B.A. Hons. Political Science Semester-1 Syllabus PDF

Scheme of Examination and Courses of Reading for B.A.(Hons.) Political Science UGCF based on NEP SEMESTER-I SCHOOL OF OPEN LEARNING University of Delhi Syllabus Applicable for the students seeking admission to B.A.(Hons.) Political Science Course...

Scheme of Examination and Courses of Reading for B.A.(Hons.) Political Science UGCF based on NEP SEMESTER-I SCHOOL OF OPEN LEARNING University of Delhi Syllabus Applicable for the students seeking admission to B.A.(Hons.) Political Science Course from 2022-2023 onwards  B.A. (HONS.) POLITICAL SCIENCE SEMESTER-I DISCIPLINE SPECIFIC CORE COURSE (DSC) (All are compulsory) DSC-1 Understanding Political Theory DSC-2 Ideas and Institutions in Indian Political Thought DSC-3 Colonialism and Nationalism in India GENERIC ELECTIVE (GE) (Any One) 1. Business Organisation (Deptt. of Commerce) 2. Principles of Microeconomics-I (Deptt. of Economics) 3. Genre Fiction (Deptt. of English) 4. Delhi Through the Ages : The Making of its Early Modern History (Deptt. of History) 5. Theory of Equations and Symmetries* (Deptt. of Mathematics) (*For students who studied Mathematics upto 10th standard) ABILITY ENHANCEMENT COURSE (AEC) (Compulsory) Environmental Science : Theory into Practice-I SKILL ENHANCEMENT COURSE (SEC) (Any One) 1. Finance for Everyone (Deptt. of Commerce) 2. Communication in Everyday Life (Deptt. of English) 3. Rangmanch (Deptt. of Hindi) VALUE ADDITION COURSE (VAC) (Any One) 1. Reading Indian Fiction in English (Deptt. of English) 2. Bhartiya Bhakti Parampara Aur Manav Mulya (Deptt. of Hindi) 3. Constitutional Values and Fundamental Duties (Deptt. of Pol. Sci.) 4. Yoga : Philosophy and Practice (Deptt. of Sanskrit)  Discipline Specific Core Course (DSC) DSC l: Understanding Political Theory Course Objective This course introduces the various ways of theorizing politics. The idea is to introduce andassess the conventional as well as contemporary approaches to understanding politics. Course Learning Outcomes After reading the course, the learner would Understand the various traditions and approaches of political theory and appreciate how they get reflected in organizing social living Understand multiple frames by which the idea of political community is debated Understand the significance of theorizing and relating theory to practice. Unit 1: What is Politics: Theorizing the 'Political' Unit 2: Approaches to Political Theory: Normative, Historical and Empirical Unit 3: Traditions of Political Theory: Liberal, Marxist, Anarchist and Conservative Unit 4: Critical Perspectives in Political Theory: Feminist and Postmodern Unit 5: The Idea of Political Community: Political Obligation Unit wise reading list Unit 1 McKinnon, C. (2008) 'Introduction'. Issues in Politic al Theory. New York: Oxford University Press. Bhargava, R. (2008) 'What is Political Theory', in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. New Delhi: Pearson Longman, pp. 2-16. Bhargava, R. (2008) 'Why do we.need Political Theory', in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. - ew Delhi: Pearson Longman, pp. 17-36. Unit 2 Glaser, D. (1995) 'Normative Theory', in Marsh, D. And Stoker, G. (eds), Theory and Methodsin Political Science. London: Macmillan, pp. 21-40. Sanders, D. (1995) 'Behavioral Analysis', in Marsh, D. And Stoker, G. (eds), Theory an.dMethods in Political Science. London: Macmillan, pp. 58-75. Ball, T. (2004). 'History and the Interpretation of Texts', in Gerald F. Gaus and Chandran Kukathas (eds), Handbook ofPolitical Theory. New Delhi: SagePublications, pp. 18-30. 1 Unit 3 and 4 Heywood, A. (1992) Political Ideologies. Basingstoke: Macmillan Turner, R. (1993) 'Anarchism: What is it?' Politics Review 3 (1): 28-32. Chapman, J. (1995) 'The Feminist Perspectie', in in Marsh, D. And Stoker, G. (eds), Theory and Methods in Political Science. London: Macmillan, pp. 94-114. Chambers, C. (2008) 'Gender', in McKinnon, C. (ed), Issues in Political Theory. New York: Oxford University Press, pp. 265-288. Bannett, J. (2004) 'Postmodern Approach to Political Theory', in Kukathas, C. and Gaus G. F. (eds), Handbook ofPolitical Theory. New Delhi: Sage, pp. 46-51. Unit 5 Shorten, A. (2016). 'Political Community', in Contemporary Political Theory. Palgrave, pp. 18- 45. Brighouse, H. (2008) 'Citizenship', in McKinnon, C. (ed), Issues in Political Theory. New York: Oxford University Press, pp. 241-264. Roy, A. (2008) 'Citizenship', in Bhargava, R. and Acharya, A. (eds), Political Theory: An Introduction. New Delhi: Pearson Longman, pp. 130-146. Hyums, K. (2008) 'Political Authority and Obligation', in McKinnon, C. (ed), Issues in Political Theory. New York: Oxford University Press, pp. 9-26. Martin, Rex. (2003) 'Political Obligation', in Bellamy, Richard and Mason, Andrew(eds), Political Concepts. Manchester: Manchester University Press, pp. 41-51. Knowles, D. (2001). 'Political Obligation', in Political Philosophy. London: Routledge, pp. 239- 298. Additional Resources Bellamy, R. (1993) 'Introduction: The Demise and Rise of Political Theory', in Bellamy, R.(ed.), Theory and Concepts ofPolitics. New York: Manchester University Press, pp. 1-14. Vincent, A. (2004) The Nature ofPolitical Theory. New York: Oxford University Press. Jaggar, A. (1983) Feminist Politics and Human Nature. Forbes Boulevard: Rowman and Litlefield. Vattimo, Gianni, 1988 , The End ofModernity: Nihilism and Hermeneutics in Postmodern Culture, Jon R. Snyder (trans.), Baltimore: Johns Hopkins University Press. Kloska, G. (2005) Political Obligations. Oxford: Oxford University Press. Readings in Hindi lflTfcr, 3ITT' 3:P21TcP 3TTcITlTf c t.), -11u1.:i1Fch-b _.. : Rhi-i-f.,, 200s. W1fR, (tr.), -ilG111fa cf?P:fl=r. : 45«!H, 2019. 2  DSC 2: Ideas and Institutions in Indian Political Thought Course Objective This paper seeks to introduce students to certain broadly familiar terms that provide conceptual and theoretical anchorage to social and political thought of ancient India. They explain the forms, structure and nature ofgovernment. The students will be taught about the institutions which existed and the broader norms, roles and responsibilities which guided the state and its important apparatuses. As it is difficult to bring in all the diverse traditions and institutions, attempts have been made to introduce those ones which have been most talked about. In this paper students are expected to explore the complex sematic history of these tenns along with the conceptual shifts that resulted in their multiple readings and scholarly i'nterpretations. Course Learning Outcomes Students will be able to answer about the nature and fonn of statecraft that existed in Ancient India. They will be able to explain how the texts in ancient India interpreted Dhanna and Danda Students will be able to answer what were sources and mechanisms to practice Nyay in ancient India. They will be able to make distinction between Rastra and Rajya. They will able to explain the meaning and foundations of Varna and how are they different from caste. Unit 1: Statecraft in Ancient India Unit 2: Dharma, Dhamma, Danda Unit 3: Nyaya, Niti Unit 4: Sabha, Samiti Unit 5: Rajya, Rashtra Unit 6: Varna, Jati Unit wise reading list Dharn1a, Dhamma, Danda Rupert Gethin, "He who sees Dhamma sees Dhammas: Dhamma in Early Buddhism" in Journal ofIndian Philosophy. Vol 32, No5/6 (December 2004) pp.513-542 Margaret Chatterjee, "The Concept of Dhanna" in M.C.Doeser and J.N.Kraay (eds.) Facts and Values. Philosophical reflections from Western and Non-Western Perspectives, Martinus Nijhoff Publishers, Dordrecht. 1986, PP177-188 3 John Ross Carter, Traditional Definitions of the Tenn "Dhamma" Philosophy East and West, Vol. 26, No. 3 (Jul., 1976), pp. 329-337 Donald R. Davis Jr, "rectitude and rehabilitation (danda) in The Spirit of Hindu Law, Cambridge University Press, NY, 2010, PP.128-143 Radha Krishna Choudhry, "Theory of Punishment in Ancient India" in Proceedings of the Indian History Congress, Vol IO 1947, PP 166-171. Nyaya, Niti Amartya Sen, "Introduction" in The Idea of Justice, Harvard University Press. 2009 Sarkar, Benoy Kumar Political Institutions, and theories of comparative Politics - pp 158-162 Ghoshal U.N (1983) A History of Hindu Political theory OUP: London pp 213- 222, 247-259 Sabha, Samiti Jagadish P. Sharma, "Non-Monarchical Governments in Vedic India" Republics in Ancient India. Brill, Leiden, 1968, pp.15-60 R.S.Shanna, "Sabha and Samiti" in Aspects of Political Ideas and Institutions in Ancient India. Motilal Banarsidass Publishers. Delhi 1999, reprint. Pp105-118 Rajya, Rashtra A.S. Altekar, "Origin and Types of the State" in State and Government in Ancient India. Motilal Banarsidass, Banaras. 1949 pp. 12-23 Partha Chatterjee, "All Nations are Modern" in The Truths and Lies of Nationalisms: As nan-ated by Charvak. Permanent Black. 2021. Pp.5-25 Varna, Jati Sudhakar Chattopadhyaya, "Varna-Jati (caste system)" in Social Life in Ancient India. Academic Publishers, Calcutta, 1965, Pp.7-29 Dipankar Gupta, "From Varna to Jati: The Indian Caste System, from the Asiatic to the Feudal Mode of Production", Journal of Contemporary Asia, Vol-10:3, 2008. pp.249-271 Additional Readings: Prasad, Beni (1927), Theo,y of Government in Ancient India (post Vedic), Abhijeet publications, New Delhi Jayaswal, K.P. (2013), Hindu Polity, Vishvabharti Publications, New Delhi. Shanna, R.S. (2005), Aspects of Political Ideas and Institutions in Ancient India, Motilal Banarsidass, New Delhi. 4  DSC 3: Colonialism and Nationalism in India Course Objective The purpose of this course is to help students understand historically the advent of colonialism in India and the emergence of the discourse on nationalism as a response to it. The aim is to engage with theoretical explanations of colonialism and nationalism in India at the same time study the social, political and institutional practices that unfolded in that period, gradually paving way towards independence and democracy in India. Course Learning Outcomes On successful completion of the course, students would be able to: Show an understanding of the nature of colonial rule in India and the various developments through which it consolidated itself. Demonstrate awareness of the specific impacts of colonialism on Indian economy Show knowledge of the gradual emergence of the nationalist movement in India in response to the colonial rule Demonstrate an understanding of the distinct periods of the nationalist movement and the nature of resistance politics adopted in different phases Show awareness of the various social movements, the kind of ques_tions they raised and their contributions in the nationalist movement Unit 1. Colonialism and Nationalism: Main perspectives on colonialism: Liberalism, Marxism, Postcolonialism Approaches to the study of nationalism in India: Nationalist, Imperialist, Marxist, and Subaltern Unit 2. Colonial Rule in India and its impact: Constitutional developments and the colonial state Colonial ideology of civilizing mission: Utilitarians and Missionaries Impact on ·agriculture, land relations, industry and ecology Unit 3. Reform and Resishnce: The 1857 war of Independence Major social and religious movements Education and the rise of the new middle class Unit 4. Nationalist Politics and Expansion of its Social Base Phases of the Nationalist Movement: Liberal constitutionalist, Swadeshi and the Radicals, Formation of the Muslim League 5  Gandhi and mass mobilisation: Non-cooperation, Civil Disobedience, and Quit India Movements Revolutionaries, Socialists and Communists Communalism in Indian Politics The two-nation theory, negotiations over partition Unit 5. Social Movements Peasants, Tribals, Workers, Women and anti-caste movements Unit wise reading list Essential Readings 1. Colonialism and Nationalism: Chandra, B. (1999) Essays on Colonialism, Hyderabad. Orient Longman, pp.1-22. Chandra, B. (1988) India's Struggle for Independence, New Delhi. Penguin, pp.13-30. Fulcher, J. (2004) Capitalism: A Very Short Introduction. Oxford: Oxford University Press. Datta, G. Sobhanlal. (2007) 'Imperialism and Colonialism: Towards a ·Postcolonial Understanding', in Dasgupta, Jyoti Bhusan (ed.) Science, Technology, Imperialism and War. New Delhi: Centre for Studies in Civilization Publication and DK, pp 423-466. Guha, Ranajit. (1982). Subaltern Studies, I. Oxford University Press. Delhi. pp.1-8. Metcalf, T. (1995) 'Liberalism and Empire' in Metcalf, Thomas. Ideologies of the Raj. Cambridge: Cambridge University Press, pp.28-65. Young, R. (2003) Postcolonialism: A Very Short Introduction. Oxford: Oxford University Press, pp. 9-68. Thapar, R. (2000) 'Interpretations of Colonial History: Colonial, Nationalist, Post-colonial', in DeSouza, P.R. (ed.) Contemporary India: Transitions. New Delhi: Sage, pp. 25-36. 2. Colonial Rule in India and its impact: Bandopadhyay, S. (2015 revised edition) From Plassey to Partition and After: A History of Modern India. New Delhi: Orient Longman, pp. 37-65; 66-138. Chandra, B. (1999) Essays on Colonialism. Hyderabad: Orient Longman, pp. 58-78. Metcalf and Metcalf. (2002) A Concise History of India. Cambridge: Cambridge University Press, pp. 55-80. Sarkar, S. (1983)Modernindia (1885-1847). New Delhi: Macmillan. Sen, A.P. (2007), 'The idea of Social reform and its critique among Hindus of Nineteenth Century India', in Bhattacharya, Sabyasachi (ed.) Development of Modern Indian Thought and the Social Sciences. Vol X. New Delhi: Oxford University Press. 6 Guha, R. and Gadgil, M. (1989) 'State Forestry and Social Conflict in British India', in Guha, R. and Gadgil, M. Past and Present: A Journal of Historical Studies. May: 123, pp. 141-177. Mann, M. (2004) 'Torchbearers Upon the Path of Progress: Britain's Ideology of a Moral and Material Progress in India', in Mann, M. and Fischer-Tine, H. (eds.) Colonialism as Civilizing Mission: Cultural Ideology in British India. London: Anthem, pp. 1-26. 3. Refonn and Resistance: Bandopadhyay, S. (2015, revised edition) From Plassey to Partitzon and After: A History of Modern India. New Delhi: Orient Longman, pp. 139-169. Sen, A.P. (2007), 'The idea of Social reform and its critique among Hindus of Nineteenth Century India', in Bhattacharya, Sabyasachi (ed.) Development of Modern Indian Thought and the Social Sciences. Vol X. New Delhi: Oxford University Press. Bandopadhyay, S. (2008) Eighteen-Fifty-Seven and Its Many Histories, in 1857: Essays from Economic and Political Weekly, Hyderabad: Orient Blackswan. pp.1-22. 4. Nationalist Politics and Expansion of its Social Base Bandopadhyay, S. (2015 revised edition) From. Plassey to Partition and After: A Histo,y of Modern India. New Delhi: Orient Longman, pp. 227-323; 405-438. Sarkar, S. (1983) Modern India (1885-1847). New Delhi: Macmillan. Jalal, A. and Bose, S. (1997) Modern South Asia: History, Culture, and Political Economy. New Delhi: Oxford University Press, pp. 109-11·9; 128-134; 135-156. 5. Social Movements: Bandopadhyaya, S. (2015 revised edition) From Plassey to Partition and After: A Histo,y of Modern India. New Delhi: Orient Longman, pp. 334-381. Desai, A.R. (2019, reprint- 6th edition) Crusade Against Caste System, in Social Background of Indian Nationalism, Sage. Desai, A.R. (2019, reprint- 6th edition) Crusade Against Untouchability, in Social Background of Indian Nationalism, Sage. Desai, A.R. (2019, reprint- 6th edition) Movement for the Emancipation of Women, in Social Background of Indian Nationalism., Sage. Additional Readings Chandra, B. (1988) India's Struggle for Independence, New Delhi. Penguin. Chatterjee, P. (2010) 'A Brief History of Subaltern Studies', in Chatterjee, Partha Empire & Nation: Essential Writings (1985-2005). New Delhi: Permanent Black. Metcalf, T. (1995) Ideologies of the Raj. Cambridge: Cambridge University Press, pp. 132- 148. Islam, S. (2004) 'The Origins of Indian Nationalism', in Religious Dimensions of Indian Nationalism. New Delhi: Media House, pp. 71-103. 7 Islam, S. (2006) 'Rashtravaad: Ek Siddhanthik Pareepeksha', in Bharat Mein Algaovaadaur Dharm. New Delhi: Vani Prakashan, pp. 33-51. Pradhan, Ram Chandra. (2008) Raj to Swaraj. New Delhi: Macmillan. Sangari, Kurnkun and Vaid, S. (1989) Recasting Woman: Essays in Colonial History. New Delhi: Oxford University Press. Mani, B.R. (2005) Debrahmanising History, Dominance and Resistance in Indian Society. New Delhi: Manohar Publishers. ·: 8  Generic Elective (GE) Commerce : Business Organisation BCH: GE- 1.1 Objective: The course aims to familiarize the students with the forms of business organisation and contemporary issues. Learning Outcomes: After completion of the course, learners will be able to: 1. examine the dynamics of the most suitable form of business organisation in different situations. 2. evaluate the various elements affecting the business environment. 3. analyse business models for different organisations. 4. record and report emerging issues and challenges of business organisations. 5. evaluate changes in the working pattern of modern organisations Course Contents: Unit wise C&K* A&A** Unit weightage of marks (in %) Unit 1: Introduction 15 √ √ Unit 2: Business Enterprises 25 √ √ Unit 3: Business Environment 20 √ √ Unit 4: Entrepreneurship: Founding the 25 √ √ Business Unit 5: Contemporary Issues of Business 15 √ √ Organisations *C&K- Comprehension & Knowledge **A&A – Analysis & Application Unit 1: Introduction Business – Concept, nature and scope, business as a system, business objectives, business and environment interface, distinction between business, commerce and trade, Business ethics, social responsibilities of Business Unit 2: Business Enterprises Forms of Business Organisation: Sole Proprietorship, Partnership firm, Joint Stock Company, One Person Company, Cooperative society; Limited Liability Partnership; Multinational Corporations; Choice of Form of Organisation; Business Combination: Need and Objectives, 9 Forms: Mergers, Takeovers and Acquisitions. Unit 3: Business Environment Meaning and significance of Business environment, Internal and external environment, Dimensions of Business Environment; Uncertainty and business; Environmental Analysis and Diagnosis, Environment scanning techniques: SWOT and ETOP. Unit 4: Entrepreneurship: Founding the Business Entrepreneur-Entrepreneurship-Enterprise; entrepreneurial ideas and opportunities in the contemporary business environment; Process of entrepreneurship; Forms of entrepreneurship; Skill India, Start-up India, Make in India, Globalisation. Unit 5: Contemporary Issues of Business Organisations Emerging Issues and Challenges; Innovation in Organisational Design; Learning Organisations, Workforce Diversity, Franchising, Outsourcing, and E-commerce; Government and business interface; Sustainability; Digitalisation and Technological innovations. Practical Exercises: The learners are required to 1. complete the exercise wherein they are given different situations and scenarios to start their own business (in terms of capital, liability, the scale of operations, etc.) and are asked to select the most suitable form of business and justify the same highlighting the advantages and disadvantages of their choice. 2. identify various elements affecting the business environment and conduct a SWOT analysis for the company identified. 3. visit different enterprises and present a report on business models followed by them through a comparative analysis. 4. record and report their observations regarding the emerging issues and challenges of business organisations. 5. identify changes in the working pattern of modern organisations. Suggested Readings: Basu, C. (2017). Business Organisation and Management. McGraw Hill Education. Chhabra, T. N. (2019). Business Organisation and Management. Sun India Publications. New Delhi. Drucker, P. F. (1954). The Practice of Management. Newyork: Harper & Row. Kaul, V. K. (2012). Business Organisation Management. Pearson Education. Koontz, H., & Weihrich, H. (2012). Essentials of Management: An International and Leadership Perspective. Paperback. Singh, B. P., & Singh, A. K. (2002). Essentials of Management. New Delhi. Excel Books Pvt. Ltd. Vasishth, N., & Rajput, N. (2019). Business Organisation & Management. Kitab Mahal. Delhi. Note: Suggested readings will be updated by the Department of Commerce and uploaded on Department’s website. 10  Generic Elective (GE) Economics : Principles of Microeconomics-I Course Code : ECON025 Course Abbreviation : PMIC1 Credits: 4 Course Objectives: This course discusses the basic principles in Microeconomics and their applications. It includes consumer’s problem, demand estimation, production function, cost functions and market analysis. It illustrates how the concepts of microeconomics can be applied to analyze real-life economic situations. Course Learning Outcomes: The students learn some basic principles of microeconomics of consumer and producers, and interactions of supply and demand, characteristics of perfect competition, efficiency and welfare outcomes. Content (Unit-wise): Unit 1: Introduction Problem of scarcity and choice: scarcity, choice and opportunity cost; production possibility frontier; economic systems. Demand and supply: law of demand, determinants of demand, shifts of demand versus movements along a demand curve, market demand, law of supply, determinants of supply, shifts of supply versus movements along a supply curve, market supply, market equilibrium. Applications of demand and supply: price rationing, price floors, consumer sur- plus, producer surplus. Elasticity: price elasticity of demand, calculating elasticity, determinants of price elasticity, other elasticities Unit 2: Consumer Theory Budget constraint, concept of utility, diminishing marginal utility, Diamond-water paradox, income and substitution effects; consumer choice: indifference curves, derivation of demand curve from indifference curve and budget constraint. Unit 3: Production and Costs Production: behaviour of profit maximising firms, production process, production functions, law of variable proportions, choice of technology, isoquant and isocost lines, cost minimizing equilibrium condition Costs: costs in the short run, costs in the long run, revenue and profit maximization, minimizing losses, short run industry supply curve, economies and dis- economies of scale, long run adjustments Unit 4: Perfect Competition Assumptions: theory of a firm under perfect competition, demand and revenue; equilibrium 11  of the firm in the short run and long run; Long run industry supply curve: increasing, decreasing and constant cost industries. Welfare: allocative efficiency under perfect competition. Suggested Readings – Mankiw, N. G. (2018). Principles of Microeconomics 8th ed. – Frank, R. H., & Cartwright, E. (2010). Microeconomics and behavior. New York: McGraw-Hill. – Bernheim, B., Whinston, M. (2009). Microeconomics. Tata McGraw-Hill. Course Assessment: Internal Assessment - 25, Final Examination - 75 12  Generic Elective (GE) English : Genre Fiction Credit: 4 (3 Theory+1 Tutorial/Internal Assessment) Course Objectives:  To understand how the evolving genre of fiction engages with contemporary social and cultural realities  To understand the strategies of narrative and themes this specific genre of fiction uses Learning Outcomes:  This course will enable students to efficiently undertake textual analysis within the specific rubric of genre fiction  Students will be informed about the aspects of of fictionality while engaging with popular culture Course Content: UNIT I: 1. Arthur Conan Doyle: The Sign of Four UNIT II: 2. Kashigo Ishiguro: Never Let Me Go UNIT III: 3. Ibn-e-Safi: House of Fear 4. Madulika Liddle: Crimson City SUGGESTED READINGS: 1. H. Thomas Milhorn: Writing Genre Fiction: A Guide to the Craft (2006) 2. Beth Driscoll, Kim Wilkins, Lisa Fletcher: Genre Worlds: Popular Fiction and Twenty-First- Century (2022) 3. Joyce G. Saricks: The Readers' Advisory Guide to Genre Fiction (2009) 4. Jeremy Rosen: 'Literary Fiction and the Genres of Genre Fiction' Posted 8th July, 2018. https://post45.org/2018/08/literary-fiction-and-the-genres-of-genre-fiction/ 13  Generic Elective (GE) Delhi Through the Ages: The Making of its Early Modern History Course Objective: The objective of the paper is to explore the city of Delhi from its early history to the eighteenth century. The city grew into one of the largest cities in the world and was the capital of some of the great empires. As capital Delhi profited from continuous immigration, state patronage and vibrant cultural life. The city was not merely dependent upon its rulers for cultural and political sustenance. The course also focuses on Sufis, litterateurs and merchants who also gave the city its unique character and resilience in the face of political turbulence. Learning Outcomes: Upon completion of this course the student shall be able to: To acquaint students with the history of Delhi till the early modern period. Analyse the processes of urbanization as shaped by political, economic and social changes Course Content: Unit I: Ancient Delhi and adjoining sites: 1. Indraprastha- Hastinapur, Panipat, Tilpat 2. Ashokan Edicts 3. Mehrauli Iron Pillar 4. Lalkot Unit II: From Settlements to Cityscape - Understanding the 10th and 14th Century Cities of Delhi. Case Study Any Two: 1. Anangpur Fort 2. Dehli-i Kuhna’s Masjid-i Jami 3. Siri 4. Ghiyaspur-Kilukhari 5. Tughulqabad 6. Firuzabad Unit III: 16th to 17th Century Delhi: 1. Humayun’s Garden Tomb 2. Morphology of Shahjahanabad Unit IV: 18th Century Delhi - Understanding political and social changes Essential Readings: Unit 1: This unit will introduce students to the early history of Delhi, focusing on Indraprastha ancient edicts and pillars and the Tomar and Chauhan constructions. Richard J. Cohen, “An Early Attestation of the Toponym Ḍhillī”, Journal of the AmericanOriental Society, Vol. 109 (1989), pp. 513-519. Singh, Upinder. (2006). Ancient Delhi, Delhi: Oxford University Press Mani, B.R. (1997). Delhi: Threshold of the Orient; (Studies in Archaeological Investigations), Aryan Books International. 14 Unit 2: This unit will study the cities of Sultanate Delhi in the 13th and 14th centuries. It will discuss the various reasons for the shift of capitals and the changing character of the city. Case studies of any two of these cities will be undertaken. Students will be encouraged to plan field trips related to the themes and readings. B.R.Mani and I.D.Dwivedi (2006). ‘Anangpur Fort: The Earliest Tomar Settlements Near Delhi’, in Upinder Singh, ed., Delhi: Ancient History, Social Science Press, New Delhi, pp 200-204. Ali, Athar. (1985). “Capital of the Sultans: Delhi through the 13th and 14th Centuries”, in R.E. Frykenberg, ed., Delhi Through the Age: Essays in Urban History, Culture and Society, Delhi: Oxford University Press, pp. 34-44 Kumar, Sunil. (2019) “The Tyranny of Meta-Narratives; Re-reading a History of SultanateDelhi”, in Kumkum Roy and Naina Dayal. (Ed.). Questioning Paradigms, Constructing Histories: A Festschrift for Romila Thapar, Aleph Book Company, pp 222-235. Kumar, Sunil. (2011). “Courts, Capitals and Kingship: Delhi and its Sultans in the Thirteenth and Fourteenth Centuries CE” in Albrecht Fuess and Jan Peter Hartung. (eds.).Court Cultures in the Muslim World: Seventh to Nineteenth Centuries, London: Routledge,pp. 123-148 Kumar, Sunil. (2009) ‘Qutb in Modern Memory’. In: Kaul, Suvir, (ed.), Partitions of Memory. Delhi: Permanent Black, pp. 140-182. Jackson, Peter. (1986). ‘Delhi: The Problem of a Vast Military Encampment’, in: R.E. Frykenberg (ed.). Delhi Through the Ages: Essays in Urban History, Culture, and Society,New Delhi: Oxford University Press, 1986), pp.18-33. Haidar, Najaf. (2014). ‘Persian Histories and a Lost City of Delhi', Studies in People's History, vol. 1, pp. 163–171 Aquil, R. (2008). “Hazrat-i-Dehli: The Making of the Chishti Sufi Centre and the Stronghold of Islam.” South Asia Research 28: 23–48. Welch, Anthony and Howard Crane. (1983). “The Tughluqs: Master Builders of the DelhiSultanate “: Muqarnas, vol. 1 pp. 123-166. Welch, Anthony. (1993). Architectural Patronage and the Past: The Tughluq Sultans of India: Muqarnas, Vol. 10, Essays in Honor of Oleg Graber, pp. 311-322, Published by Brill.https://www.jstore.org/stable/1523196 Unit 3: This unit will explore the structure and meanings of Humayun’s Garden Tomb and morphology of the imperial city of Shahjahanabad, in the 16th and 17th centuries Chandra, Satish. (1991). “Cultural and Political Role of Delhi, 1675-1725”, in R.E. Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society, Delhi:Oxford University Press, pp. 106-116. Blake, Stephen, (1985). “Cityscape of an Imperial City: Shahjahanabad in 1739”, in R.E. Frykenberg, Delhi Through the Ages: Essays in Urban History, Culture and Society, Oxford University Press, pp. 66-99. Hasan, Nurul, S. (1991). “The Morphology of a Medieval Indian City: A Case Study of Shahjahanabad”, In Indu Banga (ed.). The City in Indian History, Delhi: Manohar, pp. 87-98. Gupta. Narayani. (1993). “The Indomitable City,” in Eckart Ehlers and Thomas 15  Krafft, eds., Shahjahanabad / Old Delhi: Tradition and Change. Delhi: Manohar, pp. 29-44. Koch, Ebba. (1994). “Diwan-iʿAmm and Chihil Sutun: The Audience Halls of Shah Jahan”. Muqarnas, vol. 11, pp. 143-165. Lowry, Glenn D. (1987). Humayun’s Tomb: Form Function, and Meaning in Early MughalArchitecture. Muqarnas, Vol. 4, pp. 133-148 Dickie, James (Zaki, Yakub), (1985). The Mughal Garden: Gateway to Paradise, Muqarnas, Vol. 3, pp. 128-137. Koch, Ebba. (1997). ‘Mughal Palace Gardens from Babur to Shahjahan (1526-1648), Muqarnas, pp. 143-165. Rezavi, Syed Ali Nadeem, (2010). “The Mighty Defensive Fort’: Red Fort at Delhi Under Shahjahan -- Its Plan and Structures as Described by Muhammad Waris.” Proceedings of the Indian History Congress 71, pp. 1108–1121. Unit 4: This unit will discuss the developments in Shahjahanabad in the 18th century. The ‘decline’ in the authority meant turbulence in the city, but it also empowered new groups of people and created a cultural and social dynamism that was embraced by some and seen as a challenge by others. Alam, Muzaffar. (2013) “Introduction to the second edition: Revisiting the Mughal Eighteenth Century” in The Crisis of Empire in Mughal North India: Awadh and the Punjab 1707-1748, Delhi: Oxford University Press, pp. xiii-lxiv Ataullah. (2006-2007). “Mapping 18th Century Delhi: the cityscape of a pre-Modern sovereign city” Proceedings of the Indian History Congress, vol. 67 pp. 1042-1057. Chenoy, Shama Mitra. (1998). Shahjahanabad, a City of Delhi, 1638-1857. New Delhi: Munshiram Manohar Lal Publishers. Raziuddin Aquil, (2017) “Violating Norms of Conduct” in The Muslim Question: understanding Islam and Indian History, Delhi: Penguin Random House, pp. 133- 156. Suggested Readings: Anthony Welch, ‘A Medieval Centre of Learning in India: The Hauz Khas Madrasa in Delhi’, Muqarnas, 13 (1996): 165-90; Anthony Welch, ‘The Shrine of the Holy Footprint in Delhi’, Muqarnas, 14 (1997): 116- 178; Asher, Catherine B. (2000). “Delhi Walled: Changing Boundaries” in James D. Tracy, City Walls: The Urban Enceinte in Global Perspective, Cambridge: Cambridge University Press, pp. 247-281. Bayly, Christopher Alan. (1986). “Delhi and Other Cities of North India during the ‘Twilight’”, in Delhi through the Ages: Essays in Urban History, Culture, and Society, edited by Robert Eric Frykenberg, Delhi: Oxford University Press, pp. 221– 36. Blake, Stephen P. (1991). Shahjahanabad: The Sovereign City in Mughal India, 1639- 1739. Cambridge; New York: Cambridge University Press. Chandra, Satish. (1991). “Cultural and Political Role of Delhi, 1675-1725”, in R.E. Frykenberg, Delhi through the Ages: Essays in Urban History, Culture and Society, Delhi:Oxford University Press, pp. 106-116. 16  Hasan, Zafar. (1922). A Guide to Nizamu-d Din. New Delhi: Memoirs of the Archaeological Survey of India #10 Habib, Irfan. (1978). ‘Economic History of the Delhi Sultanate -- an Essay in Interpretation’, Indian Historical Review vol. 4, pp. 287-303. Flood, Finbarr B. (2008). “Introduction” in Finbarr B. Flood, Piety and Politics in the EarlyIndian Mosque, Delhi: Oxford University Press, pp. xi-lxxviii Matsuo, Ara. (1982). “The Lodi Rulers and the Construction of Tomb-Buildings in Delhi”. Acta Asiatica, vol. 43, pp. 61-80. Moosvi, Shireen. (1985) “Expenditure on Buildings under Shahjahan–A Chapter of Imperial Financial History.” Proceedings of the Indian History Congress, vol. 46 pp. 285–99. Page, J.A. (1926). An Historical Memoir on the Qutb. New Delhi: Memoirs of the Archaeological Survey of India #22 Page, J.A. (1937). A Memoir on Kotla Firoz Shah, Delhi. New Delhi: Memoirs of the Archaeological Survey of India #52 Shamsur Rahman Faruqi, (2001). “A True Beginning in the North” and “A Phenomenon called ‘Vali’” in Early Urdu Literary Culture and History, Delhi: Oxford University Press,pp. 109-126, 129-142. Shokoohy, Mehrdad. (2007). Tughluqabad: a paradigm for Indo-Islamic Urban planningand its architectural components. London: Araxus Books. Singh, Upinder. ed., (2006) Delhi: Ancient History, Delhi: Social Science Press Flood, Finbarr B. (2003). “Pillars, Palimpsests, and Princely Practices: Translating the pastin Sultanate Delhi” RES: Anthropology and Aesthetics, No. 43, Islamic Arts, pp. 95-116. Anand Taneja, ‘Saintly Visions: Other histories and history’s others in the medieval ruinsof Delhi’ IESHR, 49 (2012). Pinto, Desiderios. J. (1989). "The Mystery of the Nizamuddin Dargah: the Account of Pilgrims", in Christian W. Troll, ed., Muslim Shrines in India, Delhi: Oxford University Press, pp. 112-124. Assessment Methods: Students will be regularly assessed for their grasp on debates and discussions covered in class. Two written submissions; one of which could be a short project, will be used for the final grading of the students. Students will be assessed on their ability to explain important historical trends and thereby engage with the historical approach. Internal Assessment: 25 Marks Written Exam: 75 Marks Total: 100 Marks Keywords: History, settlements, cityscape, morphology, social empowerment, Delhi, Urbanisation 17  Generic Elective (GE) Mathematics : Theory of Equations and Symmetries Total Marks: 100 (Theory: 75, Internal Assessment: 25) Examination: 3 Hrs. Credits: 4 Course Objectives: The goal of this paper is to acquaint students with certain ideas about integral roots, rational roots, an upper bound on number of positive or negative roots of a polynomial, and finding roots of cubic and quartic equations in special cases using elementary symmetric functions and in general using Cardon’s and Descartes’ methods, respectively. Course Learning Outcomes: After completion of this paper, the students will be able to: i) Understand the nature of the roots of polynomial equations and their symmetries. ii) Solve cubic and quartic polynomial equations with special condition on roots and in general. iii) Find symmetric functions in terms of the elementary symmetric polynomials. Unit 1: Polynomial Equations and Properties General properties of polynomials and equations; Fundamental theorem of algebra and its consequences; Theorems on imaginary, integral and rational roots; Descartes’ rule of signs for positive and negative roots; Relations between the roots and coefficients of equations, Applications to solution of equations when an additional relation among the roots is given; De Moivre’s theorem for rational indices, the nth roots of unity and symmetries of the solutions. Unit 2: Cubic and Biquadratic (Quartic) Equations Transformation of equations (multiplication, reciprocal, increase/diminish in the roots by a given quantity), Removal of terms; Cardon’s method of solving cubic and Descartes’ method of solving biquadratic equations. Unit 3: Symmetric Functions Elementary symmetric functions and symmetric functions of the roots of an equation; Newton’s theorem on sums of the like powers of the roots; Computation of symmetric functions such as 1  2 +             2     −3 (  +  −  )   +  , of polynomial equations; 2 2 2 2 2 , , , , , , Transformation of equations by symmetric functions and in general. References: 1. Burnside, W.S., & Panton, A.W. (1979). The Theory of Equations (11th ed.). Vol. 1. Dover Publications, Inc. (4th Indian reprint. S. Chand & Co. New Delhi). 2. Dickson, Leonard Eugene (2009). First Course in the Theory of Equations. John Wiley & Sons, Inc. The Project Gutenberg eBook: http://www.gutenberg.org/ebooks/29785 Additional Reading: i. Prasad, Chandrika (2017). Text Book of Algebra and Theory of Equations. Pothishala Pvt Ltd. 18  Ability Enhancement Course (AEC) Environmental Science: Theory into Practice (I) at UG level (AEC I) Course Learning Outcomes 6.0 The course will empower the undergraduate students by helping them to: i. Gain in-depth knowledge on natural processes and resources that sustain life and govern economy. ii. Understand the consequences of human actions on the web of life, global economy, and quality of human life. iii. Develop critical thinking for shaping strategies (scientific, social, economic, administrative, and legal) for environmental protection, conservation of biodiversity, environmental equity, and sustainable development. iv. Acquire values and attitudes towards understanding complex environmental- economic­ social challenges, and active participation in solving current environmental problems and preventing the future ones. v. Adopt sustainability as a practice in life, society, and industry. 6.1 Year -1 Ability Enhancement Course on Environmental Science: Theory into Practice (I) - at UG level (AEC-1) Unit 1 Introduction to Environmental Studies (2 lectures and 3 practical/ outreach activities) Multidisciplinary nature of environmental studies; components of environment: atmosphere, hydrosphere, lithosphere, and biosphere Scope and importance; Concept of sustainability and sustainable development; Brief history of environmentalism Suggested Readings 1. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 8th Edition. Wiley Publishing, USA. Chapter 1 (Pages: 1-17); Chapter 2 (Pages: 22-23); Chapter 3 (Pages: 40, 41); Chapter 4 (Pages: 64, 66). 2. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Page: 3-28). Practical/Exercises/Experiential activities/Outreach activities ( College may choose as per requirement) 1. Analysis of achievement of Sustainable Development Goals of any country. 2. Gain insights of sustainability framework for an industrial acitivty using activity worksheets 3. Use of environmental activity worksheets to understand interdependence and interactions between different environmental components. Unit 2 Ecosystems (6 lectures and 6 practical/ outreach activities) Definition and concept of Ecosystem Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem: Physical (energy flow), Biological (food chains, food web, ecological succession), and Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological pyramids and homeostasis 19  Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams, lakes, rivers, oceans, estuaries); importance and threats with relevant examples from India Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem preservation and conservation strategies; Basics of Ecosystem restoration Suggested Readings 1. Odum, E.P., Odum, H.T., and Andrews, J. (1971). Fundamentals of Ecology. Saunders, Philadelphia, USA. Chapter 1 (Pages: 1-16); Chapter 2 (Pages: 18-76); Chapter 10 (Pages: 414-458). 2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 9th Edition. Wiley Publishing, USA. Chapter 3 (Pages: 38-52); Cl-!apter 4 (Pages: 53-62); Chapter 5 (Pages: 100-103); Chapter 6 (Pages: 106-128). 3. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and Conservation. S. Chand Publishing, New Delhi. Chapter 13 (Pages: 307-323); Chapter 18 (Pages: 420-442); Chapter 28 (Pages: 747-769). Practical/Exercises/Experiential activities/Outreach activities ( College may choose as per requirement) 1. Schematic collection of data for depicting ecological pyramids in the College campus 2. Differentiation of natural and managed ecosystems using Google Earth/Google Map 3. Field visit to terrestrial and aquatic ecosystems (forests, grasslands, wetlands, biodiversity parks, etc.) 4. Develop a working model of any ecosystem 5. Use of worksheets to identify structure and function of different ecosystems. Unit 3 Natural Resources (8 lectures and 6 practical/ outreach activities) Land resources: Minerals, soil, agricultural crops, natural forest products, medicinal plants, and forest-based industries and livelihoods; Land cover, land use change, land degradation, soil erosion, and desertification; Causes of deforestation; Impacts of mining and dam building on environment, forests, biodiversity, and tribal communities Water resources: Natural and man-made sources; Uses of water; Over exploitation of surface and ground water resources; Floods, droughts, and international &inter­ state conflicts over water Energy resources: Renewable and non-renewable energy sources; Use of alternate energy sources; Growing energy needs; Energy contents of coal, petroleum, natural gas and bio gas; Agro-residues as a biomass energy source Case studies: Contemporary Indian issues related to mining, dams, forests, energy, etc (e.g., National Solar Mission, Cauvery river water conflict, Sardar Sarovar dam, Chipko movement, Appiko movement, Tarun Bharat Sangh, etc) Suggested Readings 1. Gadgil, M. and Guha, R. (1993). This Fissured Land: An Ecological History of India. University of California Press, Berkeley, USA. (pp. 1-245). 2. McCully, P. (1996). Rivers no more: the environmental effects of dams, In: Silenced Rivers: The Ecology and Politics of Large Dams, Zed Books, New York, USA. Page. 29-64. 3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th Edition. Wiley Publishing, USA. Chapters 10, 11, 12, 13 (Pages: 180-263); Chapter 14 (Pages: 272-275); Chapter 15 (Pages: 286-289). 4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and Conservation. S. Chand Publishing, New Delhi. Chapter 25 (Pages: 623-663). 20 Practical/Exercises/Experiential activities/Outreach activities (College may choose as per requirement) 1. Visit to a paper recycling unit/rainwater harvesting plant/solar plant/biogas plant in the College campus 2. Develop and understand working model of renewable/non-renewable sources of energy 3. Mapping of natural resources of a given study area using Google Earth 4. Time-series analysis of natural resource consumption of a given country using publicly available data 5. Comparison of energy demand and consumption of a particular state over the years using graphical tools 6. Assessing the consumption pattern of a natural resource in the dominant industry at local scale and status of natural resource in areas supplying it Unit4 Environmental Pollution (8 lectures and 6 practical/ outreach activities) Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and controls; Primary and secondary air pollutants; Air and water quality standards Nuclear hazards and human health risks Solid waste management: Control measures for various types of urban, industrial waste, Hazardous waste, E-waste, etc; Waste segregation and disposal Pollution case studies: Ganga Action plan (GAP), Delhi air pollution and public health issues, Plastic waste management rules, Bhopal gas tragedy, etc Suggested Readings 1. Brusseau, M.L., Pepper, I.L. and Gerba, C.P. (2019). Environmental and Pollution Science, 3rd Edition. Academic Press, USA. Chapter 16 (Pages: 243-255); Chapter 18 (Pages: 280-305); Chapter 21 (Pages: 352-358); Chapter 22 (Pages: 365-374); Chapter 23 (Pages: 378-388); Chapter 25 (Pages: 416-426). 2. Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt, USA. Pp. 1-264. 3. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, LR. (2015). Environment, 9th Edition. Wiley Publishing, USA. Chapter 19 (Pages: 359-381); Chapter 21 (Pages: 401-421); Chapter 23 (Pages: 440-453). 4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and Conservation. S. Chand Publishing, New Delhi. Chapters 19, 20, 12 (Pages: 445-535). Practical/Exercises/Experiential activities/Outreach activities ( College may choose as per requirement) 1. Determine water quality of a given location using rapid pollution monitoring kits 2. Assess air quality index (AQI) of any location using real-time air quality parameters 3. Determine magnitude of solid waste generated in a home/college on a monthly basis 4. Develop and maintain compost/vermicompost using biodegradable waste in the College 5. Identify suitability of given water samples for various purposes using given kits 6. Prepare water audit report of the college/house/locality/colony. 7. Map solid and liquid discharge of the college/colony and develop a management plan (show it using schematic diagram, and photographs. 8. Repurpose waste for economic and environmental benefits in your college/near by area/colony (submit a small video). 9. Analyze river-society-economy nexus based on primary or secondary data (use quantitative data, and show it using photographs on a poster). 21  Skill Enhancement Course (SEC) Commerce : Finance for Everyone Credit : 2 Learning Objectives The Learning Objectives of this course are as follows: To offer an integrated approach to the understanding of concepts and applications of financial planning. To help the students in their financial planning. Learning outcomes The Learning Outcomes of this course are as follows: After studying this course, students will be able to understand the importance of financial literacy and the institutions providing financial services. After studying this course, students will be able to prepare a financial plan, budget and manage personal finances. After studying this course, students will be able to open, avail and manage services offered by banks. After studying this course, students will be able to open, avail and manage services offered by post offices. After studying this course, students will be able to plan for life insurance and property insurance. After studying this course, students will be able to choose instruments for investment in shares. Unit 1: Introduction, Financial Planning and Budgeting Meaning, importance and scope of financial literacy; Prerequisites of financial literacy – level of education, numerical and communication ability; Various financial institutions – banks, insurance companies, post offices, mobile app based services. Need of availing of financial services from banks, insurance companies and postal services. Concept of economic wants and means for satisfying these needs; Balancing between economic wants and resources; Meaning, importance and need for financial planning; Personal budget, family budget, business budget and national budget; Procedure for financial planning and preparing a budget; Budget surplus and budget deficit, Avenues for savings from surplus, Sources for meeting the deficit. Unit 2: Banking Services Types of banks; Banking products and services – Various services offered by banks; Types of bank deposit accounts – savings bank account, term deposit, current account, recurring deposit; pan card, address proof, KYC norm; Various types of loans – education loan, consumer durable loan, vehicle loan, housing loan, short term, medium term, long term, microfinance, bank overdraft, cash credit, mortgage, reverse mortgage, hypothecation, pledge, Agricultural and related interest rates offered by various nationalized banks; Cashless banking, e-banking, check counterfeit currency; CIBIL, ATM, net banking, RTGS, NEFT, IMPS, electronic clearance services (ECS), debit and credit card, app based payment system, bank draft and pay order; banking complaints and ombudsman. 22 Unit 3: Financial Services from India Post Office Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi yojana ; india post payments bank. money transfer: money order, e-money order. instant money order, collaboration with the western union financial services; mo videsh, international money transfer service, money gram international money transfer, indian postal order. Unit 4: Insurance Services Life insurance policies: life insurance, term life insurance, endowment policies, pension policies, ULIP, health insurance plans, comparison of policies offered by various life insurance companies, comparison of policies offered by various health insurance companies. Property insurance policies. Post office life insurance schemes: postal life insurance and rural postal life insurance. Unit 5: Stock Markets – Some Basic Concepts Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial public offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity shares, preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face value, market value, market capitalisation, pre-opening session, trading session, opening price, closing price, business days, bull, bear, bull market, bear market, risk, stop loss, derivatives, call option, put option, hedge, holding period; Tax on short term capital gains and long-term capital gains, Mutual Fund and its various schemes. Practical Exercises: The learners are required to: visit banks, post offices, and insurance companies to collect information and required documents related to the services offered by these institutions and to know the procedure for availing of these services. carry out the comparative analysis of different types of life insurance policies. carry out the comparative analysis of different types of health insurance policies. prepare a personal and family budget for one/six/ twelve months on imaginary figures. Suggested Readings: Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd., Mumbai. Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New Delhi. Kothari, R. “Financial Services in India-Concept and Application” Sage Publications India Pvt. Ltd., New Delhi. Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers” Universe Company, Indiana, Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage Publications India Pvt. Ltd., New Delhi. Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London. 23 Note: Learners are advised to use the latest edition of readings. Examination scheme and mode: Total Marks: 100 Internal Assessment: 25 marks Practical Exam (Internal): 25 marks End Semester University Exam: 50 marks The Internal Assessment for the course may include Class participation, Assignments, Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty. 24  Skill Enhancement Course (SEC) English : Communication in Everyday Life Credit : 2 Learning Objectives The Learning Objectives of this course are as follows:  To lay down a basic foundation for basic communication that is a part of a student's everyday life.  To inculcate the fundamentals of communication with the aim to enhance listening, speaking and writing skills.  To hone practical skills that can be used in day-to-day affairs. Learning outcomes The Learning Outcomes of this course are as follows:  After studying this course, students will be able to improve mediation skills.  After studying this course, students will be able to building human relationships.  After studying this course, students will be able to foster societal understanding & develop an independent perspective.  After studying this course, students will be able to enhance social communication skills of students. THEORY UNIT 1 Theory of Communication  Meaning, Features, Uses, Cycle, Feedback, Advantages  Barriers  7 C’s of Communication UNIT 2 Reading Skills  Close Reading  Skimming  Scanning UNIT 3 Writing Skills  Summarising  Paraphrasing  Note-making  Essays- Expository Essay, Descriptive Essay, Narrative Essay  Letter Writing- Formal Letter, Informal Letter 25 PRACTICE SESSIONS Speaking Skills  Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of Presentation, Handling Questions (3 hrs.)  Group Discussion- Culture & History, Current Affairs, Society-related (3 hrs.)  Public Speaking- Public Speech, Extempore (3 hrs.)  Interview- Personal, Conversational, Public (3 hrs.) Listening Skills  Netiquettes (1 hr.)  Audio-book Listening & Discussions (3 hrs.)  Note-taking (1 hr.) Writing Skills  Reports- Incidence, Newspaper, Organisational Report (3 hrs.)  Analysis & Interpretation- Textual (2 hrs.)  Intra & Inter-personal Skills - Monologue, Dialogue (2 hrs.) Total Hours for Theory= 8 Total Hours for Practice Sessions= 24 Total Hours of classes= 32 Suggested Readings  Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less Happy”. Tehelka: The People’s Paper, 18 February 2006.  Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26 March 2006.  Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini and Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.  Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and Mukti Sanyal, pp. 25-27, Oxford, New Delhi, 2015.  Learning to Write III, “What makes Good Writing Good”. In Fluency in English II, ed. Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015. Examination scheme and mode: Total Marks: 100 Internal Assessment: 25 marks Practical Exam (Internal): 25 marks End Semester University Exam: 50 marks The Internal Assessment for the course may include Class participation, Assignments, Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty. 26  Skill Enhancement Course (SEC) Hindi : Rangmanch Credit : 2 Course Objective: हिन्दी रं गमंच का सामान्य पररचय कराना l नाट्य-प्रस्तुहि की प्रहिया की जानकारी दे ना l अहिनय के हिहिन्न पक्षं से अिगि कराना l रं गमंच के खेलषं और गहिहिहियषं से अिगि कराना l Course Learning Outcomes: नाट्य-प्रस्तुहि की प्रहिया से हिद्यार्थी अिगि िष सकेगा l रं गमंच की सामान्य जानकारी हमलने के उपरान्त इस क्ेत्र में हिद्यार्थी के हलए रषजगार की संिािनाएँ बनेंगी l रं गमंचीय गहिहिहियषं से हिद्यार्थी के व्यक्तित्व का हिकास िष सकेगा l हिद्यार्थी में अहिव्यक्ति कौशल का हिकास िष सकेगा l यूनिट 1 िरि मुहन कृि नाट्यशास्त्र (संहक्प्त पररचय) हिन्दी का पारं पररक रं गमंच (संहक्प्त पररचय) यूनिट 2 प्रस्तुहि-प्रहिया: आलेख का चयन, अहिनेिाओं का चयन, दृश्य-पररकल्पना (ध्वहन-संगीि-नृत्य-प्रकाश), पूिााभ्यास यूनिट 3 अहिनय की िैयारी: िाहचक, आं हगक, आिाया, साक्तत्वक यूनिट 4 आशु अहिनय, हर्थएटर गेम्स, संिाद-िाचन, शारीररक अभ्यास, सीन िका यूनिट 5 मंच प्रबंिन: सेट, रं ग-सामग्री, प्रचार-प्रसार, ब्रषशर-हनमाा ण सन्दर्भ पुस्तकें: संहक्प्त नाट्यशास्त्रम् - रािािल्लि हत्रपाठी, िाणी प्रकाशन, हदल्ली, 2009 रं ग स्र्थापत्य: कुछ हटप्पहणयाँ – एच. िी. शमाा राष्ट्रीय नाट्य हिद्यालय प्रकाशन, हदल्ली, 2004 पारं पररक िारिीय: रं गमंच अनंििाराएँ – कहपला िात्स्यायन, अनुिाद – बदी उज़म्मा, नेशनल बुक टर स्ट, हदल्ली, 1995 हिंदी रं गमंच का लषकपक्, सं प्रष. रमेश गौिम, स्वराज प्रकाशन, हदल्ली 2020 मंच आलषकन – जी. एन. दासगुप्ता, अनुिाद – अजय मलकानी, नेशनल बुक टर स्ट, हदल्ली, 2006 रं गमंच के हसद्ांि – सं मिेश आनंद, दे िेन्द्र राज अंकुर, राजकमल प्रकाशन, हदल्ली 2008 27 Examination Scheme & Mode: Total Marks: 100 Internal Assessment: 25 marks Practical Exam (Internal): 25 marks End Semester University Exam: 50 marks The Internal Assessment for the course may include Class participation, Assignments, Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty. 28  Value Addition Course (VAC) English : Reading Indian Fiction in English Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite Code Criteria of the Lecture Tutorial Practical/Practice Course Reading Indian 02 1 0 1 Pass in NIL Fiction in English Class 12th Course Objectives Acquaint students with Indian Fiction in English. Familiarise students with Indian ethos and values through Indian fiction. Analyze novels critically and in the context of their own lived situations. Learning Outcomes Understanding of Indian ethos and values through Indian fiction. Develop creative thinking through reading of fiction.. Realise the potential of fiction in bringing out social and cultural change. UNIT:I How to Read a Novel Novel as Reflection of Society UNIT II: Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and Barindra K Ghosh) Points of Discussion: Patriotism and Nationalism The song Bande Mataram Elements of History and Romance Issues of Gender 29  Natural calamity Genre of Text and Feature Film UNIT III: Chaman Nahal: Azadi. Houghton Mifflin publication, 1975. Points of Discussion: The Story of Partition Violence and Trauma Autobiographical voices in the novel Elements of history, politics and art Personal and Political Practical/ Practice Component (15 sessions of 2 hours each= 30 hours) Students may be asked to do a dramatic recitation of selected parts of a novel. Students may be asked to organize the major events of the plot of a novel through different methods: graphically, making a plot outline or sketching a storyboard. Students may be asked to classify each instance of figurative language (simile, metaphor, etc.) and explain its effect on that section of the text. Students may share their understanding of any particular aspect of the novels through a brief write up. Discuss the portrayal of any major characters of the novel with reference to the central theme of the text. Think about and discuss Indian fiction in relation to cultural and critical contexts. Any other Practical/Practice as decided from time to time ESSENTIAL READINGS: Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and Barindra K Ghosh) Chaman Nahal: Azadi. Houghton Mifflin publication, 1975 E. M. Forster: Aspects of the Novel 30 SUGGESTED READINGS: 1. Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers, 1987. 2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi, 1982. 3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique. India, Taylor & Francis, 2016. 4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and Narration. United Kingdom, Oxford University Press, 2009. Assessment Methods* Internal Assessment: 25% End Semester Theory Exam: 25% Practical: 50% *Subject to directions from the Examination Branch/University of Delhi from time to time 31  Value Addition Course (VAC) भारतीय भिक्त परं परा और मानव मल् ू य Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite Code Criteria of the Course Lecture Tutorial Practical/Practice भारतीय भक्ति 02 1 0 1 Pass in NIL परं परा और मानव Class 12th मल् ू य COURSE OBJECTIVES भारतीय भक्ति की महान परं परा, प्राचीनता और इसके अखिल भारतीय स्वरूप से छात्रों का परिचय कराना भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल् ू यों और गुणों को जगाकर उनका चारित्रिक विकास करना और एक अच्छे मनष्ु य का निर्माण करना । छात्रों को भारतीय नैतिक, सांस्कृतिक और सामाजिक मल् ू यों के प्रति जागरूक करना । भारतीय भक्ति परं परा के माध्यम से राष्ट्रीयता और अखिल भारतीयता की भावना जागत ृ करना। LEARNING OUTCOMES ू यों और गुणों को विकास होगा और वे भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल् एक अच्छे और चरित्रवान मनष्ु य बन सकेंगे । भारतीय भक्ति परं परा के सांस्कृतिक और सामाजिक पक्षों की जानकारी हो सकेगी। भक्ति की प्राचीनता और अखिल भारतीय स्वरूप की जानकारी से राष्ट्रीयता और अखिल भारतीयता की भावना जागत ृ और मजबत ू होगी। प्रमख ु भक्त कवियों का परिचय और उनके विचारों की जानकारी हो सकेगी। SYLLABUS Unit I: भारतीय भक्ति परं परा 32  भक्ति: अर्थ और अवधारणा भक्ति के विभिन्न संप्रदाय और सिद्धांत भारत की सांस्कृतिक एकता और भक्ति भक्ति का अखिल भारतीय स्वरूप ु भक्त और उनके विचार Unit II: भारत के कुछ प्रमख संत तिरुवल्लवु र , आण्डाल, अक्कमहादे वी, ललद्यद , मीराबाई, तल ु सीदास, कबीरदास, रै दास, गरु ु नानक, सरू दास, जायसी, तक ु ाराम, नामदे व, नरसिंह मेहता, वेमना, कंु चन, नम्बियार, चैतन्य महाप्रभ,ु चंडीदास, सारला दास, शंकरदे व ू य और भक्ति Unit III: मानव मल् मानव मल् ू य का अर्थ चयनित भक्त कवियों की जीवन मल् ू यपरक कविताएँ Practical/ Practice Component (15 sessions of 2 hours each= 30 hours) पाठ्यक्रम में उल्लिखित कवियों में से किसी एक कवि की रचनाओं में विभिन्न मानव मल् ू यों के आधार पर प्रोजेक्ट वर्तमान समय में भक्ति की प्रासंगिकता को समझना; सर्वे और साक्षात्कार पद्धति के आधार पर. जीवन में मानव मल् ू यों के प्रतिपालन पर सर्वे और साक्षात्कार के आधार पर एक रिपोर्ट बनाना. उल्लिखित कवियों में से किसी एक कवि से संबधि ं त किसी मठ, आश्रम या मंदिर आदि, अथवा कोई फिल्म/ डॉक्यम ु ें ट्री के आधार पर रिपोर्ट बनाना. आवश्यक हो, तो छात्र प्रोजेक्ट रिपोर्ट के रूप में अपने अनभ ु व साझा करें Any other Practical/Practice as decided from time to time Essential Readings ‘भक्ति का उद्भव और विकास तथा वैष्णव भक्ति के विविध रूप’, भारतीय साहित्य का समेकित इतिहास, संपादक- डॉ नगें द्र, हिंदी माध्यम कार्यान्वयन निदे शालय, दिल्ली विश्वविद्यालय, दिल्ली, पष्ृ ठ संख्या 215-250 कुछ प्रमख ु कवियों के चयनित पद ‘भक्ति आंदोलन और भक्ति काव्य’, शिव कुमार मिश्र, अभिव्यक्ति प्रकाशन, इलाहाबाद, 1994 ू य और साहित्य’, डॉ धर्मवीर भारती, भारतीय ज्ञानपीठ, नई दिल्ली,1999 ‘मानव मल् Suggested Readings: ‘भक्ति के आयाम’, डॉ. पी. जयरामन, वाणी प्रकाशन, नई दिल्ली ‘हिंदी साहित्य का इतिहास’, आचार्य रामचंद्र शक् ु ल, लोक भारती प्रकाशन, इलाहाबाद 33  ‘मध्यकालीन हिंदी काव्य का स्त्री पक्ष', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड डिस्ट्रीब्यट ु र्स, नई दिल्ली 'मध्यकालीन हिंदी भक्ति काव्य: पन ु र्मूल्यांकन के आयाम', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड डिस्ट्रीब्यटु र्स , नई दिल्ली Assessment Methods* Internal Assessment: 25% End Semester Theory Exam: 25% Practical: 50% *Subject to directions from the Examination Branch/University of Delhi from time to time 34  Value Addition Course (VAC) Political Science : Constitutional Values and Fundamental Duties Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite Code Criteria of the Lecture Tutorial Practical/Practice Course Constitutional 02 1 0 1 Pass in NIL Values and Class 12th Fundamental Duties COURSE OBJECTIVES: Enrich students with knowledge and relevance of the Constitution. Develop awareness about Duties and Values. Inculcate a sense of Constitutionalism in thought and action. LEARNING OUTCOMES: Understand the Constitution and its relevance Appreciate the values and goals embedded in the Constitution. Recognise the importance of Fundamental Duties enshrined in the Constitution. Apply the spirit of fundamental values and duties in everyday national life. Syllabus of Constitutional Values and Fundamental Duties Unit I: The Constitution of India – an Introduction Federal Republic, Rule of Law, Separation of Powers Sovereignty, Socialism, Democracy Secularism and Sarva Dharma Sama Bhava Unit II: Constitutional Values Justice: Social, Political, Economic Liberty: Thought, Expression, Belief, Faith, Worship Equality : Equality before law & equal application of laws Fraternity: Dignity, Unity and Integrity 35 Unit III: Fundamental Duties Reflecting on the ancient Indian notions of righteousness and duty consciousness Fundamental Duties- Article 51A [(a) – (k)] Legal status of Fundamental Duties - Judicial approach Practical/ Practice Component (15 sessions of 2 hours each= 30 hours) Reflections on some of the constitutional values/ fundamental duties and its contemporary relevance in day-to-day national life through group discussions and projects. Conduct workshops to spread awareness on the Fundamental Duties and Values. Students are required to conduct a survey (minimum 25 respondents) on assessing the awareness of the constitutional duties amongst the citizens. Students may share their experiences on Fundamental Duties and Values in the form of a Project Report. Any other Practical/Practice as decided from time to time ESSENTIAL READINGS Preamble to the Constitution of India, 1950. The Constitution of India, Articles - 14, 19, 21. The Constitution of India, Fundamental Duties [Ar. 51 A (a) – (k)]. SUGGESTED READINGS Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th edn, 2022). Leila Seth, We, the Children of India: The Preamble to Our Constitution (New Delhi, Puffin Books, Penguin Books India, 2010). Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company, Lucknow, 13th revised edn. 2017) B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at: https://prasarbharati.gov.in/whatsnew/whatsnew_653363.pdf. Assessment Methods* Internal Assessment: 25% End Semester Theory Exam: 25% Practical: 50% *Subject to directions from the Examination Branch/University of Delhi from time to time 36  Value Addition Course (VAC) Sanskrit - Yoga: Philosophy and Practice Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite Code Criteria of the Lecture Tutorial Practical/Practice Course Yoga: Philosophy 02 1 0 1 Pass in NIL and Practice Class 12th Course Objectives To learn the fundamentals of Yoga for harmonising the body, mind and emotions. To demonstrate the value and the practice of holistic living. To value the heritage of Yoga for self and society. Learning Outcomes Understanding ways to harmonise the body and mind through Yoga. Disciplining the mind through practicing Yoga. Understanding of consciousness through practical training. Syllabus of Yoga: Philosophy and Practice Unit I: Yoga: Asana, Prāṇāyāma and Dhyana History of Yoga Significance of Asana Effect of Praṇayama Importance of Dhyana Unit II: Patanjali’s Yogasūtra and Chakra Patanjali’s Yogasūtra: a summary First sutra Second sutra Chakras (psychic centres) 37 Unit III: Understanding Asana and Pranayama Asana: the basics SuryaNamaskara Nadishodhana Praṇayama Practical/ Practice Component (15 sessions of 2 hours each= 30 hours) Surya Namaskar Selected Asana Praṇayama Relaxation exercises for the eyes (7 steps) neck (4 steps) Concentration on Bhrumadhya Project Work (effect of everyday concentration on breath for 15 minutes: reflections to be compiled in the form of a Project report. Any other Practical/Practice as decided from time to time Essential Readings Āsanas, Prāṇāyāmaand Mudra Bandh , Swami SatyanandaSaraswati, Yoga Publications Trust, Munger, Bihar, India, 2004. Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga Suggested Readings PatanjalYog Pradeep- Swami OmanandSaraswati, Gita Press, Gorakhpur, 2013. Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All Rights Reserved. Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri, Govindram Hasanand, Delhi 6. Assessment Methods* Internal Assessment: 25% End Semester Theory Exam: 25% Practical: 50% *Subject to directions from the Examination Branch/University of Delhi from time to time 38