College student.

B. Play, Art Drawing, Drama, Metaphors, Storytelling, Creative Movement Therapy and Biblio-Counselling UNIT-II (14 hours)

Counselling Exceptional children

A. Definition, Causes, Types, Psycho-educational interventions for Intellectual disability, Autism spectrum Disorder, ADHD

B. Definition, Causes, Psycho-educational Interventions for Learning disabled, Underachievers, Slow Learners, Gifted and Talented.

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UNIT-III (14 hours)

Academic Development, Teacher and Parent Counselling

A. Learning and Teaching models; reading, writing, note making and Study skills. Cognitive issues: causes and factors affecting attention, concentration; Cognitive Training. Class room problems: Discipline, Listening, Norms Violation, and Aggression.

B. Teacher Counselling: Teacher as counsellor - Process; Classroom approaches- Guidance, meetings & Group discussions. Parent counselling: Goals, Counsellor’s role, Parent- consultation programme, Parent - teacher consultation, Discussion and study groups

UNIT-IV (15 hours)

Counselling Specific target groups

A. Disruptive Behaviour Disorder, Bullying, Tics Enuresis and Encopresis B. Juvenile Delinquency, Tics, Sibling Rivalry Disorder, School Refusal Behaviour, Separation

Anxiety Disorder, Truancy and Behavioural Addictions

References:

1. Aggarwal J.C., (2007) Essentials of EducationalPsychology, 2nd Ed., VikashPublications.

2. Dandapani, S. (2001). A Textbook of advanced educational psychology 2nd ed. New Delhi. Anmol Publications Pvt. Ltd.

3. APA (2013) Diagnostic statistical Manual of Mental Disorder, 5th edition, Library of Congress

4. Herson, Kenneth T. etal (1999).Educational Psychology for Effective Teaching – New York:Wadsworth Publishing Company,.

5. Hurlock, E.B., (1984) Child Development, 6th Ed., New Delhi, Tata McGraw – Hill Publications.

6. Nayak, A K &Rao, V K (2002). Guidance & Career Counselling -. New Delhi : APH Publishing Corporation.

7. Thompson, C.L., Rudolph, L.B. & Henderson, D (2004) (Ed.) Counselling Children, Belmont: Brooks/Cole

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MSC 542 CXI - BEHAVIOUR DYSFUNCTION (Soft Core)




• To provide an understanding of the types, symptoms of various dysfunctional behaviours

• To orient students on causal factors and prevalence of dysfunctional behaviour

• To learn skill to formulate treatment plan

• To learn Interventions and build positive attitude in view of helping clients.

Course Outcomes:

• Knowledge to Identify and define dysfunctions in Human behaviour

• Gain Awareness on the causes and prevalence of dysfunction

• Skill to formulate intervention plan

• Develop proactive attitude toward mental health and wellbeing

UNIT-I (12 hours) Introduction to Abnormality A. Introduction: Meaning of Abnormality; Normality and Abnormality criterion;

B. Models to understand Abnormal Behaviour: Biological, Psychodynamic, Behavioural,

Cognitive-Behavioural perspective and psychosocial causal factors of abnormality; Models of classification of Abnormal Behaviour-DSM V and ICD 10. Human rights of mentally ill

UNIT-II (15 hours)

Anxiety Based Disorder

A. Anxiety disorders: Clinical characteristics and Causal factors:- Phobic anxiety disorders(Panic disorder with and without Agoraphobia, Social Phobia & Specific Phobia) ,Generalized anxiety disorder and Obsessive compulsive disorder.

B. Somatoform Disorder : clinical Characteristic and Causal factors :- Somatization, Hypochondriasis and Conversion Disorder. Dissociative Disorder : Fugue, Amnesia, Dissociative Identity Disorder.

UNIT-III (15 hours) Psychotic and Mood disorders A. Schizophrenia: Clinical characteristics, Causal factors and Other Psychotic conditions, Delusional disorders: Clinical characteristics and Causal factors B. Mood disorders: Clinical characteristics and Causal factors- Unipolar and Bipolar Disorders.

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UNIT-IV (14 hours)

Disorders of Adult Personality, Behaviour and Neuropsychological disorder

A. Personality disorders: Clinical characteristics and Causal Factors: Cluster A (Paranoid, Schizoid and Schizotypal),Cluster B (Histrionic, Narcisstic, Antisocial and Borderline),Cluster C (Avoidant, Dependent and Obsessive- Compulsive )

B. Disorders of Sexual Preference -Sexual preference: Types and Clinical characteristics: Neuropsychological disorders: Clinical characteristics and Causal Factor: Dementia of the Alzheimer’s Type (DAT) and Vascular Dementia (VAD).

Reference:

1. Ahuja.N(2002).A Short Textbook of Psychiatry.(5th Ed).New Delhi:Jaypee Brothers. 2. Alloy,L.B., Riskind,J.H&Manos,M.J (2006) Abnormal Psychology: Current Perspectives.9th

Edition. New Delhi: Tata McGraw Hill Publishing Co. 3. APA (2013) Diagnostic statistical Manual of Mental Disorder, 5th edition, Library of Congress 4. Barlow,D.H and Durand,V.,M.(-)Abnormal Psychology,2th edition. CA: Brookes Cole Publishing

Co. 5. Carson,R.C,Butcher.J.N, Mineka.S&Hooley.J.M(2007)Abnormal Psychology and modern

life,13th edition. Pearson Education, New Delhi. 6. Comer,R.J.(2001) Abnormal Psychology,4th edition, New York:Worth Publishers. 7. Kaplan, H.I.,Sadock,B&Grebb.J.A.(1994) Synopsis of Psychiatry. New Delhi: Jaypee Brothers. 8. Mangal .S.K (1994).AbnormalPsychology. New Delhi: Sterling Publishers Private Ltd. 9. Neale, J.M & Davison, G.C.,(1997) Abnormal Psychology,7th Edition, USA: John Wiley and

Son.Inc. 10. Sarason and Sarason (2005) Abnormal Psychology: The problem of maladaptive behavior, 10th

edition. New Delhi: Pearson Education.

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M.Sc. Counselling Semester II- Open Electives

OE 2.2 Behaviour in Social Context Theory Marks: 70



Course Objectives:

• To enable students to learn the social basis of behaviour with a special emphasis on the

social influences and interpersonal relationship

• To understand the basis for group formation and perception

• To understand the concept of pro-social behaviour in society

• To help students apply the social basis of behaviour to the socio-cultural context.

Course Outcomes:

• Apply the social aspect of behaviour in understanding society and life

• Understand the complexities of human behaviour in social context

• Gain knowledge on complexities of helping behaviour

• Develop pro-social attitude towards social wellbeing

UNIT-I (10 hours) Social perception and Cognition: Attribution- attribution theories, sources of error Impression formation and impression management schemas & its impact, heuristics, sources of error in social cognition, Affect & cognition

UNIT-II 12 hours) Social Influence – Conformity- factors influencing conformity, basis of conformity, resisting confimity, Group think, hazards of Group think ;Compliance- Principles and techniques to gain compliance; Obedience- Milgram study, causes and resisting destructive obedience, Indoctrination.

UNIT-III (10 hours) Interpersonal Relationship - Types, Attachment styles, building relationships, Interpersonal attraction: definition, origin, proximity- impact, influence of emotion and other characteristics in interpersonal attraction, triangular theory of love.

UNIT-IV (10 hours) Prosocial Behavior: - Definition, Diffusion of responsibility & Bystander effect, - five steps of helping; characteristics of helpers, theories- empathy altruism hypothesis, negative state relief model, empathic joy hypothesis, genetic determinism model. References:

1. Baron, R., A. & Byrne, D. (1999). Social Psychology. New Delhi: Prentice Hall

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2. Bonner, H. Group Dynamics: Principles of Application.

3. DeLamater& Myers (2009) Text book of Social Psychology, Cengage learning.

4. Feldman, R.S. (1998) Social Psychology 2nd edition New Jersey: Prentice Hall Inc

5. Forsyth, D. (1990). Group Dynamics, (2nd Ed). Pacific Grovee: Brooks/Cole Publication

6. Lamberth, J. (1980), Social Psychology. Mac Millan Publications

7. Gun, R., Semen & Klaus Fielder. (1996). Ed. Applied Social Psychology. London: Sage. 8. David, J.W. &Harari, H. (1969) Social Psychology. New York: Harper & Row.

9. Myers. D. G. (2005), Social Psychology. 8th Edition, Tata-McGraw Hills.

10. Prabhu, V.V. & Joshi, M.S. Social Psychology. Mumbai: VipulPrakashan

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SEMESTER III MSC 503 C- XII Areas of Counselling (Hard Core)




• To provide an insight on issues faced by Children, Adolescent, Women and learn

intervention strategies.

• To orient students on career counselling, Counselling elderly and care givers

• To gain an understanding of suicide, substance abuse and dependence and ways of

prevention, detoxification and rehabilitation.

• To educate on health welling and counselling clients in health care setup

Course Outcomes:

• Gain knowledge on issues faced by individual across life span • Gain skills on a wide range of interventions and therapeutic strategies that would enable

them to effectively address various mental health issues • Develop skill to Identify and recommend appropriate treatment plan for specific concerns • Build attitude and skills to address different needs at health care and rehabilitation set up

UNIT- I (14 hours) Counselling Children & Adolescents

A. Introduction to the Counselling process: Interview & Communication with the child; a general Model for counselling, dealing with Children who are maltreated- Physically, verbally and sexually abused, neglected, children of chemically dependent parents. Addressing issues of grief, depression and suicide in children.

B. Issues in counselling adolescents- Emotionality during adolescence, Teenage Pregnancy, Teen violence, sex interests and behaviour, Sexual abuse, peer pressure, Depression and suicide, Eating disorder, Family relationships during adolescence.

UNIT-II (14 hours) Career Counselling, Counselling Women and elderly

A. Issues in Counselling Women: Feminist counselling; Women going through- pre- menstrual tension (PMT), menopause, postpartum Issues; Midlife crisis, domestic violence, Infertility, Miscarriage and Termination. Older adults as clients: Counselling procedures with older adults and their caregiver.

B. Introduction to Career Counselling - Suggestions and Benefits for Individual career development, theories of Career development, decision making and exploration

633

UNIT-III (14 hours) Health and Wellness

A. Defining health psychology, health and wellness, models of health, stress and wellbeing. Coping with Stress. Aches& pain management.

B. Counselling interventions& techniques for Eating disorders, Sleep Disorders, HIV and AIDS, Cancer, heart diseases, Obesity and Diabetes.

C.

UNIT-IV (14 hours)

Counselling in Trauma, Suicide and Addiction

A. Definition, Types of trauma, Trauma Assessment ,Post traumatic stress Disorder, Acute Stress Reaction, Traumatic grief, Integrated Model of Trauma Counselling, Critical Incident Stress Debriefing Models, Secondary Traumatic Stress or compassion fatigue; Trauma Aftercare – Four Stage Model, Trauma and Spirituality.Suicide: Assessment and Interventions.

B. Pathological gambling, Addiction to pornography, Cyber addiction.Overview of Addiction treatment: Natural recovery, twelve-step recovery, cognitive- behavioural therapies, motivational enhancement therapy, stages-of-change model, problem-oriented treatment, group therapy, family therapy and community based intervention.

References: 1. Antony J D (2005), Trauma Counselling. Tamil nadu; Anugraha Publication. 2. Berk, L.E. (2007) Development through the life span.( 3 rd Ed.) New Delhi: Pearson Education. 3. Curtis, A. J. (2000). Health psychology. New York: Routledge. 4. Donelson F. E. (1999). Women’s experiences: Psychological perspective. CA: Mayfield Publishing Company. 5. Gibson & Mitchell.( 2005)Introduction to Counselling and Guidance, pearson education. 6. Haug, Ford & Sheafor. (ND)The Physical & Mental Health of aged women NY:Springs Publishing

Co. 7. Hoyer, W.J. and Roodin, P. A. (2003). Adult Development and Aging (5th ed.).

New York: McGraw Hill. 8. Hurlock E.B. (1967) Adolescent Development( 3 rd Ed.) New York: Mc. Graw

Hill. 9. Hurlock E.B. (2003) Developmental Psychololgy: A life span approach. 5th Ed.

New Delhi: Tata Mc. Graw Pub. Co.Ltd. 10. Ogden (1996), Health Psychology. Sage publication. 11. Papalia, D.S., Old, S.N. & Feldman, R.D. Human development ( 9th Ed. ) NewDelhi: Tata

Mc.Graw. Hill 12. Peterson &Nisenholz. Orientation to counselling. 13. Rice (2000) Health Psychology. Pearson publication 14. Russel .M.N .( ND). Skills in counselling Women: The feminist Approach. Illinois:Charles C

Thomas Publishers. 15. Simos, G. (2002), Cognitive Behaviour therapy: a guide for the practicing clinician. Sussex:

Brunner- Routledge

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16. Spiers, T. (2001). Trauma: A practitioner’s guide to counselling, New York: Brunner- Routledge.

17. Thompson, C.L., Rudolph, L.B. & Henderson, D (2004) (Ed.) Counselling Children, Belmont: Brooks/Cole

18. Vishala. M. (2006) Guidance & Counselling. New Delhi: S. Chand & Company Ltd. 19. Welfel, E.R. & Ingersoll E.R. (eds) (2001).The Mental health desk reference: a practice based

guide to diagnosis, treatment, and professional issues. New Jersey: John 16.Wiley & Sons, Inc. 20. Williams, Tom(1987) Post Traumatic Stress disorder: A handbook forclinicians.

MSC 513 C XIII Practical: - Group Process (Hard Core) Theory Marks: 70



• To equip students to plan, start a Group Process • To train student to formulate and process exercise

• To understand and apply basic and interpersonal skills in group session

• To equip with knowledge and skills to handle difficult members

Course Outcomes: • Skills in planning and structure the group counselling session • Knowledge to develop appropriate exercises

• Application of basic and advanced skills in group set up

• Skill to handle difficult members in group

• Conduct group session to diverse population

1. Planning and starting groups – Pre group planning, planning the overall group program and phases of the session, planning for the beginning stage, the first session, the second session and subsequent sessions – screen contracting and setting goals.

2. Exercises – Selection, introducing, conducting and processing exercises 3. Dealing with problem situations in groups – member styles, silence, Sexual feelings,

crying, hostility, asking members to leave. 2. Attending and observation skills behaviour– visual, vocal, verbal, body Language,

movement harmonics. 3. Focusing, pacing, leading and linking skills – Focus on: group, subgroup, individual,

individual main theme, group leader, environment / context, here and now, then and there. 4. Leadership skill of basic listening sequence – questioning, encouragement, restatement,

paraphrasing, reflection of feeling, summarization, the checkout.

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5. Skills of structuring dimensions and stages of groups – initiating the group, gathering data, the positive asset search, working (examining goals, sharing, confronting, re-storying), ending (generalizing and acting on new stories).

6. Skills and strategies for interpersonal influence- Listening, reframing, interpreting, using self-disclosure, giving feedback, structuring strategies, exploring logical consequences, eliciting and reflecting meaning, managing conflict via confrontation.

7. Closing a session or a group – skills in closing a session, closing a group and follow up procedures

8. Conduct Group sessions and present the Group process ( minimum 8)

P.S minimum 9 Practical

MSC 523CXIV Practical Individual Counselling Techniques ( Hard Core)



Course Objectives:

• To train students on various therapeutic techniques • To orient student to frame case formulation for different approaches • To learn skills and rationale to implement different approaches • To apply approaches based on the case conceptualization to different clients

Course Outcomes:

• Gain knowledge on diverse therapeutic approach • Gain knowledge to formulate case conceptualization for different therapeutic approaches • Skill to implement various therapies in the session • Apply various therapeutic approach to the client population

1. Meichenbaum’s Stress Inoculation Training 2. Ellis A-B-C-D Analysis, cognitive, behavioural and imagery techniques

3. CBT- Aaron Beck- cognitive and behavioural techniques

4. Solution focused techniques - Miracle Questioning, Scaling questioning, Exception questions 5. Gestalt – empty chair, language exercise

6. Person Centered Therapy- Core Conditions, Skills

7. Dialectical Behaviour Therapy – Acceptance oriented and Change oriented

8. Transactional Analysis

9. Psychodrama

10. Therapeutic Intervention for each Practical

636

11. Any 10 case from Field work Placement ( 1 verbatim recording )

P.S to use any of the 9 Therapeutic Techniques

MSC 533 C XV Group Counselling ( Soft Core )




• To introduce the basic concepts of Group Counselling, stages of group development, skills,

techniques and strategies to group process.

• To develop qualities and skills of effective group leader

• To gain knowledge on ethics, rights and issues of the members

• To facilitate group guidance and therapeutic group counselling processes from a multi

theoretical and cross– cultural perspective.

Course Outcomes:

• Learn basic concepts in group development

• Manage the different stage in Group development

• Develop skills and qualities of leader

• Awareness on ethical practice in group counselling

• Acquire knowledge on therapeutic group

• Learn techniques and strategies in different therapies

UNIT-I (13 hours)

Introduction to Group Counseling and ethical issues

A. Introduction: Goals, Definitions and types of group, Rights and issues of group participants,

Uses and misuses of group techniques, psychological risks in group.

B. Personal characteristics of the effective group leader, problems and issues for beginning group

leader, Group leadership skills and functions, skills for opening and closing group sessions,/

co-leadership model, Effective identifying of non-verbal behavior of the members,

637

UNIT-II (15 hours)

Stages in group Development:

A. Pre-group issues-formation of the group

Stage 2:-Initial stage-orientation and exploration

Stage 3-Transition-Dealing with resistance;

Stage 4-Working stage-Cohesion and productivity & Final stage-consolidation and

termination; Post group issues: - follow-up and evaluating groups- process and outcome

B. Working with groups of older persons: Goals, primary settings where groups for older

persons might be held, screening, leader skills

UNIT-III (14 hours)

Theoretical approaches to Group Counselling

A. Adlerian, :- key concepts, role and functions of the leader, application, techniques and critical

appraisal

B. Transactional Analysis/ and Existential approach to group:- key concepts, role and functions

of the leader,/ application, techniques and critical appraisal

UNIT-IV (14 hours)

Techniques based on:-

A. Psychodrama: key concepts role and functions of the leader, application, techniques and

critical appraisal.

B. Behavioural group therapy: - role and functions of the leader, application, techniques and

critical appraisal.

Reference: 1. Capuzzi.D and Gross D.R (1999) Introduction to group work. London: Prentice Hall.

2. Corey G. (2008) Group Counselling. India edition. Brooks/Cole

3. Corey M.S. & Corey G. (2006) Group process & practice. Brooks/ Cole.

4. Corey,G(2000) Theory and Practice of group counselling (5thedition) Belmont CA:Brookes/cole.

5. Edward E.,Jacobs;Robert L.,Massom and Riley L.Harvill(2001) Group Counselling: Strategies

and skills(4th edition) London:Wadsworth.

6. ED E. JACOBS (2012). Group counseling strategies and skills, Brooks/ Cole.

7. Ivey A.E,Pedersen.P.B& Ivey M B(2001) Intentional group counseling micro skill approach.

Belmont CA:Wadsworth

8. Scolt R J(1990) Psychotherapy for 1990’s.Guilford press

9. Yalom I.D (1995),The theory and practice of group therapy.4th ed. New york: Basic books

638

MSC 543 C XVI Psychometry, Research Methods and Statistics ( Soft Core )



Credits: 4

Course Objectives:

• To gain knowledge on psychometry and research methods

• To learn steps in research

• To familiarize students with various design of experiments and statistical procedures.

• To help students develop an understanding of various statistical techniques in terms of their assumptions, applications and limitations

Course Outcomes:

• Gain knowledge on various methods in research

• Understand the relevance of psychometrics in research

• Build a proactive attitude toward research

• Apply statistical procedure in research

• Develop Skills in test construction, sampling and designs.

UNIT-I (12 hours) Psychometry A. Psychological test: - Definition, characteristics, major classification and uses. Scales of

measurement- nominal, ordinal, Interval and Ratio. B. Test Construction& development; reliability validity and Standardisation.

UNIT- II (14 hours) Research Methodology- A. Scientific research: Definitions of research and types of research, Steps involved in research

process, Research problem –source, defining statement; Data collection procedures. B. Sampling: Population and Sample, probability and non-probability sampling methods and

determinants of sample size. Research Designs-characteristic and types- experimental & non experimental

UNIT-III (15 hours) Descriptive statistics. A. Measures of Central Tendency - mean Median and Mode; Measures of dispersion- range

Quartile, Mean and Standard Deviation, Coefficient of variation. B. Normal distribution - characteristics of normal probability curve, applications; Correlation:-

types, coefficient of correlation, Pearson's Product Moment Method and Spearman's Rank order Method.

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UNIT-IV (15 hours) Hypothesis testing: A. Hypothesis-definition, Criteria of a good hypothesis, characteristics, types, testing and

limitations. Levels of Significance, one tailed and two- tailed test, Degrees of Freedom. Type I and Type II errors.

B. Parametric test: Nature and assumptions, t-test, one way ANOVA - purpose and assumptions. Non-Parametric test: Nature and assumptions, Chi square test, Contingency coefficient, Use of Computer in Research & evaluations: coding, data entry, data verification, data processing and analysis. Report writing - format.

References: 1. Ahuja, R. (2005) Research Methods, New Delhi, Rawat Publications.

2. Anastasi, A and S. Urbina, (1997) Psychological testing. 7th Edition (Indian reprint) Pearson

education. Delhi.

3. Aron&Aron& coup E.J( 2006) statistics for psychology 4th edition, pearson education.

4. Broota, K D (1992). Experimental designs in behavioural research. New Delhi,Wiley Eastern.

5. Freeman, S.K (1962) Theory and practice of psychological testing. New Delhi: Oxford

publications.

6. Garrett H E () Statistics in Psychology and Education. VakilsPfeffer& Sons.

7. Guilford.J.P (1936) Psychometric methods: Bombay, Tata Mcgraw hill.

8. Gupta, S.P. (2005) Elementary Statistical Methods, New Delhi: Sulthan Chand and Sons.

9. Hepner, Kirlinghan&Wampold(1992) Research Design in Counselling Brooks/ Cole

10. Kaplan,Sucuzzo&Dennis (2001) Psychological testing: Principles and applications (5th ed)

Australia : Wordsworth publications

11. Kerlinger, N. (1996). Foundations of behavioural research. Prentice Hall of India.

12. Kothari, C.R (2004). Research methodology: Methods & techniques. New Delhi New Age international publishers

13. Schweiger, W.A. (1997). Research methods Psychology - a Hand Book. Delhi: Sage Publication India Pvt. Ltd. 14. Singh, A.K. (1997). Test measurement and research methods in Behavioural

Sciences. Patna: BharathiBhavan Publishers and Distributors.

15. Wood,G(1981) Fundamentals of Psychological Research(3rd Ed) Little Brown &Co

640

M.Sc. Counselling Semester III- Open Electives

OE 3.2 Counselling Skills and Behavioural Techniques Theory Marks: 70



Course Objectives:

• To provide an overview of Individual Counselling

• To learn the stages of group development with an emphasis on the skills of Counselling • To learn the steps and models in counselling

• To orient students on techniques of the Behavioural Approach.

Course Outcomes:

• Appreciate, understand the counselling process • Awareness on stages of group development • Gain knowledge on principles and goals of counselling • demonstrate ability to use counselling skills • gain knowledge to apply behaviour therapy

UNIT-I (10 hours)

Introduction to Counselling

Definition; Difference between counselling and guidance; Goals and functions of counselling; Characteristics of an effective counsellor, Approaches to counselling- (in brief) psychodynamic, humanistic, behaviouristic, gestalt and cognitive.

UNIT-II (10 hours)

Skills of counselling

Micro skills: basic listening sequence ,open and closed questions, active listening sills- encouraging, paraphrasing, summarizing, reflection of feelings; advanced skills- focusing, confrontation, self-disclosure, influencing skills.

UNIT-III (10 hours) Counselling Process & Relationship

Preparation, content process & steps in counselling; Importance of relationship; components of relationship; Facilitative conditions for the counselling relationship. Egan’s three stage model. Stages in group development- pre-group issues, initial stage, transition, working stage, final stage & post group issues.

641

UNIT-IV (12 hours) Behavioural Approaches; Principles and Goals Techniques; Implosion and Exposure Therapies; Shaping Modelling, contingency Contracting, Relaxation and Assertive training.

References:

1. Antony J.D. (2009) Principles of practice of Counselling. Anugraha publications

2. Antony J. (2003) Psychotherapies in counseling. Dindigul: Anugraha publication

3. Antony J.D. (2003) Skills of counseling. Anugraha publications.

4. Antony J.D.(2010) Types of counseling. Anugraha Publications.

5. Burnard.P,(2004) Counselling skills training. New Delhi: Viva books

6. Corey, G. (2001). Manual for Theory and Practice of Counselling and Psychotherapy, (6thEdition).

Pacific Grove CA: Brooke/Cole.

7. Corey, M., S. & Corey, G. (2003). Becoming a Helper. (4th Edition). Pacific

8. Egan .G. (1990) Exercises in helping skills (4th edition) Brooks & Cole publication.

9. Egan, G. (2001). The Skilled Helper: A Problem Management Approach to Helping. (7th Edition).

Pacific Grove, CA: Brooks/Cole.

10. Gibson R.L.(2005) Introduction to Counselling& guidance.( 4th Ed) Pearson publications

11. Ivey A., & Ivey M., B. Intentional Interviewing and Counselling. (5th Edition). Pacific Grove CA:

Brooke/Cole

12. Nelson.R-Jones. (2002). Basic Counselling Skills. London: Sage.

13. Patterson L. &Welfel.R. (2004)The counseling process. Australia: Wadsworth

14. Rao, S N . ( 2001) Counselling& Guidance (8th Ed.) New Delhi: Tata McGraw Hill

*************

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IV SEMESTER MSC 504 CXVII Compulsory Internship[Supervised Counselling of 160-180 hours] (Hard Core )- Maintain a log sheet and attendance sheet for Counselling placement, and Monthly Internship

report which should be signed by the supervisor. The case diary has to be regularly signed by the

head of the department. There should be weekly supervision individually /in groups.

Marks: 70 Internal Assessment: 30


Course Objectives:

• To apply the individual and group counselling skills and models in practical set up • To formulate case and apply intervention based on different approaches • To apply therapeutic intervention with individual clients and in group set up • To promote mental health in various sectors • To cater to the need of clients across population • To prepare to build professional competency

Course Outcomes:

• Skilled in counselling • Proactive attitude toward professional development, mental health and well being • Knowledge to rationalize the treatment plan. • skilled in handling current problems in different areas • development of personal and professional competency

MSC 514 C – XVIII Case Studies and Evaluation (Hard Core )

Submit a minimum of 5 long case studies with clients who had been terminated after a

minimum of five sessions based on specific approaches; 10 short case studies of 2-4

sessions; 20 one time client cases , 2 verbatim and an audio transcript of a counselling

session;

Marks: 70 Internal Assessment: 30


Course Objectives:

• To learn the counselling report format • To plan the counselling sessions • To apply basic and advanced skills to foster clients personal development • To apply therapeutic intervention with individual client

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Course Outcomes:

• Skill to Formulate case report • Pro- active attitude in using various approaches • Knowledge and skills towards therapeutic case formulation • Competent in implementing the intervention

MSC 524 C – XIX Project & Viva Voce ( Hard Core)


The candidate is required to Conduct Psycho educational workshop based on therapeutic

approaches, minimum of 5 (each workshop consist of 4 sessions) on various issues of the target

population in different set up.

Course Objectives:

• To practice skills and knowledge gained in group counselling

• To cater to the needs of diverse population

• To train in module development for psych-education

• To develop an ethical practice in groups

• To equip oneself in choosing appropriate assessment tools

Course Outcomes:

• Skilled group facilitator

• Ability to handle diverse population

• Need based module development

• Sustainable professional development or

Dissertation should be in a particular area of interest based on a large or small sample as per the concerned problems. The Candidates should demonstrate the ability to use research methods and statistics in the study of Counselling issues.

Course Objectives:

• To promote research culture • To identify the research problem and methods for study • To choose sampling frame, methods and design • To apply statistics to aid the interpretation of results • To develop research articles out of results generated

Course Outcomes:

• Attitude toward practice of research

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• Skilled in research

• Knowledge of SPSS and appropriate statistical tool

• Contribution towards generating new studies

Note:

1. Making students do counselling or conducting group therapy for exams will not be ethical

practice. The students’ counselling practice and group therapy / Counselling should be based on

their supervision

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MSC C 534- XX Corporate Counselling (Soft Core)




• To enable the students to understand the group behaviour, the scope and • To understand role of counsellors at workplace • To equip them with counselling skills and techniques to deal with behavioural problems • To learn interventions to enhance employee performance and wellbeing at work place • To understand the ethical behaviour and practice in work place

Course Outcomes:

• Becoming aware on role of counsellor at corporate set up • Gain knowledge on issues at workplace set up • Develop skills towards Assessment and screening at workplace set up • Apply Counselling skills and techniques to handle issue at workplace • Being a professional with ethical responsibility • Gain skills toward career development and counselling

UNIT- I (12 hours)

Introduction

A. Corporate Counselling: Meaning, models of Workplace Counselling, Role and Scope of workplace counsellor. Ethics: ethical issues, ethical decision making, ethical responsibilities

B. Human behaviour at work: Individual differences and man power; work environment work, role, career, organization, cultural systems. Person Environment fit theory: Effect of environmental factors on accidents, fatigue. Determinants of ideal work environment.

UNIT-II (15 hours)

Screening and Trends in Corporate Counselling

A. Screening Tools in HR Processes: .Recruitment and Selection Processes, Types of Aptitude assessment, Group Discussion, Stress Interviews, Performance management

B. Trends in Corporate counselling – Counselling for performance of Individual, goal setting, feedback, Career planning and development, promotion and preretirement Counselling, Integrative model of employee counselling, Employee Wellness Program.

UNIT-III (15 hours)

Management of Behavioural problems:

A. Stress - nature, type, individual and organizational consequences of stress, Burnout strategies to manage stress& Burnout. Alcoholism, gambling Absenteeism - causes, counselling techniques,

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B. Motivation and Morale - nature of work motivation, problem of lack of motivation, morale, interpersonal conflict, Gender discrimination, Procrastination, perfectionism sexual harassment at work place. Counselling techniques to deal with these problems.

UNIT-IV (14 hours)

Group Behaviour and Job Satisfaction

A. Group Behaviour: Understanding Work Teams, leadership and trust, Conflict and Negotiations, decision making, Power and Politics.

B. Job Satisfaction :Definition, measuring job Satisfaction, Importance and Sources of Job satisfaction, Causes and effects of Job dissatisfaction, role of counsellor in enhancing Job Satisfaction, strategies to enhance Job satisfaction.

References

• Ashwathappa( 2009) Organisational behaviour, Himalaya Publishing House. • Carroll &Walton(1997), Handbook of Counselling in organization. New Delhi: Sage publications • Fisher et all (1997) 3rded “Human Resource Management” All India Publishing and Distribution • Ghosh P.K. Ghorpade B.M, (2003), Industrial Psychology, Himalaya publishing House. • Khanka S.S (2009) Organisational behaviour, RajendraRavindraPvt Ltd. • Luthans. F (1998).. Organizational Behaviour, 8ed Irwin Me Graw Hill. • Moorhead G and Griffin R W. OrganisationalBehaviour : Managing People and Organisations. • Pareek U and Rao T. V. (1999) . Designing and Managing Human Resource Systems. Anmol

publishers • Rao S.S ( 2004) Management and Organisational Behaviour, Himalaya Publishing House, • Robins S (1996). Organizational behaviour. PHI, New Delhi. 7ed • Schultz D & Schultz S ( 2012), psychology and Work Today, Dorling Kindersly (India) Pvt .Ltd. • Schafer W (2008) 4th edition, Stress management, Cengage learning India Pvt ltd • Sharma A, ( 2004) Industrial Psychology, Surjit Publication

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MSC 544 C XXI - Marital and Family Counselling (Soft Core)




• To help the students to know the dynamics of the Marriage and Family. • To learn different approaches to assessment and therapies • To equip with skills involved in assessment • To introduce students to the interventions in Marriage and Family counselling.

Course Outcomes:

• Become aware of the skilful use of approaches in marital and family counselling • exhibit ability to identify and deal with issues that affect the dynamics of families and

marital couples • Develop skills to appropriately use assessment model • Gain knowledge to implement effective interventions in marriage and family counselling

UNIT-I (12 hours) Introduction to Marriage, Family dynamics

A. Definition, factors, evolution, changing scenario- Indian Family, Dimensions of marriage, conflict in marriage, family process and adjustment. Stages of marriage, factors affecting spouse selection, reasons for marrying

B. Family Dynamics: Gender, communication, Decision Making and Intimacy. Dealing With a Difficult Partner: types of difficult partners, therapy strategies

UNIT-II (15 hours) Assessment of couples Families and Resilience:

A. Characteristics of healthy family relationships, methods- self report, observation and interview. Assessment model- circumflex, Mc master, Calgary. NIMHANS Model of family assessment, Beaver’s systems model of family assessment. Genogram as a tool for family assessment, Structural mapping in assessing family interactions.

B. Family resilience: Key family resilience process, characteristics of resilient family, treatment to foster family resilience.

UNIT-III (15 hours) Issues In marriage

A. Single Parent, Step Parenting, Remarriage, Divorce, lesbian and gay marriages, Cohabitation- Meaning, Causes and Interventions.

B. Family stress and Coping: Impact of death, chronic illness, physical and mental disability, Alcoholism and addiction, violence and abuse,

648

UNIT-IV (14 hours)

Interventions in Marital and Family Counselling

A. Marital and Family Counselling Techniques: Pre marital Counselling, developmental Models of family therapy, Behavioural Marital Therapy, narrative techniques. Group marital counselling, Process and interventions, contextual, experiential, Gottman model. Marriage Enrichment Programme

B. Sexual Counselling- Goals, prerequisites of counsellor, steps in sex counselling. Sex therapy- purpose, stages, male and female dysfunction. Use of RET in sexual dysfunction

References

1. Antony J.D.(2010) Types of counseling. Anugraha Publications. 2. Antony J. (2003) Psychotherapies in counseling. Dindigul: Anugraha publication. 3. Ratra A, Kaur P, &Chhikara S. (2006). Marriage and Family, Deep and Deep publications, New

delhi. 4. Capuzzi D & Gross D.R. (1999) Counseling & psychotherapy. Theories & Interventions. Prentice

Hall Inc. 5. Nichols M.P. & Schwartz R.C (1994). Family Therapy concepts and Methods 6. Corey, G. (2001). Manual for Theory and Practice of Counseling and Psychotherapy, (6thEdition).

Pacific Grove CA: Brooke/Cole. 7. Jacobson N.S & Margolin ( 1979) Marital Therapy, Brunner and Maze publication 8. Judith, P. L. (2010). Common dilemmas in couple therapy, Routledge, NY 9. Zeigler, P& Hiller, T (2001) Recreating partnership: A solution oriented, Collaborative approach to

couples therapy. New York: WW Norton *********************

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Agenda No.1 (o) /SSW/AC/13/19

a. Sub: Approval of the Proceedings of the Board of Studies in M.Sc. (CFS)for the M.Sc. Degree Programme in Criminology and Forensic Science.

The Proceedings of the BOS meeting held on July 20, 2019 at 10.00 A.M. is placed before the Academic Council for its consideration and approval.

650

PART I

PROCEEDINGS OF THE MEETING OF THE BOARD OF STUDIES IN M.Sc.

CRIMINOLOGY AND FORENSIC SCIENCE (PG) HELD ON 20TH JULY 2019 AT 10 A.M.

IN THE DEPARTMENT OF CRIMINOLOGY & FORENSIC SCIENCE, SCHOOL OF

SOCIAL WORK, ROSHNI NILAYA, KANKANADY, MANGALURU – 575 002.

BOS MEMBERS:

1. Dr. Saritha D’Souza - in the chair

2. Dr. Vina Vaswani - University Nominee

3. Dr. Ananth Prabhu G. - Allied Area

4. Dr. Mahabalesh Shetty - Subject Expert

5. Dr. Geetha Lakshmi P., - Subject Expert

6. Ms. Glorita Fernandes - Subject Expert

7. Ms. Sushma B. Shetty - Allied Area

8. Ms. Bhavyashree Rai - Member/ Faculty

9. Mr. Devaseelan S. - Meritorious Alumna

AGENDA

The agenda for the meeting is:-

1. Preparation of Panel of Examiners for the academic year 2019–2020 2. Discussion of previous academic year question papers and review of I & III (November 2018)

and II & IV (May 2019) semester results 3. Any other matter with the permission of the Chair



PART – II

The Panel of Examiners was placed before the Board. The Board had suggested an accumulation of a few members and hereby approves and recommends for adoption. As required, the Panel of Examiners is drawn separately and forwarded to the Registrar (Evaluation), School of Social Work, Roshni Nilaya, in the prescribed format in Annexure-I.

PART- III

The Board expressed satisfaction over previous academic years Question Papers and results. The results of the students are attached in the annexure-II.

651

PART- IV

Any other matter: Nil

The Meeting concluded with the Chairperson proposing a vote of thanks.

NAME: SIGNATURE:

1. Dr. Vina Vaswani - Sd/-

2. Dr. Mahabalesh Shetty - Sd/-

3. Dr. Ananth Prabhu G. - AB

4. Dr. Geetha Lakshmi P., - Sd/-

5. Ms. Glorita Fernandes - AB

6. Ms. Sushma B. Shetty - Sd/-

7. Ms. Bhavyashree Rai - AB

8. Mr. Devaseelan S. - Sd/-

Sd/-

Dr. SARITHA D’SOUZA Chairperson

BOS in M.Sc. Criminology & Forensic Science

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Annexure-II

M. Sc in CRIMINOLOGY AND FORENSIC SCIENCE

OVERALL RESULT ANALYSIS: 2018-2019

Particulars I Semester Oct./Nov. 2018

III Semester Oct./Nov. 2018


No. of Students Passed 19 14

No. Of Students Failed 01 Nil

No. Of Students Absent Nil Nil

No. Of Students Discontinued Nil Nil

Pass Percentage 95% 100%

OVERALL RESULT ANALYSIS: 2018-2019

Particulars II Semester May 2019

IV Semester May 2019


No. of Students Passed 20 14

No. of Students Failed Nil Nil

No. of Students Absent Nil Nil

No. of Students Discontinued Nil Nil

Pass Percentage 100% 100%

Programme Result Analysis: MSc (CFS) 2017-2019 Batch

No. of students appeared for the Examination 14

No. of students passed 14

Not Complete the Lower Examination (NCL) Nil

Pass Percentage 100%

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DETAILED RESULT ANALYSIS

No. of students Grade CGPA Range

NIL O+ 9.00 – 10.00

02 O 8.00 – 8.99

09 A+ 7.00 – 7.99

03 A 6.00 – 6.99

NIL B+ 5.00 – 5.99

NIL B 5.00 – 5.49

NIL C 4.00 – 4.99

NIL NCL NCL

Top Scorers in MSc CFS: 2017-2019 Batch

Aggregate of all Semesters

Register No. Name of the Candidate CGPA Grade Ranking

175695006 Jithya E. S. 8.52 O FIRST

175695010 Nirupama B. 8.20 O SECOND

175695011 Pooja V. Menon 7.92 A+ THIRD

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Choice Based Credit System M.Sc. in Criminology and Forensic Science

Revised Syllabus 2019- 2020 onwards School of Social Work, Roshni Nilaya, Mangaluru

Introduction:

Crime is increasing manifold and has taken multi-dimension. All modern technological innovations have been misused by certain people for their criminal enterprise. Today world over security has become a casualty. Occurrences of crime like terrorism, Human Rights Violation, Cyber Atrocities, Financial Frauds, White Collar Crime etc., have become the order of the day. Simultaneously conventional crime is also increasing in an alarming rate. To counter such crimes and achieve upper hand on them, society must constantly strive to find newer methods. Enriched academic knowledge and initiation of researcher in the field would go a long way in combating crime. Hence, to cater the society’s needs the college has introduced Post-Graduate Programme in Criminology and Forensic Science since 2011-2012. The subject Criminology is being taught as one of the optional subject for the undergraduate students in the college since four decades. This programme would be an option for the students to start their career in the relevant field.

Objective of the Programme:

The Programme aims to prepare the students to acquire academic and research knowledge in the area of Forensic Science, Police Science, Victimology, Criminology, Forensic Psychology, Cyber Forensics, Techniques in Investigation of various crimes, Prison Administration, Security and Vigilance, etc.

Facilitate the students to chalk out a career for themselves and to render services to the Police, Prison, Judiciary, Institutions like Bank, IT and other Industrial sectors.

To impart knowledge about newer forms of crimes, technology to combat and to endeavour justice for the needy.

Programme Contents: M.Sc Criminology and Forensic Science (CFS) is the subject containing both theory and practical papers.

First academic year of this programme (First and Second Semesters) contain common papers such as Criminalistics, Criminology, Criminal La, Security and Vigilance, Police Administration, Crime Scene Management, Forensic Ballistics, Medico-Legal studies, Cyber Forensics, Research Methods in Criminology and Forensic Science

Second academic year of this programme (Third and Fourth Semesters) offers two specializations must opt any one.

SPECIALIZATION-I: QUESTIONED DOCUMENTS AND IMPRESSION EVIDENCES (QDIE)

OR

SPECIALIZATION-II: FORENSIC PSYCHOLOGY AND CRIMINAL JUSTICE (FPCJ)

The main contents of Specialization-I is Scientific Examination of Questioned Documents, Advances in Finger Print Analysis, Impression Evidences in Crime Detection, Instrumentation in Questioned Documents and Finger Print, Expert Testimony in Legal Process and Laboratory Management, Dissertation in Questioned Documents and Impression evidences, Field exposure in

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Forensic Science Laboratory and Finger Print Bureau, Expert Opinion-Analysis and reporting of Cases

The content of Specialization-II is Investigative Psychology, Psychology of Victims, Psychology of Crime and Criminal Justice, Criminal Profiling, Psychology in Correctional Administration, Dissertation in Forensic Psychology and Criminal Justice, Field Exposure to Rehabilitation and Reformation centres.

CAREER OPPORTUNITIES:

• Banking and Financial Sector • Private Detective Agencies • Opportunities in Media • State and Central Police Establishment • Social Welfare Department / Prison Department • Security and Vigilance Department in Private and Public Sector Industries • Teaching and Research • Forensic Science Laboratories

OUR VISION: To expertise in the field of Forensic Science and to provide quality services to the needy MISSION: To uphold Social Justice through quality education, research and proficiency in striving towards crime free society

Faculty Objective:

• To impart field based knowledge in Criminology and Forensic Science as prescribed in the syllabus

• To promote social responsibilities among the students to endeavor crime preventive programmes

• To provide platform for the students to pursue career of their interest in the relevant field. • To develop research skills in the field by taking up projects on current issues.

Learner Objective:

• To gain in-depth knowledge in the subject to reach their preferred goal in the relevant fields.

• To actively participate in the crime prevention programmes and to create crime awareness among the public

• To learn research techniques and to adopt it by conducting researches in the specialized areas

• To acquire skills essential for the provision of expert opinion and to handle advanced instruments during forensic analysis of scientific evidences

MSc Programme Outcomes:

• Obtain knowledge on pertinent programme towards personal and civic responsibility • Expertise in a relevant field and its application in social wellbeing • Receptive, constructive and value oriented professional approach

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Programme Specific Outcomes:

• Prepares the students to acquire academic and research knowledge in the relevant fields • Facilitates the students to chalk out a career for themselves and to render services to the

needy • Develops skills to provide expert opinion to the Law Enforcement Agencies on the

specialized fields

Summary Chart-Academic inputs 2019-2020

I SEMESTER

Paper title Teaching Hrs per

week

Credits Exam Hrs.

Internal Assmt.

Exam

Total Marks

Hard core MCF 601 C-I : Criminalistics 4 4 3 30 70 100 MCF 611 C-II: Police Administration and Crime Scene Management

4 4 3 30 70 100

MCF 621 C-III : Criminology and Law of Crimes and Procedures

4 4 3 30 70 100

MCF 631 C-IV: Practical: Forensic Examination of Physical evidences

6 4 4 30 70 100

MCF 641 C-V: Practical: Procedure of Crime Scene Investigation

6 4 4 30 70 100

Soft core MCF 651 C-VI: Security and Vigilance

4 4 3 30 70 100


Hard Core = 5 Soft Core = 1

II SEMESTER


week

Credits Exam Hrs.

Internal Assmt.

Exam

Total Marks

Hard core MCF 602 C-VII: Research Methods in Criminology and Forensic Science

4 4 3 30 70 100

MCF 612 C-VIII : Cyber Forensics 4 4 3 30 70 100 MCF 622 C-IX: Practical – 6 4 4 30 70 100

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*Non credit subject

Hard Core = 3 Soft Core = 2 *Open Elective = 1

SPECIALIZATION-I OR SPECIALIZATION-II

SPECIALIZATION-I QUESTIONED DOCUMENTS AND IMPRESSION EVIDENCES

III SEMESTER


week

Credits Exam Hrs.

Internal Assmt

Exam

Total Marks

Hard core MCF 603 C-XIII.1: Scientific Examination of Questioned Documents

4 4 3 30 70 100

MCF 613 C-XIV.2: Advances in Finger Print Analysis 4 4 3 30 70 100

MCF 623 C-XV.3: Practical: Forensic Analysis of Suspected Documents

6 4 4 30 70 100

Soft core MCF 633 C-XVI.1: Impression Evidences in Crime Detection 4 4 3 30 70 100

MCF 643 C-XVII.2: Practical: Examination of Finger Print and Impression Evidences

6 4 4 30 70 100

*Open Elective OE 3.3: C-XVIII.3: 3 3 3 30 70 100

Computer Usage in Crime Detection Soft core MCF 632 C-X: Forensic Ballistics and Forensic Medicine

4 4 3 30 70 100

MCF 642 C-XI: Practical – Forensic Medicine and Research Techniques

6 4 4 30 70 100

*Open Elective OE 2.3 C-XII.3- Science of Crime in the Administration of Justice

3 3 3 30 70 100

Total credits 27 23 [20+3*]

600

658

Victimology and Correctional Administration

Total credits 27 23 [20+3*]

600

*Non credit subject


IV SEMESTER


week

Credits Exam Hrs.

Internal Assmt

Exam

Total Marks

Hard core MCF 604 C-IX.1: Instrumentation in Questioned Documents and Finger Print

4 4 3 30 70 100

MCF 614 C-XX.2: Expert Testimony in Legal Process and Laboratory Management

4 4 3 30 70 100

MCF 624 C-XXI.3: Dissertation in Questioned Documents and Impression evidences Viva Voce

10 5 4

30

--

70

100

100

100 Soft core MCF 634 C-XXII.1: Practical: Case Analysis, Reporting and Presentation

6 4 4 30 70 100

MCF 644 C-XXIII.2: Practical: Exposure to Forensic Fields 6 4 4 30 70 100


Hard Core = 2 + 1 Project = 3 Soft Core = 2 Hard Core Total Credit = 52 Soft Core Total Credit = 28 Project = 05 Open Electives = 06* Total Credits = 85+6* [*Non Credit Subject]

659

SPECIALIZATION-II FORENSIC PSYCHOLOGY AND CRIMINAL JUSTICE

III SEMESTER


week

Credits Exam Hrs.

Internal Assmt

Exam

Total Marks

Hard core MCF 603 C-XIII.4: Investigative Psychology 4 4 3 30 70 100

MCF 613 C-XIIV.5: Psychology of Crime and Criminal Justice

4 4 3 30 70 100

MCF 623 C-XV.6: Practical: Psychological Assessment of Criminals

6 4 4 30 70 100

Soft core MCF 633 C-XVI.3: Psychology of Victims 4 4 3 30 70 100

MCF 643 C-XVII.4:Practical: Psychological evaluation of Victims

6 4 4 30 70 100

*Open Elective OE 3.3: C-XVIII.3: Victimology and Correctional Administration

3 3 3 30 70 100

Total credits 27 23 [20+3*] 600

*Non-credit subject


660

IV SEMESTER


week

Credits Exam Hrs.

Internal Assmt

Exam

Total Marks

Hard core MCF 604 C-IX.4: Criminal Profiling 4 4 3 30 70 100

MCF 614 C-XX.5: Psychology in Correctional Administration 4 4 3 30 70 100

MCF 624 C-XXI.6: Dissertation in Forensic Psychology and Criminal Justice Viva Voce

10 5 4

30

--

70

100

100

100 Soft core MCF 634 C-XXII.3: Practical: Application of Forensic Psychology in Criminal Justice

6 4 4 30 70 100

MCF 644 C-XXIII.4: Practical: Exposure to Rehabilitation and Reformation

6 4 4 30 70 100


Hard Core = 2 + 1 Project = 3 Soft Core = 2 Hard Core Total Credit = 52 Soft Core Total Credit = 28 Project = 05 Open Electives = 06* Total Credits = 85+6* [*Non Credit Subject]

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Group I: Core Courses

Hard Core Soft Core FIRST SEMESTER

MCF 601 C-I : Criminalistics MCF 651 C-VI: Security and Vigilance MCF 611 C-II: Police Administration and Crime Scene Management

MCF 621 C-III : Criminology and Law of Crimes and Procedures

MCF 631 C-IV: Practical: Forensic Examination of Physical evidences

MCF 641 C-V: Practical: Procedure of Crime Scene Investigation

SECOND SEMESTER

MCF 602 C-VII: Research Methods in Criminology and Forensic Science

MCF 632 C-X: Forensic Ballistics and Forensic Medicine

MCF 612 C-VIII : Cyber Forensics MCF 642 C-XI: Practical – Forensic Medicine and Research Techniques

MCF 622 C-IX: Practical – Computer Usage in Crime Detection

THIRD SEMESTER Specialization –I: QUESTIONED DOCUMENTS AND IMPRESSION EVIDENCES

MCF 603 C-XIII.1: Scientific Examination of Questioned Documents

MCF 633 C-XVI.1: Impression Evidences in Crime Detection

MCF 613 C-XIV.2: Advances in Finger Print Analysis MCF 643 C-XVII.2: Practical: Examination of Finger Print and Impression Evidences

MCF 623 C-XV.3: Practical: Forensic Analysis of Suspected Documents

Specialization-II: FORENSIC PSYCHOLOGY AND CRIMINAL JUSTICE

MCF 603 C-XIII.4: Investigative Psychology MCF 633 C-XVI.3: Psychology of Victims MCF 613 C-XIIV.5: Psychology of Crime and Criminal Justice

MCF 643 C-XVII.4: Practical: Psychological evaluation of Victims

MCF 623 C-XV.6: Practical: Psychological Assessment of Criminals

FOURTH SEMESTER Specialization –I: QUESTIONED DOCUMENTS AND IMPRESSION EVIDENCES

MCF 604 C-IX.1: Instrumentation in Questioned Documents and Finger Print

MCF 634 C-XXII.1: Practical: Case Analysis, Reporting and Presentation

MCF 614 C-XX.2: Expert Testimony in Legal Process and Laboratory Management

MCF 644 C-XXIII.2: Practical: Exposure to Forensic Fields

MCF 624 C-XXI.3: Dissertation in Questioned Documents and Impression evidences Viva Voce

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Specialization –II: FORENSIC PSYCHOLOGY AND CRIMINAL JUSTICE

MCF 604 C-IX.4: Criminal Profiling MCF 634 C-XXII.3: Practical: Application of Forensic Psychology in Criminal Justice

MCF 614 C-XX.5: Psychology in Correctional Administration

MCF 644 C-XXIII.4: Practical: Exposure to Rehabilitation and Reformation

MCF 624 C-XXI.6: Dissertation in Forensic Psychology and Criminal Justice Viva Voce

Group II: Open Elective Courses

II Semester III Semester OE 2.3 C-XII.3:

Science of Crime in the Administration of Justice

OE 3.3: C-XVIII.3: Victimology and Correctional Administration

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M.Sc. Criminology and Forensic Science (Choice Based Credit System)

2019- 2020 onwards School of Social Work, Roshni Nilaya, Mangaluru

I SEMESTER

MCF 601 - COURSE-I: CRIMINALISTICS




• To learn the process of scientific interpretation and evaluation of evidences. • To understand the gap between Forensic Science and the law. • To study the role of Forensic Science in the investigation of crime. • To gain skills to collect and preserve various physical evidences.

Course Outcomes: • Equip technical knowledge to analyze scientific evidences. • Learns the relevance of scientific evidences in Criminal Justice System. • Attains information about significance of expert witness in the court of law. • Aids practical exposure in handling physical evidence found in crime scene.

HARD CORE

UNIT-I (16 hours) 1. Introduction to Forensic Science:

a) Meaning, definition and principles b) Role of forensic science in crime detection c) Forensic Science Lab., different branches & their functions d) Mobile forensic science units and its functions

2. Dactyloscopy: Meaning, Importance and History a) Patterns of Finger Prints b) Methods of taking Specimen Finger Prints of Living and Dead Person c) Development of Finger Prints from a Scene of Crime (Physical Method) d) Manual Comparison of Finger Prints

UNIT-II (16 hours)

3. Forensic Engineering: Scientists and Engineer, Engineer as expert witness 4.Glass and Glass Fractures as Evidence in Crime Detection 5. Soil, Dirt and Dust Examination: Main Constituents and Importance of- Visual & Chemical 6. Paint Scrape Marks: Its importance and Techniques of Examination

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UNIT-III (16 hours) 7.Blood: Location, Collection and Preservation of Blood.

a) Techniques of Examination of Blood- Visual, Chemical, Blood Grouping, U.V and I.R Examinations.

b) Serology-Human origin and typing of Blood c) Detection of different species of Animal Blood

8.Examination and analysis of other body fluids.

UNIT IV (16 hours) 9.Forensic Voice analysis: Voice Print Identification, Tape Tampering Examination, ASR, Forensic Linguistics, Forensic Video Authentication 10. Hair: Meaning, Importance and Morphology Location and Collection of Hair in a Crime Scene, Techniques of Hair Examination in the Laboratory: Differences between Human and Animal hair 11. Fibers in Crime Scene: Importance and Classification Evidentiary Materials and Techniques of Examination of Fibers

BIBLIOGRAPHY:

1. Amin M. G. & Singh Dr. Jai Shanker (2009) - Forensic Science in Criminal Investigation, Unique Law Publisher, Ahemadabadh

2. Dr. Nayak Akshay Kumar & Singh Dr. V. H. K. (2008) - World Encyclopedia of Forensic Science

3. Eckert & William G. (Ed. 1980) – Introduction to Forensic Sciences, The C.V. Mosby Company, London.

4. Fisher A.J. Barry - Techniques of Crime Scene Investigation, IV Ed. Elsevier Science Publication Co., Inc 655 Avenue of the American.

5. Mathiharan K. and Patnaik K. Amrit (Ed. – 2008) - Modi’s Medical Jurisprudence and Toxicology (23rd Ed.), Butterworths Wadhwa, Nagpur.

6. Nabar B.S. – 2005 (3rd Ed.) Forensic Science in Crime Investigation, Asia Law House, Hyderabad.

7. Ratan Deepak & Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia Law Agency, Allahabad-001.

8. Saferstein Richard – (1978) Criminalistics: Introduction to Forensic Science, Prentice Hall of India Private Ltd., New Delhi.

9. Saferstein Richard (1988) - Forensic Science Hand Book, Volume I, II, & III, Ed. Day-Star Publication, New Delhi.

10. Schultz O. Donald (1977) - Crime Scene Investigation, Prentice-Halls, New Jerssey 11. Shah Giri Raj - Investigation of Crime and Criminals (Vol I & II), Anmol Publications Pvt.

Ltd., New Delhi-2 12. Sharma B. R. (4th. Ed. 2008) - Forensic Science in Criminal Investigation and Trial, Universal

Publishers 13. Sharma B.R. - Forensic Science in Criminal Investigation, Central Law Agency, Allahabad-

2. 14. Kumar Ashok, (2010), Forensic Science, Discovery Publishing House Pvt. Ltd. New Delhi. 15. Sodermann Harry – Modern Criminal Investigation 16. Swanson R. Charles Jr. and Others (1977) - Criminal Investigation, Goodyear Publishing

Company. Inc., California.

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17. Walls H. J. (2nd Ed. 2008) – Forensic Science: An Introduction to Scientific Crime Detection, Universal Law Publishing Co. Pvt. Ltd. New Delhi-33.

18. http://seain.org/images/meeting/030217/2017_ISEA_Spring_Conference/principles_of_structural_forensic_engineering__1_slide_per_page_.pdf

19. http://www.foundationperformance.org/pastpresentations/FowlerPresSlides-11Nov09.pdf 20. https://www.utm.my/dvcdev/files/2014/04/MAE1033-Overview-of-Forensic-Engineering.pdf 21. https://the-

eye.eu/DataHoarder/SIN/investigation/forensic/Forensic_Engineering_2nd_Edition_%282001%29.pdf

22. https://www.thetext.co.uk/what_is.pdf (Forensic Linguistics PDF) 23. https://www.forensiclinguistics.net/POST-PN-0509.pdf 24. http://www.academia.edu/31236949/Forensic_linguistics_1_.pdf 25. http://www.academia.edu/31236903/An_Introduction_to_Forensic_Linguistics.pdf 26. https://www.researchgate.net/publication/282613250_Forensic_Speech_and_Audio_Analysis_Fore

nsic_Linguistics_-_A_Review_2001-2004 27. https://gupea.ub.gu.se/bitstream/2077/52188/4/gupea_2077_52188_4.pdf 28. http://cs.uef.fi/odyssey2014/downloads/Odyssey_Keynote_Campbell_20140616_final_v3.pdf 29. http://medind.nic.in/jal/t12/i1/jalt12i1p70.pdf (Forensic voice analysis) 30. https://uu.diva-portal.org/smash/get/diva2:1230946/FULLTEXT01.pdf(forensic voice analysis) 31. http://www.ucdenver.edu/academics/colleges/CAM/Centers/ncmf/Documents/Theses/Marks_Thesi

s_Spring2017.pdf(A Framework for Performing Forensic and Investigatory Speaker.)

MCF 611 COURSE-II POLICE ADMINISTRATION AND CRIME SCENE MANAGEMENT




• To attain knowledge in crime scene management. • To study the technique of investigation of various crimes. • To know the role of Police in prevention and detection of crime. • To gain skills to interview and interrogate the suspects.

Course Outcomes: • Provide assistance in crime scene investigation to the law enforcement agencies. • Attains information about the recruitment procedure of police personnel. • Develops interviewing and interrogating techniques. • Gains the practical knowledge on functions of police station and the duties of police

personnel.

http://seain.org/images/meeting/030217/2017_ISEA_Spring_Conference/principles_of_structural_forensic_engineering__1_slide_per_page_.pdf

http://seain.org/images/meeting/030217/2017_ISEA_Spring_Conference/principles_of_structural_forensic_engineering__1_slide_per_page_.pdf

http://www.foundationperformance.org/pastpresentations/FowlerPresSlides-11Nov09.pdf

https://www.utm.my/dvcdev/files/2014/04/MAE1033-Overview-of-Forensic-Engineering.pdf

https://the-eye.eu/DataHoarder/SIN/investigation/forensic/Forensic_Engineering_2nd_Edition_%282001%29.pdf



https://www.thetext.co.uk/what_is.pdf

https://www.forensiclinguistics.net/POST-PN-0509.pdf

http://www.academia.edu/31236949/Forensic_linguistics_1_.pdf

http://www.academia.edu/31236903/An_Introduction_to_Forensic_Linguistics.pdf

https://www.researchgate.net/publication/282613250_Forensic_Speech_and_Audio_Analysis_Forensic_Linguistics_-_A_Review_2001-2004

https://www.researchgate.net/publication/282613250_Forensic_Speech_and_Audio_Analysis_Forensic_Linguistics_-_A_Review_2001-2004

https://gupea.ub.gu.se/bitstream/2077/52188/4/gupea_2077_52188_4.pdf

http://cs.uef.fi/odyssey2014/downloads/Odyssey_Keynote_Campbell_20140616_final_v3.pdf

http://medind.nic.in/jal/t12/i1/jalt12i1p70.pdf

https://uu.diva-portal.org/smash/get/diva2:1230946/FULLTEXT01.pdf

http://www.ucdenver.edu/academics/colleges/CAM/Centers/ncmf/Documents/Theses/Marks_Thesis_Spring2017.pdf

http://www.ucdenver.edu/academics/colleges/CAM/Centers/ncmf/Documents/Theses/Marks_Thesis_Spring2017.pdf

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HARD CORE

UNIT I (10 hours) 1. Origin & Development of Police: Procedure of Prevention & Investigation of Crimes 2. Procedure of investigation of Cognizable and Non-Cognizable crimes. 3. Legal provisions of investigation, Police procedure of Arrest, Search and Seizure of property

UNIT II (16 hours) 4.Establishment and Functions of a Police Station, Different Crime Control Records Maintained in Police Station 5. General Organization of Police in a State: Special Units of State Police 6. Structure and Functions of Central Police Organizations 7. Salient features of Indian Police Act and Karnataka Police Act

UNIT III (20 hours) 8. Law and Procedure of Domestic Enquiry, Modernization of Police, National Police Commissions and research 9. Procedure of Investigation of cases:

a. Theft and smuggling of idol, vehicular theft b. Air crash/Crimes in Airport c. Crimes on Railways d. Homicide and scientific evidences e. Road accidents f. Dacoity cases g. Arson cases – Fire and Arson investigation methods and limitations

UNIT IV (18 hours)

10. Crime Scene Management: Types of Scene of Crime, planning for a crime scene search and staging of crime, Methods of sketching crime scene andCrime Scene photography 11. Handling and packing of scientific Evidences, Techniques of collecting Forensic Evidencesfor Expert opinion 12. Inquest: Types and Procedure 13. Interrogation and Interview: Types of Suspects and Techniques of their Interrogation Types of Witnesses- Mahazar, Crime Scenes Witness and Techniques of their Examination BIBLIOGRAPHY:

1. Bailey B. David – Police and Political Development in India, Printed on University Press, New Jersey.


3. Goddard W. Goddard (1977) - Crime Scene Investigation, Reston Publishing Company, Virgenia

4. Horgan J. John (1974) – Criminal Investigation, Mac Grow – Hill Book Company New York. 5. Favreau F. Donald, (1978), Modern Police Administration, Prentice Hall, Inc, U.S.A 6. J.C. Chaturvedi (Editor 2006) – Police Administration & Investigation of Crime, Isha Books,

New Delhi – 33.

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7. Sharma P.D. (1998), Criminal Justice Administration, Rawat Publications, Jaipur. 8. James V. (1997) – The Police, The People & Criminal Justice, APH Publishing Corp. New

Delhi- 2. 9. Police Acts (Containing 6 Acts) 10. Roy SinhaS. K. (3rd Ed. 2008) - Police Diaries, Premier Publishing Co., Allahabad. 11. Saini Kamal (2007) – Police Investigation: Procedural Dimensions, Law & Methods, Deep

and Deep Publications Pvt. Ltd. New Delhi-27 12. Schultz O.Schultz (1977)-Crime Scene Investigation, Prentice-Halls, New Jerssey 13. Shah Raj Giri - Investigation of Crime and Criminals (Vol I & II), Anmol Publications Pvt.

Ltd., New Delhi-2 14. Tadsad G. Kamalaxi, (2012), Human Rights and Police Administration, Concept Publishing

Company Pvt. Ltd. New Delhi. 15. Sharma P.D.–Police and Criminal Administration, Uppal Publishing House, Delhi. 16. Shenoy S. Shenoy (2006) - Law Relating to Police and Prisons in Karnataka, Lawyers Law

Book, Bangalore 17. Sodermann Harry – Modern Criminal Investigation 18. Swanson R. Charles Jr. and Others (1977) - Criminal Investigation, Goodyear Publishing

Company. Inc., California. 19. Trivedi S. D. (1984) - Secret Services in Ancient India: Techniques and Operation Allied

Publishers Pvt. Ltd. New Delhi 20. Vadackumchery & James (1999) - Professional Police: Witness Interviewing, APH

Publishing Corp. New Delhi- 2. 21. Weston B. Paul & Wells M. Kenneth. - Criminal Investigation: Basic Perspectives, Prentice-

Halls, Inc., London 22. http://shodhganga.inflibnet.ac.in/bitstream/10603/21778/16/16_chapter%205.pdf 23. http://www.undp.org/content/dam/undp/documents/about/transparencydocs/OAI_Investigations_

Guidelines.pdf 24. https://www.faa.gov/airports/resources/publications/orders/media/Safety_5200_10.pdf 25. http://dgca.nic.in/manuals/Air_Safety_Procedure_Manual.PDF 26. http://dgca.nic.in/manuals/PM_Acci.pdf 27. http://civilaviation.gov.in/sites/default/files/Current%20Procedure%20Manual%20for%20Accident%

20Investigation.pdf 28. http://civilaviation.gov.in/sites/default/files/moca_001421.pdf 29. http://dpal.kar.nic.in/pdf_files/4%20of%201964%20(E).pdf 30. https://www.legalcrystal.com/act/61971/karnataka-police-act-1963-complete-act 31. https://ksp.gov.in/Page.aspx?page=Police%20Manual 32. http://www.indianrailways.gov.in/railwayboard/uploads/directorate/security/downloads/2017/Crim

e_Railways_210417.pdf 33. http://www.indianrailways.gov.in/railwayboard/uploads/codesmanual/IRWM/worksmanualCh11_d

ata.htm 34. http://ncrb.gov.in/StatPublications/CII/CII2013/Chapters/19-Crime%20in%20Railways.pdf

http://shodhganga.inflibnet.ac.in/bitstream/10603/21778/16/16_chapter%205.pdf

http://www.undp.org/content/dam/undp/documents/about/transparencydocs/OAI_Investigations_Guidelines.pdf

http://www.undp.org/content/dam/undp/documents/about/transparencydocs/OAI_Investigations_Guidelines.pdf

https://www.faa.gov/airports/resources/publications/orders/media/Safety_5200_10.pdf

http://dgca.nic.in/manuals/Air_Safety_Procedure_Manual.PDF

http://dgca.nic.in/manuals/PM_Acci.pdf

http://civilaviation.gov.in/sites/default/files/Current%20Procedure%20Manual%20for%20Accident%20Investigation.pdf

http://civilaviation.gov.in/sites/default/files/Current%20Procedure%20Manual%20for%20Accident%20Investigation.pdf

http://civilaviation.gov.in/sites/default/files/moca_001421.pdf

http://dpal.kar.nic.in/pdf_files/4%20of%201964%20(E).pdf

https://www.legalcrystal.com/act/61971/karnataka-police-act-1963-complete-act

https://ksp.gov.in/Page.aspx?page=Police%20Manual

http://www.indianrailways.gov.in/railwayboard/uploads/directorate/security/downloads/2017/Crime_Railways_210417.pdf

http://www.indianrailways.gov.in/railwayboard/uploads/directorate/security/downloads/2017/Crime_Railways_210417.pdf

http://www.indianrailways.gov.in/railwayboard/uploads/codesmanual/IRWM/worksmanualCh11_data.htm

http://www.indianrailways.gov.in/railwayboard/uploads/codesmanual/IRWM/worksmanualCh11_data.htm

http://ncrb.gov.in/StatPublications/CII/CII2013/Chapters/19-Crime%20in%20Railways.pdf

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MCF 621 COURSE-III CRIMINOLOGY AND LAW OF CRIMES AND PROCEDURES




• To raise awareness on different types of crimes • To obtain information about the rehabilitative methods adopted for the offenders. • To know the importance of Indian procedural laws. • To throw light on various theories for the causation of crime in the society

Course Outcomes: • Proficiency in assessing Criminal Behaviour and their effective reformation. • Provides effective consultancy for legal issues. • Understands the causes of crime and the techniques of its prevention. • Gains deep knowledge on the legal rights of the Indian citizen

HARD CORE UNIT-I (17 hours)

1. Fundamentals of Criminology, Nature, Importance and Scope of Criminology, Pioneers contribution to Criminology.

2. Crime: Social and Legal Definitions, Characteristics, Causes, Classification of Crime and Criminals.

3. Theories of Crime: Biological and Socio- economic theories 4.

UNIT-II (17 hours) 5. Social institutions and Crime- Family, Political, Religion, Education, Media, Economic

Institutions 6. Social Deviance and Crime; Crimes against women and children, laws related to women and

children, female criminality, Youth and Crime, Decriminalization.

UNIT-III (20 hours) 6. General Exceptions and Rights of Private Defense (Sec.76-106 IPC) 7. Offences against Human Body (Sec.299-377 IPC) - Definition and Aggravation 8. Offences against Property (Sec.378-462 IPC) - Definition and Aggravation 9.Establishment and Functions of District Criminal Courts 10. Bail- Meaning and Types, Conditions for various kinds of bail- Bail in Non-bailable cases and Bail in petty cases

UNIT-IV (10 hours)

11.Salient features of Indian Evidence Act (IEA), Distinction between Admission and Confession, Provision of Confession under IEA, Types of Evidence- Expert evidence -its advantages and Limitations, Burden of Proof in Criminal Cases. 12. Salient features of-a) Intellectual Property Act.

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b) Right to Information Act 2005 c) The Protection of Human Rights Act, 1993

d) Motor Vehicle Act 1988 with recent proposed Amendments e) The Prevention of Terrorism Act, 2002 BIBLIOGRAPHY:

1. Abadinsky Howard (1979) - Social Service in Criminal Justice- Prentice-Halls, Inc., London 2. Augustine T. Paul (2007) - Intellectual Property Crime, Crescent Publishing Corporation,

New Delhi-02 3. Pande G.S. (2nd Ed. 1982) – The Indian Evidence Act, Allahabad Law Agency, Law

Publishers, Allahabad. 4. Prevention of Damage to Public Property Act, 1984 along with West Bengal Prevention of

Defacement of Property Act, 1976 5. Ratanlal & Dhirajlal (2008) - Code of Criminal Procedure (Cr.P.C), Wadhwa & Company

Pvt., Limited, Nagpur. 6. Ratanlal & Dhirajlal (2008) - Indian Penal Code (IPC), Wadhwa & Company Pvt., Limited,

Nagpur. 7. Rathanlal & Dhirajlal (2008) – Indian Evidence Act, Wadhwa & Company Pvt., Limited,

Nagpur. 8. Terrorist Affected Areas (Special Courts) Act, 1984 9. Unlawful Activities (Prevention) Act, 1967 along with Rules, 1968 POTA, 2002 and POTA

(Repeal) Act, 2004 10. Verma Preeti (Ed.)- The Terror of POTA and other Security Legislations, Human Rights

Law Network, New Delhi-14. 11. Ahuja Ram, (2011), Criminology, Rawat Publications, New Delhi. 12. Paranjape N. V. (2014), Criminology and Penology withVictimology, Central Law

Publications, Allahabad. 13. Sutherland E.H.(1965), Principles of Criminology, Times of India Press, Bombay. 14. Adler et al. (2001), Criminology, McGraw Hill Higher Education, New York. 15. Phillipson Michael, (1971), Sociological Aspects of Crime and Delinquency, Routeledge And

Kegan Paul, London. 16. Purvi Ramakant, (2006), Handbook of Criminology, Dominant Publishers and Distributers,

New Delhi. 17. Reckless C. Walter, (1967), The Crime Problem, Meridith Publishing Company, Bombay.

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MCF 631 COURSE-IV: PRACTICAL FORENSIC EXAMINATION OF PHYSICAL EVIDENCES



Credits: 04 HARD CORE

1. Procedure of recording Finger Print of living persons 2. Manual comparison of finger prints 3. Developing latent finger prints 4. Forensic analysis of soil 5. Paint scrape analysis 6. Glass Fracture analysis 7. Serological examination of blood evidences 8. Chemical test to identify suspected blood evidences 9. Laboratory examination of disputed fiber evidences 10. Morphological examination of hairs: Inner and Outer structure 11. Identification of species origin 12. Visit to Forensic Science Laboratory and submission of reports 13. Case studies/ researches on relevant fields

MCF 641 COURSE-V: PRACTICAL

PROCEDURE OF CRIME SCENE INVESTIGATION Theory Marks: 70



HARD CORE 1. Qualitative analysis of crimes reported in newspaper 2. Procedure of writing FIR in a simulated case 3. Procedure of registration of a cognizable case 4. Procedure of search and seizure in simulated criminal cases 5. Procedure of preparation of charge sheet in a simulated case 6. Procedure of sketching and photographing Indoor and outdoor crime scene 7. Inspection and reconstruction of scene of crime 8. Procedure of handling, packing of scientific evidences in a simulated crime scene 9. Procedure of interviewing witnesses and interrogation of suspects in a simulated crime

scene. 10. Procedure of operation and recording from video camera, Hidden camera and Pen camera 11. Procedure of operation and functions of CCTV and Metal Detector 12. Field Placement in Police Station to learn its functions and evaluation of reports 13. Case studies/recent Researches in the relevant fields

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MCF 651 COURSE-VI SECURITY AND VIGILANCE




• To comprehend the operational techniques of various security gadgets • To study the utility of different kinds of security devices in prevention and detection of

crime • To obtain skills required for vigilance in private and public sectors. • To understand the functions and security systems maintained in various fields.

Course Outcomes: • Equips with ability in handling modern security gadgets. • Impart knowledge, skill and attitude in security managements. • Job opportunities in vigilance division of both private and public sectors. • Creates awareness on adoption of safety and security measures in various fields.

SOFT CORE

UNIT-I (10 hours) 1. Introduction to Principles of Security Management and Preventive System. 2. Characteristic of Security and Management System

a) Observation b) Patrolling c) Verbal and Non-Verbal Communication d) Traffic Controlling

3. Dynamics of Security a) Threat Analysis b) Espionage c) Surveillance

UNIT-II (22 hours)

4. Introduction and Evolution of the CVC (Central Vigilance Commission) Act 2003 and its importance

5. Scope of Vigilance and role in Public and Private Sector a) Financial institution b) Government Industries c) Public Sector

6. Preliminary inquiry/Investigation & Disciplinary Proceedings of Vigilance Unit (Departmental and Domestic Inquiry)

UNIT-III (22 hours) 7. Security Management in Industrial, Commercial, Residencies

a) Industrial: Gate area, Processing Unit area, Loading and Exit area b) Commercial: Entry, Aisles Unit, Exit c) Residencies: Outside, Terminal Building, Parking, Exit

8. Importance of Safety and Security in Political, Social, Religions Gatherings a) Before b) During c) After

9. Different types of Security gadgets and Equipment to protect Man, Material and Animal

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UNIT-IV (10 hours) 10. Security Methods in Airport, Railway Station, Bus station, Metro and Pipeline 11. Frisking method in the Security and Safety Management

a) Male b) Female c) Vehicles: Two wheeler, Three wheeler and Four wheeler 12. Private Security Agency (Regulation) Act 2005

BIBLIOGRAPHY:

1. Central Vigilance Commission Act, 2003 along with Related Acts 2. National Security Act, 1980 3. National Security Guard Act, 1986 4. Private Security Agencies (Regulation) Act 2005 along with Rules, 2006 5. Sharma B. R (2008) - Bank Frauds; Prevention & Detection (3rd edition), Universal Law

Publishing Co., New Delhi. 6. Skogan G. Wesley & Maxfield G. Michael (1981) - Coping with Crime: Individual and

neighbourhood, Volume 124, Sage Publication, Beverly Hills, London. 7. INDUSTRIAL SECURITY MANAGEMENT by R K SINHA 8. http://catalogue.pearsoned.co.uk/samplechapter/078973446X.pdf 9. https://www.nr.no/~abie/RA_by_Jenkins.pdf 10. http://www.ntu.edu.sg/home/anwitaman/TeachingMaterial/notes-riskanalysisandmanagement.pdf 11. https://www.files.ethz.ch/isn/195675/DCAF_BG_3_The%20Security%20Sector.11.15.pdf 12. https://hsema.dc.gov/sites/default/files/dc/sites/hsema/publication/attachments/Security%20Guid

ance%20FINAL_0.PDF 13. http://www.thepassionateseeker.com/security-management-of-industrial-plants/ 14. https://science.howstuffworks.com/transport/flight/modern/airport-security1.htm 15. http://blog.safe-passage.com/types-of-security-screening-checkpoints-at-the-airport 16. http://gps-securitygroup.com/types-security-systems-used-airports/ 17. http://indianrailways.gov.in/railwayboard/uploads/directorate/stat_econ/Annualreport10-

11/Security.pdf 18. https://www.bsia.co.uk/Portals/4/Publications/231-security-searches-cop.pdf

http://catalogue.pearsoned.co.uk/samplechapter/078973446X.pdf

https://www.nr.no/%7Eabie/RA_by_Jenkins.pdf

http://www.ntu.edu.sg/home/anwitaman/TeachingMaterial/notes-riskanalysisandmanagement.pdf

https://www.files.ethz.ch/isn/195675/DCAF_BG_3_The%20Security%20Sector.11.15.pdf

https://hsema.dc.gov/sites/default/files/dc/sites/hsema/publication/attachments/Security%20Guidance%20FINAL_0.PDF

https://hsema.dc.gov/sites/default/files/dc/sites/hsema/publication/attachments/Security%20Guidance%20FINAL_0.PDF

http://www.thepassionateseeker.com/security-management-of-industrial-plants/

https://science.howstuffworks.com/transport/flight/modern/airport-security1.htm

http://blog.safe-passage.com/types-of-security-screening-checkpoints-at-the-airport

http://gps-securitygroup.com/types-security-systems-used-airports/

http://indianrailways.gov.in/railwayboard/uploads/directorate/stat_econ/Annualreport10-11/Security.pdf

http://indianrailways.gov.in/railwayboard/uploads/directorate/stat_econ/Annualreport10-11/Security.pdf

https://www.bsia.co.uk/Portals/4/Publications/231-security-searches-cop.pdf

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II SEMESTER MCF 602 COURSE-VII: RESEARCH METHODS IN CRIMINOLOGY AND

FORENSIC SCIENCE Theory Marks: 70



Course Objectives: • To acquire skill in the identification and formulation of research problems. • To learn the research process and Sampling techniques in criminological research • To study the various methods of data collection applicable for the field based research • Aims to take up Research on the current issues relating to the field of Criminology and

Forensic Science.

Course Outcomes: • Gains knowledge on research design suitable for the relevant fields. • Builds confidence to take up research projects sponsored by various agencies. • Attains skills of adopting suitable statistical techniques during the data analysis. • Provides employment opportunities in Research & Development.

HARD CORE

UNIT-I (12 hours) 1. Definition, Meaning, Scope of Criminological Research 2. Problem identification and Problem formulation. (Defining and formulation of Concepts, Hypothesis) 3. Use of Variables and their Measurements. 4. Preparation of a Study proposal- steps and procedures to be followed

UNIT-II (18 hours) 5. Research Design, Typology and Procedures to be followed 6. Sample and Sampling Procedure, Types- Probability and Non- Probability 7. Data Collection: a. Sources- Primary and Secondary b. Methods- Observation, Interview and Questionnaire 8. a)Tools of Data Collection- Preparation and their uses b) Data Analysis- Methods and Procedures

UNIT-III (18 hours) 9. Statistics, Definition and Scope: Descriptive Statistics, Central tendency- Computation and Application of Arithmetic Mean, Median and Mode 10. Measure of Dispersion 11. Computation of Range, Quartiles, Mean Deviation and Standard Deviation

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UNIT-IV (16 hours) 12. Inferential Statistics 13. Computation of Correlation, Co- efficient, T Test, and Chi- Square Test, degree of freedom, uses of SPSS 14. Ethical and Political Issues in Forensic Science and Criminological Research

BIBLIOGRAPHY :

1. Agarwal B. C. (2006) - Basic Statistical Tests, New Age International Publishers, New Delhi 2. Ahuja Ram (2005) - Research Methods, Ravat Publication, New Delhi 3. Alasuutari, Pertti. Bickman, Leonard & Brannen, Julia (2008) – Social Research Methods

- SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

4. Bachman Ronet & Schutt K Russell (2008)-Fundamentals of research in criminology and criminal justice,Sage Publication.

5. Davies, Pamela. Francis, Peter & Jupp, Victor (2nd Edition) (2011) – Doing Criminological Research - SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

6. Hart, Chris (2005) – Doing Your Masters Dissertation – Vistaar Publications, New Delhi. 7. Hartley, Richard D. (2011)- Snapshots of Research (Readings in Criminology and

Criminal Justice) - SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

8. Lewins, Ann & Silver Christina (2007) – Using Softwre in Qualitative Research (A step-by-step guide) - SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

9. Salkind Neil J. (4th Edition) (2011) – Statistics for People Who (Think they) Hate Statistics - SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

10. Salkind, Neil J. (2006) – Tests and Measurement for People Who (Think They) Hate Tests & Measurement - SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

11. Singh A. K. (2006) - Tests, Measurements and Research Methods in Behavioural Science, Bharathi Bhawan Publishing Company, New Delhi

12. Willig, Carla and Stainton-Rogers, Wendy (2010) – Qualitative Research in Psychology - SAGE Publications Ltd.,1 Oliver’s Yard, 55 City Road, London ECIY 1SP, United Kingdom.

13. C.R. Kothari ,Research Methodology-Methods and Techniques,New Age International Publishers ,(2018,2017).

14. R.S.N Pillai , Statistics-Theory and Practice ,S Chand & Co Ltd . 15. Santosh Gupta ,Research Methodology and Statiscal Techniques ,Deep and Deep

Publications ,2002.

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MCF 612 COURSE-VIII CYBER FORENSICS




• To Understand the Technicalities of Cyber Forensics. • Learn to handle the digital evidences existing in the digital media. • To be aware of various types of malwares and its implications. • To become Cyber Security analyst in both public and private sector.

Course Outcomes: • Able to forfeit the vulnerabilities in the usage of computer devices. • Understands the modus operandi of digital frauds and its preventive techniques. • Utilize the skills to prevent and detect Digital Crimes. • Assist the Law enforcement agencies in examining the Digital evidences.

HARD CORE UNIT -1 (16 hours)

1. Introduction to Cyber Forensics, Nature and Characteristics of Cyber Crimes. Role of “Mens rea” and Criminal Liability in Cyber Crime

2. Types of Cybercrimes and classifications (general, pioneers and INTERPOL) Types of Malware: virus’s worms. Trojan Horses, Blended Attacks, Tracking Cookies, Attacker, Tools, Keystroke and Root Kits, Prevention of Malware incidents, Spy ware detection and Intrusion Prevention (firewalls Routers) Malware incident Response Process & Case studies of cybercrimes.

3. Prevention of Cyber Crimes: Cyber Security, Global, National, Industrial & Individual levels. 4. Investigation of Cyber Crimes: Collection of evidences by Police Agencies.


5. Electronic Banking and E-Payments 6. E- Banking Frauds: Characteristics and Types 7. Credit card Frauds; Types, Investigation and Prevention 8. Challenges to Digital Forensic Evidence: Internet Crimes against children


9. Image analysis, Email tracing tool, Hash Calculator, Cryptography, Computer forensics investigation process, safety precautions in a computer crime scenario, Copying and imaging, extracting information from hard disk, searching for information relating to a particular case, report writing for a computer crime scenar

10. Communication: Types of Email, Instant Messenger, Social Networking Sites, Search Engines. World Wide Web Technology, Management of IP address, location of source and

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destination of email. Wireless: Generations of Mobile Communication. SMS, MMS, GSM, CDMA and Bluetooth. Android and IOS. Concepts of Cellular Phone communication

UNIT-IV (16 hours) 11. Laws relating to cyber Crime Salient features of IT Act -2000, with emphasis on aspects

relating to offenses, punishments, Investigative powers and regulations, Amendments arising due to enactment of IT Act 2000 in IPC, Cr. P.C, I. E. A Copy Right Act

12. Future Perspectives of cybercrimes: Cyber Terrorism and Security Concern 13. Case Law on cybercrimes.

BIBLIOGRAPHY

1. Gupta Sen Mohan (2013), Cyber Crime, Centrum Press, New Delhi 2. Kaushik Anjali(2013), Sailing safe in cyberspace, SAGE Publication India private limited,

New Delhi. 3. Gautam Anju, (2014), Cyber Intelligence, Dominant Publishers and Distributors Pvt. Ltd.,

New Delhi. 4. Bhardwaj Varun, (2014), Global Society and Cyber Crimes, Neel Prakashan, Jaipur. 5. Tewari R.k , Sastry P.k ,Ravi kumar K.V ,Computer Crime and Computer Forensics ,Select

Publications ,New delhi ,2003. 6. Deepthi Chopra and Keith Merrill ,Cyber cops ,Cyber Criminals and Internet ,Ilk

International ,New delhi ,2002. 7. Dudeja .D ,Cyber Crimes and laws Volume 2,Common wealth publication 2002. 8. Bernd Jahne ,Digital image processing ,Springer verlag,1993. 9. John C Russ, Image Processing , CRC Press, 1999. 10. John R Vacca ,Computer Forensics , Firewall Media Publications ,New Delhi ,2002. 11. Albert J Marcell ,Robert S.Green Field ;Cyber Crime, A Field Manual For Collecting

,Examining and Preserving Evidence of Computer Crime ,CRC Press ,2002. 12. Eoghan Corey ,Computer Crime Investigations ,Academic Press ,2002. 13. David Icove ,Karl seger and William Vonstorch ,Computer Crime ,O’Reilly and Amocialcis

Inc. ,1995.

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MCF 622 COURSE-IX: PRACTICAL COMPUTER USAGE IN CRIME DETECTION




1. Safety Precautions in Computer Forensics 2. Seizing the hard disk from computer 3. Data acquisition-copying and imaging 4. Searching for files in the software using the image. 5. Recovering deleted files 6. Steganography –hiding and unhiding (detection) 7. Password cracking of protected files 8. Hashing-checking integrity 9. Email tracing 10. Working with BIOS, changing boot order to USB (boot priority) 11. File signature verification. 12. Case study/recent Researches in the above relevant fields

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MCF 632 COURSE-X FORENSIC BALLISTICS AND FORENSIC MEDICINE




• To acquire the knowledge about working mechanism of Firearms and Ammunition. • To study the various kinds of explosives and its techniques of detection. • To gain knowledge about the different sources of poisons and its forensic analysis. • To know the various causative factors for Unnatural death.

Course Outcomes: • Able to handle explosive materials in a dreadful situation. • Placement opportunities in Ballistic Division of Forensic Science Laboratories. • Job opportunities in Toxicology and Biology division of Forensic Science Laboratory. • Helps to obtain information about Medico-Legal Procedures.

SOFT CORE

UNIT-I (18 hours) 1. Forensic Ballistics: Classification of Fire-Arms.

a) Ammunition- Cartridge and their Components b) Identification, Collection and Preservation of Ballistic Evidences found in a Crime

Scene c) Identification of a Shooter-Gunshot residue analysis (GSR) d) Determination of Range of Firing, Angle of Firing, Identification of fire arms e) Analysis of Suicidal, Homicidal and Accidental Shoot out cases

2. Explosives: Characteristics, Classification of Explosives-Various Kinds of High and Low Explosives, Location, Collection and Identification of Explosives, Methods of Disposal and Dispatch of Explosives, Bomb scene investigation

UNIT-II (12 hours)

3. DNA Profile- Meaning, Structure and Importance: a) Collection and presentation of evidentiary materials for DNA analysis b) Clue Materials and Technique of DNA Finger Printing, RFLP, VNTR, PCR c) Application and Recent Trends in DNA Finger Printing

4. Personal Identification: Identification of Living Person and Medico-legal importance

Identification of dead persons, skeletal remains and Medico legal importance 5. Forensic Anthropology: a) Identification of Skeletal remains

b) Skull identification and suture comparison c) Determination of time since Death d)Techniques for recovering Skeletonized human remains, e) Sex determination

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UNIT-III (17 hours) 7. Forensic Medicine: Definition, scope, Medical evidences and Medical witnesses, Legal and ethical aspects of Medical practice 8. Injuries: Meaning, Definition and Classifications-

a) Nature and Medico Legal Importance of Thermal, Chemical and Injuries due to Electricity, lightening and X- rays. b)Mechanical Injuries: i) Abrasion, ii) Contusion, iii) Punctured Wound, iv) Incised Wound v) Gun-Shot Wounds.

8. Thanatology: Meaning, Definition & Causes of Death- Natural & Unnatural a) Types of Death- Somatic/Clinical and Molecular/Cellular. b) Post Mortem Changes and Determination of Time of Death- Cooling of the body,

Post Mortem Lividity, Rigor Mortis, Putrefaction, Adiopocere & Mummification c) Types and Medico-legal Aspects of Asphyxia, Deaths- Hanging, Strangulation,

Suffocation, Smothering and Drowning – Diatom test 9. Forensic Entomology: Insects of Forensic Importance, Estimating the Postmortem

interval, Forensic Entomologist as Experts.

UNIT-IV (17 hours) 10. Toxicology: a) Definitions and Classifications of Poisons- Physical properties & brief overview of varies poisons with respect to duties of treating doctor & investigating officers b) Medico-legal Importance of Poisons. c) Extraction and sample preparation: Preliminary screening test, spot test and instrumental methods of analysis. 11. Analysis of Poisons: Meaning of Inorganic poisons a) Inorganic poisons (Cations and Anions) & Miscellaneous poisons b) Analysis of Plant Poisons (non-volatile organic) c) Food Poison: Meaning and Causes- Bacterial Food poisoning, Volatile Organic poisons and Poisonous Food (Mushrooms etc)

BIBILOGRAPHY

1. Rao G Nagesh Kumar(2010), Textbook of forensic medicine and toxicology,Jaypee brothers medical publishers(P) LTD ,Benguluru.

2. Pillay V. V. (2011), Textbook of Forensic Medicine and Toxicology, Paras Medical Publisher, New Delhi.

3. Jauhari B.C. & Gaur S.N. (Revised 2008) – Firearms : Forensic Ballistics, Forensic Chemistry and Criminal Jurisprudence, Delhi Law House, New Delhi – 54 (India).

4. Dr. K.S Narayan Reddy ,Dr. O.P Murthy ,Forensic Medicine & Toxicology ,Jaypee Brother Medical Publishers,2017.

5. Pillay V.V, Handbook of Forensic Medicine and Toxicology 12 edition ,Paras Medical Publisher,2001, New Delhi.



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8. Sharma B. R. (4th Ed. 2008) - Forensic Science in Criminal Investigation and Trial, Universal Publishers .

9. Encyclopedia of Forensic Science , Elsevier Publications . 10. Vincent J.M DiMaio ,Gunshot Wounds Second Edition ,1998 , CRC Press.

MCF 642 COURSE-XI: PRACTICAL FORENSIC MEDICINE AND RESEARCH TECHNIQUES



Credits: 04 SOFT CORE

1. Study proposal on the criminological/Forensic relevance 2. Identification of Age and Sex from the Skeletal remains 3. Identification of firearms remains, Identification of weapon, study on fire-arms wounds 4. Identification and Forensic Analysis of simulated Mechanical injuries such as:

a. Abrasion b. Bruise c. Laceration d. Stab Wound e. Incised wound f. Gunshot wound

5. Identification and Forensic Analysis of simulated Thermal and Chemical Injury 6. Identification of Organic Poisons and its medico-legal Importance 7. Identification of Inorganic Poisons and its medico-legal Importance 8. Forensic examination of Drugs and Psychotropic substances 9. Diatom Test 10. Preliminary Screening Test, Spot test and Instrumental methods of analysis 11. Exposure to Forensic Medicine department and assessment of reports 12. Procedure of Identification of a missing persons photo superimposition technique

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OE 2.3 COURSE-XII.3 SCIENCE OF CRIME IN THE ADMINISTRATION OF JUSTICE

Theory Marks: 70



Course Objectives:

• To impart knowledge about the various crimes and its preventive techniques. • To study the types of female criminality and related laws. • To obtain information about the functions of police station and their role in the society • To throw light on the legal proceedings of Criminal Justice System.

Course Outcomes: • To become a responsible citizen in creating a healthy police-public relation. • Appear for the competitive examination to get employed in the Police Department. • Acquires information about legal procedures of law enforcement agencies • Helps to spread the awareness regarding crime prevention and to strive for the crime free

society

OPEN ELECTIVE UNIT-I (12 hours)

1.Understanding Criminology- a) Concept of Crime and Criminal Behaviour 2.Social institutions and Crime- Family, Political, Education, Media, Economic Institutions and Crime 3. Public Order Crimes: Concept, types, Law, Impact and Prevention

a) Female Criminality: Factors, Types of Female Crimes and its Prevention b) Crime against Women: Factors, Prevention and laws related to crime on women,

UNIT-II (12 hours)

4. Cyber Crime: Definition, Types, Causes, Prevention and Law relating to Cyber crime 5. Terrorism: Definition, Causes, Types, Consequences, Prevention and related laws in India 6. Punishment: Definition, Evolution, Types of Punishment, Theories of Punishment

UNIT-III (12 hours) 7.Police Station: Meaning, Structures and Functions of Police stations 8. Organization of Police in State,Functions of Special Units of Police- Criminal Investigation Departments, Police Dog Squad, State Special Branch, Karnataka State Reserve Police 9.Recruitment for the Police job- Constables, Police Sub-Inspector and Gazetted officers

UNIT-IV (12 hours) 10. Procedure of investigation of a Cognizable and Non cognizable crime 11. Legal procedure of arrest, Summons, Warrant, Search and Seizure of property 11. Procedure of retrieval of stolen property from the court/law enforcing agency 12. Police procedure of approaching crime scenes, collection, packing and forwarding of scientific evidences

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BIBLIOGRAPHY :

1. Abadinsky Howard (1979) - Social Service in Criminal Justice- Prentice-Halls, Inc., London

2. Acharya N.K. – Protection of Women from Domestic Violence Act, 2005 (2nd Edition) Asia Law House, Hyderabad.


4. McDonald F. William (Ed. 1976)-Criminal Justice & Victim, Sage Publication, London 5. Ratanlal & Dhirajlal (2008) - Code of Criminal Procedure (Cr.P.C), Wadhwa & Company

Pvt., Limited, Nagpur 6. Ratanlal & Dhirajlal (2008) - Indian Penal Code (IPC), Wadhwa & Company Pvt.,

Limited, Nagpur. 7. Sharma Vinay (2007) - Dowry Death: Legal Provisions and Judicial Interpretation, Deep

and Deep Publications Pvt. Ltd. New Delhi-27 8. Shenoy S. Ganesh (2006) - Law Relating to Police and Prisons in Karnataka, Lawyers

Law Book, Bangalore 9. Nabar B.S. – 2005 (3rd Ed.) Forensic Science in Crime Investigation, Asia Law House,

Hyderabad 10. Sharma B.R. - Forensic Science in Criminal Investigation, Central Law Agency,

Allahabad-2 11. Karnataka Police Manual 12. Ahuja Ram, (2011), Criminology, Rawat Publications, New Delhi. 13. Paranjape N. V. (2014), Criminology and Penology with Victimology, Central Law

Publications, Allahabad. 14. Sutherland E.H.(1965), Principles of Criminology, Times of India Press, Bombay.

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SPECIALIZATION-I QUESTIONED DOCUMENTS AND IMPRESSION EVIDENCES

Introduction:

In the digitalized world of today, the role of documents may be less important during the communication between two or more but when it comes to the legal aspects the document is significant proof to bring out certain facts. It is evident, in the Indian Penal Code, Section 29 which gives general explanation about the document. Further, in the Indian Evidence Act documentary evidence is one of the types of evidence provided in the court of law as a proof. On this basis, documents which are in dispute will be produced before the Questioned Document Division of Forensic Science Laboratory to check its genuinity. Hence, in both Criminal and Civil cases, documents become an essential proof in the court of law. Keeping all these importance about the documents, ‘Questioned Documents and Impression Evidences’ has been offered as ‘Specialization-I’ for M.Sc.in Criminology and Forensic Science Programme with the following objectives;

• To impart knowledge about crimes related to documents and forensic analysis of suspected documents

• To learn the research skills in forensic relevant areas and to suggest innovative methods in crime detection

• To provide information about the importance of Scientific Evidences found in the crime scene and advanced techniques used for its analysis

• To acquire the skills of forensic analysis of evidences and to provide expert opinion to the Law Enforcement Agencies

Programme Specific Outcomes

• Gains academic and research knowledge in the area of Questioned Document Examinations and Impression evidences.

• Assist the law enforcement agencies in providing expert opinion on disputed documents. • Application of advance technology in criminal investigation and crime prevention • Prepares a career for themselves and also give services to the Police, Prison, Judiciary,

financial Institutions, IT sectors and other Industrial sectors

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III SEMESTER MCF 603 COURSE-XIII.1

SCIENTIFIC EXAMINATION OF QUESTIONED DOCUMENTS




• To learn about the various crimes related to disputed documents. • To acquire the knowledge on forensic analysis of questioned documents. • To obtain the skills of handwriting and signature analysis • To comprehend the knack of report writing and the role of Forensic documents experts in

the Criminal Justice System

Course Outcomes: • Gains skill on Forensic Photography of questioned documents. • Capable of handling various types of disputed document evidence. • Job opportunities in the Forensic Document Division of Forensic Science Laboratory. • Becomes Forensic Handwriting experts and provision of expert opinion for the Law

Enforcement Agencies

HARD CORE

UNIT-I (12 hours) 1. Fundamentals of Questioned Document: Nature, Historical Development and

Importance a) Handling and preservation of documents b) Classification of Questioned documents according to Albert Osborn

2. Preliminary Examination of Questioned Documents: a) Description of the Document b) Appearance of the Document c) The content of the Document

UNIT-II (21 hours) 3. Examination of Suspected Documents in the Laboratory:

a) Types of Erasures and their Decipherment: Faded Writing, Charred Document, Secret Writing, Indented Writing b) Examination of Finger prints on Documents c) Examination of Type Written and Computer Print Identification d) Identification of Generation of the documents. e) Examination of rubber stamps/seal f) Examination of torn documents

4. Photography of Questioned documents : Types of Photography and its procedure.

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UNIT-III (21 hours) 5. Handwriting Examinationand comparison:

a) Identification of handwriting: Writing Forms and Qualities, Characteristics, Basis of Identification

b) Preparation and Collection of Standard Handwritings c) Comparison of disputed and Admitted Writings d) Report writing (handwriting & signatures).

6. Identification and Comparison of Signatures a) Different forms of Signatures b) Identification features c) Comparison of Genuine and forged Signatures d) Factors affecting Handwriting and Signatures

UNIT-IV (10 hours) 7. Forgery: Definition and Types of Forgeries, IPC Sec-463-469,IPC Sec489(B) 8. Fake Currency Notes: a) Definition extent and impact of Fake Currency in India

b) Procedure of Identification of Fake Currency Notes 9. Disguise Writing: Meaning, Characteristics and Recognition

a) Stylosesis/Authorship of Writing b) Anonymous writing

10. Difference between Graphologists and a Questioned Document expert.

BIBLIOGRAPHY

1. Harrison, William – Suspect Documents 2. Ratan Deepak &Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World,

Alia Law Agency, Alahabad-211 001. 3. Sharma B. R. (4th Ed. 2008)- Forensic Science in Criminal Investigation and Trial,

Universal Publishers 4. Walls H. J. (2nd Ed. 2008), – Forensic Science: An Introduction to Scientific Crime

Detection, Universal Law Publishing Co. Pvt. Ltd. New Delhi-33. 5. Kelly, Jan Seaman & Lindblom, Brian S (2nd Edition) (2006) – Scientific Examination

of Questioned Documents - CRC Press, Taylor & Francis, London. 6. Sharma B. R (2008) - Bank Frauds; Prevention & Detection (3rd edition), Universal

Law Publishing Co., New Delhi 7. David Ellen, Stephen Day , Christopher Davies ,Scientific Examination of Documents ,

CRC Press 2018 8. Jan Seamen Kelly, Brian S.Lindblom ,Scientific Examination of Question Documents,

CRC Press ,2006 9. Jay Levinson ,Question Documents: A Lawyers’s Handbook, Academic Press, 2000

10. Albert S.Osborn, Questioned Documents, Nelson-Hall,Inc, 1974

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MCF 613 COURSE -XIV.2 ADVANCES IN FINGER PRINT ANALYSIS



Credits: 04

Course Objectives: • To know the various techniques of analysis and comparison of finger prints. • To learn the innovative techniques of fingerprint Identification. • To gain information about the development of latent fingerprint techniques. • To acquire skills of providing expert opinion of disputed fingerprints and their role in

Judicial system

Course Outcomes: • Capable of assisting the law enforcement agencies to identify fingerprint evidences in the

crime scene. • Able to utilize the advanced instruments for the accurate examination of disputed

fingerprints • Job opportunities in Finger Print Bureau of various state and national branches. • Gains knowledge on usage of various softwares for the comparison of fingerprints.

HARD CORE UNIT-I (12 hours)

1. Anatomy of the skin, Ridgeoscopy- meaning, history, anatomy, friction ridge formation, analysis, comparison, evaluation and verification.

2. Edegeoscopy and poroscopy: Meaning, history, pore pattern, proof in pore pattern, impressive left at the crime scene, development, analysis and comparison- number and size, shapes and position and distance of the pores.

UNIT-II (12 hours) 3. Palm prints: Meaning, topography, embryology and morphology of dermotoglyphics,

records and development, tracing and formulation of main lines, 4. Special formulation, hypothenar and thenar configuration, analysis and comparison,

inheritance, questioned paternity, racial variation, geographical variations.

UNIT III (20 hours)

5. Classification of Finger Prints: Henry’s ten-digit classification: Primary, secondary, sub secondary, final and key, Pigeonhole method, classification of extra fingers and missing fingers

6. Extensions: Sub secondary, WCDX extension, special loop extensions 7. Classification of scattered patterns, imprinted or bandaged fingers, finger sequences. 8. Identification philosophy, duration of fingerprints, challenges in fingerprint recognition

and approaches.

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UNIT-IV (20 hours) 9. Methods of latent fingerprint development: Chemical method, chemical fuming

techniques, Luminescence- laser light and other light sources. Miscellaneous methods, systematic approaches to latent process, Small Particles Reagent. (SPR)

10. Special surfaces: enhancement of bloody fingerprints, development of latent fingerprints from sticky surfaces, skin, wet surfaces and other special surfaces.

11. Silver physical development process, preparation and uses, silver physical development process on non-porous and porous surfaces

12. Case studies/Researches on relevant field

BIBLIOGRAPHY

1. Amin M. G. & Singh Dr. Jai Shanker (2009) - Forensic Science in Criminal Investigation, Unique Law Publisher, Ahemadabadh

2. Dr. Nayak Akshay Kumar & Singh Dr. V. H. K. (2008) - World Encyclopedia of Forensic Science

3. Eckert & William G. (Ed. 1980) – Introduction to Forensic Sciences, The C.V. Mosby Company, London.

4. Fisher A.J. Barry - Techniques of Crime Scene Investigation, IV Ed. Elsevier Science Publication Co., Inc 655 Avenue of the American.

5. Nabar B.S. – 2005 (3rd Ed.) Forensic Science in Crime Investigation, Asia Law House, Hyderabad.

6. Ratan Deepak & Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia Law Agency, Allahabad-001.


8. Saferstein Richard (1988) - Forensic Science Hand Book, Volume I, II, & III, Ed. Day-Star Publication, New Delhi.

9. Schultz O. Donald (1977) - Crime Scene Investigation, Prentice-Halls, New Jerssey 10. Shah Giri Raj - Investigation of Crime and Criminals (Vol I & II), Anmol Publications Pvt.

Ltd., New Delhi-2 11. Sharma B. R. (4th. Ed. 2008) - Forensic Science in Criminal Investigation and Trial, Universal

Publishers 12. Sharma B.R. - Forensic Science in Criminal Investigation, Central Law Agency, Allahabad-

2. 13. Sodermann Harry – Modern Criminal Investigation 14. Swanson R. Charles Jr. and Others (1977) - Criminal Investigation, Goodyear Publishing

Company. Inc., California. 15. Walls H. J. (2nd Ed. 2008) – Forensic Science: An Introduction to Scientific Crime Detection,

Universal Law Publishing Co. Pvt. Ltd. New Delhi-33. 16. Adam,M.S. ( 1965) : Palm-Prints and A Ring-chromosome, The Lacent, London 17. http://onin.com/fp/ridgeology.pdf 18. https://plato.stanford.edu/entries/identity-personal/

http://onin.com/fp/ridgeology.pdf

https://plato.stanford.edu/entries/identity-personal/

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MCF 623 COURSE -XV.3: PRACTICAL FORENSIC ANALYSIS OF SUSPECTED DOCUMENTS

Theory Marks: 70



HARD CORE 1. Retrieval of writings from the obliterated documents. 2. Technique of deciphering writings from the charred documents and procedure of

preservation of charred documents. 3. Techniques of establishing the age of a disputed document. 4. Procedure of deciphering writings suspected to have secret writing on a simulated

document. 5. Techniques of establishing the erasure of document. 6. Analysis of sequence of strokes. 7. Procedure for photographing in Juxta position for comparison of handwriting /

signature. 8. Techniques of comparison of disputed and admitted handwritings /signatures-Study

of characteristics and reports of exerts opinion. 9. Identification of authorship of writing through stylosesis analysis-study of unique

features. 10. Examination of rubber stamp with exemplars. 11. Physical matching of torn documents. 12. Examination of counterfeit currency notes.

MCF 633 COURSE -XVI.1 IMPRESSION EVIDENCES IN CRIME DETECTION




• To understand the significance of forensic analysis of impression evidences • To learn the advanced techniques of collecting and preservation of various impression

evidences. • To obtain information on the identification and comparison of different kinds of

impressions. • To know the recent methods of road accident crime scene investigation.

Course Outcomes: • Able to assist the law enforcement agencies to identify the possibilities of impression

evidences based on the occurrence of crime.

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• Ability to draw the profile of the offender based on the impression evidences found in the crime scene.

• Job opportunities in Forensic Science Laboratories both Private and Public Sectors • Proficiency in handling advanced instruments in forensic analysis of impression evidences

as an expert

SOFT CORE UNIT-I (20 hours)

1. Footprint and shoeprint: Historical development and Importance a) Types of foot print, b) Methods of developments: plaster of Paris, dental stone, gel lifters, ASDL, Sulphur method c. Preservation, documentation & evidentiary value of footprints and shoeprints d. Comparison of foot prints and shoe prints

2. Gait pattern analysis: Principal Features, Importance and methods of analysis UNIT-II (12 hours)

3. Tyre impression: introduction, parts of tyre, surface and sunken tyre impressions. Casting of tyre impressions, ink method, photography

4. Skid marks: determinations of speed of vehicle: factors affecting Skid marks, Role in crime detection &investigation (evidentiary value)

UNIT-III (12 hours)

5. Forensic cheiloscopy: introduction and classification(Suzuki& tsuchiashi)Development of lip prints, Evidentiary value of lipprints

6. Ear prints: detection, development, lifting methods and evidentiary value.

UNIT-IV (20 hours) 7. Tool marks: introduction, types, detection & evidentiary value, Development &

acquisition of Toolmarks, Collecting reference samples for comparison 8. Bite marks: Morphology, development techniques, analysis, comparison and

Reconstruction 9. Recent case studies and researches in relevant topics

BIBLIOGRAPHY

1 Amin M. G. et al. (2009) - Forensic Science in Criminal Investigation, Unique Law Publisher, Ahmadabad.

2 Kumar Akshay Nayak et al. (2008) - World Encyclopedia of Forensic Science 3 Eckert & William G. (Ed. 1980) – Introduction to Forensic Sciences, The C.V. Mosby Company,

London. 4 Fisher A.J. Barry - Techniques of Crime Scene Investigation, IV Ed. Elsevier Science Publication

Co., Inc 655 Avenue of the American. 5 Nabar B.S. – 2005 (3rd Ed.) Forensic Science in Crime Investigation, Asia Law House,

Hyderabad.

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6 Ratan Deepak & Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia Law Agency, Allahabad-001.

7 Saferstein Richard – (1978) Criminalistics: Introduction to Forensic Science, Prentice Hall of India Private Ltd., New Delhi.

8 Saferstein Richard (1988) - Forensic Science Hand Book, Volume I, II, & III, Ed. Day-Star Publication, New Delhi.

9 Schultz O. Donald (1977) - Crime Scene Investigation, Prentice-Halls, New Jerssey 10 Shah Giri Raj - Investigation of Crime and Criminals (Vol I & II), Anmol Publications Pvt. Ltd.,

New Delhi-2 11 Sharma B. R. (4th. Ed. 2008) - Forensic Science in Criminal Investigation and Trial, Universal

Publishers 12 Sharma B.R. - Forensic Science in Criminal Investigation, Central Law Agency, Allahabad-2. 13 Sodermann Harry – Modern Criminal Investigation 14 Swanson R. Charles Jr. and Others (1977) - Criminal Investigation, Goodyear Publishing Company.

Inc., California. 15 Walls H. J. (2nd Ed. 2008) – Forensic Science: An Introduction to Scientific Crime Detection,

Universal Law Publishing Co. Pvt. Ltd. New Delhi-33. 16 https://en.wikipedia.org/wiki/Ear_print_analysis

MCF 643 COURSE -XVII.2: PRACTICAL EXAMINATION OF FINGER PRINTS AND IMPRESSION EVIDENCES

Theory Marks: 70



SOFT CORE

1. Development of Latent Finger prints using chemical and Gaseous techniques. 2. Classification of Finger prints & its Examination. 3. Comparison of Tool marks 4. Microscopic examination of tool marks 5. Forensic examination of Lip print 6. Recording different types of Foot Prints 7. Comparisonof Sunken and Surface foot prints 8. Analysis of gait pattern 9. Taking Cast of tyre marks and its comparison 10. Analysis of skid marks 11. Forensic analysis of Ear prints

https://en.wikipedia.org/wiki/Ear_print_analysis

691

OE 3.3: COURSE -XVIII.3 VICTIMOLOGY AND CORRECTIONAL ADMINISTRATION

Theory Marks: 70



Course Objectives: • To study the difficulties and challenges faced by the victims of crime in the society. • To obtain information on the provision of compensation to the victims of crime. • To gain knowledge on the functions of various correctional institutions. • To know the effectiveness of various reformative programme provided for the inmates.

Course Outcomes: • Able to apply suitable techniques for the effective reformation of offenders. • Equip with relevant laws and Crime preventive methods to avoid victimization. • Job opportunities as welfare officers in the correctional institutions. • Consultancy for the victims and career in rehabilitation centers of both Private and Public

Sectors

OPEN ELECTIVE UNIT-I (10 hours)

1. Fundamentals of Victimology: Definitions, Historical Development and Scope of Victimology, Pioneer’s contribution to Victimology

2. Typology of Victims, Victim offender relationship and Cost of victimization

UNIT-II (12 hours)

3. Victim-offender Reconciliation andLegal issues of Compensation to the Victim of Crime 4. Victims of Dowry Harassment and Domestic Violence- Causes, Impact, Law relating to

Dowry and preventive measures 5. Victims of Drug Abuse – Causes, Consequences, Salient features of NDPS Act and Preventive

measures

UNIT-III (13 hours) 5. Institutional System of Correction: Prison- Definition, Types, development a)Prison administration in India b) Usual and Unusual problems of correctional Institution 6. Institutions for Juveniles and their establishment, administration and control, Advantages and Limitations in the context of reformation and rehabilitation

UNIT-IV (13 hours)

7. Non-institutional system of correction: a) Probation-Historical development, Law on probation, Objectives, principles,

administration and control, advantages and limitations b) Parole: Historical development, objectives, principles, advantages and limitations

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8. Modern approaches in the Correctional restitution 9. Case studies and researches on relevant field

BIBLIOGRAPHY:

1. The Protection of Women from Domestic Violence Act 2005 (2009) Commercial Law Publishers, India

2. McDonald F. William (Ed. 1976)-Criminal Justice & Victim Sage Publication, London 3. Commission of Sati (Prevention) Act, 1987 along with Rules 4. Dowry Prohibition Act, 1961 along with Rules and Relevant Provisions of I. P. Code, Cr. P. Code

and Evidence Act 5. Rajan V.N. (1981) - Victimology in India, Allied Publishers Pvt. Ltd, New Delhi. 6. Acharya N.K. (2007) – 2nd Ed. – Commentary on Protection of Women from Domestic Violence Act

2005, Asia Law House, Hyderabad. 7. Vinay Sharma (2007) Dowry Deaths – Legal Provisons & Judicial Interpretation, Deep & Deep

Publications Pvt. Ltd., New Delhi-27. 8. Mohammad Farajiha Ghazuini (2002) – Police Protection to Victim of Crime, Deep & Deep

Publications Pvt. Ltd., New Delhi-27. 9. Prakash Talwar (Editor 2006) – Victimology, Isha Books, New Delhi-33 10. Ahuja Ram, (2011), Criminology, Rawat Publications, New Delhi. 11. Paranjape N. V. (2014), Criminology and Penology with Victimology, Central Law Publications,

Allahabad.

693

IV SEMESTER MCF 604 COURSE - IX.1

INSTRUMENTATION IN QUESTIONED DOCUMENTS AND FINGER PRINT




• To understand the principles and mechanism of various kinds of instruments. • To acquire knowledge on the Chemical examination of disputed documents. • To study the application and utility of biometric in the security facets. • To gain required skills to become an expert witness for the Law Enforcement

Agencies

Course Outcomes: • Job opportunities in public sectors as Document Expert/ Finger Print expert. • Placements in private sectors as Security Management officer/Fraud Prevention Officer

/Vigilance Officer. • Proficiency in handling advanced instruments in the Forensic Science Laboratory. • Learns the skills to become an effective expert witness to solve intricate criminal cases.

HARD CORE

UNIT-I (10 hours) 1. Materials used for manufacturing Documents:

a) Paper: Types and its analysis b) Ink: Types and its analysis, Pencils, Crayons, Colour Chalks, Adhesives

2. Photography of Documents and its uses: Cameras, Scanners, and Image Enhancement. UNIT-II (20 hours)

3. Equipment of a Document Laboratory and its Uses: a) Chemical Examinations: Chromatography (TLC), HPTLC Electrophoretic

Separations(CE), GCMS, NAA, FTIR & Raman spectroscopy. b) Optical Equipment: Hand Magnifiers, Illuminated Magnifier, Binocular

Magnifier, c) Microscopes: Stereomicroscope, Compound Microscope, Comparison Microscope, Miscope (digital microscope). d) Measuring Apparatus: Metal scales, Measuring Microscope(Micrometer) e) Special Lighting Equipment: Sources of Infrared Radiation, Ultraviolet Light, Discharge Lamps, Rontgen Rays, Oblique Lighting, Transmitted Light, Infrared Photoscopy. f) Electro Static Detection Apparatus(ESDA), Projectina, Video Spectral Comparator

(VSC).

694

UNIT-III (17 hours)

4. Instrumentation in Finger Print Analysis: a) Photo copying method, b) methods of illumination c)Digital imaging method, c) X-ray and scanning electron microscopy method,

5. Fingerprint acquisition, classification of sensors- online acquisition, optical sensor, solid state sensor, ultra-sound sensor, fingerprint scanners, fake fingerprint detection method by deformation and odour analysis.

6. Automated Fingerprint Identification System.

UNIT-IV (17 hours)

7. Biometric fusion: application and consideration, sources of information and recognition, securing the fingerprints in the system, fingerprint extraction, automatic minutiae detection, estimation of ridges.

8. Fingerprint expert witness, evidence examination, fingerprint analysis, court room witnesses stand, direct examination, court room courtesy, cross examination, discussion.

BIBLIOGRAPHY: 1. Harrison, William – Suspect Documents 2. Ratan Deepak &Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia Law

Agency, Alahabad-211 001. 3. Sharma B. R. (4th Ed. 2008)- Forensic Science in Criminal Investigation and Trial, Universal

Publishers 4. Walls H. J. (2nd Ed. 2008), – Forensic Science: An Introduction to Scientific Crime Detection, Universal

Law Publishing Co. Pvt. Ltd. New Delhi-33. 5. Kelly, Jan Seaman & Lindblom, Brian S (2nd Edition) (2006) – Scientific Examination of Questioned

Documents - CRC Press, Taylor & Francis, London. 6. Sharma B. R (2008) - Bank Frauds; Prevention & Detection (3rd edition), Universal Law

Publishing Co., New Delhi 7. David Ellen, Stephen Day , Christopher Davies ,Scientific Examination of Documents , CRC

Press 2018 8. Jan Seamen Kelly, Brian S.Lindblom ,Scientific Examination of Question Documents, CRC

Press ,2006 9. Jay Levinson ,Question Documents: A Lawyers’s Handbook, Academic Press, 2000

10. Albert S.Osborn, Questioned Documents, Nelson-Hall,Inc, 1974

695

MCF 614 COURSE -XX.2 EXPERT TESTIMONY IN LEGAL PROCESS AND LABORATORY

MANAGEMENT Theory Marks: 70



Course Objectives: • To know the role of a Forensic Expert in Criminal Justice System. • To gain information about the quality management in the laboratory setup. • To throw light on the ethical aspects of forensic expert. • To obtain the skills of systematic report writing by an expert for legal proceedings.

Course Outcomes:

• Gains knowledge on the adoption of appropriate method of forensic analysis of evidences by eliminating the potential errors.

• Career in Forensic Science Laboratory. • Capable to establish Private Forensic Science Laboratory. • Able to depose forensic evidences effectively in the court of law.

HARD CORE

UNIT-I (16 hours) 1. Forensic Expert- Definition,IndianEvidence Act- section 45, admissibility of evidence 2. Frye rule, daubert standards 3. Requisition letter, case reference number, chain of custody, forms submitted by police(FIR,

Panchanamas, etc) 4. Qualification of experts based on ASTM standards, IEA sec-45,72,73

UNIT-III (16 hours)

5. Report preparation- contents of an expert a) Case description. b) Evidence description c) Procedure of analysis d) Findings and final opinion

6. Demonstrative aids: Drafts reports, supporting documents, supplementary reports

7. Expert CV: Review of expert CV a) Preparing witness, b) Mock- examination in chief c) Report and opinion

8. Preparation for cross examination: Preparing for Court Testimony

UNIT-III (16 hours) 9. Questioned Document Expert: Considerations in preparing for Court

a) Demonstrative Charts b) Pretrial Conference

696

c) Preparation for a Daubert Hearing 10. The Untrained Document Expert Witness: The Document Examiners Testimony in Court 11. Ethics of Questioned document experts.

UNIT-IV (16 hours)

12. Laboratory Management – Introduction to Quality and its definition as per ISO/IEC 17025. General requirements for competence of testing and calibration laboratories-introduction scope, Management requirements: organization.

c) Quality system, Document Control, review of requests, Tenders and contracts, Sub- contracting of tests and calibration.

d) Purchasing services and supplies, Service to the clients, Complaints, corrective and preventive actions, Control of records, Internal audits; Technical requirements- General, Personnel, Test and calibration Method.

e) Method Validation, Equipment measurement, Traceability, Sampling, Handling of Test and calibration items, Assuring the quality of test and calibration results, Reporting of Results-Test Report and calibration certificates.

BIBLIOGRAPHY:

1. Ratanlal & Dhirajlal (2008) - Code of Criminal Procedure (Cr.P.C), Wadhwa & Company Pvt., Limited, Nagpur.

2. Ratanlal & Dhirajlal (2008) - Indian Penal Code (IPC), Wadhwa & Company Pvt., Limited, Nagpur.

3. Rathanlal & Dhirajlal (2008) – Indian Evidence Act, Wadhwa & Company Pvt., Limited, Nagpur. 4. James St.Clair ,Crime Laboratory Management ,Academic Press/Elsevier ,2002 5. Mario Deva Rgas ,The Total Quality Management ,NCC Blackwell Publication ,1995 6. Harrison, William – Suspect Documents 7. Sharma B. R (2008) –Question Document , Universal Law Publishing Co., New Delhi 8. Thomas Kubic, Nicolas Petraco ,Forensic science Laboratory Manual and Workbook, CRC

Press 9. David Ellen, Stephen Day , Christopher Davies ,Scientific Examination of Documents , CRC

Press 2018 10. Jan Seamen Kelly, Brian S.Lindblom ,Scientific Examination of Question Documents, CRC

Press ,2006 11. Jay Levinson ,Question Documents: A Lawyers’s Handbook, Academic Press, 2000 12. Albert S.Osborn, Questioned Documents, Nelson-Hall,Inc, 1974

697

MCF 624 COURSE –X

XI.3: DISSERTATION IN QUESTIONED DOCUMENTS AND IMPRESSION EVIDENCES



Credits: 04 VIVA VOCE - Max. Marks:100 Total Marks:100+100=200

Course Objectives:

• To know the significance of research in the field of Forensic Science • To obtain information on the ethical aspects of Forensic Science research • To adopt empirical research techniques in questioned documents and impression

evidences. • To study the suitable statistical techniques for the analysis of data.

Course Outcomes: • Upgrades the knowledge in the field of questioned documents and impression evidences. • Able to invent new techniques for the identification and analysis of questioned documents

and impression evidences. • Capable of taking up new research in order to suggest innovative measures to overcome

the shortcomings in the relevant field. • Gains the ability to publish research articles in UGC recognized journals and SCOPUS

indexed Journal.

HARD CORE • 1. Individual Dissertation in Related Subject • 2. VIVA VOCE

698

MCF 634 COURSE -XXII.1: PRACTICAL CASE ANALYSIS, REPORTING AND PRESENTATION

Theory Marks: 70



SOFT CORE 1. Descriptive note with diagram of various kinds of apparatus used in

Questioneddocument section. a) Chemical examination b) optical equipment

c) Lighting apparatus d) Measuring apparatus 2. Case analysis of hand writing, report writing and its presentation 3. Case analysis of signatures, report writing and its presentation 4. Case analysis of Finger print, comparison, report writing and its presentation 5. Forensic Analysis of documents for erasures, ink changes, modification,

lamination, preparation of reports and presentation. 6. Case analysis of Ink examination using T.L.C 7. Case analysis of Rubber Stamp/Seal Examination. 8. Case analysis of printed document examination. 9. Case analysis in the identification of generation of documents. 10. Case studies / Researches on relevant field.

MCF 644 COURSE -XXIII.2: PRACTICAL

EXPOSURE TO FORENSIC FIELDS Theory Marks: 70



SOFT CORE 1. Internship in the relevant field and evaluation of report 2. Visit to Forensic Questioned Document Laboratory and report writing 3. Visit to Courts to gain knowledge about expert witnesses and submission of reports 4. Mock Court trials and presentation of reports by expert witness and cross examination 5. Visit to Finger Print Bureau and evaluation of reports 6. Visit to Forensic relevant Laboratory to study the laboratory management and submission of reports 7. Cases and Researches on relevant fields

699

SPECIALIZATION-II FORENSIC PSYCHOLOGY AND CRIMINAL JUSTICE

Introduction:

Human being as a social animal expects to live in the group in association with others. In the process they may come across certain essential needs such as biological, psychological and physical needs. While acquiring those needs in the society, there might be certain factors influence them to involve in anti-social activities. An individual may show certain criminal behaviours that leads him to commit crime which is against the law of the land. Hence, it is the responsibility of the society to reform him and bring back to the society as a law abiding person. Forensic Psychologist will play a major role in this process of rehabilitation and reformation programmes. Therefore, ‘Forensic Psychology and Criminal Justice’ has been offered as a ‘Specialization-II’ for M.Sc Criminology and Forensic Science Programme with the following objective;

• To enhance understanding of human Behaviour and to develop a positive reception in forensic settings

• To acquire skills on psychological researches by shedding light on the ethical aspects and to take up research projects on current issues

• To understand the problems of victims and the witnesses and to provide necessary assistance to the law enforcement agencies

• To gain knowledge on the innovative scientific methods used to extract information from the suspects to free the innocent

Programme Specific Outcomes:

• Understand the social responsibilities to provide extension services to the needy. • Provides quality education to bring awareness about Social Justice • Develops independent thinking among the students to pursue career of their

interest/choice in the relevant fields. • Acquires research knowledge in the field of Forensic Psychology and its application in

Criminal Justice System.

700

III SEMESTER MCF 603 - COURSE-XIII.4

INVESTIGATIVE PSYCHOLOGY Theory Marks: 70



Course Objectives: • To understand the criminal behaviours and its influential factors • To know the techniques of lie detection tests and its relevance in detection of crime • To study the influence of media on human behaviours. • To learn the procedure of Forensic hypnosis and the application of hypnotherapy.

Course Outcomes: • Skilled to detect the deception through the application of Lie detection tests. • Attains skills for effective Forensic Psychological Assessment. • Learns the techniques of investigation by the application of Psychology. • Helps to have career in correctional institutions and rehabilitation centers.

HARD CORE UNIT –I (12 hours)

1. Fundamentals of Forensic Psychology: Historical Development, Importance and Scope a) Pioneer’s contribution to Forensic Psychology b) Role of forensic psychologists in investigation of crime c) Forensic Psychology In India

2. Psychic Criminology: History, Paranormal abilities, Scientific Evidences & Theories. a) Criminal Psychology of the Stranger b) Media and Criminal Psychology: Historical development and scope, feminist

perspective of forensic psychology.


3. Brain fingerprint, history, procedure, application Brain Finger printing, computer based technology, Brain fingerprint. in Indian & world scenario admissible in Indian courts, scientific evidences & courts. Case studies

4. Narco-analysis, introduction, history, test procedure, effects under the influence of truth drugs, guidelines for interrogators officers when interrogating the suspects during narco-analysis test, uses of narco-analysis, truth drug or truth serum, narco-analysis & court of law, application & case studies.

5. Polygraph test: an introduction, advantages, history, testing & procedure, pattern of questioning during polygraph test, results, polygraph tests in Indian & world scenario, scientific validity of polygraph, reliability & accuracy of polygraph test, limitations.

701

UNIT –III (12 hours)

6. Forensic hypnosis: meaning, and history, role of forensic hypnotist /hypno-investigator, techniques used in hypnosis, post hypnotic phase .

7. Application of forensic hypnosis, forensic hypnosis and court, Case laws 8. Hypnotherapy, Identifying the offender, unconscious transference, Own Race Bias(ORB),

Hypnosis testing analysis, procedure, identifying the face, pre-trail identification methods, line-up & photo spreads.


9. Police Personality, Problems in police personal management, effectiveness of policing, ethics in policing, internal & external challenges in policing.

10. Interviewing of suspects, witness & victims of crime: a) Counseling the Role players in Justice System- Victims, Witnesses, Law Enforcers b) Suspects and Family Counseling: Skills for effective Forensic Psychological

Assessment. 11. Terrorism – Counter Terrorism Strategies and tactics to deal with terrorists

a) Collection of intelligence in context of terrorism b) Counter Insurgency Operations

BIBLIOGRAPHY

1. Vadackumchery & James (1999) - Professional Police: Witness Interviewing, APH Publishing Corp. New Delhi- 2.

2. Shah Raj Giri - Investigation of Crime and Criminals (Vol I & II), Anmol Publications Pvt. Ltd., New Delhi-2

3. Gibson L. Robert & Mitchell H. Marianne (2006) - Introduction to Counseling and Guidelines, 6th edition, Prentice- Hall of India, New Delhi-01

4. Haward L. R. C. - Forensic Psychology, Batsford Academic and Educational Ltd. London 5. Hibbard & Whitney.S & Reymond W. Worring (1982) – Psychic Criminology : An operations Manual for

using Psychics in Criminal Investigations, Charles C. Thomas Publishers, Illinois, USA. 6. Meier, Augustine & Boivin, Micheline (2011) Counselling and Therapy Techniques (Theory & Practice)

Sage, London. 7. Ravi Meera (2007) - Counselling What, Why and HowViva Books Pvt. Ltd., New Delhi 8. Sharma B. R. (4th Ed. 2008) - Forensic Science in Criminal Investigation and Trial, Universal Publishers 9. Sodermann Harry – Modern Criminal Investigation 10. Ratan Deepak & Zaidi Mohd. Hasan (2008) – Forensic Science in India and the World, Alia Law

Agency, Alahabad-211 001. 11. Toch Hans – Legal & Criminal Psychology 12. Whitney S. Hibbard, Raymond W. Worring, Richard Brennan (2nd Ed.)- Psychic Criminology A

Guide For Using Psychics In Investigations -ebook 13. David Lesser- The Book of Hypnosis (1985) – ebook 14. Matthewman Lisa et al.( 2009), Work psycology, Oxford University press, New

Yorkhttps://www.ncjrs.gov/pdffiles1/Digitization/123613NCJRS.pdf 15. http://w.renosubsystems.com/investigative_forensic_hypnosis.pdf 16. http://mmcuav.com/forensic_hypnosis_the_practical_application_of_hypnosis_in_criminal_investi

gations.pdf 17. http://tealight.lowerlodgecandles.com/solving_crimes_with_hypnosis_how_to_book_of_forensic_

hypnosis_investigation.pdf 18. https://www.ohchr.org/Documents/Publications/Factsheet32EN.pdf 19. UNITED NATIONS OFFICE ON DRUGS AND CRIME Vienna, Handbook on Criminal Justice

Responses to Terrorism (CRIMINAL JUSTICE HANDBOOK SERIES,UNITED NATIONS PUBLICATION Sales No. E.09.IV.2 ISBN 978-92-1-130270-7

https://www.ncjrs.gov/pdffiles1/Digitization/123613NCJRS.pdf

http://w.renosubsystems.com/investigative_forensic_hypnosis.pdf

702

MCF 613 COURSE -XIIV.5 PSYCHOLOGY OF CRIME AND CRIMINAL JUSTICE

Theory Marks: 70



Course Objectives: • To understand the psychological disorders and its impact on antisocial behaviours. • To study the various Psychological Theories of Crime. • To know the role of Forensic Psychology in the Criminal Justice System. • To learn the psychotherapeutic techniques to control criminal behaviours.

Course Outcomes:

• Gains knowledge on psychological causes of crime and the techniques to prevent. • Obtains information on need of Forensic Mental Health experts in the Court. • Career in rehabilitative and reformation centers of both Private and Government Sectors. • Learns the skills of application of psychotherapeutic methods to rehabilitate or reform

offenders.


1. Violation of Law: Psychological motives and its impact on behaviour, Impact of Conflicts and Frustration on behaviour, Mal adaptive learning about offending a person’s property.

2. Experimental Psychology and Control of Criminal Behaviour – Psychotherapeutic Methods

3. The Role of Forensic Psychology in the Justice System: Clinical, Experimental and advisory.


4. Psychological disorder and crime:Personality disorders, mental disorder and crime, feeblemindedness, Mental Health Act 1987 with recent amendments, mental illness, intelligence and crime, antisocial personality.

5. Forensic Mental Health experts in the Court: Expert Evidence, Forensic Report and Pre- trial Preparation


6. Psychological Theories of Crime: a) Psychoanalytical theory b) Psychodynamic theory c) Behavioural theory d) Cognitive theory e) Developmental theories f) Personality theory g) Self –Control theories of crime h) Socio-Psychological theory of crime

703


7. Therapy and psychometric tests: Meaning and definition of therapy, history, types of therapies, effects, forensic therapy and its uses

8. Psychometric tests and assessment 9. Ethical and legal issues in forensic psychology 10. Case Studies and Research in the relevant field

BIBLIOGRAPHY

1. Sharma B. R. (4th Ed. 2008) - Forensic Science in Criminal Investigation and Trial, Universal Publishers

2. Bartol, Curt R 7 Bartol, Anne M, ( 2008) Current perspectives in Forensic Psychology and Criminal Behaviour, Sage, London.

3. Macdonald – Psychological Disorder and Crime 4. Mednick A. Sarnoff & Christiansen O. Karl (Ed.1977), - Bio-Social Bases of Criminal

Behaviour, Gardners Press Inc., New York. 5. Thou Teisi (2011) Forensic Psychology, ABD Publishers, Jaipur 6. Dr.Kumar(1992)Applied Psychology, Lakshmi Narain Agarwal 7. Prof. P. nataraj- Psychology Part I and II, Srinivas Publucations, Mysore. 8. General psychology- http://elibrary.bsu.az/books_400/N_264.pdf 9. file:///C:/Users/user/Documents/N_264.pdf 10. https://www.google.com/search?q=psychology+reference+sites&sa=X&ved=2ahUKEwibjau9r9vf

AhUDSo8KHbYfDA8Q1QIoAXoECAAQAg&biw=1360&bih=662 11. John m. Oldham, m.d., m.s. andrew e. Skodol, m.d. donna s. Bender, ph.d., fipa, textbook

of personality disorders second edition, the american psychiatric publishing 12. Haward L. R. C. - Forensic Psychology, Batsford Academic and Educational Ltd. London 13. https://www.waterstones.com/category/politics-society-education/psychology/criminal-forensic-

psychology 14. https://www.researchgate.net/publication/291817356_Criminological_and_Forensic_Psychology 15. http://file.zums.ac.ir/ebook/222-Analyzing%20Criminal%20Minds%20-

%20Forensic%20Investigative%20Science%20for%20the%2021st%20Century%20(Brain,%20Behavi.pdf

16. https://home.apu.edu/~ksetterlund/2012-2013/theories%20handout%20with%20terminology.pdf

17. https://www.verywellmind.com/what-is-a-theory-2795970 18. http://poweranalytics.com/6_theories_of_personality.pdf 19. https://www.socalpsych.org/wp-content/uploads/2018/10/APA-psycotherapy.pdf 20. https://www.israpsych.org/books/wp-

content/uploads/2015/05/technique_of_psychotherapy.pdf 21. https://www.researchgate.net/publication/236855148_A_Brief_Introduction_to_Psychotherapy_

Research

http://elibrary.bsu.az/books_400/N_264.pdf

https://www.google.com/search?q=psychology+reference+sites&sa=X&ved=2ahUKEwibjau9r9vfAhUDSo8KHbYfDA8Q1QIoAXoECAAQAg&biw=1360&bih=662

https://www.google.com/search?q=psychology+reference+sites&sa=X&ved=2ahUKEwibjau9r9vfAhUDSo8KHbYfDA8Q1QIoAXoECAAQAg&biw=1360&bih=662

https://www.waterstones.com/category/politics-society-education/psychology/criminal-forensic-psychology

https://www.waterstones.com/category/politics-society-education/psychology/criminal-forensic-psychology

https://www.researchgate.net/publication/291817356_Criminological_and_Forensic_Psychology

http://file.zums.ac.ir/ebook/222-Analyzing%20Criminal%20Minds%20-%20Forensic%20Investigative%20Science%20for%20the%2021st%20Century%20(Brain,%20Behavi.pdf



https://home.apu.edu/%7Eksetterlund/2012-2013/theories%20handout%20with%20terminology.pdf

https://home.apu.edu/%7Eksetterlund/2012-2013/theories%20handout%20with%20terminology.pdf

https://www.verywellmind.com/what-is-a-theory-2795970

http://poweranalytics.com/6_theories_of_personality.pdf

https://www.socalpsych.org/wp-content/uploads/2018/10/APA-psycotherapy.pdf

https://www.israpsych.org/books/wp-content/uploads/2015/05/technique_of_psychotherapy.pdf

https://www.israpsych.org/books/wp-content/uploads/2015/05/technique_of_psychotherapy.pdf

https://www.researchgate.net/publication/236855148_A_Brief_Introduction_to_Psychotherapy_Research

https://www.researchgate.net/publication/236855148_A_Brief_Introduction_to_Psychotherapy_Research

704

MCF 623 COURSE -XV.6 PRACTICAL PSYCHOLOGICAL ASSESSMENT OF CRIMINALS




1. Behavioural Analysis of Offenders 2. Eysenck’s Personality Inventory 3. Psychological Profiling of Criminals 4. Portrait Parle of Criminals 5. Body Language analysis 6. Motivation Scale 7. Brief Criminal Attitude Scale 8. Behavioural Modification System for Treatment of Special Offenders 9. Alcohol Use Inventory 10. Internet Addiction Test 11. Impulse Control Scale 12. Barratt Impulsiveness Scale 13. Case studies/ researches on special offenders

MCF 633 COURSE -XVI.3 PSYCHOLOGY OF VICTIMS




• To study the theories of victimology and worldwide concerns of victim of crime. • To enlighten on the position of victim and witness in the Criminal Justice System. • To know the laws and recent amendments related to compensation of victims of

crime. • To obtain information about the preventive techniques of specific crimes

Course Outcomes: • Acquires the information about the victim assistance and related laws. • Skilled in efficacy of Victim- offender reconciliation and modern approaches in the

correctional restitution. • Able to aid the Law Enforcement Agencies in providing justice to the needy. • Job opportunities in the field of Forensic Psychology both in private and public Sectors.

705

SOFT CORE UNIT –I (18 hours)

1. Fundamentals of Victimology: Historical Development and scope of victimology, pioneers of victimology, typology of victimology, the cost of victim of crime, fear of crime, crime-victim interaction, restitution, victim- offender reconciliation and modern approaches in the correctional restitution.

2. Theories of victimology, victim precipitation model, and routine activity approach- situated transaction model.


3. Victim –offenderrelationship, vulnerability of the victim in the hands on criminal. a) Elderly persons. b) persons of tender age. c) women

4. National and international concerns of victim of crime, the culpability of the victim, victim resistance, victim precipitation of crime, U.N declaration on basic principles of justice of victim.

5. Victim Assistance: Types of Victim Assistance, National Organization for Victim Assistance (NOVA) and compensation of victims, legal amendments and state victim assistance fund.


6. Prevention of victimization- awareness creation, crisis responses, assisting victim during

investigation and trail, legal aid to victim of crime, Post victimization counseling,

guidance and rehabilitation of special kinds of victims, child victim.

7. Service for the victims of specific crime: a). dowry b) domestic violence c). Commercial

sex worker. D) sexual abuse and sexual harassment.

8. Position of victim and witness in justice system- before, during and after trial,

UNIT-IV (20 hours)

9. Suicide: attempt to suicide, Methodology,teen suicide, risk factors, suicide attempts,

foundation of suicidology, cognitive behavioural model of suicidality, culture and suicide.

10. Schizophrenia and suicide, interface of schizophrenia, socio -demographic and

epidemiological issues, age and life span, gender and sexuality, marriage and family,

social relations, suicide note communication, psychological risk factors for suicide in

India.

11. Treatment and prevention: medical and psychiatric issues, psychiatrical diagnosis and

suicidal acts, alcoholism and suicide, biology of suicide, aggressive, violence.

706

12. Prevention of suicide, handling of stress in adolescent, rehabilitation of victims, national

strategies for suicidal prevention, mythological issues in suicide research. Case studies/

researches in victimological issues.

BIBLIOGRAPHY

1. The Protection of Women from Domestic Violence Act 2005 (2009) Commercial Law Publishers, India

2. Rajan V.N. (1981) - Victimology in India, Allied Publishers Pvt. Ltd, New Delhi. 3. Sundaram Soma Madava P et al.(2008), Crime Victims and Justice, Serials Publications,

New Delhi. The Protection of Women from Domestic Violence Act 2005 (2009) Commercial Law Publishers, India

4. Rajan V.N. (1981) - Victimology in India, Allied Publishers Pvt. Ltd, New Delhi. 5. Sundaram Soma Madava P et al.(2008), Crime Victims and Justice, Serials Publications,

New Delhi. 6. Atkinson Maxwell J., (1978), Discovering Suicide Studies in the Social Organization of

Sudden Death, Macmillan Press Limited, London. 7. Singh A. K., (2014), Rapes and Crimes of Women, Centrum Press, New Delhi. 8. Wolfgang Marvin, (1967), Studies in Homicide, Harper and Row Publishers, New York. 9. Rudd David M. (2006), Treating Suicidal Behaviour, New Age International Publishers,

New York. 10. Atkinson Maxwell J., (1978), Discovering Suicide Studies in the Social Organization of

Sudden Death, Macmillan Press Limited, London. 11. Singh A. K., (2014), Rapes and Crimes of Women, Centrum Press, New Delhi. 12. Wolfgang Marvin, (1967), Studies in Homicide, Harper and Row Publishers, New York. 13. Rudd David M. (2006), Treating Suicidal Behaviour, New Age International Publishers,

New York.

MCF 643 COURSE -XVII.4: PRACTICAL PSYCHOLOGICAL EVALUATION OF VICTIMS



Credits: 04 SOFT CORE

1. Behavioural Analysis of Victims

2. Minnesota Multiphasic Personality Inventory

3. Family Environment Scale

4. Counselling the victims and their Family members

5. Emotional Assessment Scale

707

6. Stress Management Inventory

7. Perceived Stress Scale

8. The Forms of Bullying Scale (FBS)

9. Life Event Checklist (LEC)

10. Trauma Symptom Checklist for Children

11. Millon Clinical Multiaxial Inventory

12. Symptom Checklist -90 Revised

13. Research study on victims of crime

IV SEMESTER MCF 604 COURSE -IX.4

CRIMINAL PROFILING Theory Marks: 70



Course Objectives: • To learn the skills of criminal profiling–a psychological analysis of identification of

offenders. • To obtain knowledge on the techniques of geographic profiling and its relevance. • To study the method of crime scene analysis and investigative stages. • To know the admissibility of criminal profiling evidence and role of criminal profilers in

the court.

Course Outcomes: • Acquires the skills of Criminal Profiling, Crime Scene analysis and Psychological Sketch. • Updates with the relevance of criminal profiling in the Criminal Justice System • Capable of aiding the law enforcement agencies as an effective criminal profiler • Able to provide expert testimony in the Court as a Forensic Psychologist.

HARD CORE

UNIT-I (10 hours)

1. Introduction to Criminal Profiling: History and Development, Profiling in India, Future profiling

2. Profiling Analysis and Psychological Sketch: psychological analysis for identification of offenders, skills and accuracy in criminal profiling, factors underlying criminal profiling, inductive and deductive criminal profile, application of profiling.

708


3. Psychology of specific Criminals and interpretation: Sexual offenders, serial rapist and arson, Terrorists, serial stalking, hackers and cyber criminals, body languages, gestures and its meaning, moods and emotions.

4. Geographic profiling: Profiling consideration, operational procedure, offender residence prediction, Target hunt- target patterns and hunting methods, geography of serial killers, decision process model.


5. Introduction to crime scene reconstruction: crime scene analysis, organized and disorganized crime scene, crime scene assessment and investigative stages, choice of location. profiling input stage, patterns of offenders, modus operandi, wound patterns, body disposition, criminal motivation

6. Offender characteristics and behavioural profiling: principle of behavioural profiling, behavioural profile construction process, frame work model, linkage analysis, victim –offender risks, methods of approaches the victim, methods of controlling the victim, fantasy and signature behaviou

UNIT-IV (10 hours)

7. Criminal profiling on Trial: The admissibility of criminal profiling evidence, role of criminal profilers, criminal profilers as experts, expert testimony.

8. Ethics of criminal profilers, impact on mock juror decision making and implication for

admissibility, Judicial admission forensic report.

BIBLIOGRAPHY:

1. Thou Teisi (2011) Forensic Psychology, ABD Publishers, Jaipur 2. Bartol, Curt R 7 Bartol, Anne M, ( 2008) Current perspectives in Forensic Psychology and

Criminal Behaviour, Sage, London. 3. Feldman & Philip M. (1978) – Criminal Behaviour: A Psychological Analysis, John Wiley

& Sons, New York. 4. Gibson L. Robert & Mitchell H. Marianne (2006) - Introduction to Counseling and

Guidelines, 6th edition, Prentice- Hall of India, New Delhi-01 5. Haward L. R. C. - Forensic Psychology, Batsford Academic and Educational Ltd. London 6. Hibbard & Whitney.S & Reymond W. Worring (1982) – Psychic Criminology : An

operations Manual for using Psychics in Criminal Investigations, Charles C. Thomas Publishers, Illinois, USA.

7. Kaur Rajpal - Forensic Psychology: New Trends and Innovations, Deep and Deep Publications Pvt. Ltd. New Delhi-27

8. Koranji Shiamak Kersi (2004) - A Text book of Criminal Psychology, Dominant Publishers and Distributors, New Delhi-51

9. Macdonald – Psychological Disorder and Crime 10. Mednick A. Sarnoff & Christiansen O. Karl (Ed.1977), - Bio-Social Bases of Criminal

Behaviour, Gardners Press Inc., New York. 11. Meier, Augustine & Boivin, Micheline (2011) Counselling and Therapy Techniques

(Theory & Practice) Sage, London. 12. Mental Health Act, 1987

709


14. Ravi Meera (2007) - Counselling What, Why and HowViva Books Pvt. Ltd., New Delhi 15. Toch Hans – Legal & Criminal Psychology.

MCF 614 COURSE-XX.5 PSYCHOLOGY IN CORRECTIONAL ADMINISTRATION




• To impart knowledge about the rehabilitation and reintegration of offender. • Provides information about the different types of prison in India and its functions. • To Acquire the facts on the effectiveness of Non-institutional method of corrections. • To throw light on the Provision of Governmental and Non-governmental programs in

Correctional Institutions.

Course Outcomes: • Placements in Non-Governmental Agencies and Research Centers in Psychology/Forensic

Psychology. • Job opportunities in the Prison Department and Forensic Psychology Division of Forensic

Science Laboratoty, After care service and Foster care service centers. • Gains information about both Institutional and Non-Institutional system of corrections. • Able to aid the probation officers and prison officials about the effective treatment and

rehabilitative programmes


1. Institutional System of Correction; Prison: Historical Development.

a) Prison administration in India:Types and Functions

b) Prison and Prisoners act,

c) Modernization of Prison in India.

2. Non-institutional system of correction:

a) Probation-Historical development, Law on Probation, Objectives, principles,

administration and control, advantages and Limitation,

b) Parole: Historical development, objectives, principles, advantages and limitation

710


3. Punishment: Historical Development, Objectives, Types of Punishment-Ancient and

Modern, Theories of Punishment

4. Rehabilitation andreintegration of offender: right to rehabilitation, treatment and

rehabilitation of criminals- behavioural model and cognitive behavioural model.

5. Behavioural modification, treatment of special offenders- violent criminals, psychopaths

and female criminals.


6. Juvenile justice system: Offences against children: street children, child abuse, child

abuse- physical, psychological and sexual, child trafficking, crimes in day care centers

7. Factors influencing delinquency: role of family, peer groups, urbanization, migration,

media, online games.

8. Institutions for Juveniles and their establishment, development, administration and control,

Juvenile justice board, juvenile justice act, advantages and Limitations in the context of

reformation and rehabilitation, after care services and foster care services.

UNIT -IV (16 hours)

9. Institutional correction programs:

a) Usualproblems in Correctional Institutions

b) Unusual problems in Correctional Institutions

c) Government and non-governmental programs in Correctional Institutions: Vocational

training programs, educational programs, skill development programs, role of

voluntary agencies in rehabilitation of offenders, sex offender treatment programs,

stress reduction and awareness programs.

10. Case studies and researches in relevant fields.

BIBLIOGRAPHY

1. Chowdhury Roy Nitai, (2002), Indian Prison Laws and Correction of Prisoners, Deep and Deep Publications Pvt. Ltd, New Delhi.

2. Hawkins Gordon, (1976), The Prison, The University of Chicago Press, U.S.A. 3. Bhattacharyya, S.K., (1986), Probation System in India, Manas Publication, Delhi. 4. Ross R. Robert et al. (1980), Effective Correctional Treatment, Butterworth and Company,

Ltd, Canada. 5. Paranjape N. V. (2014), Criminology and Penology with Victimology, Central Law

Publications, Allahabad.

711

MCF 624 COURSE –XXI.6 DISSERTATION IN FORENSIC PSYCHOLOGY AND CRIMINAL

JUSTICE Theory Marks: 70



VIVA VOCE Marks: 100 Total Marks:100+100=200

Course Objectives: • To acquire information about the field based research techniques to adopt in Forensic

Psychology research • To learn the skills to apply appropriate statistical method for data analysis. • To gain the knowledge about the importance of research design and sampling design. • To know the research process and guidelines to take up new research in the field of

Forensic Psychology.

Course Outcomes: • Updates by taking up new research in the field of Forensic Psychology. • Gains the skills to apply suitable statistical method for the analysis of data. • Opportunity to publish research articles in UGC recognized Journals and Scopus Indexed

Journals. • Job opportunities in the research units of both private and public sectors.

HARD CORE

1. Individual Dissertation in Related Subject

2. VIVA VOCE

712

MCF 634 COURSE –XXII.3: PRACTICAL

APPLICATION OF FORENSIC PSYCHOLOGY IN CRIMINAL JUSTICE Theory Marks: 70



SOFT CORE

1. Stress Tolerance Scale for Police Personnel

2. Preparation of Module to Control Criminal Behaviour (Juvenile)

3. Assessment of Suicidal Risk scale for Police officials

4. Psychological Screening Inventory for Police Personnel

5. Counselling the Juvenile in Conflict with Law

6. Planning of rehabilitation programme for Juvenile in Conflict with Law

7. Operational Police Stress Questionnaire (PSQ-OP)

8. Organizational Police Stress Questionnaire (PSQ-ORG)

9. Sexual Violence Risk 20 (SVR 20)

10. Spousal Assault Risk Assessment (SARA)

11. Hare Psychopathy Checklist (Revised, 2nd Ed.) (Adult, Youth & Screening Versions)

12. Case studies/Researches on relevant fields

713

MCF 644 COURSE –XXIII.4: PRACTICAL EXPOSURE TO REHABILITATION AND REFORMATION

Theory Marks: 70



SOFT CORE

1. Visit to Correctional Institutions to study their functions and submission of report

2. Prison b) Remand Home c) Children’s Home

3. Exposure to Link Integrated Rehabilitation Center for Addicts and writing reports

4. Visit to mental Asylum and evaluation of report

5. Exposure to Government and Non- Government Counselling Centers and report writing

6. Visit to Small Scale Industries to gain the knowledge about vocational training and

submission of reports.

7. Visit to special Schools and report writing

8. Exposure to Child line centers and evaluation of reports

9. Exposure to Department of Women and Child Development –Balavana and evaluation of

reports

10. Visit to Criminal Courts and Family Courts and report writing

***********************

714




THIRTEENTH ACADEMIC COUNCIL MEETING MONDAY, DECEMBER 23, 2019 AT 11.00 A.M.

Agenda No.2 /SSW/AC/13/19

Sub:

i. List of eligible candidates recommended to the University for the award of Master of Social Work Degree – M.S.W. [2017 – 2019 Batch]

ii. List of eligible candidates recommended to the University for the award of Master of Science Degree – M.Sc. (Counselling) [2017 – 2019 Batch]

iii. List of eligible candidates recommended to the University for the award of Master of Science Degree – M.Sc. (CFS) [2017 – 2019 Batch]

iv. List of eligible candidates recommended to the University for the award of

Bachelors of Arts Degree – B.A. [2016 – 2019 Batch]

v. List of eligible candidates recommended to the University for the award of Bachelors of Social Work Degree – B.S.W. [2016 – 2019 Batch]

The subject is placed before the Academic Council for its consideration and approval.

715

LIST OF CANDIDATES ELIGIBLE AND RECOMMENDED TO THE MANGALORE UNIVERSITY FOR THE AWARD OF M.S.W. DEGREE

SCHOOL OF SOCIAL WORK, ROSHNI NILAYA

Autonomous College under Mangalore University

College with Potential for Excellence

Re-Accredited by NAAC with 'A' Grade - [3rd Cycle]

PROGRAMME RESULT I - IV SEMESTERS M.S.W. 2017-2018 BATCH

Reg. No. Name

I SEM II SEM III SEM IV SEM TOTAL

CREDITS CGPA PRO

% RESULT SGPA SGPA SGPA SGPA

175696601 ABHIN PHILIP 6.92 6.70 7.20 6.93 85 6.94 A PASSES

175696602 ADITI CARIAPPA A 5.75 6.40 6.40 5.79 85 6.06 A PASSES

175696603 ALBIN AUGUSTIN 7.50 8.00 8.20 8.21 85 7.96 A+ PASSES

175696604 ALEN SHAJI 6.17 6.60 6.40 6.81 85 6.48 A PASSES

175696605 ALICIA JOHNSON 6.83 7.40 7.50 7.14 85 7.20 A+ PASSES

175696606 AMRUTHAPPA 7.08 7.80 8.50 8.10 85 7.84 A+ PASSES

175696607 ANISHA SAHANA DSOUZA 5.92 5.80 6.20 5.86 85 5.94 B+ PASSES

175696608 ANUSHA N J 6.58 6.20 6.80 6.43 85 6.51 A PASSES

175696610 ARCHANA 6.08 6.40 6.70 6.31 85 6.36 A PASSES

175696611 ASIATH AZMEERA SHAHZEEN 7.25 8.20 8.00 8.12 85 7.86 A+ PASSES

175696612 ASTEL VALENO PEREIRA 5.50 5.40 6.10 6.26 85 5.81 B+ PASSES

175696613 BIBINA BABY 7.25 6.80 7.20 6.93 85 7.05 A+ PASSES

175696614 DENO THOMAS 6.92 7.10 7.20 7.31 85 7.12 A+ PASSES

175696615 DEZMA SAVINA FERNANDEZ 8.17 8.30 8.40 8.31 85 8.29 O PASSES

175696616 DIVYA JOSE 6.67 6.70 6.80 6.69 85 6.71 A PASSES

175696617 EDEN ALISHA MARIE ISTACKY 7.17 8.00 8.30 7.95 85 7.82 A+ PASSES

175696618 GAGANDEEP R 6.25 6.20 6.80 6.43 85 6.41 A PASSES

175696619 GITANJALI BHENGRA 7.00 7.40 7.40 7.64 85 7.35 A+ PASSES

175696620 GLORIA DSOUZA 7.58 7.70 8.10 8.02 85 7.84 A+ PASSES

716

175696621 HARSHITH N L 6.25 6.90 7.40 7.14 85 6.89 A PASSES

175696622 HENITA SUSHMITHA COUTINHO 6.17 6.00 5.60 6.19 85 6.00 A PASSES

175696623 JAN MYRTLE NORONHA PRABHU 6.83 7.10 7.30 7.31 85 7.12 A+ PASSES

175696624 JANGSENG BOLWARI MARAK 7.08 7.40 8.10 7.95 85 7.61 A+ PASSES

175696625 JEPHIN SIBI 6.68 7.20 7.20 6.93 85 6.98 A PASSES

175696626 KHUSHBU VERMA 6.50 7.50 7.70 6.98 85 7.14 A+ PASSES

175696627 KRIPA KAILAR 8.33 8.60 8.50 8.33 85 8.44 O PASSES

175696628 LINITA 7.50 7.90 7.90 7.64 85 7.72 A+ PASSES

175696629 LINTA SAJU 7.00 7.30 7.00 6.79 85 7.02 A+ PASSES

175696630 MANAL 6.75 7.40 7.50 7.60 85 7.29 A+ PASSES

175696631 MANISHA JOSEPH 6.67 7.00 7.00 7.00 85 6.91 A PASSES

175696632 MARY T T 6.33 7.00 6.70 7.14 85 6.78 A PASSES

175696633 MAYA MATHEW 6.42 6.80 6.50 6.83 85 6.63 A PASSES

175696634 MEENAKSHI PATTAR 6.33 6.20 6.30 6.52 85 6.34 A PASSES

175696635 NEHA H. 6.92 7.30 7.40 6.36 85 6.98 A PASSES

175696638 PRABHU SHALINI A J F PRABHU 8.25 8.40 8.40 8.19 85 8.31 O PASSES

175696639 PRINCY FRANCIS 7.58 8.00 8.30 8.12 85 7.98 A+ PASSES

175696640 PUSHPAJA Y R 5.42 6.00 6.50 6.67 85 6.12 A PASSES

175696641 RAMYA PRIYANKA 7.00 7.10 7.40 7.12 85 7.15 A+ PASSES

175696642 RASHMITHA DSOUZA 7.00 7.00 7.00 6.90 85 6.98 A PASSES

175696643 RAVIRAJA K.N. 5.50 5.30 5.60 5.83 85 5.56 B+ PASSES

175696646 RENIN SEBASTIAN 8.08 8.30 8.00 8.10 85 8.12 O PASSES

175696647 RONY THOMAS 6.75 7.00 6.20 6.93 85 6.72 A PASSES

175696648 SACHIN SUNNY 7.17 7.50 7.30 7.12 85 7.26 A+ PASSES

175696649 SAMUDA J SUVARNA 7.25 7.10 7.50 7.12 85 7.24 A+ PASSES

175696650 SHARON ANNA GEORGE 7.25 8.00 7.60 7.81 85 7.65 A+ PASSES

175696651 SHERLYN TITMAS FERNANDES 7.58 7.80 7.80 7.90 85 7.76 A+ PASSES

717

175696652 SHOBHA M J 6.75 7.20 7.40 7.52 85 7.20 A+ PASSES

175696653 SHRIRAM BHAT 7.00 7.50 8.10 7.64 85 7.54 A+ PASSES

175696654 SONY THOMAS 6.58 7.10 6.80 6.74 85 6.79 A PASSES

175696655 SOWMYASHREE K. 7.25 7.60 7.10 7.00 85 7.24 A+ PASSES

175696656 SUSHANT NAIK A G 6.50 6.80 7.10 7.26 85 6.90 A PASSES

175696657 SUVARCHALA AMBEKAR B S 7.75 8.50 8.60 8.50 85 8.31 O PASSES

175696658 UMESH C 6.83 6.90 6.80 7.00 85 6.88 A PASSES

175696659 VIJETHA K S 6.50 6.50 6.70 6.83 85 6.63 A PASSES

175696660 VILDREN JANE VEIGAS 6.75 7.40 7.00 6.40 85 6.88 A PASSES

169324444 RENUKA PARAMANNA 6.50 7.00 7.10 6.93 85 6.86 A PASSES

718

LIST OF CANDIDATES ELIGIBLE AND RECOMMENDED TO THE MANGALORE UNIVERSITY FOR THE AWARD OF M.SC. (COUNSELLING) DEGREE





PROGRAMME RESULT I - IV SEMESTERS M.SC. (COUNSELLING) 2017-2018 BATCH

Reg. No. Name


CREDITS CGPA PRO

% RESULT SGPA SGPA SGPA SGPA

175694503 BENZITA DMELLO 6.67 6.50 6.50 7.21 85 6.72 A PASSES

175694504 DELIA DOMINIC DIAS 9.00 9.20 9.20 9.21 85 9.15 O+ PASSES

175694505 FATHIMA JYOTHI SERAVO 7.25 8.00 7.60 7.79 85 7.64 A+ PASSES

175694506 JANDHYALA SREE SHIVANI 7.50 8.00 8.30 8.43 85 8.04 O PASSES

175694507 JUBINI SHYLLA 6.25 6.50 6.60 6.64 85 6.49 A PASSES

175694508 KREZIL SHAYANA 5.92 6.10 5.90 6.62 85 6.13 A PASSES

175694509 MOHAMMED ASHFAQ T A 6.00 6.30 6.70 7.12 85 6.51 A PASSES

175694510 NANDITHA R 6.75 7.50 7.80 7.90 85 7.46 A+ PASSES

175694511 NISHA P. V. 5.33 5.80 5.10 5.93 85 5.54 B+ PASSES

175694512 NITHIN DSILVA 6.17 6.80 6.80 7.02 85 6.68 A PASSES

175694513 RAFAT ANWAR 6.42 6.90 7.40 7.14 85 6.94 A PASSES

175694514 RAJINA R 7.17 7.30 7.90 8.62 85 7.73 A+ PASSES

175694515 RASHMI ADYANTHAYA 7.92 8.50 8.40 8.33 85 8.27 O PASSES

719

LIST OF CANDIDATES ELIGIBLE AND RECOMMENDED TO THE MANGALORE UNIVERSITY FOR THE AWARD OF M.SC. (CFS) DEGREE





PROGRAMME RESULT I - IV SEMESTERS M.SC. (CFS) 2017-2018 BATCH

Reg. No. Name


CREDITS

CGPA PRO % RESULT

SGPA SGPA SGPA SGPA

175695001 AFROZULLA KHAN Z 6.17 6.80 7.80 7.12 85 6.94 A PASSES

175695002 ALEESHA THOMAS 7.83 8.00 7.60 7.62 85 7.76 A+ PASSES

175695003 ANAMIKA S 7.92 7.50 7.40 7.31 85 7.55 A+ PASSES

175695004 ASWATHI K. 7.92 7.30 7.80 6.50 85 7.39 A+ PASSES

175695005 BRAHMANANDA RITHIKA ROHIT 8.25 7.60 7.70 7.81 85 7.86 A+ PASSES

175695006 JITHYA E. S. 8.92 8.70 8.10 8.31 85 8.52 O PASSES

175695007 MADHUSHA B. M. 7.75 6.20 7.20 7.00 85 7.07 A+ PASSES

175695008 MALIHA P. M. 8.00 7.90 7.60 7.38 85 7.73 A+ PASSES

175695009 MONUSHA CHOWDRI N. 7.50 7.10 7.30 6.69 85 7.16 A+ PASSES

175695010 NIRUPAMA B. 8.42 8.40 8.10 7.86 85 8.20 O PASSES

175695011 POOJA V. MENON 8.33 7.90 7.80 7.60 85 7.92 A+ PASSES

175695012 SANJAY R. 7.25 6.90 7.00 7.21 85 7.10 A+ PASSES

175695013 SOUPARNIKA P. C. 6.92 6.50 6.90 6.62 85 6.74 A PASSES

175695014 VAISHNAVI RAJESH THAKUR 7.33 6.80 6.80 6.79 85 6.95 A PASSES

720

LIST OF CANDIDATES ELIGIBLE AND RECOMMENDED TO THE MANGALORE UNIVERSITY FOR THE AWARD OF B.A. DEGREE

SCHOOL OF SOCIAL WORK, ROSHNI NILAYA Autonomous College under Mangalore University


Re-Accredited by NAAC with 'A' Grade ( 3rd Cycle)

PROGRAMME RESULT I - VI SEMESTERS B.A. 2016 - 2017 BATCH

Reg. No. Name

I SEM II SEM

III SEM

IV SEM

V SEM

VI SEM G

TOTAL CGPA

PRO %

PRO. GR RESULT TOT TOT TOT TOT TOT TOT

800 800 800 800 900 900 5000

164330001 ABHINI C JOHNSON 429 489 437 486 449 535 2825 4.68 B+ 56.50 HIGH SECOND

CLASS

164330004 KAIRUNNISA 685 677 655 673 805 750 4245 8.10 A++ 84.90 FIRST CLASS WITH DISTINCTION

164330005 MAHAMMAD ASEER A 425 404 389 457 494 472 2641 4.27 B 52.82 SECOND CLASS

164330007 MELITA DSOUZA 487 471 500 503 682 616 3259 5.79 A 65.18 FIRST CLASS

164330008 NASREENA 484 485 495 523 508 529 3024 5.29 A 60.48 FIRST CLASS

164330009 NIREEKSHA 393 459 416 449 505 530 2752 4.65 B+ 55.04 HIGH SECOND CLASS

164330010 NISHA 432 492 424 486 538 516 2888 4.95 B+ 57.76 HIGH SECOND CLASS

164330012 SHAHINA BANU 523 512 509 543 633 644 3364 6.22 A 67.28 FIRST CLASS

164330013 SHAKIRA 643 657 663 672 811 783 4229 7.89 A++ 84.58 FIRST CLASS WITH DISTINCTION

164330014 SUJAY PLAVAN DSOUZA 540 556 555 561 628 608 3448 6.31 A 68.96 FIRST CLASS

164330015 SUSHMA S 545 536 590 589 781 700 3741 6.94 A+ 74.82 FIRST CLASS WITH DISTINCTION

164330101 APARNA BENOY 638 640 651 645 732 719 4025 7.59 A++ 80.50 FIRST CLASS WITH DISTINCTION

164330103 FATHIMA FARHANA 540 527 483 490 456 496 2992 5.09 B+ 59.84 HIGH SECOND

CLASS

164330105 LIZ JOHN RAMAPURAM 593 637 613 593 604 666 3706 6.86 A+ 74.12

FIRST CLASS WITH DISTINCTION

164330106 SNEHAL R RANE 583 589 591 594 613 699 3669 6.91 A+ 73.38 FIRST CLASS WITH DISTINCTION

164330107 ARCHANA R NAMBIAR 642 681 672 682 718 751 4146 7.71 A++ 82.92


164330108 ARYA ASHOK 593 588 606 626 655 685 3753 6.99 A+ 75.06 FIRST CLASS WITH DISTINCTION

164330109 ASHEL MASCARENHAS 694 694 676 675 705 765 4209 7.95 A++ 84.18


164330110 ASWATHY PREMRAJ 531 558 552 595 603 666 3505 6.45 A+ 70.10


164330111 FIONA ADEL MIRANDA 685 691 698 689 755 759 4277 8.09 A++ 85.54


721

164330112 IBRAHIM FAIZAN LOWNA 587 612 626 634 620 611 3690 6.91 A+ 73.80


164330113 MEDHA G BELGAUMKAR 696 689 676 684 726 746 4217 8.00 A++ 84.34


164330114 MEDHALAXMI S K 560 568 578 606 638 670 3620 6.86 A+ 72.40


164330117 RAAJATH DAYANAND NAIK

510 674 688 676 728 758 4034 7.58 A++ 80.68 FIRST CLASS WITH DISTINCTION

164330118 SALONI SANDEEP SUNDERRAM

574 631 623 618 662 684 3792 7.04 A+ 75.84 FIRST CLASS WITH DISTINCTION

164330119 DIANA SUSHMA BANGERA 668 672 677 692 730 778 4217 7.89 A++ 84.34


164330120 ESHA GOWRI 512 517 554 541 537 580 3241 6.00 A 64.82 FIRST CLASS

164330124 JOEL JOSEPH 457 478 474 484 523 533 2949 5.04 B+ 58.98 HIGH SECOND CLASS

164330125 MARYANN A S SALDANHA 622 651 641 657 723 718 4012 7.63 A++ 80.24


164330126 MEGHASHREE U 589 588 580 577 598 586 3518 6.62 A+ 70.36 FIRST CLASS WITH DISTINCTION

164330127 ROWENA JESSICA NAZARETH

487 535 516 527 495 591 3151 5.64 A 63.02 FIRST CLASS

164330201 A. PRIYADHARSHINI

520 525 494 521 496 479 3035 5.33 A 60.70 FIRST CLASS

164330202 ADEELA HABEEB 622 621 625 633 645 659 3805 7.14 A+ 76.10


164330203 NISHANTH M 521 569 570 578 619 598 3455 6.40 A 69.10 FIRST CLASS

164330204 SHIBILI SUHANAH 671 667 636 582 643 656 3855 7.26 A+ 77.10


164330205 ALISON JANET LOBO 651 656 685 672 760 738 4162 7.89 A++ 83.24


164330206 AYSHA FAHMA 507 535 542 550 542 550 3226 5.90 A 64.52 FIRST CLASS

164330208 NASEEBA BANU 479 518 505 521 501 570 3094 5.49 A 61.88 FIRST CLASS

164330209 RICHAL BENEDICTA FERNANDES

647 593 590 568 627 685 3710 6.89 A+ 74.20 FIRST CLASS WITH DISTINCTION

164330211 ANUSHREE 415 397 402 465 463 423 2565 3.93 B 51.30 SECOND CLASS

164330214 KHATHEEJATHUL KHUBRA 557 497 480 475 522 475 3006 5.04 A 60.12 FIRST CLASS

155560209 SHAMANTH K. 417 416 391 392 417 427 2460 3.65 C 49.2 PASS CLASS

722

LIST OF CANDIDATES ELIGIBLE AND RECOMMENDED TO THE MANGALORE UNIVERSITY FOR THE AWARD OF B.S.W. DEGREE





PROGRAMME RESULT I - VI SEMESTERS B.S.W. 2016 - 2017 BATCH

Reg. No. Name

I SEM II SEM III SEM

IV SEM V SEM VI

SEM G TOTAL CGPA PRO

% PRO. GR RESULT TOT TOT TOT TOT TOT TOT

850 850 750 750 900 900 5000

164330901 ANAGHA ROSE K 582 597 482 523 645 650 3479 6.45 A 69.58 FIRST CLASS

164330902 TANUSHREE MUTUM 569 609 557 559 711 721 3726 6.98 A+ 74.52 FIRST CLASS WITH DISTINCTION

164330903 TRESA LIDYA C 689 668 589 588 761 746 4041 7.72 A++ 80.82 FIRST CLASS WITH DISTINCTION

164330904 ADISRI AAKANKSHA SEELAM 673 719 610 630 724 733 4089 7.70 A++ 81.78


164330905 ALBERT JOSE T 469 507 465 496 638 640 3215 5.73 A 64.30 FIRST CLASS

164330906 CAROL MANISHA PINTO 522 501 460 509 585 598 3175 5.74 A 63.50 FIRST CLASS

164330907 JENITHA CRASTA P 476 422 463 457 611 632 3061 5.39 A 61.22 FIRST CLASS

164330908 MERIN ABRAHAM 565 549 491 500 657 673 3435 6.32 A 68.70 FIRST CLASS

164330909 TEJASWINI MUSUNURI 548 574 575 563 639 673 3572 6.58 A+ 71.44 FIRST CLASS WITH DISTINCTION

164330910 ALPHONSA JACOB 631 635 553 565 705 635 3724 6.85 A+ 74.48 FIRST CLASS WITH DISTINCTION

164330911 BARKUTE YOGESH 594 632 512 534 646 672 3590 6.69 A+ 71.80 FIRST CLASS WITH DISTINCTION

164330912 INA MASCARENHAS 478 513 454 451 554 547 2997 5.27 B+ 59.94 HIGH SECOND CLASS

164330913 NAYOMI RIONA MORAS 724 732 657 648 782 775 4318 8.15 A++ 86.36 FIRST CLASS WITH DISTINCTION

164330914 PRASHNA RAI 590 649 562 596 693 706 3796 7.17 A+ 75.92 FIRST CLASS WITH DISTINCTION

164330915 REJINA XALXO 565 608 542 525 640 642 3522 6.54 A+ 70.44 FIRST CLASS WITH DISTINCTION

164330916 SWATHI M RATHEESH 414 419 401 421 481 501 2637 4.22 B 52.74 SECOND CLASS

164330917 ZULKAR NAIN 383 406 391 424 504 528 2636 4.36 B 52.72 SECOND CLASS

164330918 AIMAN 433 441 382 398 478 479 2611 4.11 B 52.22 SECOND CLASS

164330919 AMRUTHA K K 438 506 418 468 578 525 2933 5.00 B+ 58.66 HIGH SECOND CLASS

164330920 ANKITHA K 585 637 546 569 708 697 3742 7.06 A+ 74.84 FIRST CLASS WITH DISTINCTION

723

164330921 CHINTHANA I D 664 657 595 599 740 726 3981 7.44 A+ 79.62 FIRST CLASS WITH DISTINCTION

164330922 DOROTHY JENNIFER R 426 520 413 387 548 504 2798 4.74 B+ 55.96 HIGH SECOND CLASS

164330923 GIRISH 588 651 587 553 695 649 3723 6.89 A+ 74.46 FIRST CLASS WITH DISTINCTION

164330924 LOKESH 461 531 441 474 588 594 3089 5.43 A 61.78 FIRST CLASS

164330925 MANOJ KUMAR S G 435 515 406 458 512 573 2899 5.01 B+ 57.98 HIGH SECOND CLASS

164330926 MARY ARUNA A 562 584 502 507 640 635 3430 6.28 A 68.60 FIRST CLASS

164330927 PAWAN KUMAR PAIS 442 504 427 455 559 537 2924 5.02 B+ 58.48 HIGH SECOND CLASS

164330928 REENA DSOUZA 629 615 542 558 692 687 3723 7.05 A+ 74.46 FIRST CLASS WITH DISTINCTION

164330930 SANVITH DIAS 527 588 520 539 612 602 3388 6.30 A 67.76 FIRST CLASS

164330931 SHIVARAJ 647 652 584 600 725 707 3915 7.43 A+ 78.30 FIRST CLASS WITH DISTINCTION

164330932 SUNEELA 388 428 376 382 449 479 2502 4.04 B 50.04 SECOND CLASS

155560403 SHRUSHTI RAJ D.K. 311 346 301 291 398 401 2048 3.42 C 44.52 PASS CLASS

155560407 AMRUTHA K 361 394 341 376 429 434 2335 3.65 C 46.70 PASS CLASS

155560410 BINIL T.V. 341 355 325 391 414 415 2241 3.62 C 44.82 PASS CLASS

141420524 GAURAV C.D. 409 363 312 382 427 477 2370 3.84 C 47.40 PASS CLASS

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THIRTEENTH ACADEMIC COUNCIL MEETING MONDAY, DECEMBER 23, 2019 AT 3.00 P.M.


a) List of candidates awarded Post-Graduate Diploma in Human Resource Management – PGDHRM [2018 – 2019Batch]

b) List of candidates awarded Post-Graduate Diploma in Counselling – PGDC [2018 – 2019 Batch]

c) List of candidates awarded Post-Graduate Post Graduation Diploma In Corporate Social Responsibility (PGDCSR) [2018-19Batch]

d) List of candidates awarded for Diploma in Human Resource Management. [DHRM] [2018– 2019 Batch] e) List of candidates awarded for Diploma In Counselling(DC) [2018-19 Batch}

The subject is placed before the Academic Council for its consideration and approval.

725


LIST OF CANDIDATES AWARDED POST GRADUATION DIPLOMA IN HUMANRESOURCE MANAGEMENT(PGDHRM) 2018-19

Sl.No. Reg.No. Name of the Candidates I Sem (400)

II Sem (450)

Grand Total (850)

% Grade Prog.Result

1 18101501 ABHISHEK S.N. 222 314 536 63.05 A First Class

2 18101502 ANUSUYA KAMATH 300 375 675 79.41 A+ First Class With

Distinction

3 18101503 ASHA SUSAN ARUL 222 302 524 61.64 A First Class

4 18101505 AVIN RODRIGAS 227 340 567 66.70 A First Class

5 18101506 DEEPAK ARAVIND HALLADAMANE 199 266 465 54.70 B+ Second Class

6 18101508 DINESHA 205 261 466 54.82 B+ Second Class

7 18101509 FRANCIN WILHELMINA MASCARENHAS 195 225 420 49.41 B Average

8 18101511 LUKE SHELDON DSOUZA 209 222 431 50.70 B+ Second Class

9 18101513 NISHELLE MERISSA DSOUZA 270 337 607 71.41 A+ First Class With

Distinction

10 18101514 PRAJWINI DSOUZA 245 298 543 63.88 A First Class

11 18101515 RAMESH ADIN 212 300 512 60.23 A First Class

12 18101516 RASHMI MAREEN DSOUZA 202 339 541 63.64 A First Class

13 18101517 ROHAN LOBO 245 338 583 68.58 A First Class

14 18101518 SATHIDASAN P 206 296 502 59.05 B+ Second Class

15 18101519 SHAJI M. 197 280 477 56.11 B+ Second Class

16 18101520 VEENA B.K. 284 381 665 78.23 A+ First Class With

Distinction

17 18101521 VENISIA ASSUMPTHA PINTO 288 349 637 74.94 A+ First Class With

Distinction

18 18101522 SHISHIR KARKERA 207 277 484 56.94 B+ Second Class

19 18101526 SUSHAN CLINTAN PINTO 222 287 509 59.88 B+ Second Class

20 17101409 MOHAMED ALI BARRE

203 236 439 51.64 B+ Second class

726


II Sem (450)

Grand Total (850)

% Grade Prog.Result

21 17101422 SHAILASHREE

226 252 478 56.23

B+ Second class

22 17010429 DINDAR PS

192 247 439 51.64

B+ Second class

23 17101432 NAMBIAR PUNYA SASIDHARAN 180 231 411 48.35 B Average

24 17101433 AKSHATHA MOL N 202 253 455 53.53 B+ Second class

25 18101525 DEEPAK DSOUZA 220 252 472 55.52 B+ Second Class

727

SCHOOL OF SOCIAL WORK LIST OF CANDIDATES AWARDED

PGDC-2018-19


II Sem (450)

Grand Total (850)

% Grade Prog.Result

1 18202501 CHAITRA NAYAK

356 393 749 88.11 A++ Excellent

2 18202502 DINIZ EMILIA

286 326 612 72.00 A+ First class with distinction

3 18202503 HARSHITHA 187 230 417 49.00 B Average

4 18202504 HUMERA AYSHA

189 212 401 47.17 B Average

5 18202505 JAWAHAR JERRY

CUTINHO 232 237 469 55.17 B+ Second class

6 18202506 JYOTHI BHANGARI

KANADE 270 295 565 66.47 A First class

7 18202507 KARAN BHUGRA


8 18202508 KESHINI SR

180 238 418 49.17 B Avergae

9 18202510 NIMNA SUVARNA


10 18202511 PRIYANKA SHIBANI

MENEZES 247 313 560 65.88 A First Class

11 18202512 RAYANA ROSE

SABU 282 359 741 87.17 A++ Excellent

12 18202513 REKHA KAKKADI


13 18202514 SAJITHA SA 320 356 676 79.52 A+ First class with distinction

14 18202515 SAMARTHA PAI T. 221 274 495 58.23 B+ Second class

15 16202323 NASREEN 311 330 641 75.41 A+ First class with distinction

16 17202403 BINI MOL JOSEPH 185 213 398 46.82 B Average

728


LIST OF CANDIDATES AWARDED

POST GRADUATION DIPLOMA IN CORPORATE SOCIAL RESPONSIBILITY(PGDCSR)-2018-19

Sl.No. Reg.No. Name of the Candidates Grand Total (600)

% Grade Prog. Result

1 18909001 ABHISHEK S N

450 75% A+ First classwith Distinction

2 18909002 AMRUTHAPPA

492 82% A++ Excellent

3 18909003 AVIN RODRIGAS 466 77.60%

A+ First classwith Distinction

4 18909004 MUTHURAJ 454 75.66


5 18909005 RASHMI MAREEN DSOUZA 436 72.66


6 18909006 PATILSHRIKANT LAXMANRAO 424 70.66


729



DIPLOMA IN HUMAN RESOURCE MANAGEMENT(DHRM)2018-19


II Sem (350)

Grand Total (750)


1 18404501 ABDUL SHABEEB

233 181 414 55.20 B+ Second class

2 18404502 ADISRI AAKANKSHA SEELAM

254 231 485 64.66 A First class

3 18404505 GIRISH 275 250 525 70 A+ First class with distinction

4 18404506 JASON STANLEY DSILVA 202 188 390 52 B+ Second class

5 18404507 LEHI PHEEBA PINTO 213 183 396 52.8 B+ Second class

6 18404509 PRAKASH JOSEPH RODRGUES 241 220 461 61.46 A First class

7 17404403 MERIN ABRAHAM 238 244 482 64.26 A First class

8 18404512 VISHWAS VIKRAM DSOUZA 178 167 345 46 B+ Average

9 18404513 VISHAD JESS PINTO 285 249 534 71 A+ First class with distinction

730



DIPLOMA IN COUNSELLING(DC) 2018-19

Sl.No. Reg.No. Name of the Candidates I

Sem (400)

II Sem (350)

Grand Total (750)


1 18808001 AMRUTHA K.

192 179 371 49.46 B AVERAGE

2 18808002 BINIL TV

177 176 353 47.06 B AVERAGE

3 18808003 SANDRA MARIA THERESIA 188 178 366 48.8 B AVERAGE

4 18808004 SWARNA MUTHURAJ 229 213 442 58.93 B+ SECOND CLASS

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Sub: Approval of Academic Calendar for B.A., B.S.W., M.S.W., M.Sc. (Counselling) & M.Sc. (CFS) for the year 2019 – 20. The Academic Calendars for U.G Programme & PG Programme are placed before the Academic Council for its consideration and approval.

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Agenda No.5 /SSW/AC/13/19 Any other matter with the permission of the Chair.

AGENDA OF THIRTEENTH ACADEMIC COUNCIL MEETING

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