20201110161535-Fiveyearintprog Insocialsciencesb A Hons M A 2020-21

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PANJAB UNIVERSITY, CHANDIGARH

(Estted. under the Panjab University Act VII of 1947-enacted by the Govt. of India)
FACULTY OF ARTS
SYLLABI
FOR
FIVE YEARS INTEGRATED PROGRAMME
IN
SOCIAL SCIENCES (B.A. Honours + M.A.)
SEMESTER I to X
EXAMINATIONS, 2020-21
---:O:---
1
B.A.(HONS.) IN SOCIAL SCIENCES UNDER FIVE YEARS

PROGRAMME
SEMESTER-I
1.1 BA Discipline Specific Core Papers
Code Title Credit Marks
ENG 101 English 4 100

GEO 101 Introduction to Geography 4 100
HIS 101 History of India from Indus Valley 4 100
Civilization up to 1200 A.D.
POL 101 Introduction to Political Theory 4 100
SOC 101 Sociology: Key Concepts and 4 100
Theories
1.2 BA Choice Based Credit Elective (Any two)
PBI 101 Punjabi 2 50

HCP 101 History and Culture of Punjab 2 50
from the Earliest Times to
1849
PSY 101 Introduction to Psychology 2 50
PHI 101 Introduction to Philosophy 2 50
1.3 BA Skill Enhancement Papers
CAP 101 Computer Applications 2 50
TOTAL CREDITS FOR SEMESTER I 26 650
Note: students will opt for Punjabi 101 if they have studied Punjabi in class X
or XII and for HCP 101 if they have not taken Punjabi at school level, as per
existing PU BA Pattern; Choice Based Credit papers may be added on, as per
requirement.
2
SEMESTER II
2.1 BA Discipline specific core Papers

ECO 201 Economics: Key Concepts and 4 100
Theories -1
PUB 201 Public Administration: 4 100
Key Concepts and Theories
GEO 202 Geography of India 4 100

HIS 202 History of India 1200-1750 AD* 4 100
(*Revised syllabus)
2.2 B.A. Choice Based credit Electives (Any two)

POL 202 Indian Constitution :Reading 2 50
the Text
GEN201 Introduction to Gandhian 2 50
Thought
ENG 203 Academic writing skills 2 50
Compulsory paper on Environment
ENV 201 Environment, Road Safety Education, Violence against

Women/Children and Drug Abuse Non Credit Course 100*
TOTAL CREDITS FOR SEMESTER II 26 650
requirement.
• It is non credit course and students are required to obtain 33%

qualifying marks
3
Semester III
3.1 B.A. Discipline Specific Core Papers:
ENG 304 Communicative English 2 50

Theories -2
PUB 302 Indian Administration 4 100
POL 302 Introduction to Indian Politics 4 100
SOC 302 Society in India 4 100
3.2 BA Choice Based Credit Electives (Any Two)
D.S 301 National Security Studies* 2 50

GEN 302 Introduction to Gender Studies 2 50
HOA 301 Introduction to History of Art 2 50
GEO 303 Basic Cartography 2 50

REM 301 Research Methodology in Social 2 50
Science
TOTAL CREDITS FOR SEMESTER III 26 650
Choice Based Credit Papers may be added on as per requirement
*New paper introduced (in place of Environment Education) by PU-ISSER

in collaboration with Department of Defence Studies as approved by BOC.
4
Semester IV
ECO 403 Indian Economy 4 100

PUB 403 Personnel and Financial 4 100
Administration
POL 403 Introduction to International 4 100
Relations
HIS 403 History of India 1750-1947AD 4 100
SOC403 Social Change in Modern India 4 100
PSY 402 Elements of Psychology 2 50

PHI 402 Indian and Western Ethics 2 50
HRD 401 Introduction to Human Rights and 2 50
Duties
PAD 401 Introduction to Police 4 50
Administration
4.3 BA Skill Enhancement Papers (Any One)
STA 401 Basic Statistics 2 50

MED 402 Media Studies* 2 50
TOTAL CREDITS FOR SEMESTER IV 26 650
*New paper introduced by PU-ISSER in collaboration with School of

Communication Studies as approved by BOC
5
SEMESTER V
5.1 Discipline Specific 4 Core Papers ( Any one subject group: GEO, HIS,
ECO,PSY,POL,PUB,SOC)
GEO 501 Geography of Punjab 2 50

GEO 502 World Regional Geography 1 4 100
GEO 503 Geographic Thought 4 100
GEO 504 Environmental Geography 4 100
HIS 501 World History c. 1870-1914 2 50
HIS 502 Economy of Early India 4 100
HIS 503 Economic History of Medieval India 4 100
HIS 504 Economic History of Modern India 4 100
ECO 501 Economics of Industry 2 50
ECO 502 Intermediate Micro Economics 1 4 100
ECO 503 Intermediate Macro Economics 1 4 100
ECO 504 Development Economics-1 4 100
PSY 501 Educational Psychology 2 50
PSY 502 General Psychology 4 100
PSY 503 Experimental Psychology 4 100
PSY 504 Psychological Testing 4 100
POL 501 Geopolitics: Classical and Critical 2 50
POL 502 Traditions of Political Thought 4 100
POL 503 Contemporary Global Politics 4 100
POL 504 Introduction to Comparative Politics 4 100
PUB 501 Regulatory Governance 2 50
PUB 502 Local Government in India 4 100
PUB 503 Citizen Centric Governance 4 100
PUB 504 Comparative and Development 4 100
Administration
SOC 501 Introduction to Rural Society 2 50
SOC 502 Social Thought 4 100
SOC 503 Social Stratification 4 100
SOC 504 Social Development 4 100
GEN 503 India’s Struggle for Freedom 4 100

GEN 504 Contemporary India 4 100
GEN 505 Economic Issues Today 4 100
REM 502 Use of Graphs and Diagrams in Social 2 50

Sciences
REM 503 Interdisciplinary Project 2 50
TOTAL CREDITS FOR SEMESTER V 26 650

6
SEMESTER VI
6.1 DISCIPLINE SPECIFIC 4 CORE PAPERS ( Any one subject group: GEO, HIS,
GEO 601 Cartography- 2 2 50

GEO 602 World Regional Geography -2 4 100
GEO 603 Introduction to Geospatial Technology 4 100
GEO 604 Fundamentals of Human Geography 4 100
HIS 602 Social and Cultural Trends in Ancient India 4 100
HIS 603 Socio-Cultural History of Medieval India 4 100
HIS 604 Socio-Cultural History of India under 4 100
Colonial Rule
ECO 601 International Economics 2 50
ECO 602 Intermediate Micro Economics -2 4 100
ECO 603 Intermediate Macro Economics -2 4 100
PSY 601 Life Skills 2 50
PSY 602 Counselling Psychology 4 100
PSY 603 Industrial Psychology 4 100
PSY 604 Atypical Behaviour* 4 100
POL 601 Public Policy in India: An Introduction 2 50
POL 602 Major Issues in Indian Politics 4 100
POL 603 Indian Political Thought 4 100
POL 604 Theories of International Relations 4 100
PUB 601 E-Governance 2 50
PUB 602 Administrative Law 4 100
PUB 603 Ethics and Governance 4 100
PUB 604 Public Policy and Governance 4 100
SOC 601 Introduction to Urban Society 2 50
SOC 602 Indian Sociological Thinkers 4 100
SOC 603 Sociology of Family and Gender 4 100
SOC 604 Social Demography 4 100

GEN606 Prehistoric India 4 100
GEN607 Introduction to Social Work 4 100
GEN608 Climate Change and Sustainable 4 100
Development
HOA 602 Introduction to Western Art 4 100

REM 604 Use of Surveys and Interviews in Social 2 50
Sciences
REM 605 Interdisciplinary Survey Project 2 50
TOTAL CREDITS FOR SEMESTER VI 26 650

7
INTERNAL ASSESSMENT OF B.A.HONOURS, SEMESTER I-VI

(BREAK UP OF MARKS)
1. FOR 4 CREDIT PAPERS
MID TERM TWO WRITTEN SNAP CLASS ATTENDANCE TOTAL

(WRITTEN) ASSISGNEMENT TEST PARTICIPATION MARKS
TEST S/PRACTICUM
OF 5 MARKS
EACH
25 MARKS 2X5=10 MARKS 7 MARKS 4 MARKS 4 MARKS 50
2. FOR 2 CREDIT PAPERS
MID TERM TWO WRITTEN CLASS ATTENDANCE TOTAL

(WRITTEN) ASSISGNEMENTS/ PARTICIPATION MARKS
TEST PRACTICUM OF
3 MARKS EACH
15 MARKS 2X3=06 MARKS 2 MARKS 2 MARKS 25

8
SEMESTER VII (M.A. SEM-I)
7.1 Interdisciplinary Core Paper (to be taught at ISSER)
Code Title Credits Marks
REM 706 Social Sciences: An Integrated 4 100

Approach
7.2 Discipline Specific Papers
Students to complete 4 papers in subject selected for Master’s degree.
Papers as in parent department or to be devised by specific departments and

taught there. 5 credits each/125 marks per semester*
5 Credits x4 Papers (20 Credits) 500
7.3 Skill Development Paper (to be taught at ISSER)
GEN 709 Basic Soft Skills 2 50
Total Credits & Total Marks for Semester VII 26 650
Break up of Internal Assessment marks for 5 credit papers taught at

specific departments: 125 marks reduced to 25.
i. Written Test 30 marks reduced to 6 marks

ii. Snap Test 30 marks reduced to 6 marks
iii. Term Paper 30 marks reduced to 6 marks
iv. Class Participation 20 marks reduced to 4 marks
v. Attendance 15 marks reduced to 3 marks
Total 125 marks reduced to 25 marks
*Except for Psychology and Public Administration, distribution of marks and

evaluation pattern for all Social Sciences having 16 credits and 1600 marks in
aggregate, evaluation pattern for theory papers shall be as follows:
Marks for Theory Papers: 100x4= 400 Marks per semester

Continuous Assessment Marks: 25x4= 100 marks per semester
Aggregate Marks (Theory+Cont. Ass.): 125x4= 500 marks per semester
9
Instructions for paper setters and candidates to specify division of marks for
theory papers in subjects other than Psychology and Public Administration
shall be as follows:
1. There shall be 9 questions in all including question number I which will

be compulsory and shall comprise 15 short answer type questions out of
which candidates will be required to attempt any 10 in about 25-30
words each. Short answer type questions shall carry 2 marks each and
shall cover the entire syllabus of a given paper.
2. Rest of the question paper shall carry 80 marks and shall be divided into
4 units comprising 8 long answer type questions. Candidates will be
asked to select one long answer type question of 20 marks each from
each of the four Units.
*Evaluation pattern for Psychology and Public Administration will be as

follows:
In Psychology, break up of marks shall be 450 marks per semester on the

pattern applicable in Psychology department
Marks of theory papers 100 x 4= 400 Marks per semester
Marks of two Practical papers 50x 2 = 100 Marks per semester
Aggregate marks (Theory + Practical) =500 marks per semester
Evaluation pattern for Public Administration break up of marks shall be as

follows:
Marks for theory papers (of 4 credits papers) 100x4= 400 per semester
Marks for theory papers (of 2 credits papers) 50x2=100 per semester
Aggregate marks (of 4 credits+2 credits papers) =500per semester
Variation in evaluation is in tune with variation in number of papers

taught in different Social Science subjects.
10
SEMESTER VIII (M.A. SEMESTER-II)
8.1 Interdisciplinary Core Papers (to be taught at ISSER):
REM 807 Research Methods in Social 4 100

Sciences
Students to complete 4 papers in subject selected for Master’s degree. Papers

as in parent department or to be devised by specific departments and taught
there. 5 credits/125 marks each*.
5x4 500
8.3 Skill Development Paper (to submit written work at ISSER only)
REM 808 Preparation of Research Design inclusive of Review of Literature

and Bibliography on selected theme.
2 50
Total Credits & Total Marks for Semester VIII/M.A. Sem.-II

26 650

I. Written Test 30 marks reduced to 6 marks

II. Snap Test 30 marks reduced to 6 marks
III. Term Paper 30 marks reduced to 6 marks
IV. Class Participation 20 marks reduced to 4 marks
V. Attendance 15 marks reduced to 3 marks
*Except for Psychology and Public Administration distribution of marks and

Marks for Theory Papers: 100x 4= 400 Marks per semester
Aggregate Marks (Theory + Assessment): = 500 marks per semester
11

follows:


follows:

12
SEMESTER IX (M.A. SEMESTER-III)
9.1 Interdisciplinary Core Papers to be taught at ISSER:

GEN 910 Social Science Perspectives 2 50

on Globalization

Students to complete 4 papers in subject for Master’s degree. Papers as in
parent department or to be devised by specific departments and taught there.
5 credits/125 Marks each*.
5x4 500
9.3 Skill Development Papers at ISSER only Credits Marks

REM 910 Seminar Papers on selected theme 2 50
REM 911 Synopsis of Dissertation 2 50
(to be undertaken in Semester X)
TOTAL CREDITS IN SEMESTER IX 26 Total Marks 650




Aggregate Marks (Theory + Assessment): = 500 marks per semester
13
theory papers in subjects other than starred above shall be as follows:

follows:


follows:

14
SEMESTER-X (M.A. SEMESTER-IV)
10.1 Interdisciplinary Core Papers to be taught at ISSER

Credits Marks
GEN 1010 World in the Twentieth Century: 2 50
The Short Century of Amazing
Transformations

Students to complete 4 papers in subject selected for Master’s degree. Papers as in
parent department or to be to be devised by specific departments and taught there. 5
credits/125
5x4 500
10.3 Skill Development Papers to be taught at ISSER

Credits Marks
REM 1012 Dissertation on Selected theme 4 100
(12000 Words)
TOTAL CREDITS & TOTAL MARKS IN SEMESTER X/M.A. Sem.-IV

26 650
Total Credits for MA under Five Years Programme at ISSER

104 2600
TOTAL CREDITS &Total Marks FOR FIVE YEARS PROGRAMME

260 6500
15
SEMESTER-I
1.1 Discipline Specific Core Papers

GEO 101 Introduction to Geography 4 100
HIS 101 History of India from Indus Valley 4 100
Civilization upto 1200 A.D.
POL 101 Introduction to Political Theory 4 100
SOC 101 Sociology: Key Concepts and 4 100
Theories
1.2 BA Choice Based Credit Elective (Any two)

from the Earliest Times to
1849
PSY 101 Introduction to Psychology 2 50
PHI 101 Introduction to Philosophy 2 50
CAP 101 Computer Applications 2 50
TOTAL CREDITS FOR SEMESTER I 26 650
requirement.
16
1.1 ENG 101 ENGLISH
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To introduce and strengthen language skills in written and spoken
English.
Pedagogy Interactive methodology, tasks and activities in the class room,
public speaking through class room discussion, paper reading and self-
learning through assignment and creative writing.
INSTRUCTIONS FOR THE PAPER-SETTER AND CANDIDATES
1. The syllabus has been divided into four units. There shall be 9
questions in all, the first question is compulsory and shall be set
from any of the 4 units the compulsory question shall carry 10 marks
and the rest of the paper shall contain 4 units.
2. Each unit shall have 2 questions and candidate shall attempt 1
question from each of the 4 Units (I-IV) each question from the Units
shall be of 10 marks and students shall answer 4 questions in all
from 4 Units. (4x 10= 40 Marks).
3. The paper setter would avoid repetition between different types of
questions within one question paper.
4. Students will be tested for their ability to use words in sentences,
write paragraphs, report and letter writing and comprehension.
(i) Reading comprehension unseen prose.
(ii) Paragraph writing
(iii) Letter writing
(iv) Writing a précis
(v) Making notes from a passage
(vi) Writing a report
(vii) Paraphrasing
(viii) Making sentences
(ix) Writing a speech
(x) Reading comprehension unseen: poetry
Unit -I
1. Scanning, skimming and summarizing
2. Reading comprehension.
Unit II
3. Letter writing: Various types of letters formal e.g. letter to the editor or
director of your institute and informal e. g letters to friends & family
members
4. Paragraph writing.
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Unit III
5. Making notes, using abbreviations and symbols in note making;
6. Paraphrasing writing
Unit IV
7. Writing reports- Business, Official, Press
8. Paraphrasing Poetry
Essential Reading:
Sen, Mahindra & Patnaik (2015): Communication and Language Skills, New
Delhi, Cambridge University Press, Foundation Books.
1.1 GEO 101 INTRODUCTION TO GEOGRAPHY

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The course aims to familiarize the students with the distinctiveness of
geography as a field of learning in Social Sciences.
Pedagogy: Class room activities involving group discussion, debate and written
assignments will also form part of this course. Use of audio-Visual aids, maps,
diagrams and other forms of illustrations are recommended. Relevant educational field
trips would be arranged to illustrate the theory being taught.

1. The syllabus has been divided into four units. There shall be 9 questions in all,
the first question is compulsory and shall be short answer type containing 8
short questions spread over the whole syllabus to be answered in about 25 to
30 words each. The candidates are required to attempt any 5 short answer
type question of 2 marks each, i.e. 5x2=10 marks. Rest of the paper shall
contain 4 units. Each unit shall have two questions and the candidate shall be
given internal choice of attempting one question from each unit I-IV. Each
question will carry 10 marks.4x10=40
2. Each long question would cover about one third or one half of a topic detailed
in the syllabus.
3. The paper setter would avoid repetition between different types of questions
within one question paper.
Unit I: Introduction to Geography

1. Geography as a spatial science; Divisions of Geography
2. Five Basic Themes in Geography
3. Geography as a social science
Unit II: Geomorphology

4. Constitution of the Earth’s Interior and Rocks
5. Earth Movements: Epeirogenic, Orogenic, Earthquakes, Volcanoes
6. Major Land Forms of the Earth: Mountains, Plains and Plateau
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Unit III: Climatology

7. Structure and Composition of the Atmosphere
8. Insulation and Temperature
9. Pressure and Winds
Unit IV: Oceanography

10. Topography of the Ocean floor
11. Temperature and Salinity of Ocean Waters
12. Movement of Ocean Waters: Waves, Tides, Ocean Currents
Essential Readings:
Blij, H.J. De &Peter O Muller : Physical Geography of the Environment , New York,
(1996) John Wiley & Sons, Inc.,
Bryant, R.H. (2011): : Physical Geography, New Delhi, Rupa Publications.
Dink, Phyllis (1962) : Map Work,Delhi, Atma Ram & Sons,.
Hussain, Majid(2011) : Fundamentals of Physical Geography, Jaipur,
(3r Edition), Rawat Publication.
Minshull, R (1970) : The Changing Nature of Geography, , London,
Hutchinson University Library
Monkhouse, F.J. (1975 : Principles off Physical; Geography, London, U.K (8th
Edition), Hodder Stoughton.
Pewtersen, J.F.,D.Sack (2011) Physical Geography Belmont, USA, (10th Edition)
and R.E. Gabler Brooks/Cole Cengage Learning,
Sarkar, Asish (2011): : Practical Geography: A Systematic Approach
Hyderabad, (2nd Edition) Orient Black Swan.
Singh,R.L.&P.B.Singh (2007) : Map Work and Practical Geography, Allahabad,
Central Book Depot Raghunandan.
Strahler, Alan H and Arthur N. : Modern Physical Geography, New York, John Wiley,
Strahler (2003):
Further Readings:
Bunnett, R.B., (1987) : Physical Geography in Diagrams, Noida, Pearson
Education.
Bagulia, A.M., (2007) : Practical Geography, New Delhi, Anmol
Publication Pvt. Limited.
Dury, G.H., (1973) : The Face of the Earth, England, Penguin.
Gass, I.G., (1973) : Understanding the Earth, Sussex, The Artemis
Press.
Kaur Dhian, (2000) : The Earth, Ludhiana, Kalyani Publishers.
Monkhouse, F.J. : Maps and Diagrams, London, Methuen & Co.,
H.R. Wilkinson, (1976) Third Edition.
Rather, G.M., (2011) : A Text of Practical Geography, New Delhi, Arina
Publishers.
Robinson et al.(2009): : Elements of Cartography, New Delhi, (6th Edition),
Wiley India Pvt.Ltd.,
19
1.1 HIS 101 HISTORY OF INDIA FROM INDUS VALLEY CIVILIZATION UP

TO 1200 AD.
Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the students to the History, culture and archaeology of

Ancient India up to 1200 AD. They will be familiarized with the important historical
events in their situational context. Stress will be laid on interconnecting the social,
economic and cultural developments in the ancient period.
Pedagogy: The course will be taught with the help of visual aids. Field work/museum
visit would be organized to educate students and expose them to the importance of
material evidence in the reconstruction of ancient Indian history.
1. The syllabus has been divided into four units. There shall be 9 questions in
all, the first question is compulsory and shall be short answer type
containing 8 short questions spread over the whole syllabus to be answered
in about 25 to 30 words each. The candidates are required to attempt any 5
short answer type question of 2 marks each, i.e. 5x2=10 marks. Rest of the
paper shall contain 4 units. Each unit shall have two long questions and the
candidate shall be given internal choice of attempting one question from
each unit I-IV. Each question will carry 10 marks. 4x10=40
2. Each long question would cover about one third or one half of a topic
detailed in the syllabus.
Unit I
1. Understanding sources of Ancient Indian History: Literary; Archaeological;

Epigraphic and Numismatic.
2. The Indus Valley Civilization town planning; Important Centres; Harappan
Crafts and network of trade; Decline of Urban life.
3. Vedic period: society culture and economy reflected in Rig Veda and Later Vedas
Unit II
4. The Sixteen Great States: Political conflicts and rise of the Magadhan Empire;
second urbanization; Buddhism and Jainism.
5. Rise of the Mauryan Empire with special reference to achievements of King
Ashoka.
6. Rise of Kushanas with special reference to achievements of Kanishka;
20
Unit III
7. Rise of Guptas: Achievements Samudra Gupta; of king.

8. Life and achievements of King Harsha Vardhana.
9. Chalukyas in Deccan: Achievements of Pulakeshin II; Pallavas of Kanchi
Achievements of King Narsimavarman II.
Unit IV
10. Tripartite Struggle: Gurjara-Pratiharas, Palas and Rastrakutas.

11. Rise of Cholas with special reference to achievements of King Rajaraja and
Rajindra Chola.
12. Urban processes in Early Medieval India.
Essential Readings:
Chakravarti, Ranbir, Exploring Early India, Primus Books, New Delhi: 2016
Jha D.N., Ancient India in Historical Outline, Manohar Publishers and Distributers,
New Delhi: 1998
Raychaudhari,H. C., Political History of Ancient India, Rev.ed.with commentary by B.N.
Mukherjee, Calcutta, 1996.
Thapar,Romila, Early India from the Beginning to AD 1300, Penguin Press 2002
Upinder Singh, A History of Ancient and Early Medieval India from the Stone Age to the
12th Century Delhi: Pearson, 2012
Further Readings:
Altekar A.S, (1958): Rashtrakutas and their Times: Bombay.
Mukherjee, B.N,(1988): The Rise and Fall of the Kushana Empire, Calcutta.
Thapar, Romila, (1997): Ashoka and the Decline of the Mauryas, Delhi, 2nded.
1.1 POL 101 INTRODUCTION TO POLITICAL THEORY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: This course introduces the key conceptual tools of political theory. It
begins with discussing the idea of political theory and then engages with the key
concepts, their meaning and main debates around their application, which constitute
the building blocks of political theory.
Pedagogy: Class room activities involving lecture; group discussion and written
assignments will form a part of this course, with use of Audio-Visual aids as well.
21
1. The syllabus has been divided into four units. There shall be 9 question in all,
30 words each. The candidates are required to attempt any 5 short
answer type question of 2 marks each, i.e. 5x2=10 marks. Rest of the paper
shall contain 4 units. Each unit shall have two long questions and the
candidate shall be given internal choice of attempting one question from each
unit I-IV. Each question will carry 10 marks. 4x10=40
2. Each long question would cover about one third or one half of a topic detailed in
the syllabus.
Unit I
1. What is Political Theory and why do we need it?
2. Theory, Philosophy and Ideology
3. Normative, Historical and Empirical Theory
Unit II
4. Understanding the Political: Nature and spheres of conflict, collective choice
5. Power: Power, Authority and Legitimacy, Theories of Power
Unit III
6. Political Authority: State, Law, Constitutionalism and Government
7. Forms of Political Authority: City-state, Kingship, Modern Nation-State
8. The Evolution of the Nation-State, Globalisation and the Contemporary State
Unit IV
9. Democracy: Meaning and history of Democracy, Liberal Democracy and its critics
10. Rights and Justice: Meaning of Rights and Justice, Individual and Group Rights,
Procedural and Distributive Justice
Essential Readings:
Bellamy, R (1993): (ed.) Theories and Concepts of Politics, New York, Manchester
University Press.
Bhargava, R. and Acharya, A (2008) (eds.) Political Theory: An Introduction, New Delhi,
Pearson Longman.
Heywood, A (2004): Political Theory: An Introduction, Hampshire/New York, Palgrave
Macmillan.
Heywood, A (2002): Politics. Hampshire,New York, Palgrave Macmillan.
Further Readings:
Leftwich, A (2004): (ed) What is Politics: The Activity and Its Study, Cambridge, Polity Press.
Mckinnon, C (2014): (ed) Issues in Political Theor, Oxford/New York, Oxford University Press.
Vincent, A. (2004): The Nature of Political Theory, New York, Oxford University Press.
22
1.1 SOC 101 SOCIOLOGY: KEY CONCEPTS AND THEORIES
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the students to basic concepts and theory in Sociology.
Pedagogy: Class room activities involving lecture; group discussion and written
assignments will also form a part of this course with use of Audio-Visual aids.
30 words each. The candidates are required to attempt any 5 short answer type
question of 2 marks each, i.e. 5x2=10 marks. Rest of the paper shall contain 4
units. Each unit shall have two long questions and the candidate shall be given
internal choice of attempting one question from each unit I-IV. Each question
will carry 10 marks. 4x10=40
the syllabus.
Unit I: DEVELOPING SOCIOLOGICAL OUTLOOK

1. Emergence of Sociology, Scope; Significance and uses of Sociology
2. Relationship of Sociology with other social Sciences- Anthropology, Economics,
Political Science
3. Relationship of Sociology with other Social Sciences : Psychology, Philosophy
and History.
Unit II: BASIC CONCEPTS

4. Society: Meaning and Characteristics, Theories of origin, individual and society.
5. Community, Association and Institution: meaning, characteristics and
differences.
6. Groups: Definition and classification. (Primary and Secondary
Groups. In group, Out Group and Reference Groups)
Unit III: CULTURE AND SOCIALIZATION

7. Culture: Definition, cultural lag, acculturation, assimilation, pluralism. Culture
and personality
8. Socialization: Meaning, Need, Agencies,
9. Social theories: Cooley, Mead, Freud
23
Unit IV: DEVELOPMENT OF SOCIOLOGICAL THINKING
10. Comte: Law of three stages. Marx: Materialistic Conception of History.

11. Max Weber: Social Action and Rationality.
12. Emile Durkheim: Social Facts and Social Solidarity
Essential Readings:
Giddens, Anthony (2013): Sociology, Cambridge, Polity Press, 7th edition.

Haralambos, Michael(2003): Sociology: Themes and Perspectives, Calcutta, Oxford
University Press.
Further Reading:
Johnson, Doyle Paul (1986): Sociological Theory, New York, McMillan, (or later edition).
Ritzer, George, (1988): Sociological Theory, London, McGraw- Hill, (or latest edition).
24
1.2 BA Choice Based Credit Electives (ANY TWO)
PBI 101 Punjabi

HCP101 History and Culture of Punjab from the Earliest Times to
1849
PSY 101 Introduction to Psychology
PHI 101 Introduction to Philosophy
Note: Students will opt for Punjabi 101 if they have studied Punjabi in class X or XII
and for HCP 101 if they have not taken Punjabi at school level, as per existing
PU BA Pattern; Choice Based Credit papers may be added on, as per
requirement.
Choice Based Credit papers may be added on, as per requirement.
1.2 B.A. Choice Based Credit Electives (Any Two)
PBI 101 Punjabi
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pyprsY~t krn leI hdwieqW
- prcy dy kul do Bwg hn[ pihly Bwg dy iqMn aup Bwg hn[ hr aup Bwg ivcoN puCy gey iqMn svwlW
ivcoN do svwl krny zrUrI hn [ hr aup Bwg 4 nMbr dw hY[
- prcy dy dUjy Bwg pRSn a, A nwl sMbMiDq hr Bwg dy iqMn pRSnW ivcoN do krny hn[
- inrMqr mulWkx dI pRikirAw ADIn auprokq inrDwirq isly

islybs ivcoN ividAwrQIAW nMU
iqAwr krn leI ikhw jwvygw[
25
Bwg-
Bwg- pihlw
pMjwbI qy ivAwkrx dy buinAwdI q`q
(1) gzikph X[B h gq DkbhL (iqMnW svwlW ivcoN do svwl krny hn)
hn)
;to, ftnziB, Bkf;esk, ;[oK, tke ;[o (Intonation)
( ) 2 + 2 = 4 nze
(iqMnW svwlW ivcoN do svwl krny hn)
(2) gzikph Ùpd ouBk ns/ o{gKsoL (iqM hn)
Ùpd Ùq/DhnK, Ùpd ouBk-
ouBk -Xks{, nr/so s/ fgS/s o, ftT[AsgZsh s/ fteko 2 + 2=4
4 nze
(iqMnW svwlW ivcoN do svwl krny hn)

(3) tke pDso ns/ tke ouBkL (iqM hn)
tke, tkezÙ , T[gtkel T[gtkeK d/ gqe ko, tke torheoB (;kXkoD, fwÙos 2+
2 2= 4 nze
s/ ;zi[r s, fpnkBhnk, j[e w tkue s/ gqÙ B tkue tke)
Gkr- (XUint-
Gkr- d{ik (XU nt-4)
ftjkoe ftnkeoD
4a not : hyT ilKy a, A Bwg ivcoN idqy gey iqMn pRSnW ivcoN do krny hn L
(T) gqÙ B nXhB ÙpdK dh ;[; [o ftu spdhbh eoe/ noE fto'X tkb/ j'o Ùpd 1 nze
pDkT[D/ fit/A eo s'A xo.
(n) fdZs/ ÙpdK s'A j'o ÙpdK dk fBowkD eoBk 1 nze
5a not : hyT ilKy a, A Bwg ivcoN idqy gey iqMn pRSnW ivcoN do krny hn L
(T) BKt,
BKt , gVBKt, fefonk, ftÙ/Ù D, ;zp zXe, :'i e, fefonk-
fefonk -ftÙ/Ù D 1+ 1 =2
2 nze
nkfd Ùpd Ùq/DhnK dh gSkD eoBh.
(n) tkeK (;kXkoD, fwÙos, ;z i[r s, fpnkBhnk nkfd) dh gSkD eoBh. 1+

1 1=2
2 nze
6a GkÙk p' X
(T) id`qy gey iqMn AKwxW Aqy iqMn muhwvirAW

wvirAW ivcoN do AKwxW Aqy do muhwvirAW dy ArQ
spSt krny Aqy vwkW ivc vrqoN krnI[ 2+2=4 AMk
(n) nkw ikDekoh Bkb ;zp zXs fe;/ ;zy /g ekft N[ e Vh$ fJe s[e h p'bh (NZg/) 3 nze
iK fe;/ ;fGnkukoe rhs d/ Gkt noE ;gÙN eoB/. (do (do ivcoN iek krnw
krnw hY)
26
;jkfJe g[; seKL
i[frzdo f;zx g[n ko s/ j'o , gz ikph ftnkoeB Gkr gfjbk , d{ik, shik gzikph
GkÙk nekdwh, ibzXo.
joehos f;zx s/ bkb f;zx, ekbi gzikph ftnkeoB , gzikp ;N/N :{B htof;Nh
N?e ;N p[Z e p'ov, uzvhrVQ .
1.2 HCP 101 HISTORY AND CULTURE OF PUNJAB FROM THE

EARLIEST TIMES TO 1849
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To introduce the students to the main developments in the History of

Punjab region from the earliest time to the mid nineteenth century.
Pedagogy: Lectures, supplemented with maps, projections, Library work,

assignments and discussions.
INSTRUCTIONS FOR THE PAPER-SETTER AND CANDIDATES:
question carrying 5 marks i.e 1 mark for each. Rest of the paper shall contain 4
will carry 05 marks. 5x4= 20. One question from the unit –IV may be set on the
map
2. The distribution of marks for the map question would be as under:
Map : 3 Marks
Explanatory Note : 02 Marks

27
In case a paper-setter chooses to set a question of map on important historical

places, the paper setter will be required to ask the students to mark 6 places on
map of ½ mark each and write explanatory note on any two of 1 mark each
3. The paper setter would avoid repetition between different types of question
in the syllabus.
Unit-I
1. Harappan Civilization: extent and town planning: socio-economic life.
2. Vedic-Age: Socio- economic life; development of caste; position of women.
Unit-II
3. Society and Culture c. 1000 A.D.: Socio-economic life; religious life; education.
4. Society and Culture c. 1500 A.D.: Socio-economic life under the Lodhis;
Religious Beliefs and Practices- Vainavism, Shaivism, Shaktism, Sufism, Islam.
Unit-III
5. Sikhism: new ideology of Guru Nanak; evolution of Sikh community-guruship,
manji, masand; new institutions-gurudwara, sangat-pangat.
6. Transformation of Sikhism: martyrdom of Guru Arjan and Guru TeghBahadur;
institution of Khalsa; significance
Unit-IV
7. Changes in Society: social unrest; emergence of new rulers-rakhi, gurmata, dal
khalsa; Society and Culture in the early Nineteenth Century
8. MAP: Major Historical Places: Harappa, Mohenjodaro, Sanghol, Ropar, Lahore,
Amritsar, Kiratpur, Anandpur Sahib, Tarn Taran, Machhiwara, Goindwal, Khadur
Sahib.
Essential Readings:
Fauja Singh (eds.) (1977): History and Culture of the Punjab vol.1., Punjabi University
Patiala,
Grewal, J.S (2017): The Sikhs of the Punjab, the New Cambridge History of India,
New Delhi.
Grewal, J.S.(2004) Social and Cultural History of the Punjab: Pre-Historic, Ancient
and Early Medieval.
Grewal, J.S.(1969) Guru Nanak in History, Panjab University, Chandigarh.
Singh, Khushwant (1991): A History of the Sikhs, Delhi, vol I:1463-1839,Oxford
University Press.
Thapar, Romila (1966): A History of India, Penguin Books, vol-1.
FURTHER READINGS:
Basham, A.L(1992): The Wonder That was India , Calcutta, Rupa Books, (18th rep.).
Joshi,L.M(ed.) (1989): History and culture of the Punjab, University, Patiala Part-1,
Publication Bureau, Punjabi, (3rdedn.)
28
Parkash, Buddha (1983): Glimpses of Ancient Punjab, Punjabi University, Patiala.

Sharma, B.N(1966): Life in Northern India, Delhi, MunshiRam Manohar Lal.
1.2 PSY 101 INTRODUCTION TO PSYCHOLOGY

Maximum Marks : 50
Theory : 25
Internal : 19
Assessment
Practicum : 6
Time : 3 hours
Objectives: To acquaint the students with the central concepts and theories of
Psychology by way of introduction to the subject.
Pedagogy: class room activities involving lecture; group discussion and written
assignments will also form a part of this course with use of Audio-Visual aids.

question carrying 5 marks i.e 1 mark for each. Rest of the paper shall contain 4
internal choice of attempting one question from each unit 1-IV. Each question
will carry 05 marks. 5x4= 20. Each long question would cover about one third
or one half of a topic detailed in the syllabus.
Unit I
1. Understanding Psychology: Nature and Historical evolution of Psychology,
2. Development of Psychology in India.
Unit II
3.Scope of Psychology; Branches of Psychology
4. Relationship of Psychology with Education, Law, Economics.
Unit III
5.Relationship of Psychology with Sociology and Medicine.
6. Methods of Psychology: Observation; Experimental, Survey; Psychological Testing
Unit IV
7. Key Theoretical Concepts: Learning; Memory
8. Key Theoretical Concepts: Intelligence; Personality
29
Practicum ( Marks : 6 )
1. Familiarization of any 5 apparatuses- Maze learning stopwatch Memory Drum

Aesthesiometer, Tachistoscope.
2. Memory Test
3. Personality Test- Eyesneck Personality Inventory
4. Intelligence Test: Verbal: Jolota’s Test of Mental Ability; Non-Verbal: Alexander’s
Pass Along Test.
Essential Readings:
Plotnik, R and H. Kouyoumdjian (2013): Introduction to Psychology, Delhi Cengage
Learning, India
Baron, R.A.( 2002): Psychology, Pearson Education Inc.
Marx, M.H. and W.A. Hillix ( 1979): Systems and Theories in Psychology, McGraw-Hill
International Edition, NY.
Morgan. C., R. King, J. Weisz, and Schopler (2004): Introduction to Psychology,
McGraw Hill Education India.
Further Reading:
Eysenck, M., W. (2000): Psychology: A Student’s Handbook, UK, Psychology Press.
1.2 PHI 201 INTRODUCTION TO PHILOSOPHY
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives. The aim of this paper is to familiarize the students with the subject, its
main branches, problems and methods. The content of this paper provides the
students with a wider canvas about tackling day to day problems from larger
perspective.
Pedagogy: In addition to lecture discussion the course will be taught with the help of
visual aids. Maps, pictures, paintings and also contemporary texts, Field
work/museum visit would be organized to educate students and expose them to the
period.

all, the first question is compulsory and shall be short answer type containing
8 short questions spread over the whole syllabus to be answered in about 25
to 30 words each. The candidates are required to attempt any 5 short answer
type question of 1 mark each, i.e. 5x1=5 marks. Rest of the paper shall
30
contain 4 units. Each unit shall have two long questions and the candidate
shall be given internal choice of attempting one question from each unit I-IV.
Each question will carry 5 marks. 4x5=20.
in the syllabus.
Unit I
1. A General introduction to the Nature and Scope of Philosophy,
2. Indian and Western Perspective.
3. Relation of Philosophy to Science and Religion.
Unit II
4. Nature of Man and Self.

5. Plato and Aristotle in Western Philosophy.
6. Chandogya Upanishad and Buddha in Indian Philosophy.
Unit III
7. Doctrine of Karma and the problem of Freedom with special reference to
Bhagavad-Gita.
8. Ethics and Moral Life: Virtues and Purshartharthas
Unit IV
9. Idealism: subjective and Objective
10. Distinction between Idealism and Materialism
Essential Readings:
Chandogya : E BOOK by Swami Krishnanda Bhagavad-Gita.

Upanishads.
H Titus : (1959): Living Issues in Philosophy,New York, Published by
American Book Company.
G.C. Pane : (1952): Meaning and Process of Culture, Published by Shivlal
Aggarwal & Co. Agra.
Dutta and Chatterjee : (2004): Introduction to Indian Philosophy, Published by Rupa
Publications India Pvt. Ltd.
Further Readings:
Korner, Stephen (2002): Fundamental Questions of Philosophy, Harmondsworth
(Penguin),
A.C. Ewings (1951): Fundamental Questions of Philosophy, London,

Routledge & Kegan Paul.
B. Russell (1959): Problems of Philosophy, London, (Oxford University

Press. Paperback.
31
1.2 BA SKILL ENHANCEMENT PAPER

1.3 CAP 101 COMPUTER APPLICATIONS
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To acquaint the student with the basic concepts of computer applications
at an elementary level.
Pedagogy: class room activities involving lecture, group discussion and written
assignments will also form a part of this course with use of audio visual aids
INSTRUCTIONS FOR THE PAPER-SETTER AND CANDIDATES:
short questions spread over the whole syllabus to be answered in about 25 to 30
words each. The candidates are required to attempt any 5 short answer type
question carrying 5 marks, i.e. 1 mark for each. 5x1=5. Rest of the paper shall
contain 4 units. Each unit shall have two long questions and the candidate shall
be given internal choice of attempting one question from each unit I-IV. Each
question will carry 05 marks. 4x5-20
the syllabus.
3. The paper setter would avoid repetition between different type of questions
Unit –I
1. Computer fundamentals: Definition, Block Diagram along with its components,

characteristics and limitations of computers.
2. Concept of Hardware: CPU, Memory, Input/output Devices, Storage devices,
Floppy Disc, Magnetic Disc, CD-ROM.
3. Concept of Software: Application and System Software, Compliers, Interpreters,
System Utility Software.
32
Unit-II
4. Operating System: Introduction to Windows Based Operating System, Concept of

GUI, Creating, moving, renaming and Deleting Files/Folders.
5. Internet: Introduction to Internet, history, features, Email and other.
6. Internet services: Example web browsers, Example search engine, search
fundamentals and application for social sciences
Unit-III
7. M.S Word: Features of a Word Processer, advantages and applications In Social
Science, Parts of M.S.Word application window- Tool Bars, creating and opening
Files, Editing a documents file, saving the document, Moving and copying text,
Text and paragraph formatting, applying Bullets and Numbering.
8. Find and Replace, Insertion of Objects, Date and Time Headers, Footers, Auto
Correct, Spelling and Grammar checking, Tables and Mail Merge.
9. Meaning, purpose and advantages in social science-creating merged letters,
formatting tables.
Unit-IV
10. M.S Power Point: Features advantages of M.S Power point and application in
social science, Parts of M.S. Power point window-Menus and Tool bars.
11. Creating presentation manually, slide show, saving opening and closing a
presentation, inserting, editing and deleting slides, Formatting.
12. Insertion of Objects like images, tables in slides, Custom Animation and
Transition.
Essential Readings:
Raj Kamal, (2007): Internet and Web Technologies, Tata McGraw Hill.
Rajaraman,V (2010): Fundamentals of Computers, New Delhi, PHI, (V Ed.).
Ram, B, (2000): Computers Fundamentals, New Age and International Publishers.
Singh, Rachhpal and Gurwinder Singh, (2003): A Textbook of Windows based
Computer course-Kalyani Publishers.
Sinha, P.K , (2013): Introduction to Information Technology.
33
SEMESTER II
2.1 BA Discipline specific core Papers

Theories -1
PUB 201 Public Administration: 4 100
Key Concepts and Theories
GEO 202 Geography of India 4 100

HIS 202 History of India 1200-1750 AD* 4 100
(*Revised syllabus)
2.2 B.A. Choice Based credit Electives (Any two)

POL 202 Indian Constitution :Reading 2 50
the Text
GEN201 Introduction to Gandhian 2 50
Thought
ENG 203 Academic writing skills 2 50
Compulsory paper on Environment
ENV 201 Environment, Road Safety Education, Violence against

Women/Children and Drug Abuse Non Credit Course 100*
TOTAL CREDITS FOR SEMESTER II 26 650
Note: students will opt for Punjabi 101 if they have studied Punjabi in class X or XII
and for HCP 101 if they have not taken Punjabi at school level, as per existing PU BA
Pattern; Choice Based Credit papers may be added on, as per requirement.
• It is non credit course and student are required to obtain 33%

qualifying marks
34
2.1 ENG 202 ENGLISH
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Text prescribed: T. Vijay Kumar,B.T. Seetha, A.V. Suresh Kumar, Y.L. Srinivas,
MacMillan , Delhi (2008) English at Work (Selection of Poetry and Prose), Eds.
Objectives : The main aim of teaching English to undergraduate students is to

equip them to use the language in an efficient manner.
Pedagogy: Assignments and practical work is an essential part of teaching in addition

to classroom lectures.
Section-A (Poetry & Prose)
Q.1. The examiner will set fourteen short questions, to be answered in not more
than 50-60 words each, 7 each from Poetry and Prose Sections, of the prescribed
text, out of which a student shall be required to attempt only ten, selecting, at
least, 5 from each section. Each question carries 2 marks, 10x2= 20 marks.
Section-B (Composition & grammar)
Q.2 This question shall have internal choice between poetry and prose based on post
reading activities suggested in the prescribed text. In this question, the students shall
be asked to write a factual or descriptive paragraph, in more than 300 words, on
various subjects given in the exercise, in the prescribed text. For this purpose they
may also be asked to expand proverbs and idioms, as indicated in the text. While
setting this particular question, special care has to be taken to ensure that ideas for
topics are either borrowed directly from the text or are modified suitable so that viable
and feasible topics are given to the undergraduate students, which they can easily
handle. The idea is to test a student’s understanding of the text and /or general life-
situations, and also devise an effective method of assessing their ability to express
themselves in a simple, lucid and correct language. 10 marks
Q.3 (a) This question shall contain 10 incomplete sentences, in which the student
will be required to fill in the blanks with correct (5) preposition and (5) articles.
5 marks
35
(b) This question shall contain 4 pairs of homophones, which the students would
be required to use in sentences of their own so as to bring out the difference in
meaning. 4 marks
(c) In this, the students shall be asked to correct 8 sentences or choose the correct
sentences out of the given pairs or use the correct form of the verb in the given
sentences. 4 marks
(d) This question shall be on comprehension of an unseen passage, with seven

questions given at the end, based on the passage, vocabulary and other grammatical
items. Each question carries 1 mark. 7x1=7; 7 marks
2.1 ECO 201 ECONOMICS: KEY CONCEPTS AND THEORIES : I
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: This course is designed to expose the students to the basic principles of
microeconomic theory. The emphasis will be on thinking like an economist and the
course will illustrate how microeconomic concepts can be applied to analyze real-life
situations.
Pedagogy: The use of audio-visual aids, debate and quiz will supplement the lecture
discussion in the classroom. Written assignments would be an integral part of the
teaching programme.
internal choice of attempting one question from each unit I-IV. Each question will
carry 10 marks.4x10=40
the syllabus.
36
Unit-I
1. Exploring the subject matter of Economics: Why study economics? Scope and
method of economics; the economic problem: scarcity and choice; the question of
what to produce, how to produce and how to distribute output.
2. Supply and Demand: Markets and competition; determinants of individual

demand/supply; demand/supply schedule and demand/supply curve; market
versus individual demand/supply; Market Equilibrium; how prices allocate
resources; shifts in the demand/supply curves and changes market equilibrium.
Unit II
3. The Households: Cardinal Analysis and Elasticity of demand

4. Ordinal Analysis: indifference curves; properties of indifference curves; budget
constraint; consumer equilibrium; income and substitution effects; Derivation of
demand curve from Price consumption curve; Income Consumption curve and
Engel curve.
Unit III
5. Production: Production process: short run theory of Production: Concepts and

Law of Variable Proportions; Long run Production analysis: concept of
isoquants and Law of returns to scale. Producers equilibrium: Output
Maximization and cost minimization. Traditional cost analysis: short run and
long run Cost curves
Unit IV
6. Market structure: Analysis of Competitive Markets: Profit Maximization and

Equilibrium of the Firm and Industry in the short run and Long run under
Perfect Competition including the supply curve; Consumers’ and Producers’
Surplus and Efficiency of Perfect Competition; Government intervention in
competitive markets. Monopoly: Price and output determination. Government
policies towards imperfect competition
Essential Readings:
Mankiw Gregory N., (1998): Principles of Economics, 3rd Edition, Thomson; 2007, 3rd
Indian reprint (1st published).
Boumol, William J. And Blinder Alan S.,( 2007): Microeconomics: Principles and Policy,
9th Edition Thomson, 1st Indian Edition.
Salvatore Dominick,( 2003): Microeconomics: Theory and Applications, 4th Edition,

Oxford University Press.
37
Pindyck, Robert S.Rubinfel Daniel, L. And Mehta, P.L,( 2013): Micro Economics, New
Delhi Prentice Hall of India.
Ferguson, C.E. and Gould J. P., (1989): Micro economics (6th edition) All India Book
Seller.
Browning E.K and Browning JM,(1986): Micro Economic Theory and Applications,
Kalyani Publishers.
Lipsey, R.G(1979): Introduction to Positive Economics. Wiedenfeld & Nicolson.
Further Readings:
Maddala, G.S. and Miler Ellen(2004): Micro Economic Theory and Applications, McGraw
Hill.
Koutsoyiannis, A.,( 2003): Modern Micro Economics, Mc Millan Press, London.
Ryan, W.J.L. and Pearce, D.W.,( 1966): Price Theory, McMillan.
Briet, W. And Hochman. H.M.(1971): (Ed) Readings in Micro Economics, Dryden Press.
38
2.1 PUB 201 : PUBLIC ADMINISTRATION: KEY CONCEPTS AND THEORIES

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: The paper intends to introduce the students to the basic concepts and
theories of public administration in order to understand the overall process of
administrative functioning.
Pedagogy: In addition to lecture discussion, the course will be taught with the help of
visual aids, debate, paper reading and audio-visual aids.
Pedagogy: In addition to lecture discussion, the course will be taught with the help of
visual aids, debate, paper reading and audio-visual aids.
1. The syllabus has been divided into four units. There shall be 9 questions in all, the
first question is compulsory and shall be short answer type containing 8 short
questions spread over the whole syllabus to be answered in about 25 to 30 words
each. The candidates are required to attempt any 5 short answer type question of 2
marks each, i.e. 5x2=10 marks. Rest of the paper shall contain 4 units. Each unit
shall have two long questions and the candidate shall be given internal choice of
attempting one question from each unit I-IV. Each question will carry 10
marks.4x10=40
2. Each long question would cover about one third or one half of a topic detailed in the
syllabus.
3. The paper setter would avoid repetition between different types of questions within
one question paper.
Unit I
1. Meaning, Nature, Scope and Significance of Public Administration
2. Evolution of Public Administration
3. Public and Private Administration,
4. Public Administration as a Science or an Art.
Unit II
5. Organization: Meaning and Types
6. Forms of Organization; Department, Public Corporation, Government Company
7. Principles of Organization: Hierarchy, Span of Control, Coordination, Supervision
and Control Communication, Centralization, Decentralization and Delegation.
Unit III
8. Administrative Theories: Classical, Bureaucratic, Human Relations and Public
Choice.
39
Unit IV
9. Executive, Legislative and Judicial Control over Administration

10. Good Governance: Concept and Rationale
11. E-Governance: Concept and Rationale
Essential Readings:
Shafritz, J. M.&Russel. E.W. (2010).Introducing Public Administration. New York:
Longman.
Peters B.G. & Pierre. (2003) (Ed).Public Administration and Affair.New Jersey: Prentice
Hall.
Sharma,M. P. &Sadana.(2009).Public Administration in Theory and Practice.Allahabad:
KitabMahal.
Fadia B. L. & K. Fadia, (2011). Public Administration: Administrative Theories and
Concepts. Agra: SahityaaBhawan Publication.
SapruR.K. (2008).Administrative Theories and Management Thought. Delhi: Prentice
Hall of India
Avasti, &Maheshwari.(2011).Public Administration.Agra:LaxminarayanAggarwal
Publication.
Basu, R. (2008). Public Administration: Theory and concept.New Delhi: Sterling
Publishers.
Ojha.P.& Sharma. K (2009).Public Administration Theory and PracticeJallandhar: Raj
Kiran Sharma Publishers.
Bhattacharya M. (2012).New Horizons Public Administration.New Delhi: Jawahar
Publishers & Distributers.
Avasthi, A &Maheshwari. (2006). Public Administration Hindi & English) Agra: Lakshmi
NarainAggarwal.
Sharma, M. P.&Sadana. B.L.(2015).Public Administration Theory &
Practice.Allahabad:KitabMahal Publication.
Singh.S.& Singh.S.(2018). Public Administration: Theory and practice.Jallandhar: New
Academic Publishing Company.
Further Readings :
Rosenbloom, D. H. (2008).Public Administration: Understanding Management, Politics

and Law in the Public Sector.(7th ed.) New Delhi: McGraw Hill Book Company.
Sharma M.P. & Sharma.B.L.(2003).Public Administration in Theory and Practice.
Allahabad: KitabMahal.
Henry, N. (2009): Public Administration and Public Affairs, New Delhi, Prentice Hall.
Gladden, E.N. (1964). An Introduction to Public Administration. London: Staples Press.
Pfiffner, J. M. (1953).Public Administration. New York : Ronald Press.
Phillip, A.T. &Sivaji. K.H.(1989).Indian Government and Politics.New Delhi:Sterling Rao
Publishers.
40
2.1 GEO 202 GEOGRAPHY OF INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To foster an understanding of the physical and cultural landscape of India

and its spatial diversity.
Pedagogy: Use of visual aids especially maps. Students should be encouraged to use
an atlas in the classroom. Audio-visual shows on different parts of India.
Discussions, assignments
the syllabus.
Unit I
1. Introduction: India in the context of Asia
2. Physiography: relief, drainage, climate, vegetation, soils.
Unit II
3. Agriculture: irrigation, major crops (rice, wheat, maize, sugarcane, cotton, jute and
tea) characteristics and problems of Indian Agriculture.
4. Natural Hazards: flood, drought and earthquake
Unit III
5. Population: Distribution and Density, Growth, Urbanization.
6. Mineral and Power Resources: Iron ore, manganese, mica, copper and gold; Coal
Petroleum, Hydroelectricity and Non-conventional Power resources.
41
Unit IV
7. Industries: Distribution and localization factors of major industries Iron and Steel;
and Textiles Industry)
8. Transport: Rail, Road, Airways and Waterways
Essential Readings:
Bhat, L S (2009) : Geography in India, New Delhi, Selected Themes,

ICSSR, Pearson.
Deshpande, C.D.(1992) : India: A Regional Interpretation, New Delhi, Indian
Council of Social Science Research.
Johnson, B.L.C.(1981 : India: resources and Development, Arnold
Heinemann, London,1980South Asia, Heinemann,
London.
Khullar, D.R. (2014) : India: A Comprehensive Geography, New Delhi,
Kalyani Publishers,
Hussain Majid (2015) Geography of India, Delhi, Tata Mcgraw-Hill, (6th
edition).
Sharma, T.C (2013) Economic Geography of India, Jaipur, Rawat
Publications.
Siddartha, K (2013): India: A Concise Geography, New Delhi Kisalya
Publications.
Spate, O.H.K. (1967): India & Pakistan: Land, People and Economy,
London, Learmonth, Methuen,
Tiwari, R.C. (2013): Geography of India, Allahabad Pravalika
Publications.
Further Readings:
Singh, Gopal (1995) : A Geography of India, New Delhi Atma Ram &
Sons,.
Singh, Jagdish India : A Comprehensive Systematic Geography,
Gyanodaya Prakashan, Gorakhpur, 2nd
Edition, 2003.
Singh, R.L., (1971) : India: A Regional Geography, Varanasi, (Ed),
National Geographical Society of India.
Singh Savindra (2014) : Environmental Geography, Allahabad, Pravalika
Publications
Sharma, T.C.and, (2005) O : Economic and Commercial Geography of India,
Coutinho New Delhi. Vikas Publishing House.
Tirtha Ranjit & (1992) : Emerging India, Michigan, Conpub Ann Arbour
Gopal Krishan Publishers
42
2.1 HIS 202: HISTORY OF MEDIEVAL INDIA c. 1200- c. 1750 AD*
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the students to the major elements of Administration,

economy and society in Medieval India. It intends to present and overview of change
in historical context. A few introductory lectures on the establishment and expansion
of the Delhi Sultanate and Mughal power in the sub continent would be required to
commence the paper.
period.
will carry 10 marks.4x10=40
the syllabus.
3. The paper setter would avoid repetition between different types of question
Unit I
1. Establishment and Consolidation of Delhi Sultanate 1206-1236; Struggle for
Centralized Monarchy 1236-1290; Restructuring and Expansion 1290-1320.
Unit II
2. Problems of a Centralized all India State- Tughlaqs; Government and
Administration under Delhi Sultanate; The Vijaynagar Empire; The Bahmni
Kingdom.
Unit III
3. Struggle for Empire in North India-Babar, Humayun, Sher Shah Suri;

Consolidation and 1993ansion under Akbar, Jahangir, Shahjahan ; Evolution
of Mughal Ruling Class.
43
Unit IV
4. Government and Administration; Mansabdari System; Expansion and Revolt
under Aurangzeb; Crisis in the Mughal and Debates on Decline.
Essential Readings:
Chandra, Satish,( 2003 ): Medieval India: From Sultanate to the Mughals, New Delhi, 2
Vols Har-Anand Publications, (Reprint).
Habib, Mohammad & Khaliq Ahmad Nizami,(1993): (eds.), A Comprehensive History of

India, New Delhi Vol.V: the Delhi Sultanate 1206-1526, People Publishing House,
(reprint).
Richards, John F., 1993,The Mughal Empire, New Delhi: Foundation

Books/Cambridge University Press.
Stein, Burton, 2003,Vijaynagara, New Delhi, Cambridge University Press,
Further Reading:
Chaudhuri K./N., 1985,Trade and Civilization in the India Ocean: an Economic History
from the rise of Islam to 1750, New Delhi, (Rep.),
Grewal, J.S., 2006, Religious Movements and Institutions in Medieval India, New Delhi,
PHISPC,: Oxford University, Press.
Rizvi, S.A.A., 1997, A History of Sufism in India, Vol.1, New Delhi, Munshiram
Manoharlal.
Sharma, Krishna, 1987,Bhakti and the Bhakti Movement: 3A New Perspective, New
Delhi, Munshiram Manoharlal.
44
2.2 B A Choice Based Credit Electives (Any two)

POL 202 Indian Constitution :Reading the Text 2 50
GEN 201 Introduction to Gandhian Thought 2 50
2.2 PBI 202 PUNJABI
2.2 BA Choice Based Credit Electives (Any two)
2.2 PBI 202 PUNJABI
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nfXnkgB ftXh (Pedagogy)):- ebk; o{w b?euo, ftfdnkoEhnK dk nkg;h ftuko tNKdok, Ù[ZX
p'bD, gVQD s/ fbyD dk nfGnk;, fbysh n;kJhBw?AN, ro[Zg pfj;, GkÙD :'rsk.
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5X1=05
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45
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rJhnK jB.
2.2 HCP 202 : HISTORY AND CULTURE OF PUNJAB
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To introduce the students to the transformation of Punjab under colonial

rule, in the context of administration, economy and society. To understand the
developments of the post partition period and the unique features of the history of the
region.
period.
question of 1 mark each, i.e. 5x1=5 marks. Rest of the paper shall contain 4
will carry 5 marks.
the syllabus.
4. The distribution of marks for the map question would be as under:
Map : 3 Marks
Explanatory Note : 02 Marks
46
In case a paper-setter chooses to set a question of map on important historical

places, the paper setter will be required to ask the students to mark 6 places
on map of ½ mark each and write explanatory note on any two of 1 mark each
Unit I
1. Transformations under Colonial Rule:
2. Agricultural Development: Commercialization of agriculture; canalization and
colonization
3. Social classes: Agrarian groups, new middle class, commercial classes
Unit II
4. Early Socio-Religious Reform : Christian, Missionaries; Namdharis; Nirankaris
5. Socio-Religious Reform Movements: Arya Samaj; Singh Sabha
6. Socio-Religious Reform among Muslims: Anjumans; Ahmediyas.
Unit III
7. Response to Colonial Rule: Ghadar; Jallianwala Bagh
8. Gurdwara Reform Movement; Revolutionary Activity
9. Punjabis in the Struggle for freedom: Non Co operation; Civil Disobedience; Quit
India
Unit IV
10. Partition and Aftermath: Resettlement; Rehabilitation

11. Green Revolution and its impact
12. MAP: Delhi, Lahore, Amritsar, Ludhiana, Kurukshetra, Jaito, Nankana Sahib,
Montgomery, Lyallpur, Ferozepur, Ambala, Jalandhar
Essential Readings:
Grewal, J.S., (1990),The Sikhs of the Punjab,New Cambridge History of India, New
Delhi: Orient Longman.
Ali, Imran, (1989),The Punjab under Imperialism 1890-1947, Delhi, Oxford
University Press.
Johar, R.S. and Khanna, J.S., (1983), Studies in Punjab Economy, Amritsar :
GNDU,
Jones, Kenneth W, (1994), Socio-Religious Reform Movements in British India, New
Cambridge History, Delhi: Foundation Books.
Khushwant Singh, (1966),History of the Sikhs, Vol.II, Princeton: Princeton
University Press,.
Stephan Kellar, Resettlement and Rehabilitation,
Tai Yong Tan and Gyanesh Kudaisya, (2000),The Aftermath of Partition in South
Asia, Routledge Studies in the Modern History of Asia, London:.
47
Further Readings:
Bal, S.S., (1974),A Brief History of Modern Punjab, Ludhiana, Lyall Book Depot.
Banga, Indu, (ed.) (1997), Five Punjabi Centuries: Polity, Economy, Society and
Culture c.1500, Delhi. Manohar.
Mohan, Kamlesh, (1985),Militant Nationalism in the Punjab, New Delhi: Manohar.
Singh, Mohinder, (1985),TheAkali Movement, New Delhi: Macmillan.
Talbot, Ian, (1988),Punjab and the Raj, 1849-1947, Delhi, Manohar.
Grewal, J.S., (1966),The Akalis: A Short History, Chandigarh, Punjab Studies
Publications.
Kirpal Singh, (1972), The Partition of the Punjab, Patiala, Punjabi University.
Sukhwant Singh, (2000), Agricultural Growth under Colonial Constraints in the
Punjab: 1849-1947, Delhi: Manmeet Prakashan.
Puri, Harish K. and Paramjit S. Judge(eds.) (2000), Social and Political Movements:
Readings on Punjab, Delhi, Rawat Publications, (relevant articles).
Ganda, Singh (ed.) (1984), The Singh Sabha and other Socio-Religious Movements in
the Punjab, The Punjab Past and Present, 2nd ed., Patiala, Punjabi University.
2.2 POL202 : INDIAN CONSTITUTION: READING THE TEXT
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To introduce the students to the details of the Constitution and inculcate
a proper understanding of its different aspects.
Pedagogy: Lecture discussion, debate, assignments and reading of the Constitution.
30 words each. The candidates are required to attempt any 5 short answer
type question of 1 mark each, i.e. 5x1=5 marks. Rest of the paper shall contain
4 units. Each unit shall have two long questions and the candidate shall be
48
given internal choice of attempting one question from each unit I-IV. Each
in the syllabus.
Unit I
1. Ideological Basis of the Indian Constitution: Preamble, Fundamental Rights
and the Directive Principles of State Policy
Unit II
2. Judicial Power and Rule of Law: Supreme Court; Judicial Review.
Unit III
3. Legislature and Executive: Union Parliament ; President and Prime Minister;
Modes of exercise of powers .
Unit IV
4. Federal Institutions: Centre-state Relations; Governor; Panchayati Raj
Institutions
Essential Readings:
Bakshi, P. M. (2016), Constitution of India, New Delhi , Universal Law Publishers
Basu D.D., (2008), Introduction to the Constitution of India, New Delhi, Prentice Hall.
Bhargava Rajeev (ed) (2008), Politics and Ethics of the Indian Constitution, New Delhi,
Choudhry,Sujit, Madhav Khosla and Pratap Bhanu Mehta (eds) (2016), The Oxford
Handbook of the Indian Constitution, New Delhi, Oxford University Press.
Hasan Zoya et al. (eds) (2002), India’s Living Constitution: ideas, Practices, New Delhi,
controversies, Permanent Black.
Jayal, Niraja and Pratap Mehta, (eds) (2010), The Oxford Companion to Politics in India,
New Delhi, Oxford University Press.
Kashyap, Subhash C, (2006), Constitution of India: Review and Reassessment, New
Delhi, Universal Law Publishers.
Khosla, Madhav, (2016), The Indian Constitution, Oxford University Press, New Delhi.
Laxmikant, M, Indian Polity (2016), Tata McGraw Hill, New Delhi.
49
Further Readings:
Baxi, Upendra and Bhiku Parekh (ed.) (1994), Crisis and Change in Contemporary
India, New Delhi, Sage.
Frankel Francine, et al., eds. (2000), Transforming India; Social and Political Dynamics
of Democracy, Delhi, Oxford University Press.
Galanter Marc, (1989), Law and Society in Modern India, Delhi, edited with an
introduction by Rajeev Dhavan, Oxford University Press.
Hardgrave Robert L., (1980), India: Government and Politics in a Developing Nation,
New York, Harcourt Jovanovich.
Khan, Rasheeduddin (ed.) (1997), Rethinking Indian Federalism, Shimla, Indian
Institute of Advanced Studies.
Morris-Jones W.H., (1971), The Government and Politics in India, New Delhi, B.I.
Publications.
Noorani A.G., (2002), Constitutional Questions in India: The President, Parliament and
the states, Delhi Oxford University Press.
Palkivala, N.A. (1974), Our Constitution Defaced and Defiled, Delhi, Macmillan.
Pylee M.V., (1962), India’s Constitution, New Delhi, Asia Publishing House.
RaoK.V. and K.M. Munshi, (1965), Parliamentary Democracy of India, Calcutta, The
world Press Private Ltd.
Sudershan, R., “The Political Consequences of constitutional Discourse’ In T.V.
Thakur, Ramesh (1986), The Government and Politics of India, London, Macmillan
Press.
Weiner Myron, (1989), The Indian Paradox: Essays in Indian Politics, New Delhi, edited
by Ashutosh Varshney, Sage.
Journals to be consulted
Economic and Political Weekly: Individual Articles/commentaries on Indian states and

also all special issues on State assembly elections from 1989 onwards (Free access to
four latest issues only on web)
Seminar, Selected issues (Free access to Archive on Web)type start search

http:/www.india-seminar.com/semsearch.htm
50
2.2 GEN 201: INTRODUCTION TO GANDHIAN THOUGHT
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The paper is designed to acquaint the students with the thought and
ideas of Mahatma Gandhi and his views on society and its issues.
Pedagogy: Students would be encouraged to read original texts and writings of
Gandhi, debate in class and make presentations to understand Gandhi’s thought.

1. The syllabus has been divided into four units. There shall be 9 questions in all, the
mark each, i.e. 5x1=5 marks. Rest of the paper shall contain 4 units. Each unit
attempting one question from each unit I-IV. Each question will carry 5
marks.4x5=20 Marks.
the syllabus.
one question paper.
Unit I
1. Early Childhood of Gandhi: Psychological influences, Sociological Influences,
Impact of Gita, Mahabharata and other scriptures, Impact of Christianity & Islam
Unit II
2. Gandhi as a Young Man: Buddhism and its Impact, Jainism and its Impact,
Gandhi as a Law Student in England.
Unit III
3. Gandhi in South Africa: Struggle Against Racial Discrimination, Emergence of
Satyagraha, Impact of Western thinkers: Leo Tolstoy, John Ruskin, Henry David
Thoreau South African Experiences and Experiments
51
Unit IV
4. Gandhi In India: Early Political-Activities in India, Champaran Satyagraha,
Ahmedabad Mill Strike, The Kheda Satyagraha
Essential Readings:
Brown, Judith, M. Gandhi and Civil Disobedience : 1977, The Mahatma in Indian
Politics, 1928-1934, London, (Cambridge University Press.
Brown, Judith, M. Gandhi’s Rise to Power: 1972, Indian Politics 1915-1922, London,
Cambridge University Press.
Chandran, Devansen D.S., 1969, Making of the Mahatma, New Delhi, Orient Longman.
Fischer, Louis, 1983, Life of Mahatma Gandhi, New York ,Harper and row.
Gandhi, M.K. 2001, An Autobiography of the Story of My Experiment with Truth,
Ahmedabad , Navajivaan Publishing House.
Gandhi, M.K. 1992, Satyagraha in South Africa, Ahmedabad, Navajivaan Publishing
House,
Gandhi, M.K. 1999, Hind Swaraj, Navajivaan Ahmedabad, Publishing House.
Malhotra, S.L. 2001, Lawyer to Mahatma: Life, Work and Transformation of M.K.
Gandhi New Delhi, Deep & Deep Publication.
Nanda, B.R. 1998, Making of a Nation: India’s Road to Independence Harper Collins.
2.3 Skill Enhancement Papers
2.3 ENG 203 : ACADEMIC WRITING SKILLS

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives:
This course aims to develop writing skills for academic purposes which will enable
students to write essays, reports and term papers. This involves awareness of the
academic style of writing, organisation of material, use of grammar and
appropriate vocabulary in an academic context. This course will help students to
develop strategies such as presenting ideas with a logical progression, collating
information from various sources and writing critically about texts.
Pedagogy: In addition to classroom discussion, practical work and assignments will
be an integral part of the paper.

52
internal choice of attempting one question from each unit I-IV. Each question will
carry 5 marks.4x5=20
the syllabus.
Unit I
Reading essays, papers or extracts from some journals and books to familiarize
students with:
Text Organisation, such as identifying main ideas and supporting ideas in a text,
general and specific statements, exemplification, linear and circular structures.
Students will look critically at some texts to distinguish fact and opinion, facetious
arguments, and make inferences.
Unit II
Identifying differente stages of an academic writing task: definition, details required to
build an argument/develop an idea, which includes the gathering of source material,
references and quotations; generalization from data, making conclusions.
Unit III
Practicising summarizing, and expansion skill: to condense a longer text into a short
one, or developing a short text of a few sentences into a longer, detailed piece.
Other skills: comparing and classifying facts, using relevant examples.
Unit IV
Developing language: Correcting and revising sentences with attention to subject-verb
agreement, tenses, prepositions, articles, passive forms, cohesive features such as
linkers, sentence connection. Vocabulary development through use of Academic Word
List (Coxhead 2000, available on the internet) in academic discourse,
Essential Readings
Bailey, S. 2004, Academic writing, London, A Practical Guide for Students, Routledge.
Hamp Lyons, L. And Heasley, B. 2007, Study Writing: A Course in Writing Skills for
Academic Purposes, second edition,, Cambridge University Press, Cambridge.
Winkler, A.C. and Mccuen Metherell, J.R. 2003, Writing Talk: Paragraphs and Short
Essay with Readings third edition, Pearson Education, South Asia.
53
SEMESTER II
Environment, Road Safety Education, Violence against Women/Children and
Drug Abuse
Instructions :
• The total duration of the whole paper (consisting of four parts) shall be of
2 hours carrying 100 marks in whole, divided into the ration of
40:20:20:20
• The teaching hours for the Environment portion of this paper, would be
20 and of Road Safety, Violence against Women/Children and Drug
Abuse shall be 10 hours each.
Part - I (Environment)
Note: The syllabus has 15 topics to be covered in 20 hour lectures in total, with 2
lectures in each topic from 2 to 11 and one each for the topics 1 and 12 to 15.
1. Environment Concept :
Introduction, concept of biosphere—lithosphere, hydrosphere, atmosphere;
Natural resources—their need and types; principles and scope of Ecology;
concepts of ecosystem, population, community, biotic interactions, biomes,
ecological succession.
2. Atmosphere :
Parts of atmosphere, components of air; pollution, pollutants, their sources,
permissible limits, risks and possible control measures.
3. Hydrosphere :
Types of aquatic systems. Major sources (including ground water) and uses of
water, problems of the hydrosphere, fresh water shortage; pollution and
pollutants of water, permissible limits, risks and possible control measures.
4. Lithosphere :
Earth crust, Soil—a life support system, its texture, types, components,
pollution and pollutants, reasons of soil erosion and possible control
measures.
5. Forests :
Concept of forests and plantations, types of vegetation and forests, factors
governing vegetation, role of trees and forests in environment, various forestry
programmes of the Govt. of India, Urban Forests, Chipko Andolan.
6. Conservation of Environment :
The concepts of conservation and sustainable development, why to conserve,
aims and objectives of conservation, policies of conservation; conservation of life
support systems—soil, water, air, wildlife, forests.
7. Management of Solid Waste :

Merits and demerits of different ways of solid waste management—open
dumping, landfill, incineration, resource reduction, recycling and reuse,
vermicomposting and vermiculture, organic farming.
54
8. Indoor Environment :
Pollutants and contaminants of the in-house environment; problems of the
environment linked to urban and rural lifestyles; possible adulterants of the
food; uses and harms of plastics and polythene; hazardous chemicals, solvents
and cosmetics.
9. Global Environmental Issues :

Global concern, creation of UNEP; Conventions on climate change,
Convention on biodiversity; Stratospheric ozone depletion, dangers associated
and possible solutions.
10. Indian Laws on Environment :

Indian laws pertaining to Environmental protection : Environment (Protection)
Act, 1986; General information about Laws relating to control of air, water
and noise pollution. What to do to seek redressal.
11. Biodiversity :
What is biodiversity, levels and types of biodiversity, importance of biodiversity,
causes of its loss, how to check its loss; Hotspot zones of the world and India,
Biodiversity Act, 2002.
12. Noise and Microbial Pollution :
Pollution due to noise and microbes and their effects.
13. Human Population and Environment :

Population growth and family welfare programme, Human Health, HIV/AIDS,
Human rights.
14. Social Issues :

Environmental Ethics : Issues and possible solutions, problems related to
lifestyle, sustainable development; Consumerisms and waste generation.
15. Local Environmental Issues :

Environmental problems in rural and urban areas, Problem of Congress
grass & other weeds, problems arising from the use of pesticides and
weedicides, smoking etc.
Practicals:
Depending on the available facility in the college, a visit to Vermicomposting
units or any other such non-poluting eco-friendly site or planting/caring of
vegetation/trees could be taken.
Examination Pattern :
A qualifying paper of 40 marks comprising of 40 multiple choice questions (with
one correct and three incorrect alternatives and no deducation for wrong answer
or unattempted question), and of 1 hour duration.
The students have to obtain 33% marks to quality the paper. The marks are not
added/included in the final mark sheet.
55
Part - II (Road Safety Education)
1. Concept and Significance of Road Safety.

2. Role of Traffic Police in Road Safety.
3. Traffic Engineering – Concept & Significance.
4. Traffic Rules & Traffic Signs.
5. How to obtain Driving License.
6. Traffic Offences, Penalties and Procedures.
7. Common Driving mistakes.
8. Significance of First-aid in Road Safety.
9. Role of Civil Society in Road Safety.
10. Traffic Police-Public Relationship.
Note : Examination Pattern :
• The Environment and Road Safety paper is 60 marks.

• Sixty multiple choice questions (with one correct and three incorrect
alternatives and no deduction for wrong or un-attempted questions).
• The paper shall have two units: Unit I (Environment) and Unit II (Road
Safety).
• Unit II shall comprise of 20 questions with minimum of 1 question from each
topics 1 to 10.
• The entire syllabus of Unit II is to be covered in 10 hours.
• All the questions are to be attempted.
• Qualifying Marks 33 per cent
• Duration of examination : 60 minutes
• The paper setter is requested to set the questions strictly according to the
syllabus.
Suggested Readings
1. The Motor Vehicle Act, 1988 (2010), Universal Law Publishing Co. Pvt. Ltd.,
New Delhi.
2. Road Safety Signage and Signs (2011), Ministry of Road Transport and
Highways, Government of India.
Websites:
(a) www.chandigarhpolice.nic.in
(b) www.punjabpolice.gov.in
(c) www.haryanapolice.gov.in
(d) www.hppolice.nic.in
56
Part - III (Violence against Women / Children)
1. Concept and Types of Violence: Meaning and Definiton of violence; Types of

Violence against women – domestic violence, sexual violence (including rape),
sexual harassment, emotional/psychological violence; Types of Violence against
children – physical violence, sexual violence, verbal and emotional abuse,
neglect & abandonment.
2. Protective Provisions of IPC on Domestic Violence & Sexual Violence
against Women:
Dowry Death – Section 304B;
Rape – Sections 375, 376(1), 376(A), 376B, 376C, 376D and 376E;
Cruelty - Section 498A;
Insult to Modesty – The Indian Penal Code does not define the word eve-
teasing; there are three sections which deal with crime of eve- teasing. These
are Sections 294, 354 and 509 of Indian Penal Code. Section 509 of the Indian
Penal Code defines (Word, gesture or act intended to insult the modesty of a
women), Section 294 – (Obscene acts and songs) and Section 354 (Assault or
criminal force to woman with intent to outrage her modesty).
Hurt & Grievous Hurt Provisions – Sections 319 to 326;
Acid Attacks – Sections 326A and 326B;
Female Infanticide – Section 312, Section 313 of Indian Penal Code (Causing
miscarriage without women’s consent) and section 314;
Sexual Harassment – For providing protection to working women against
sexual harassment, a new section 354 A is added; 354 B (Assault or use of
criminal force to women with intent to disrobe); 354 C Voyeurism; 354 D
(Stalking). All these provisions are added in IPC to protect women against acts
of violence through Criminal Law (Amendment) Act, 2013; Human Trafficking
and Forced Prostitution- Sections 370 and 370A
3. Protective Laws for Women:
3.1 Provisions of Protection of Women Against Domestic Violence Act
2005 – Definition, Powers of the Magistrate and Protection Officers,
Protection order, Residence order, Monetary relief, Custody order and
Compensatory order.
3.2 The Sexual Harassment of Women at Workplace (Prevention,
Prohibition and Redressal) Act, 2013 – Definition, Internal Complaint
Committee, Local Complaint Committee, Procedure adopted by Committee
for punishing accused.
4. Protective Provisions of IPC regarding Sexual Violence against Children:
Section 293(sale etc. of obscene objects to young persons); 294 (obscene acts &
songs); 305 (abetment of suicide of child); 315 to 317 (act causing death after
birth of a child etc.); 361(kidnapping from lawful guardianship); 362
(abduction); 363 (punishment for kidnapping); 363A (kidnapping or maiming a
minor for purposing of begging); 364A (kidnapping for ransom etc.); 366
(kidnapping etc. to compel woman for marriage etc.); 366A (procuration of
minor girl for illicit forced intercourse); 366B (importation of girl from foreign
country); 367 (kidnapping/abduction in order to subject person to grievous
hurt, slavery etc.); 369 (kidnapping adductive child under 10 year with intent
to steal from its person); 372 & 373 (selling & buying minor for purposes of
prostitution etc.).
57
4.1 The Protection of Children from Sexual Offences Act, 2012: An overview of the
POCSO, relevant
legal provisions and guidelines for the protection of children against sexual
offences along with punishments; role of doctors, psychologists & mental experts
as per rules of POCSO.
Note: Instructions for Examination:
• Unit III of the paper dealing with Violence against Women and Children
is of 20 Marks.
• It shall have 20 multiple-choice questions (with one correct and three
incorrect choice options and no deduction of marks for wrong or un-
attempted questions).
• Minimum two questions from each topic must be covered.
• All the questions are to be attempted
• Qualifying Marks 33 percent
• Duration of Examination 30 Minutes
• The Paper Setter is requested to set the questions strictly according to
the syllabus.
Pedagogy:
• The entire syllabus of Unit III is to be covered in ten hours in total, with
each lecture of one- hour duration.
• The purpose behind imparting teaching-learning instructions is to create
basic understanding of the contents of the Unit III among the students.
RELEVANT READING MATERIAL
Ahuja, Ram (1998), Violence against Women, New Delhi: Rawat Publication
NRHM, Child Abuse, A Guidebook for the Media on Sexual Violence against Children
The Indian Penal Code (Universal Law Publishing Co. Pvt. New Delhi).
The Protection of Children from Sexual Offences Act, 2012
The Protection of Women from Domestic Violence Act 2005
The Sexual Harassment of Women at Workplace (Prevention, Prohibition and
Redressal) Act, 2013
UNO, United Nations Secretary-General's Study on Violence against Children, adapted
for Children and Young People
www.slideshare.net/HRLNIndia/a-life-free-from-violence
http://hrln.rg/admin/issue/subpdf/Sexual_Harrassment_at_Workplace.pdf
58
UNIT IV (Drug abuse: problem, prevention and management)
1. Problem of drug abuse

Meaning and concept; types of drugs often misused;antibiotics, steroids and
their misuse with suitable examples;habit forming drugs and their effects; drug
addiction; drug tolerance and withdrawal symptoms;various signs and
symptoms of drug abuse;vulnerable groups (age, gender and socio-economic
status)
2. Prevention and management of drug abuse
Medical treatment through deaddiction center, support of family, media and
school education; Government policies, programs and laws to prevent drug
abuse.
Instructions to the examiners

1. Unit IV of the paper dealing with Drug abuse would be of 20 marks
comprising of twenty multiple choice questions carrying one mark each
having four options a, b, c, d with one correct and three incorrect
alternatives.
2. The question paper shall be set strictly according to the syllabus uniformly
3. All the questions are to be attempted
Note: The teaching hours for the Unit IV will be 10 hours

Suggested readings
1. Kapoor T (1985) Drug epidemic among Indian Youth. New Delhi: Mittal Pub
2. Modi, Ishwar and Modi, Shalini (1997) Drugs: addiction and prevention, Jaipur:
Rawat publications
3. World drug Report 2019, Booklet 1, Executive summary, United Nations Office
of drug and crime
4. Bansal R and Kumar A (2020) Drug abuse, addiction and recovery
59
Semester III
3.1 B.A. Discipline Specific Core Papers:
Code Title Title Credit Marks
ENG 304 Communicative English 2 50

Theories -2
PUB 302 Indian Administration 4 100
POL 302 Introduction to Indian Politics 4 100
SOC 302 Society in India 4 100
3.2 BA Choice Based Credit Elective (Any Two)
D.S 301 National Security Studies* 2 50

GEN 302 Introduction to Gender Studies 2 50
HOA 301 Introduction to History of Art 2 50
GEO 303 Basic Cartography 2 50

REM 301 Research Methodology in Social 2 50
Science
TOTAL CREDITS FOR SEMESTER III 26 650
Choice Based Credit Papers may be added on as per requirement
*New paper introduced (in place of Environment Education) by PU-ISSER in

collaboration with Department of Defence Studies as approved by BOC.
60
3.1 ENG 304: COMMUNICATIVE ENGLISH

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The main aim of teaching English to students is to equip them to use
language in an efficient and effective manner. The focus of this paper is two- fold: to
teach finer nuances of language through an integrated approach; and to teach
composition and grammar through activity based, not rule-based approach.
Pedagogy: Assignments and practical work is an essential part of teaching in addition

to classroom lectures.
1. The paper shall be divided into two sections, i.e. A & B. The distribution of
marks in each section shall be indicated separately against the questions.
2. Section A shall deal with the text and Section B, with composition and grammar
(again based largely upon the text.)
3. The questions should be set strictly in accordance with the pattern of question
paper outlined in the syllabus.
4. For the successful; implementation of this syllabus, it is necessary that we
reflect objectives of this course, first in our teaching practices, and then in
designing question paper/s and evaluating answer scripts of the students. The
examination shall be held at the end of the term, or as is recommended by the
university, from time to time.
Section- A (Poetry & Prose)

Q.1. The examiner shall set eight questions from Unit I-IV of the prescribed text (on
the pattern of questions for critical Analysis suggested in the prescribed text) again
from Poetry & Prose Sections of the text out of which a student is required to attempt
only five ( to be answered each in not more than 200-250 words). The questions
should be chosen in such a manner that Units I-IV given in the text are covered.
(5x2=10)
Section-B (Composition & Grammar)
Q.2 Write an essay (in not more than 500 words) choosing one topic out of the given
three. A wide range of topics should be given and in this respect ideas may be drawn
from the prescribed text. (5 marks)
Q.3. A question on job application and making a CV (5 marks)
Q.4. Items from all four types each to be set. The candidate attempts any 10. (5
marks)
a. Transformation of all kinds of sentences. Sentences to be given from among
hundreds given in the text.
61
b. Using the correct form of noun phrase/prepositional phrase/adjectival phrase

etc., in the given sentences.
c. Using or identifying noun clause/adjective clauses, Independent/dependent
clauses in the given sentences.
d. One word substitution for expressions/phrases,
Essential Reading:
Insights: A Course in English Literature and Language, Ed., K Elango, Orient

Blackswan Pvt.Ltd., Hyderabad, 2013 (Revised Edition) Unit I-IV
3.1 ECO 302: ECONOMICS :KEY CONCEPTS AND THEORIES- 2
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
macroeconomics. The emphasis will be on thinking like an economist and the course
will illustrate how macroeconomic concepts can be applied to analyze real-life
situations.
teaching programme.

the syllabus.
within one questions paper.
UNIT I
1. Macroeconomics and its setting: An overview, schools of thought, The Model,
Common Sense and Nonsense, A few words about Mathematics and Methods of
Analysis
62
2. Measuring Macroeconomic activity: Nominal and Real Gross National

Product, The GNP Accounts, Measures of Aggregate Income, The Federal
Budget, Simplifying the Accounts for Income analysis, Employment,
3. Growth and Inflation: the targets of Macroeconomics, Potential Output,
employment and output when demand is inadequate, Productivity and
Inflation. The Productivity slump, Biases in the Measurement of Productivity
and Inflation.
Unit II
4. Consumption and Income Determination: The consumption function, simple

income determination, The Multiplier, comparative Statistics of the Income
expenditure Model, Factors affecting aggregate Consumption, Overview of the
Consumption Function.
5. Fiscal Policy and Income Determination: Integrating Government into
Aggregate expenditure analysis, Gap Analysis and the effect of Changes in
Government purchases, Lump-sum taxation and the balanced budget
multiplier, Income taxation and income determination, Automatic fiscal
stabilizers,
6. Measuring Fiscal Impact: The Full employment Budget, review and Preview.
Investment and the Rate of Interest, the desired Capital Stock: Stock
Adjustment Process, Lags in the Adjustment of Capital stock Adjustment
Process, Lags in the Adjustment of Capital stock, Residential And inventory
investment, the investment Function and the Aggregate expenditure function.
Unit III
7. The Demand for Money: where money fits in, the transactions-precautionary
demand for Money, Liquidity Preference, Overview of the Demand for Money.
8. The Supply of Money: Introduction: definition of Money supply, Open Market
Policy and the money supply, multiple credit expansion with Leakages Money
supply effects of fiscal policy, Monetary equilibrium,
9. Joint Income Expenditure and Monetary Equilibrium: The IS-LM Model:
The IS-LM Model, Monetary and Fiscal Policy, Policy effectiveness under
different monetary assumption, The monetary fiscal mix and other policy
issues.
Unit IV
10. Extensions of Aggregate Expenditure Analysis: introduction: Validity of

comparative static results, Interactions between the IS and LM functions,
Monetarism
11. Aggregate Expenditure and Aggregate Demand: The transition to Part Three,
Aggregate supply: The Labour Market, the Aggregate supply function, The
money wage controversy, Aggregate supply in severe recession
12. Inflation: Cost push inflation and minimum wage legislation, Food and energy
shocks, Taxes and stagflation.
63
Essential Readings:
Branson, William H (1998): Macroeconomics Theory and Policy ,AIITBS Publishers &
Distributors (3rd ed.).
Dernburg, Thomas F(1985): Macro-Economics-Concepts, Theories and Policies ,
McGraw Hill Book Co.7 Edition.
th
Dornbusch, Rudiger et.el. (1978): Macroeconomics,(Tata McGraw-Hill Pub.Co.Ltd.

(Ninth Editiion).
Shapiro, Edward (1982): Macro Economic analysis, New Delhi, (5th edition)Galgotia
Pub.Pvt.Ltd.
3.1 PUB 302: INDIAN ADMINISTRATION
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The objective of the paper is to provide an in depth understanding of the

various aspects of Indian administration particularly the functioning of executive,
legislature and judiciary at the Union, State and District levels along with the
functions and role of the key administrative functionaries at these levels.
teaching programme.
Unit
1. Features of Indian Administration;
2. Legislative and Administrative Relations between the Union and the States
Unit II
3. Union Executive – The President, The Prime Minister,
4. The Cabinet, Cabinet Secretariat
5. Union Legislature – Parliament
Unit III
6. State Executive – The Governor, Chief Minister,
7. The Cabinet, Chief Secretary
8. State Legislature
9. District Administration: Structure, Functions and Role of Divisional
Commissioner, Changing Role of Deputy Commissioner
Unit IV
10. Judiciary – Supreme Court, High Court and District Courts – Organisation and
Functions Control over Administration – Legislative and Judicial
64
Essential Readings:
Arora, R. K. &Goyal.R. (2015). Indian Public Administration: Institutions and Issues.
New Delhi: New Age International Publication.
Basu, D. D. (2008).Introduction to the Constitution of India (20th Edition). Nagpur: Lexis
Nexis Butter worthsWadhwa.
Fadia, B. L.&Fadia.,K. (2012). Indian Administration. New Delhi:SahityaBhawan
Publications.
Government of India, (2009).Second ARC Thirteenth Report Organisational Structure of
Government of India. (arc.gov.in)
Government of India, (2009).Second ARC Fifteenth Report State and District,
Administration, (arc.gov.in)
Maheshwari, S. R. (2001)Indian Administration (6th ed.). Hyderabad:Orient Longman
Pvt. Ltd.
Singh, H. & Singh.P. (2011).Indian Administration. Delhi: Pearson.
Further Readings:
Avasthi, A. &Maheshwari.S. R. (2004).Public
Administration.Agra:LaxmiNarainAggarwalEducational Publishers.
Bakshi, P.M. (2014). The Constitution of India.Delhi: Universal Law Publishing
Corporation.
Prasad, K. (2006).Indian Administration: Politics, Policies and Prospects. India:Pearson
Education Limited.
Siuli, S. (2010).Public Administration in India. New Delhi:PHI Learning Pvt. Ltd.
Various Websites of the Government of India, indiaimage.nic.in
3.1 POL 302: INTRODUCTION TO INDIAN POLITICS
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: The course seeks to provide an overarching view of government and
politics in India. It outlines institutions, ideas, actors and stakeholders that shape its
contours.
Pedagogy: In addition to lecture discussion the students will be encouraged to

debate, read classical texts, complete assignments and make presentations. Audio
visual aids would be utilized as well.
65

each unit I-IV. Each question will carry 10 marks. 4x10=40
Unit- I
1. Legacies of the Nationalist Movement.

2. Constituent Assembly.
3. Indian Democracy at work.
Unit II
4. Caste and Politics: Rise of Dalit and Backward Caste Politics.

5. Religion and Politics: Secularism, Communalism and Rise of Hindutva.
6. Regions and Politics: Linguistic Identities and Reorganization of States
Unit III
7. Evolution and Shifts in Party System: Dominant party system, its breakdown
and Coalition politics.
8. Congress and the BJP: Ideology and Support Base.
9. Emergence of State Parties: Social Base and Leadership Patterns
Unit-IV
10. Development Planning Model: An Appraisal

11. New Economic Policies: Social implications.
12. Indian State and Patriarchy.
Essential Readings
Baxi, Upendra and Bhikhu Parekh,( 1995): Crisis and Change in Contemporary India,
New Delhi.
Brass, Paul, R., Politics of India since Independence, OUP, Delhi (New Edition).
Deshpande, Satish,( 2003): Contemporary India : A Sociological View, New Delhi,
Viking, Penguin Books India.
Frankel, Francine et. al. (ed.),( 2002): Transforming India: Social and Political
Dynamics of Democracy, New Delhi, OUP.
Hasan, Zoya (ed.),( 2001): Parties and Party Politics in India, New Delhi, OUP.
Jayal, NirajaGopal (ed.), Democracy in India, OUP, New Delhi.
66
Jenkins, Rob,( 1999): Democratic Politics and Economic Reform in India, Cambridge
,Cambridge University Press.
Kaviraj, Sudipta (ed.),( 2000): Politics in India, Delhi OUP.
Kohli, Atul (ed.),( 2001): Success of India’s Democracy, Cambridge , Cambridge
University Press.
Kumar, Ashutosh, (2017): Rethinking State Politics in India: Regions within Regions,
New Delhi, Second Edition, Routledge.
Morris-Jones, W.H.,( 1987): Indian Government and Politics, Hull, University of Hull Press.
Morris-Jones, W.H., (1978): Politics Mainly Indian, Bombay , Orient Longman.
Sathyamurthy, T.V. (ed.), Social Change and Political Discourse in India, Structures of
Power, Movements of Resistance, OUP, Delhi, 1996-97, (Vol. I : State and Nation in the
Context of Social Change, Vol. II : Industry and Agriculture in India since
Independence, Vol. III : Region, Religion, Caste, Gender and Culture in Contemporary
India; Vol. IV : Class Formation and Political Transformation in Post Colonial India.
Vanaik, Achin, (1990): The Painful Transition: Bourgeois Democracy in India, Verso,
London.
Weiner, Myron,( 1963): Politics of Scarcity, Bombay Asia Publishing House.
Weiner, Myron,( 1989): India’s Paradox: Essays in Indian Politics, New Delhi, Sage.
Further Readings:
AkhtarMajeed,( 2004): Federalism within the Union, New Delhi, CFS, Manak
Publications.
Alam, Javeed,( 2004O: Who Wants Democracy, New Delhi,Orient Longman.
Aloysius, G.,( 1997): Nationalism Without a Nation, Delhi, OUP, (Ch. III, “Nation”
Homogenization of Power Within Culture, PP. 52-92).
Bardhan, Pranab, (1997) The Political Economy of Development in India, Delhi, OUP, ,
Revised Edition.
Basu, Sajal,( 1992) Regional Movements, Delhi, IIAS, Shimla and Manohar.
Basu, Tapan, (1993): et. al., Khaki Shorts and Saffron Flags, Delhi, Orient Longman.
Brass, Paul, (1985): Caste, Faction and Party in Indian Politics, Delhi , Vols. I and II,
Chanakya.
Chandra, Bipan (2005), Revisiting Nationalism, (New Delhi) Penguin Books.
Chandra, Bipan, (1987) Communalism in Modern India, Delhi, Vikas, , (revised
edition).
Chandra, Bipan, Nationalism and Colonialism in Modern India, New Delhi, Orient, (New
Edition).
Chatterjee, Partha, (1994): The Nation and Its Fragments, Delhi, OUP, , (Ch. Nine,
“The Nation and its Outcastes,” PP. 173-199).
Chatterjee, Partha, (9 July, 1994): “Secularism and Toleration,” Economic and Political
Weekly.
Das, Veena (ed.), (1991): Mirrors of Violence ,Delhi, OUP.
Desai, A.R.,( 1966): Social Background of Indian Nationalism, Bombay, Popular.
Desai, A.R. (1986.): Violation of Democratic Rights in India, Bombay, Popular.
Desai, A.R. (1990): Repression and Resistance in India, Bombay, Popular.
67
Desai, A.R. (1991): Expanding Government Lawlessness and Organized Struggles in

India, Bombay, Popular.
Dubey, Abhay Kumar (2002): LoktantraKeSaatAdhaya, Delhi, Vaani Prakashan.
Engineer, Asghar, Ali (1985): Communalism and Communal Violence in India, Delhi,
Ajanta.
Frankel, Francine R., (2005): India’s Political Economy, 1947-2004, Oxford University
Press.
Gupta, Dipankar (1993.): Social Stratification, Delhi, OUP.
Hassan, Zoya, S.N. Jha and Rasheedudin Khan (1989)The State, Political Process and
Identity: Reflections on Modern India, New Delhi, Sage.
Ilaiah, Kancha, (1998): “Towards the Dalitization of the Nation” in ParthaChatterjee
(ed.), Wages of Freedom, Fifty Years of the Indian Nation-State, Delhi, OUP.
Jafferlot, C., (1996): Hindu Nationalist Movement and Indian Politics, London, C. Hurst.
Jayal, NirajaGopal (2010.): The Oxford Companion to Politics in India, New Delhi, OUP.
Jenkins, Rob (2004.): Regional Reflections : Company Politics Across India’s States,
New Delhi, OUP.
John, Samuel (1993): , “Language and Nationality in Northeast india” in Economic and
Political Weekly, 16 January,.
Jos Mooji, (2005): The Politics of Economic Reforms in India, New Delhi, Sage.
Joshi, P. C., (1995): Uttarakhand : Issues and Problems, HarAnand, Delhi,. 4.4 King,
Robert D., Nehru and Language Politics in India, OUP, Delhi,.
Joshi, Ram and Hebsur, R.K. (1987): eds.), Congress in Indian Politics : A Centenary
Perspective, Bombay Popular.
Kaviraj, Sudipta, (1997): Politics in India, Delhi,, OUP, (Section IV on Sociology of
Religion, pp. 293-364).
Kaviraj, Sudipta (1997): (ed.) , Politics in India, OUP, Delhi, , (Section VII, Sociology of
State Crisis).
Kaviraj, Sudipta, (1997): “The Modern State in India” In Martin Dooenbos and
SudiptaKaviraj , New Delhi (ed.), Dynamics of State Formation, Sage,.
Kaviraj, Sudipta,( 1988): “The Culture of Representative Democracy” in
ParthaChatterjee ,Delhi, (ed.), Wages of freedom, Fifty Years of the Indian Nation-State,
OUP.
Kishwar, Madhu,( 2002): Deepening Democracy: Challenges of Governance and
Globalization in India, Delhi, Vaani Prakashan.
Kothari, Rajni, (1998): “The Democratic Experiment” in ParthaChatterjee Delhi (ed.),
Wages of Freedom, Fifty Years of the Indian Nation-State, OUP.
Kothari, Rajni, Politics and the People, Ajanta, Delhi, 1989 (Section on “The System”,
which includes Ch. 1, “The Indian National Congress in Perspective”, Ch. 2, “The
Congress ‘System’ in India” (First Published in December, 1974, Asian Survey,
December, 1964, pp. 1161-1173), ch.3, “The Congress ‘System’ Revisited”, Ch. 4, “The
Congress System Under Strain”, Ch. 5, “Oppositions in India”, Ch. 6, “Integration and
Performance : Two Pivots of the Indian System”).
Kothari, Rajni, (1989): State Against Democracy, Delhi, Ajanta.
Kothari, Rajni (ed.), (1970): Caste in Indian Politics, Delhi, Orient Longman.
68
Ludden, David (ed.), (1997): Making India Hindu, Religion, Community and the Politics
of Democracy, Delhi, OUP.
Majeed, Akhtar (ed.), (1984): Regionalism Developmental Tensions in India, Delhi,
Cosmo.
Mehta, PratapBhanu, (2004): Burden of Democracy, New Delhi ,Penguin.
Nandy, Ashis, “Images of the Indian State” in P.S. Sundaram (ed.), “The State in Crisis,
Dr. Mohan Sinha, Mehta Memorial Lectures, Somaiya Publications, Bombay and New
Delhi, (Undated).
Narain, Iqbal,( 1976): State Politics in India, Meerut, Meenakshi.
Omvedt, Gail (ed.), (1982): Land, Caste and Politics in Indian States, Delhi, Authors
Guild.
Omvedt, Gail,( 1994): Dalits and the Democratic Revolution, New Delhi Sage.
Omvedt, Gail, (1996): Dalit Visions, Delhi , Orient Longman.
Pandey, Gyanendra (ed.),( 1993): Hindus and Others, Delhi , Viking.
Patnaik, Prabhat,( 1998) “Political Strategies of Economic Development,” in
ParthaChatterjee (ed.), Wages of Freedom, Fifty Years of the Indian Nation-State, Delhi,
OUP.
Raj, K.N., “The Politics and Economics of Intermediate Regimes”, Economic and
Political Weekly, Vol. VIII, No. 27, 7 July, 1973, pp. 1189-98.
Reddy, G. Ram and B.A.V., Sharma,( 1979): Regionalism in India, Delhi , Concept.
Report of the Backward Classes Commission, Government of India, New Delhi, 1980
(Ch. V).
Rudolph, L. and Rudolph, S., (1967): The Modernity of Tradition, Chicago, University
of Chicago Press.
Rudolph, L. and Susane Rudolph, (1988): In Pursuit of Lakshmi : The Political Economy
of Indian States, Delhi, Orient Longman.
Samadar, Ranabir, (2005): The Politics of Autonomy: Indian Experience, New Delhi,
Sage.
Singh, Randhir, (1990): “Theorising Communalism in India” in Randhir Singh (ed.), Of
Marxism and Indian Politics, Delhi ,Anjanta.
Srinivas, M.N. (ed.), (1996): Caste: Its Twentieth Century Avatar, Delhi , Viking,.
Srinivas, M.N., Social Change in Modern India, Orient Longman, Delhi (Latest Edition).
Van der Veer, Peter, (1994): Religious Nationalism : Hindu and Muslims in India,
Berkeley, University of California Press.
Vanaik, Achin, Communalism Contested (1997): Religion, Modernity and Secularisation,
New Delhi Vistaar Publications.
Wallace, Paul (eds.), (1985): Region and Nation in India, New Delhi, American Institute.
Yadav, K.C. in association with Rajbir Singh), (1994): India’s Unequal Citizens, Delhi ,
Manohar.
Zoya Hasan, E. Sridharan and R. Sudarshan (eds.), (2002): India’s Living Constitution:
Ideas, Delhi Practices, Controversies, Permanent Black
69
3.1 SOC 302: SOCIETY IN INDIA

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This paper exposes students to Indian Society, its structure and changing
trends which help students to understand social realities present in the tribal, rural
and urban societies of India.
Pedagogy: Written assignments would be an integral part of the teaching

programme to supplement lecture discussion. The use of audio-visual aids, debate
and quiz will also be part of the teaching method.
The syllabus has been divided into four units. There shall be 9 questions in all, the
marks each, i.e. 5x2=10 marks. Rest of the paper shall contain 4 units. Each unit
attempting one question from each unit I-IV. Each question will carry 10 marks.
4x10=40
Unit I
1. Society: Meaning, Features and Functions; Theories of origin of Society-
Organic and social contract; Relationship between individual and society;
difference between society, community and association.
Unit II
2. Tribal Society: Meaning, Characteristics; classification of tribes.
Social Instruction of Tribals: Family, Marriage, Economic Institutions and
changing trends.
Unit III
3. Rural Society: Meaning, Features, characteristic of a village;
4. Rural institutions: Marriage, family, economy, polity and changing trends.
Unit IV
5. Urban society: Meaning, Features; Characteristic of a town and city; Concept
of urbanization
70
6. Urban Institutional features: urban family and marriage structure- features

and changes; role of voluntary organizations in an urban society; urban slums
and problems associated with them.
Essential Readings:
Bose, N.K.( 1980): Tribal life in India: National Book Trust.
Desai, A.R., (1969): Rural Sociology in India, Bombay, Popular Prakashan.
Giddens, (2001): Anthony Sociology : A Text Book for the Nineties, London: Polity Press.
Haralambos, M . (1998): Sociology: Themes and Perspectives, New Delhi: Oxford
University Press.
Lal, S.N. & Nahar, U.R, (1992): Rural Social Transformations, Jaipur, Rawat.
Magonis, John J (2005): Society: The Basics, New York, Prentice Hall.
Mandelbaum, G. (1970): Society in India, Bombay, Popular Prakashan.
Mehta, S.R. (2010): New understanding of Indian Society, Shimla ,Encounters with Sociology,
Indian Institution of Advanced Study.
Sharma, R.K. ,( 1997): Indian Society: Institutions and Change, New Delhi: Atlantic
Publications.
Further Readings :
Giddens, Anthony & Sutton W.Philip (2010): Sociology: Introductory Readings, U.K,
Polity Press,
Ihan, D.S. & Sisodia Y.S. (ed.)( 2004):Tribal Issues in India, Jaipur: Rawal Publications.
Kapadia, K.M. (1996): Marriage and Family in India, Delhi, Oxford University Press.
Rao, M.S.Chandrashekar Bhatt, L.N. Kelkar (eds.),( 1991): A Reader in Urban
Sociology; New Delhi, Orient Longman.
Uberoi Patricia , (1997): Family Kinship and Marriage in India, New Delhi, Oxford
University Press.
71
1.1 BA CHOICE BASED CREDIT ELECTIVE (ANY TWO)

NATIONAL SECURITY STUDIES*
*New paper introduced (in place of Environment Education) by PU-ISSER
in collaboration with Department of Defence Studies as approved by BOC.
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The objective of this course is make students aware about some of the key
concepts in nationl security studies and introduce them to national security in India.
Pedagogy: The course would focus on interactive teaching, debate, quiz and
analytical understanding.
Instructions to Paper Setter:

1. The syllabus has been divided into two units. There shall be 5 questions in all,
the first question is compulsory and shall be short answer type containing
8 short questions spread over the whole syllabus to be answered in about 25 to
question of 2 marks each, i.e. 5x2=10 marks. Rest of the paper shall contain
2 units. Each unit shall have three long questions and the candidate shall
attempt 2 questions in all by slecting from each unit I-II. Each question will
carry 7.5 marks. (2x7.5=15)
Unit-I
1. National Security: Definition, Nature & Concept
2. National Power, National Interest & National Defence
3. Element of National Security: Geography, Mineral Resources, Economic
Stability, Military Preparedness, Socio-Political Factors, Science and
Technology.
Unit-II
4. India’s Security Challenges: Internal and External Dimensions
5. Non-Traditional Dimensions of Security: Energy Security, Food Security,
Environmental Security, Cyber Security, Economic Warfare
6. Higher Defence Organization in India
Essential Readings:
Annual Reports of Ministry of Defence, Government of India
Arvind Gupta, How India Manages its National Security(Penguin Viking 2018)
Ashish Chhibbar, Managing India’s Security Challenges(Lancer Publishers 2014)
CPPR-Centre for Strategic Studies, National Security Management in Federal
tructures: Perspective from India and the United States. (Kochi, India, 2014)
Donald M Snow, National Security for the new Era, (New York, Pearson Education
Inc. 2014)
anti P. Bajpai, Harsh V. Pant, India’s National Security: A Reader (India Oxford
University Press, 2013)
72
Further Readings:
Prabhakaran Paleri, National Security Imperatives and Challenges, ( New Delhi,
Tata Mc Graw Hill Publishing Company 2008)
Rajendra Prasad, India’s Security in 21st Century, (New Delhi, Dominant, 2001)
Shekhar Adhikari, South Asia: Traditional and Non- Traditional Security Threats
(Pentagon Press 2015)
Suresh R, Maritime Srcurity of India, (Vij Books India 2014)
Thomas Raju & Amit Gupta, India;s Nuclear Security,( New Delhi, Sage/ Vister, 2000)
Vappala Balachandran, Keeping India Safe: The Dilemma of Internal Security,
(Harper Collins Publishers India 2017)
3.2 GNR 301: INTRODUCTION TO GENDER STUDIES:

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The objective of this course is make students aware about some of the
key concepts in women’s studies and their understanding from a feminist and gender
perspective.
Pedagogy: The course would utilize field visits, debate, quiz and visit to NGO’s to help
students understand crucial issues.
internal choice of attempting 2 questions, selecting at least one question
from each unit. Each question will carry 7.5 marks.2x7.5=15.
the syllabus.
Unit I
1. Foundational Concepts:
Sex and Gender (including gender stereotypes and social construction of gender);
Patriarchy: Meaning, origin and manifestations; Equality: Formal and substantive;
Empowerment: Meaning and types; Feminism: Origin, liberal, radical, Marxist and
socialist; Women’s Studies: meaning and origin
73
Unit II
2. Status of Women in India:Violence across the lifecycle; Education; Health; Work
Essential Readings:
Bhasin Kamla, (2003): Understanding Gender, Kali for Women, New Delhi.
Bhasin Kamla,( 1993): What is Patriarchy? Kali for Women, New Delh.
Khullar, Mala, (ed.)( 2005): Writings in Women’s Studies: A Reader, Zubaan
Publications, New Delhi.
Lal, Malashri & Kumar, Sukrita Paul (eds.),(2002): Women’s Studies in India: Contours
of Change, IIAS, Shimla.
Further Readings:
Anderson, Margaret(1993): Thinking About Women, Macmillan, New York.
Beasley, Chris,( 1999): What is Feminism?, London, Sage.
Connel, R.W., (2002): Gender, Polity, Cambridge.
Jain, Devki and Rajput, Pam, (2003): (eds), Narratives from the Women’s Studies
Family, New Delhi,Sage.
Misra, R, (ed), (2014): Rethinking Gender, Jaipur, Rawat Publications.
Rajput, Pam & Kaur, Manvinder, (2003): “Women’s Studies in Higher Education in
India: Some Reflections”, Samyikta, vol III, No. 1, January.
3.2 HOA 301 : INTRODUCTION TO HISTORY OF ART
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The objective of this course is to introduce the students to the basic
elements of Indian Art. The students would be introduced to architecture, sculpture
and painting to enable them to appreciate our art heritage.
Pedagogy: The course would include audio-visual aids , visit to museums, and class
discussions and presentations.
1. The syllabus has been divided into three units. There shall be 7 questions in all,
internal choice of attempting three questions in all selecting one question from
each unit. Each question will carry 5 marks.3x5=15
74
the syllabus.
Unit -I
1. Terms in Art: Line, colour, Perspective, Foreshortening, Chiaroscuro, Texture;
Narrative art, Rasa and Bhava.
2. Indian Architecture: Rock-cut and Structural architecture- Stupa, Chaitya,
Vihara, Temple, Mosque.
Unit II
3. Indian Sculpture: Sculpture in relief and round; Techniques and Materials:
Carving and Modelling, Cire-Perdue Important Periods and sculptures in Indian
Art:
4. Indus Valley Civilization- Dancing Girl, Priest; Mauryan sculpture- Sarnath
Capital, Didarganj Yakshi; Kushan Sculpture_Fasting Siddartha from
Gandhara; Gupta sculpture-Buddha from Sarnath; Chola sculpture –Nataraja
Unit III
5. Indian Painting: Mural and miniature painting; Techniques and Materials;
6. Important Schools and Periods in Indian painting: Ajanta Murals-
Padmapani Avalokiteshwara, vesvantara Jataka; Western Indian School-
Kalpasutra Kalakacharya Katha Manuscript(1439 A.D.); Mughal School- Akbar
Nama; Rajasthani School- Ragamala Paintings from Mewar; Pahari school-
Rasmanjari from Basohli
Essential Readings:
Archer, W.G.,( 1973): Indian Paintings from Punjab Hills, Delhi, Oxford University Press.
Barrett, D. & Gray, B.,( 1963): Painting of India, Ohio, The World Publishing Co.
Brown, Percy, (1981): Indian Painting under the Mughals, New Delhi, Cosmo Publications.
Goswamy, B.N.,( 1986): Essence of Indian Art, San Francisco, Asian Art Museum.
Pal, Pratapaditya,( 1993): Indian Painting, Vol.-I, Los Angeles County Museum of Art,
Mapin Publishing Pvt .Ltd., Ahmedabad.
Rowland, Benjamin, (1959): The Art and Architecture of India, Penguin Books, Great Britain.
SaraswatiI, S.K.,( 1975): A Survey of Indian Sculpture, Munshiram Manoharlal
Publishers Pvt.Ltd., New Delhi.
Zimmer, A.H.,( 1955): Art of Indian Asia, McCelland & Stewart, Ltd., Toronto.
Further Readings:
Brown, Percy(1995): Indian Architecture (Islamic), D.B. Taraporevala Sons and Co.
Pvt .Ltd., Bombay.
Brown, Percy, (1995): Indian Architecture (Hindu and Buddhist Period, D.B.
Taraporevala Sons & Co. Pvt. Ltd., Bombay.
Chandra Mot(i1948): Jain Miniature Paintings from Western India, Sarabhai Manilal Nawab,
Ahmedabad.
Gupte, R.S. & Mahajan, B.D., (1962): Ajanta, Ellora and Aurangabad Caves, D.B. Taraporevala
sons & Co. Pvt.Ltd., Bombay.
75
3.3 BA SKILL ENHANCEMENT PAPERS

3.3 GEO 303: BASIC CARTOGRAPHY
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To introduce the students to concepts of scale, direction, bearings and
different methods of representing relief and to help them understand the use of the
different types of maps.
Pedagogy: The basic class discussion will be supported by extensive practical work
and assignments.
Instructions to Paper Setters:

spread over the whole syllabus to be answered in about 25 to 30 words each. The
candidates are required to attempt all 25 short answer type question of 1 mark
each, i.e. 25x1= 25 marks.
2. The paper setter would ensure that the entire syllabus is covered in the question
paper.
Unit I
1. Maps: Meaning, Definition, history of Map Making and Cartography, types of maps.
Unit II
2. Map Design : Objectives, scope, graphic elements, visual variables, classes of
symbols
Unit III
3. Interpretation of Indian Weather Maps: General introduction to the study of
weather maps, the scheme of weather symbols including Beaufort’s Scale
employed in Indian Daily Weather Maps.
Unit IV
4. Representation of Relief: Contours, Hill Shading, Hachures, Spot
Essential Readings:
Mishra, R.P. & Ramesh, A (1989): Fundamentals of Cartography, Concept Publishing
Co., New Delhi.
Singh, Gopal,(1995): Mapwork and Practical Geography, Vikas Publishing
House Pvt. Ltd., New Delhi.
Singh, R.L. & Singh, (2007): Mapwork and Practical Geography, Central
Book Depot, Raghunandan Allahabad.
Dink, Phyllis ,(1998): Mapwork, Atma Ram & Sons, Latest Edition
Anderle, R: The Global Positioning System, Royal Society of London.
Kulkarni, M.N,(9-19 May, 2000): The GPS and Its Applications, Training, Volume
GPS Training Course, Civil Engg. Dept., I.I.T. Bombay.
Hoffman-Wellenhof, B. et. al.: GPS Theory and Practice, 4th Rev. Edition,
Springer Wien, New York.
Further Readings:
Monkhouse, F.J. & Wilkinson, H.R.(1976): Maps and Diagrams, London,Methuen
& Co., Third Edition.
76
Robinson, A.H. & Randall, D. Sale, (1990): Elements of Cartography, New York
John Wiley & Sons Sixth Edition.
Colombo, O.L. & Watkins, M.M,( 1991): Satellite Positioning in US National
Report to IUGG, on Geodesy,
King, R.W. & Others(1985): Surveying with GPS, University of New South Wales,
Australia.
Kulkarni, M.N.: GPS from an Indian Perspective, GIM International Journal, GITC
Publication.
3.3 REM 301: RESEARCH METHODOLOGY IN SOCIAL SCIENCE
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To introduce students to the basics of research methods in social sciences

at elementary level. This will help them to understand the methodology of research to
be utilized in the later semesters.
Pedagogy: Class discussion will be supplemented with assignments and presentations

to internalize concepts of research.
question of 1 marks each, i.e. 5x1= 5 marks. Rest of the paper shall contain 4
units. Each unit shall have two questions and the candidate shall be given
internal choice to seclect at least one from each unit. Each question will
carry 5 marks. (4x5=20 Marks)
Unit I
Fundamentals of Research:
Meaning and objectives of Social Research
Types of Research : Basics; Applied; Evaluative
Research Ethics
Unit II
Key Elements of Research –I
Quantitative and Qualitative Research; Mixed Method
Concepts of Theory: Variables; Units of Measurement and Analysis
Identification and formulation of Research Problem
77
Unit III
Key Elements of Research –II
Review of Literature: Purpose, Sources, Format
Research Questions
Hypothesis: Definition, Types and formulation of Research Questions and Hypothesis
Unit IV
Data Collection, Analysis and Report Writing
Types of Data : Primary and Secondary
Sampling
Data Collection Tools: Interview; Observation and Participant Observation
Elements of Effective Research Writing and checking for plagiarism.
Essential Readings:
Creswell, John W., (2009): Research Design: Qualitative, Quantitative and Mixed
Methods Approaches, Sage, Delh (South Asia Edition 2011).
Goode, William J., and Paul K. Hatt,(2006): Methods in Social Research Delhi, Surjeet
Publications ( 1st Indian Edition)
Further Readings:
Neuman, W. Lawrence,(2015): Social Research Methods Noida: Qualitative and
Quantitative Approaches, Pearson, Indian Edition Published by Dorling Kindersley
India Ltd.
Ranjit Kumar,(2014): Research Methodology, Delhi A Step-by-Step Guide for Beginners
Sage.
78
Semester IV
ECO 403 Indian Economy 4 100

PUB 403 Personnel and Financial 4 100
Administration
POL 403 Introduction to International 4 100
Relations
HIS 403 History of India 1750-1947AD 4 100
SOC 403 Social Change in Modern India 4 100

HRD 401 Introduction to Human Rights and 2 50
Duties
PAD 401 Introduction to Police 4 50
Administration
4.3 BA Skill Enhancement Papers (Any One)

TOTAL CREDITS FOR SEMESTER IV 26 650

79
4.1 ECO 403 : INDIAN ECONOMY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Indian economy.
teaching programme.
internal choice of attempting one question from each unit I-IV. Each
in the syllabus.
Unit I
1. Indian economy at the dawn of Independence; A factual profile, Planned

development-the rationale of the Mixed Economy model, plan objectives.
2. Growth and structural change experienced by the Indian economy since
1950: growth of GDP and per capita income, changes in the sectoral
composition of National Output and Occupational structure up to 1990.
Economic policy changes since 1991-92: the content of LPG and its impact on
the above.
Unit II
3. Agriculture: Growth of Indian agriculture since the onset of the ‘green

revolution’and itsSustainability; WTO and Indian Agriculture-an Introduction to
Food Security in India; problem & options.
4. Industry: Trends in growth and structure of Indian Industry till 1991. Public
sector growth performance and reforms, Industrial policy since 1991, its
impact and appraisal.
80
Unit III: Some Areas of Concern:

5. Poverty: Nature, measurement and trends since 1973-74, major programs of
poverty alleviation.
6. Unemployment: Nature, dimensions and redressal,
7. Inter-state disparities in development: Extent, cause and trends.
Unit IV: Some Policy Concerns:

8. Public Finance: Recent trends in Public Debt and fiscal deficit in Central and
State Finances. The nature of Centre State financial relations- types of
transfers and the criteria. Recent reforms in Indian tax structure.
9. External Sector: Trade policy during pre and post reform period; Exchange rate
policy; foreign Direct Investment and multinational corporations in India.
Essential Readings :
Ahluwalia, I.J, (1985): Industry Growth in India, New Delhi, Oxford University Press.
Ahluwalia, I.J. & IMD Little(1998): India’s Economic Reforms Development New Delhi
(Essays in Honour of Manmohan Singh, Oxford University Press,(Eds.).
Brahmananda, P.R. and Panchmukhi. V.R(1987): (eds) The Development Process of

Indian Economy, Bombay, Himalya Publishing Hous.
Brahmananda, P.R. and Panchmukhi. V.R.( 2001 ):(eds) Development Experience in the
Indian Economy: Inter State Perspectives, Delhi, Bookwell.
Byres. T.J.(Ed.) (2000): The Indian Economy: Major Debate since Independence, New
Delhi Oxford University Press.
Economic Survey (Annual), Ministry of Finance, New Delhi, Government of

India
Jalan, B, (1992): The Indian Economy-Problems and Prospects, Delhi , Viking, New.
Kapila, Uma( 2013): Indian Economy since Independence Academic Foundations,

Delhi. (ed.: latest edition).
Further Readings:
Kapila, Uma, (1998): The Indian Economy: Major Debate since Independence, New Delhi
Oxford University Press,(Ed.).
Lueas, E.B & Papenek. G.F.(1988):(Eds)The Indian Economy– Recent
Development and Future Prospects, New Delhi, Oxford University Press.
Rajaa J Chelliah, (1996): Towards Sustainable Growth –Essays in Fiscal and financial
Sector Reforms in India, New Delhi, Oxford University Press.
Report on Currency and Finance (annual) Mumbai, Reserve Bank of India.Various
Issues, Economic and Political Weekly
81
4. PUB 403: Personnel and Financial Administration

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective of the Paper: The objective of this paper is to give the student an in-depth
understanding of various aspects of personnel and financial administration with
reference to India like recruitment, training, promotion of civil services, budgeting,
auditing, centre-state financial relations etc. It would also make them aware of the
structure, functions and role of Union Ministry of Finance, Union Public Service
Commission and Comptroller and Auditor General of India. Teaching and learning will
be through lectures, seminars, group work, assignment writing, tutorials and
presentations.
Pedagogy: Diverse teaching pedagogies like classroom lectures, discussions,

seminars, field visits will be used for the delivery of course content. The use of audio-
visual aids, debate and quiz will supplement the lecture discussion in the classroom.
Written assignments would be an integral part of the teaching programme.
the syllabus.
Unit I
1. Personnel Administration: Meaning, Functions, Significance and Scope
2. Civil Services in India: Meaning, Features, Classification, Functions and Role
3. Classification: Position Classification and Rank Classification
4. Recruitment; Union Public Service Commissions: Structure functions and Role
Unit II
5. Training, Promotion and Performance Appraisal
6. Corruption in Administration: Causes and Remedies,
7. Morale, Causes of Low Morale and Measures for Improvement
8. Employer Employee Relations: Staff Associations and Joint Consultative
Machinery
82
Unit III
9. Meaning, Scope & Significance of Financial Administration
10. Taxation System: Characteristics, Issues and Problems
11. Principles of Budgeting; Types of Budgets; Budgeting as an Instrument of
Management and Economic Development.
12. Budget: Formulation, Enactment and Execution
Unit IV
13. Legislative Control over Finance
14. Union Ministry of Finance: Organisation, Structure and Working
15. Centre-State Financial Relations
16. Comptroller and Auditor-General of India: Functions and Role
Essential Readings:
Goel, S.L. (1993). Financial Management and Administration. New Delhi: Sterling
Publication.
Government of India, Administrative Reforms Commission.(1967). Report on
Centre-State Relations. New Delhi: Manager of Publications.
Government of India Administrative Reforms Commission .(1967).Report on
Financial Accounts and Audit. New Delhi: Manager of Publications
Government of India, Administrative Reforms Commission.(1967). Report on Financial
Administration. New Delhi: Manager of Publications.
Government of India, Second ARC.(2008). Refurbishing of Personnel Administration –
Scaling New Height, Tenth Report. New Delhi: Ministry of Personnel, Public
Grievances and Pensions, Department of Administrative Reforms and Public
Grievances.
Government of India, Second ARC.(2009). Fourteenth Report – Strengthening Financial
Management System.New Delhi: Ministry of Personnel, Public Grievances and
Pensions, Department of Administrative Reforms and Public Grievances.
Lall, G.S. (1987). Financial Administration in India(4thed). Delhi: H.P.J. Kapoor,
Mahajan S. &Mahajan, A. (2014).Financial Administration in India. Delhi: PHI Learning
Private Limited.
Further Readings:
Mookerjee, S.S. (1979).Indian Public Finance and Financial Administration.New Delhi:
Surjeet Publication
Singh,S.,& SinghS(2016).Public Personnel and Financial Administration. Jalandhar:
New Academic Publishers Co.
Sinha, R.K. (1986). Centre-State Financial Relations in India: Various Aspects, Irritants,
Framework for Action. New Delhi: Deep &Deep Publications.
Thavaraj, M.J.K. (1978). Financial Administration of India. New Delhi: Sultan Chand
Publications
83
4.1 POL 403: INTRODUCTION TO INTERNATIONAL RELATIONS
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The course seeks to provide an overarching view of government and politics
in India. It outlines institutions, ideas, actors and stakeholders that shape its
contours.
Pedagogy: Each Unit has essential readings that offer a basic introduction to the
topic. Students are expected to familiarize themselves with the essential readings
before the lecture and follow up with specified recommended readings.
internal choice of attempting one question from each unit I-IV. Each
in the syllabus.
Unit-I
Historical Background of Contemporary International Relations
1. Collapse of 19th century balance of power and the two world wars
2. Bipolarisation post war world, super power rivalry, cold war, military blocs,
arms race, nuclear politics
3. End of colonialism? Third World nationalism, demand for a new international
economic order
Unit-II
Contemporary World Politics
4. Soviet collapse, end of bipolarity and search for a new political order:
unipolarity vs. multipolarity
5. Asian Century? Rise of New Powers, China and India
84
Unit-III
Political Economy of a Globalized world
6. World Trade Organization

7. Regional Trading blocs
8. Economic nationalism and new protectionism.
Unit-IV
Politics of Peace and Environment
9. Cross-border networks of terrorism

10. Sub-state nationalist movements
11. Environmental crisis, business interests and challenges of development
ESSENTIAL READINGS :
Adams, N. (1993) World Apart: The North-South Divide and the International
System, London:
Baylis, J, S. Smith, and P. Owens (ed.) The Globalization of World Politics: An
Introduction to International Relations, New York: Oxford University Press.
Chimni, B. and S. Mallavarapu (ed.) International Relations: Perspectives For the
Global South, New Delhi: Pearson.
Collin, R.and P. Martin, (2013) ‘The Greening of A Blue Planet’, in An Introduction
To World Politics: Conflict And Consensus On A Small Planet, Maryland: The
Rowman & Littlefield Publication Group, pp. 527-570.
Dalby, S. (2009) ‘What Happens If We Do not Think In Human Terms?’, in J.
Edkins and M. Zehfuss (eds.), Global Politics: A New Introduction, New York:
Routledge, pp. 45-69.
Further Readings:
Duffield, M. (2011) Development and Security the Unending War: Governing the
World of Peoples, Cambridge: Polity Press.
Heywood, A. (2011) ‘Global Environmental Issues’, in Global Politics, London:
Palgrave, 2011, pp. 383-411.
Mansbach, R and K. Taylor, (2012) Introduction to Global Politics, 2nd Edition, New
York: Routledge, pp. 470-478.
Naim, M. (2007) ‘The Five Wars Of Globalization’, in R. Art and R. Jervis (eds.)
International Politics: Enduring Concepts And Contemporary Issues, 8th Edition,
London: Pearson, pp. 558-566.
Narlikar, A. (2005) The World Trade Organization: A Very Short Introduction, New
Delhi: Oxford University Press.
85
4.1 HIS 403: HISTORY OF INDIA 1750-1947 A.D.
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the students to the major developments in the History of

Modern India. They will be familiarized with the important historical events in their
situational context. Stress will be laid on interconnecting the social, economic and
cultural developments with the political in this period.
Pedagogy: The lecture discussions of the course will be supplemented with reading of
primary sources, debate, assignments, map work, presentations and quiz. Field trips
would be organized to encourage further understanding.
will carry 10 marks.4x10=40.
the syllabus.
Unit I
1. British Rule: Establishment and Expansion; Administrative Organization;
Uprising of 1857.
Unit II
2. Socio Economic Change and its Ramifications: Agrarian Developments;
Emergence of New Middle Classes; Socio-Religious Awakening.
Unit III
3. Political and Constitutional Development 1885-1935: Indian National Congress,
All India Muslim League and their relations up to Non Cooperation;
Constitutional Developments 1909-1935; Militant Nationalism
86
Unit IV
4. Towards Independence and Partition: The Problem of Federation and the
Lahore Resolution; Cripps Mission and the Quit India Movement; Political
Developments leading to the Elections of 1946; Independence and Partition.
Essential Readings:
Bandyopadhyay, Sekhar, (2007): From Plassey to Partition: A History of Modern India,
Delhi Orient Black Swan.
Chandra, Bipan, (2009): History of Modern India, Hyderabad, Orient Black Swan,
Sarkar, Sumit, (1983): Modern India: 1885-1947, Delhi, Macmillan India Limited.
Further Readings:
Chandra, Bipan et.al.,( 1989): India’s Struggle for Independence, 1875-1947, Delhi,
Viking/Penguin Books.
Jones, Kenneth W., (1993): Socio-Religious Reform Movements in British India,
The New Cambridge History of India, Delhi, III.I, Cambridge
University Press, 1st Indian Paperback, Foundation Books.
Nanda, B.R., (1998): Making of a Nation: India’s Road to Independence, New Delhi:
Harper-Collins.
4.1 SOC 403: SOCIAL CHANGE IN MODERN INDIA

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This paper orients the students towards the concept of social change and
its theoretical understanding. Students are introduced through this course to the
meaning, process and factors of social change.
teaching programme.

87
the syllabus.
Unit I
1. Social Change: Definition, Nature and Features of Social Change; Theories of
Social Change: Linear (Comte Marx); Cyclical (Toynbee); Theory of Cultural lag
(Ogburn)
Unit II
2. Factors of Social Change: Demographic, Economic, Educational, Legislative,

Scientific and Technological factors of Social Change.
Unit III
3. Processes of Social Change: Sanskritization, Westernization, Modernization,

Secularization and Globalization
Unit IV
4. Social Change in India: Change in Caste structure; Rise of Middle and Neo-
Middle Class; Changing status of Women; Ethnic Resurgence.
Essential Readings:
Macionis, John J (2005): Society: The Basics, New York: Prentice Hall,
Moore, Wilbert (1965): Social Change, New Delhi, Prentice Hall.
Singh, Yogendra, (1993): Social change in India, New Delhi, Haranand Publications.
Singh Yogendra, (1996): “Sociology and the Emerging Challange of Change”,
Sociological Bulletin, Vo. 45, No.1, March Pages 1-14.
Srinivas, M.N.,( 1963): Social Change in Modern India, Bekelly: University of
California Press.
Further Readings:
Haferkind, H and Smelser, N.J. (1992): Social change and Modernity, Berkelly:
University of California Press.
Haralambos, M. (1998): Sociology: Themes and perspectives, New Delhi: Oxford
University Press.
Radcliff Brown, A.R. (1979): Structure and Function in Primitive society, London:
Rutledge and Kegan Paul.

HRD 401 Introduction to Human Rights and Duties 2 50
PAD 401 Introduction to Police Administration 2 50
88
4.2 PSY 402: ELEMENTS OF PSYCHOLOGY
Maximum Marks : 50
Theory : 25
Internal : 19
Assessment
Practicum : 6 Marks
Time : 3 hours
Objectives: To acquaint the students with the central concepts and theories of
Psychology.
Pedagogy: class room activities involving lecture; group discussion and written
assignments will also form a part of this course; with use of Audio-Visual aids.
short answer type question of 1 mark each, i.e. 5x1=5 marks. Rest of the
each unit I-IV. Each question will carry 5 marks.5x4=20.
Unit I
1. Perspectives: Philosophical, Biological, Associationistic
Unit II
2. Systems: Structuralism, Functionalism, Behaviourism
Unit III
3. Systems: Gestalt, Psychoanalysis, Beyond Psychoanalysis
Unit IV
4. Globalization and the field of Psychology, Cross Cultural Psychology

89
Practicum
Marks : 6
1. Public Opinion Survey Method

2. Case study Method
3. Sociomeatery Method
4. Interview Method
Essential Readings:
Baron, R.A., (2002): Psychology, Delhi, Pearson Education Inc.,
Eysenck, M.W. (2000): Psychology: A Student’s Handbook, India, Psychology Press, UK
Globalization, Ideas and Applications, Pearson Education.
Lawson, B.R., Graham, J.E., Baker, K.M. (2009): , A History of Psychology.
Marx, M.H. and Hillix W.A. (1979): Systems and Theories in Psychology,
McGraw-Hill International Edition, NY.
Morgan. C., R. King, J, Weisz, and Schopler, (2004): Introduction to Psychology,
Mcgraw Hill Education, India.
Plotnik R and H. Kouyoumdjian, (2013): Introduction to Psychology, Cengage Learning,
India.
4.2 PHI 402 : INDIAN AND WESTERN ETHICS

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: The aim of this paper is to familiarize the students with the theme and its
main elements from different perspectives. The content of this paper provides the
students with a wider canvas about tackling day to day problems from a larger
perspective.
Pedagogy: The paper will be taught by supplementing lectures with class discussion,
debate and reading of classical texts. Students will be given assignments which will be
presented in class for discussion.
the first question is compulsory and shall be short answer type containing
8 short questions spread over the whole syllabus to be answered in about 25 to
question carrying 10 marks i. e 2 marks for each. 5x2=10. Rest of the paper
shall contain two units. Each unit shall have three long answer/questions and
90
the candidate shall attempt three questions in all, selecting at least one
question from each unit I-II., Each question will carry 5 marks. (3x5= 15).
in the syllabus.
Unit I
1. Indian Ethics: Introduction: Concern and Pressumptions, Meaning of Dharma,

Concept of rta (cosmic order); Classification of Dharma: Samanya dharma,
visesdharma, sadharandharma, Svadharma, Brahmaviharabhavana
(Buddhism), Aanuvrata, Mahavrata, Ahimsa (Jainism)
Unit II
2. Western Ethics: Nature and scope of Ethics, Standards of Morality: Hedonism,

Utilitarianism, Intutionism, Dentological Theories; Theories of Punishment.
Essential Readings:
Brahma, N.K,( 1997): Philosophy of Hindu Sadhana, Delhi, Motilal Banarasidas.
Chaterjee, P.B. Principles of Ethics, Calcutta

Chaterjee, S.C. (1960): The Fundamentals of Hinduism-A Philosophical Study, Calcutta,
Calcutta University.
Dasgupta, Surama. (1961): Development of Moral Philosophy in India, Calcutta, Orient
Longman.
Frankena W. (1973):Ethics, (2nd Ed).
Lillie, W. (1966): An Introduction of Ethics, Allied Publishers.
Mackenzie, J.S. (2008): A Manual of Ethics Read Books.
Mahadevan, T.M.P., (1966): An Outline of Hinduism, Bombay, chetna Pvt.Ltd.
Mahapatra P.K., Studies on the Purusarthas.
Maitra, S.K. (1963): The Ethics of the Hindus, Calcutta, University of Calcutta.
Further Readings:
Radhakrishnan, S. (1952): History of Philosophy-Eastern and Western: New York, (Vol.
I & II) George Allen and Unwin.
Sen, P.K. Rta, Satya, Tattva, Tathya, Samiran Chandra Chaqkraborty in Philosophical
Concepts Relevant to Sciences in Indian Tradition, (History of Science, Philosophy and
culture in Indian Civilisation (Vol. VIII, Part 4):
Sharma, C.D. A Critical Survey of Indian Philosophy.
Sharma, I.C. Ethical Philosophies of India.
Sinha, J.N. Indian Philosophy (Vol. I).
Tewar, K.N. Classical Indian Ethical Thought.
91
4.2 HRD 401: INTRODUCTION TO HUMAN RIGHTS AND DUTIES

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The objective of the course is to familiarize the learners with the modern
day understanding of human rights in the backdrop of conceptual and historical
development of rights. It also attempts to generate awareness about the relevance of
both human rights and duties in the contemporary scenario.
Pedagogy: The classroom lecture will be complemented with discussion, debate and
visits to government and non government NGO’S and field work.

1. The syllabus has been divided into three units. There shall be 7 questions in all,
questions carrying 2 marks each. 5X2=10 Rest of the paper shall contain three
internal choice of attempting at least one question from each Unit I-III. Each
question will carry 05 marks. (5x3= 15 marks)
in the syllabus.
Unit I
Conceptual Background: Human rights and Duties:
I. Human Rights: Meaning, Nature and Scope\
II. Duties: Meaning and Types
III. Interrelationship between Rights and Duties
Unit II
Human Rights: An Overview of Historical Development:
The Cyrus Cyllinder (1539 B.C.), The British Tradition: Magna Carta 1215; English
Bill of Rights 1689; American Declaration of Independence 1776; the US Bill of Rights
1791; French Declaration of the Rights of Man and of the Citizen 1789.
92
Unit III
Universal Declaration of Human rights 1948; International Covenant on Civil and
Political Rights 1966 and Optional Protocols; International Covenant on Economic,
Social and Cultural Rights 1966 and Optional Protocol.
Essential Readings:
Agarwal, H.O., (2011): International Law and Human Rights, Allahabad , Central Law
Publications.
Bhargava, Gopal, (2003): Meaning and Source of Human Rights, Delhi, Kalpaz
Publications.
Dhiman, O.P., (2011): Understanding Human rights an Overview, Delhi, Kalpaz
Publications.
Donnelly, Jack, (1989): Universal Human Rights in theory and Practice, Ithaca: Cornell
University Press.
Dube, M.P. and Neeta Bora (ed.) (2000): Perspectives on Human Rights, New Delhi,
Anamica Publishers.
Ganguli, B.N. , Concept of Equality, New Delhi; Indian Institute of Advanced
Study, Simla 1975
Johari, J.C. (1987): Contemporary Political Theory, New Delhi: Sterling Publications.
Kannabiran, K.G. (2003): The Wages of Impunity: Power, Justice and Human
rights,New Delhi, Orient Longman.
Kapoor, S.K. (2005): Human rights under International law and Indian law,
Allahabad: Central Law Agency.
Smith, Rhona K.M., ( 2012): Text book on International Human Rights, Oxford
University Press.
Further Readings:
Alston, Phillip (ed.) (1992): The United Nation and Human Rights: A Critical Appraisal,
Oxford: Clarendon Press.
Bystydzienski, Jill M. and Jyoti Sekhon (ed.) (2008): Democratization & Women’s
Grassroots Movements, Indiana: Indiana University Press.
Clark, R.S.,), (1972): A United Nations High commissioner for Human Rights, The
Hague: Martinus Nijhoff.
Rawls, John, (1972): Theory of Justice, Oxford : Clarendon Press.
Morsink, Johannes (1999): The Universal Declaration of Human Rights: Origins,
Drafting and Intent, Philadelphia: University of Pennsylvania Press.
Tuck, R., (1979): Natural Rights Theories, Cambridge University Press.
UN Centre for Human Rights, (1996): The International Bill of Human Rights, Geneva:
world Campaign for Human Rights.
UN Centre for Human Rights, (1996): The Committee on Economic, Social and Cultural
Rights, Geneva: World Campaign for Human Rights.
93
4.2 PAD 401: INTRODUCTION TO POLICE ADMINISTRATION

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 2 hours
Objective: the major objective of the course is to familiarize the students with the
organization and working of the police at the union, state, district and local level.
Pedagogy: The course content would be delivered by lecture method. However, it
would be supplemented with assignments, project work, seminars, and field visits.
questions carrying 1 mark each. 5x1=05. Rest of the paper shall contain two
units. Each unit shall have two long answer/questions and the candidate shall
be given internal choice of attempting at least one question from each Unit
I-II. Each question will carry 10 marks. (2x10= 20 marks)
in the syllabus.
Unit I
1. Concept, Role and Significance of Police.
2. Organization and Working of Union Ministry of Home Affairs;
3. Organization and Working of Police at the State, district And Police Station
Level; Commissionerate System of Policing.
Unit II
4. Origin, Structure and Working of Central Armed Police forces (CAPFs) with
special Reference to BSF, CRPF, ITBP and CISF.
5. Organization and Working of Central Bureau of Investigation (CBI); and Bureau
of Police
6. Research and Development (BPR&D)
Essential Readings:
Gupta, Anandswarup; The Police in British India: 1861-1947, Bureau of
Police, Research & Development, New Delhi, 2007.
Srivastava, Aparna; Role of Police in a Changing Society, A.P.H.Publishing,
Corporation, New Delhi, 1999
Sharma, P.D., Indian Police- A Development Approach, Research
94
Publications, New Delhi 1977

Sen, Shankar; Indian Police Today, Ashish Publishing House, New Delhi,
1994.
Further Readings:
Bailey, David, H., (1969): The Police and Political Development in India, New
Jersey,Princeton University Press,.
Chaturvedi, J.C.,( 2006): Police Administration and Investigation of Crime, Delhi,
Isha Books.
Saxena, Anil K., (1997) : Professionalism in Indian Police, New Delhi, A.P.H.
Publishing Corporation.
4. 3 BA Skill Enhancement Papers(Any One)


4.3 STA 401: BASIC STATISTICS

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: This course is an introductory course on how statistical methods are
useful for interpreting and presenting the information in social sciences.
Pedagogy: The classroom teaching would be practised through assignments, projects
and practical work.
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Unit I
1. Definition and scope of Statistics. Concepts of statistical population and
sample. Data: quantitative and qualitative, attributes, variables, scales of
measurement-nominal, ordinal, interval and ratio. Data presentation: frequency
distributions and graphs.
Unit II
2. Sampling and sampling Design, Introduction, Reasons for sample survey,
Principles of sampling, Sampling Methods.
Unit III
3. Measures of Central Tendency: The Mean, Mode and Median, Measures of
Dispersion: The Range, Variance and standard deviation.
Unit IV
4. Correlation and Regression Analysis: Introduction, simple, partial and multiple
correlation, rank correlation, Simple linear regression.
Essential Readings:
Bluman G Allan, (2013): Elementary Statistics: A Step by Step Approach, Mc Graw
Hill International Edition.
Gupta, S.P., (2007): Elementary Statistical Methods,Sultan Chand and Sons,
Hosker, (2014): LAN, Statistics for Social Sciences, Viva Book.
Rajaretnam T. (2016): Statistics for Social Sciences, Sage Publications India (P) Ltd.
4.3 Media Studies*

4.3 MED: 402
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To introduce the students to the scope, functions & characteristics of
Media Industry in India.
Pedagogy: 50% Lectures (including expert lectures); 50% Practical assignments
Introductions for paper-setter and candidates:
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internal choice of attempting one question from each unit I-II. Each question will
carry 10 marks.(10x2=20)
Unit I
1. Brief overview of Media Industry in India
2. Basic function of Mass Media
3. Types & characteristics of mass media: newspaper, radio, TV, Film, folk & new
media
Unit II
4. Prepare a flow chart of any one media organization

5. Prepare a report on the practical application of the functions of mass media
6. Conduct a consumer survey on media preference
Essential Readings
Holmes, D. (2005) Communication Theory: Media, Technology and Society, Sage
Publications.
Klyukanov, I.E. & Galina V Sinekopova (2017) Communication Theory: A Journey
Through the Ages, Routledge.
Mattelart, A. & Michèle Mattelart. July 1998, Theories of Communication: A Short
Introduction: Sage Publications.
Bazlogova, Elena (2011) The listener’s voice: Early radio and the American Public,
University of Pennsylvania Press.
Anton, K.K & Cruise, J. (2009), Quark Xpress: Essential Skills for Page Layout and
Web Design, Peachpit Press, CA.
Filak,Vincent F.(2018), Dynamics of News Reporting and Writing: Foundational
Skills for a Digital Age, Sage Publications Hohenmerg,
Harcup, T. ( 2009), Journalism: Principles and Practice, Sage Publications
Meeske, M.D. (2009) Copywriting for Electronic Media: A Practical Guide, CENGAGE
Rajan, N. (2005), Practising Journalism: Values, Constraints, Implications, Sage
Publications.
Further Readings:
Biagi, S. (2017) Media Impact: Introduction to Mass Media, CENGAGE
Enghel, F. & Jessica Noske-Turner, (2018) Communication in International
Development: Doing Good or Looking Good?, Routledge
Crowley, David, Peter Urquhart, Paul Heyer (2018) Communication in History:
Stone Age Symbols to Social Media, Routledge
Fleming,Carole, Emma Hemmingway, Gillian Moore, Dave Welford, (2006), An
Introduction to Journalism, Sage Publications
Rao, Shakuntala, (2009), Globalization of Indian Journalism ‘Journalism Studies,
Routledge
Gerard, P. (2001) Writing Creative Non-fiction. Ohio: Story Press
Johnson, C. (2005) 21stCentury: Feature Writing. New York: Allyn and Bacon.
Kipphan,Helmut (2001) Handbook of Print Media: Technologies and Production
Methods, Springer Science and Business Media
Sehgal, V. (2008) Editing for Print and Electronic Media: Trends, Ethics and Laws,
Cyber Tech Publications.
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SEMESTER V
5.1 Discipline Specific Core Papers 4 ( Any one subject group: GEO, HIS,
Code Title Title Credit Marks
GEO 501 Geography of Punjab 2 50

GEO 502 World Regional Geography 1 4 100
GEO 503 Geographic Thought 4 100
GEO 504 Environmental Geography 4 100
HIS 502 Economy of Early India 4 100
HIS 503 Economic History of Medieval India 4 100
HIS 504 Economic History of Modern India 4 100
ECO 501 Economics of Industry 2 50
ECO 502 Intermediate Micro Economics 1 4 100
ECO 503 Intermediate Macro Economics 1 4 100
PSY 501 Educational Psychology 2 50
PSY 502 General Psychology 4 100
PSY 503 Experimental Psychology 4 100
PSY 504 Psychological Testing 4 100
POL 501 Geopolitics: Classical and Critical 2 50
POL 502 Traditions of Political Thought 4 100
POL 503 Contemporary Global Politics 4 100
POL 504 Introduction to Comparative Politics 4 100
PUB 501 Regulatory Governance* 2 50
PUB 502 Local Government in India 4 100
PUB 503 Citizen Centric Governance 4 100
PUB 504 Comparative and Development 4 100
Administration*
SOC 501 Introduction to Rural Society 2 50
SOC 502 Social Thought 4 100
SOC 503 Social Stratification 4 100
SOC 504 Social Development 4 100
GEN 503 India’s Struggle for Freedom 4 100

GEN 504 Contemporary India 4 100
GEN 505 Economic Issues Today 4 100
REM 502 Use of Graphs and Diagrams in Social Sciences 2 50
REM 503 Interdisciplinary Project 2 50
TOTAL CREDITS FOR SEMESTER V 26 650

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5.1 GEO 501: GEOGRAPHY OF PUNJAB
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To understand the regional setting of the Punjab, examine the cultural
patterns, study the major distribution of crops and understand the intra regional
variations in selected aspects.
Pedagogy: The paper demands extensive and intensive use of maps to understand
the regional setting. A field visit would be a necessary component to effectively
understand the regional setting.
short questions spread over the whole syllabus, to be answered in about 25 to
internal choice of attempting one question from each Unit I-IV. Each
question will carry 5 marks. 4X5=20
the syllabus.
within one question paper
Unit I
1. Introduction: Location; Evolution; Cultural Regions ( Majha, Doaba, Malwa);
Administrative Divisions of the State.
Unit II
2. Physical Base: Relief; Drainage; Climate; Soils and Vegetation.
Unit III
3. Agriculture: Main Characteristics and Problems; Agro-Climate Regions; Green
Revolution and its Ecological Implications; Irrigation; Main Crops (Wheat, Rice,
Cotton, Sugarcane) and their distribution.
UNIT IV
4. Population: Distribution, Density, Growth, Migration, Sex Ratio, Urbanization.

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5. Industries: Main Characteristics, Distribution Patterns of Major Industries (

Cotton Textile, Sugar, Hosiery Engineering) Problems of Industrialization
6. Transportation: Road, Rail, and Air Transport.
Essential Readings:
Mankoo, Darshan Singh; (2014): Geography of Punjab, Ludhiana, 4th Edition, Kalyani
Publishers.
Mavi, H.S. & D.S. Tiwana; (1993): Geography of Punjab, Delhi, National Book Trust.
Singh, Jaspal; (2014): Geography of Punjab, Patiala, Twenty First Century

Publications.
Further Readings:
Deshpande, C.D.; (1992): India: A Regional Interpretation ,New Delhi, Indian Council of
Social Science Research.
Economic and Statistical Organization of Punjab; Statistical Abstract of Punjab,
Economic and Statistical Organization of Punjab, Chandigarh
Gosal, G.S. and Gopal Krishan; (1984): Regional Disparities in Level of Socio-Economic
Development in Punjab, Kurukshetra, Vishal Publications.
Gupta, S.P.; (2004): The Punjab: An Overview, Chandigarh, ESS PEE Publications.
Kahlon, Simrit; (2007): “Punjab: Regional Reflections”, Man and Development, 29(2).
Singh, Pritam; (1955): Punjab Economy: The Emerging Patterns, New Delhi, Enkay
Publishers.
Singh, R.L.; (1990): India : A Regional Geography(Ed.) National Geographical Society
of India,(Reprint).
Spate, O.H.K. & Learmont A.T.A. (1967: India and Pakistan : A General and Regional
Geography, London, Methuen.
100
5.1 GEO 502: WORLD REGIONAL GEOGRAPHY- 1

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To provide an understanding of the concept of World Regions with respect

to land, people, polity and economy. The physical and human resource base and their
interface with economic development, development problems and prospects.
Study of the following regions of the world on terms of constituent countries, strategic
location, salient physical, demographic and economic features, cultural patterns,
resource base, economic development, problems, prospects and issues related to
Regional Groupings (European Union, North Atlantic Treaty Organization, North
American free trade Agreement and Commonwealth of Independent States).
Pedagogy: The paper would be taught with reference to maps, diagrams, graphs and
other visual aids. Students will prepare presentations for further discussion in class.

the first question is compulsory and shall be short answer type containing 8 short
questions spread over the whole syllabus, to be answered in about 25 to 30 words
each. The candidates are required to attempt any 5 short answer type question of
2 marks each, i.e. 5x2=10 marks. Rest of the paper shall contain 4 units. Each
unit shall have two long questions and the candidate shall be given internal choice
of attempting one question from each Unit I-IV. Each question will carry 10
marks. 4X10=40
the syllabus.
one question paper
Unit I
1. Anglo America
Unit II
2. Latin America
Unit III
3. Europe
Unit IV
4. Russia & Commonwealth of Independent States; Australia
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Essential Readings:
Baerwald, T.J and C.Fraser, World Geography: A Global Perspective, Prentice Hall, Blij,
Harm J. de Peter, O. Muller: (1993): Geography : Regions and Concepts, New York,
John Wiley.
Cairns, G. O. (1962): et. al., Australia. New York, Macmillan Co.
Coysh, A. W. and M. E. Tomlinson, (1980):The Southern Continents. University Tutorial
Press, Odon.
English, Paul Ward & James, (1989):A World Regional Geography: A Question of Place,
John Wiley, Nework.
Gilbert, Alan Latin (1974): American Development: A Geographical Perspective
Penguin, Middlesex, London.
Gottmann, (1969): Jean A Geography of Europe. Harrape & Co. London.
Gregory, J. S. (1985): ed. The Geography of USSR. Novosti Press Agency, Moscow.
Hudson, F. S. (1975): North America. Mc. Donald & Evans, Fly Mouth.
Jackson, Richard H. & Lloyd E. (1991): World Regional Geography: Issues for Today,
John Wiley, New York.
Kromm, D. E. (1980): World Regional Geography, Saunders Publishing, New York.
Malmstorm, V. H. (1991): Geography of Europe: A Regional Analysis, New York.
Englewood Cliffs. Prentice Hall.
Patterson, J. H. (1995): North America. New York, Oxford University Press.
Salter, C. L., J.J. Hobbs et. al. (1998): Essentials of World Regional Geography, Saunders
College. Publishing and Harcourt Brace College Publishers, Orlando.
Further Readings:
Don R. Hoy (Ed.), (1980): Essentials of Geography and Development, New York,
Macmillan.
Hussain, Majid, (2009): World Regional Geography, Jaipur, Rawat Publications.
Mankoo, Darshan Singh, (2009): A Regional Geography of the Wold, Ludhiana, Kalyani
Publishers.
Tikkha, R. N., Bali, P.K. and Sekhon, M. S. (2007): World Regional Geography, New
Academic Publishers.
Singh, Malkit (2009): World Regional Geography, Jalandhar, Rasmeet Prakashan.

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5.1 GEO 503 : GEOGRAPHIC THOUGHT
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To introduce the students to the philosophical and methodological
foundations of the subject and its place in the world of knowledge. To familiarise
them with the major landmarks in development of geographic thought at different
periods of time.
Pedagogy : Students of geography may be encouraged to interact with their

counterparts from other disciplines and discuss the nature of the subject. The
students may be encouraged to collect information on any theme amenable to
geographical interpretation.
the syllabus.
Unit I
1. Nature and Development of Geography as a Discipline.
2. Contribution of Eratosthenes, Ptolemy, Humboldt, Ritter and Darwin.
Unit II
3. Concepts in Geography: Spatial Distribution; Man-Environment Relationship;
Areal Differentiation and Spatial Organisation.
UNIT III
4. Approaches: Empirical/Theoretical, Systematic / Regional, Behavioural.
UNIT IV
5. Schools of Thought: Determinism, Possibilism, Neo Determinism, Humanism,
Radicalism
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Essential Readings:
Husain, Majid. Evolution of Geographical Thought, Jaipur, Rawat.

2001,
Martin, G.J. 2005, All Possible Worlds – A History of
Geographical Ideas, U.K., Oxford University Press,
Further Readings :
Adhikari, Sudeepta, 2004,Fundamentals of Geographic Thought, Allahabad,

Chaitanya.
Dikshit, R.D., 2000, Geographical Thought: A Contextual History of Ideas, New Delhi,
Prentice Hall.
Hartshorne Richard, 1959, Perspectives on the Nature of Geography, Chicago ,
Rand, McNally and Co.
Minshull, R, 1970, The Changing Nature of Geography, London , Hutchinson
University Library.
5.1 GEO 504 : ENVIRONMENTAL GEOGRAPHY

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 2 hours
Objective:
To understand the significance of environment and its interrelationship with man. To

understand the importance of soil and factors responsible for erosion.
The importance of energy sources, forest and wildlife and their preservation to be
studied.
Pedagogy: The interaction of teacher and students is must on issues related to

environment, energy resources, forest and soil preservation. A field visit to those areas
where soil erosion is a serious problem be arranged and methods of conservation be
taught.
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the syllabus.
Unit-I
1. Environment and Geography: Relationship between geography and
environment; definition and scope of environmental geography; significance of
environmental studies.
2. The Environment: Characteristics, components and functioning; concept of

healthy environment.
Unit- II
3. The Soil System: Origin and composition; horizons, texture, chemistry, factors
influencing soil types; soil erosion, soil conservation; and soil pollution.
4. Energy: Energy flow in the ecosystem; environmental impact of both
conventional and non-conventional energy sources.
Unit- III
5. Forests: Significance; world reserves; deforestation; and conservation strategies.
6. Wildlife: Wildlife and environment relationship, regional distribution;
conservation of wildlife; and wildlife in India.
Unit- IV
7. Population and Environment: Basic issues, environmental impact of population
growth and agenda for action. Global Environmental Issues: Water
contamination; atmospheric pollution; acid rain; noise pollution; and control
strategies.
8. Legislative strategies, environmental issues and the international community;
Rio-de-Janeiro Earth Summit of 1992; selected environmental protection laws
in India; Environmental Protection Act, National Environmental Tribunal Act,
Wildlife Protection Act, Forest Conservation Act, Air Act, Water Act.
Essential Readings:
Adam, W.M., 1990, Green Development: Environment & Sustainability in the Third
World, London, Routledge.
Chandna, R.C., 1998, Environment Awareness, Kalyani Publishers, New Delhi.
Clarendon Press,Oxford . (Also available in Hindi & Punjabi).
Chandna, R.C., 2001, Environmental Geography, New Delhi,, Kalyani Publishers.
Goudie, A.S., 1993, The Human Impact on Environment, Blackwell, Oxford, 1993.
105
Further Readings:
Ehrlich, Paul, R. 1977, et.al., Ecoscience - Population, Resources and Environment,
San Francisco, Freeman and Co.
Goudie, A.S., 1992, Environmental Change, Contemporary Problems in Geography,

Oxford Clarendon Press.
Pickering, K.T. 1994, An Introduction to Global Environmental Issues, London,

Routledge.
Singh, Savinder, Environmental Geography, Allahabad, Paryag Pustak Bhawan,
Strahler, A.N. & Strahler L.A. Geography and Man’s Environment, New York, John
Wiley & Sons.
5.1 HIS 501 WORLD HISTORY c.1870-1914
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To introduce the students to the major events in world history which have
global impact to understand the context of developments in India.
Pedagogy: The paper would be taught with the use of lecture discussion, maps,
audio-visual aids and introduction to primary sources such as documents, treaties,
speeches .
each Unit I-IV. Each question will carry 5 marks. 4X5=20
Unit I
1. World c.870; Economic change; Colonialism; Democracy

106
Unit II
2. Nations and Nationalism; Workers; Bourgeoisie; New Woman
Unit III
3. The Arts; The Sciences; Reason and society
Unit IV
4. Towards World War I; Peace Treaty; Consequences
Essential Reading:
Hobsbawm, Eric, 1995, The Age of Empire 1875-1914, New Delhi, Viking.
Hobsbawm, 1995, Eric, The Age of Revolution, 1789-1848, New Delhi , Viking.
Further Reading:
Dev Arjun , Indira Arjun Dev, 2009, History of the World From the Late Nineteenth
Century to the Early Twenty First Century, New Delhi, Orient BlackSwan.
5.1 HIS 502 ECONOMY OF EARLY INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The paper introduces students to various aspects of early Indian economy-
agriculture, trade, craft activities etc.
Pedagogy: The paper will utilize maps, texts to add to the basic lecture discussion.
Students would be encouraged to research some aspects independently.
107
UNIT I
1. Agriculture: Techniques and Processes; Irrigation; Peasant Groups.
UNIT II
2. Crafts Production: Craft Activities; Guild System; Urban Centres
UNIT III
3. Trade: Different Categories of Merchants; Trade Routes- Uttarapath,

Dakshinapatha and Silk Route.
UNIT IV
4. Political Economy: Taxation: Coinage; Land Grants.
Essential Readings:
Chakravarti, Ranbir, 2016, Exploring Early India up to c. 1300, New Delhi , Primus:
Revised edition.
Gopal, L., ‘ Agriculture’, in History of Technology in India-Vol. I: From Antiquity to c.

1200. AD, (ed.) A.K.Bag, 1997, Indian National Science Academy: New Delhi, pp 391-
436.
Habib, Irfan and Jha, 2011, Vivekanand, A People’s History of India: 5- Mauryan
India, New Delhi, Aligarh Historians society: Aligarh and Tulika Books:, reprint.
Habib, Irfan, 2002, A People’s History of India 2- The Indus Civilization, New Delhi,
Aligarh Historians Society: Alaigarh and Tulika Books.
Habib, Irfan, 2012, A People’s History of India-6- Post Mauryan India 200 BC-AD 300: A
Political and Economic History, New Delhi, Aligarh Historian’s society: Aligarh and
Tulika Books.
Maity, S.K., 1970, Economic Life in Northern India: In the Gupta Period, Delhi, (c.AD
300-550): Motilal Banarasidaas.
Shrimali, K.M., 2011, The Age of Iron and the Religious Revolution, c. 700-c.350BC. (A
People’s History of India 4), New Delhi, Aligarh Historian’s society and: Tulika Books.
Singh, Upinder, 2000, A History of Ancient and Early Medieval India: From Stone Age to
the 12th Century, Delhi, Pearson Longman.
108
Further Readings:
Chakravarti, Ranbir, 2008, ‘ Agriculture Technology in Early Medieval India (c, AD 500-
1300)’,in the Medieval History Journal, Vol. II, No.2,.. pp 229-258.
Chakravarti, Ranbir, 2002, Trade and Traders in Early Indian Society, New Delhi,
Manohar Chakravarti, Ranbir, Trade in Early India.
5.1 HIS 503 ECONOMIC HISTORY OF MEDIEVAL INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To understand the basic aspects of economy in the medieval times-

agriculture, trade, production and technology with special reference to change.
Pedagogy: The course will utilize audio-visual aids, maps, slides in addition to the
lecture discussion. Class activities like debates, paper presentations, quiz , will
enhance the learning experience.
each Unit I-IV. Each question will carry 10 marks. 4x10=40
Unit I
1. Agrarian Economy: 1200-1500 AD: Agricultural Production; Rural Classes;

Agrarian Taxation; Distribution of Revenue Resources; Role of State.
2. 1500-1750 AD: Agricultural Production; Agrarian Relation ; Land Revenue
System ; Jagirdari System; and Agrarian Economy.
109
Unit II
3. Non Agricultural Production: 1200-1500 AD: ’Urban Revolution’ in 13th

century North India; Non agricultural activity
4. 1500-1750 A.D: : Non- Agricultural Production; Organization of Industry
Unit III
5. Trade and Urbanization: 1200-1500 AD: Internal commerce; Maritime trade;

Prices, Wages and Currency; Urban Pattern
6. 1500-1750 A. D : Inland Trade; Foreign Trade, Monetary system; Towns and Cities
Unit IV
7. Technology: Agricultural Technology; Craft Technology; Military Technology;

Transport and Navigation.
Essential Readings:
Raychaudhri and Habib Irfan (eds) 2012 , The Cambridge Economic History of India,
Hyderabad, Vol. 1, Orient Black Swan, (reprint).
Habib Irfan, 2013 , Technology in Medieval India c. 650-1750, A People’s History of
Indian 20, Tulika Books, Delhi (4th Paperback ed).
Habib, Irfan, (1969): Technological Changes and Society Varanasi,13th – 14th
Centuries’, Presidential Address, section II, Proceedings of the Indian History congress,
pp 139-161.
1980, ‘Changes in Technology in Medieval India’, Studies in History, Vol.II, No. 1, , pp
15-39
----------------, 1995 Essays in Indian History: New Delhi,Toward a Marxist Perception,
Tulika,
Moosvi, Shireen, 2010, People, Taxation and Trade in Mughal India, OUP, New Delhi:. “
Work and Gender in Medieval India”.
Further Readings:
Chandra, Satish, 1987, Essays in Medieval Indian Economic History, Delhi ,
Munshiram Manoharlal.
Habib Irfan, 1999 , The Agrarian System of Mughal India, New Delhi , OUP, (revised
ed.)
Moosvi,Shireen, 1986, The Economy of the Mughal Empire, Delhi, OUP.
110
5.1 HIS 504 : ECONOMIC HISTORY OF MODERN INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce students to the main aspects of the colonial economy and its
impact on India.
Pedagogy: The course will utilize audio-visual aids, maps, slides in addition to the
lecture discussion. Class activities like debates, paper presentations, quiz , will
enhance the learning experience.
Unit I
Theories of Economic History; Transition to Colonialism 1707-1857; Growth and

Structural Change 1857-1947
Unit II
Agriculture, Plantations, Common Lands
Unit III
Infrastructure, Small scale industry, Large Scale Industry, Mining
Unit IV
Fiscal and Monetary systems, Banking, Population, Economic Change 1950-2010

111
Essential Readings:
Bhattacharya, D, 1979, A Concise History of the |Indian Economy, 1750-1`950, Delhi ,

Prentice Hall, (2nd ed).
Raychaudhry, Tapan and Dharma Kumar 1984, (eds), The Cambridge Economic
History of India 1757-1970, Hyderabad, Vol. II, Cambridge University Press.
Further Readings:
Chandra, Bipan, 1982, The Rise and Growth of Economic Nationalism, Delhi , People’s
Publishing House.
Gadgil, D.R., 1971, The Industrial Evolution of India in Recent Times, Bombay, OUP,
(5th ed).
5.1 ECO 501 : ECONOMICS OF INDUSTRY
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To introduce the students to basic concepts of firm, industry and market,
alongwith the elements of market structure.
Pedagogy: The paper will encourage debate in addition to lecture discussion and
involve presentations and assignments to enhance understanding of concepts.
1. The syllabus has been divided into TWO units. There shall be 7 questions in
paper shall contain 2 units. Each unit shall have three long questions and
the candidate shall attempt three questions in all selecting at least one
from each Unit. Each question will carry 5 marks. 3x5=15
112
Unit I
1. Basic concepts of firm, Industry and market; Organizational forms. Separation

of ownership from management and control. Alternative goals of firm:
contributions of R Marris and Williamson
Unit II
2. Elements if Market Structure: Sellers’ and buyers’ concentration, product

differentiation, conditions of entry, Measurement of seller’s concentration.
Determinants: Economies of Scale and Barriers to entry. Growth of firms:
Vertical integration, diversification (Concepts of Mergers and acquisitions).
Essential Readings:
Martin, Stephen, 1989, Industrial Economics: Economic Analysis and Public Policy, New
York, Macmillan Co.
Bains, J.S., 1959, Industrial Organization, University of California.
Clarke, R.; 1985, Industrial Economics, Oxford, Blackwell Publishers.
Further Readings:
Shepherd, William G., 1990, The Economics of Industrial Organization, New Jersey,
Prentice Hall, ( 3rd ed,).
Scherer, F.M & Ross, David., 1990, Industrial Market Structure and Economic, London
(3rd Ed.) Performance, Houghton Mifflin Company, Boston Koutsonyiannis Modern
Miocroeconomics, Macmillan.
5.1 ECO 502 INTERMEDIATE MICROECONOMICS-I
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The course is designed to provide a sound training in microeconomic theory
to formally analyze the behaviour of individual agents. This course looks at the
behaviour of the consumer and the producer and also covers the behaviour of a
competitive firm.
teaching programme.
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each Unit I-IV. Each question will carry 10 marks.4X10=40
Unit I
1. Consumer Theory –I: Preference; utility; budget constraint; choice; demand;
Slutsky equation.
Unit II
2. Consumer Theory –II: Choice under risk and inter-temporal choice; Revealed
preference
Unit III
3. Production and Costs: Technology; isoquants; production with one and more
variable inputs; returns to scale; short run and long run costs; cost curves in
the short run and long run.
UNIT IV
4. Prefect Competition: Review of perfectly competitive market.
Essential Readings:
Hal R Varian, 2010, Intermediate Microeconomics: A Modern Approach, W W Norton

and Company/Affiliated East-West Press(India), 8th edition. Workbook by Varian and
Bergstrom may be used for problems.
C Snyder and W Nicholson, 2010, Fundamentals of Microeconomics, India, Cengage

Learning.
B Douglas Bernheim and Micheal D Whinston, 2009, Microeconomics, India , Tata

McGraw Hill.
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5.2 ECO 503 INTERMEDIATE MACROECONOMICS-I
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This course introduces the students to formal modelling of a macro-
economy in terms of analytical tools. It discusses various alternative theories of output
and employment determination in a closed economy in the short run as well as
medium run, and the role of policy in this context. It also introduces the students to
various theoretical issues related to an open economy.
teaching programme
Unit I
1. Aggregate Demand and Aggregate Supply Curves: Derivation of aggregate

demand and aggregate supply curves; interaction of aggregate demand and
supply.
Unit II
2. Inflation, Unemployment and Expectations: Phillips Curve; adaptive and

rational expectations; policy ineffectiveness debate.
Unit III
3. Balance of Payments: Concepts and Components of Balance of Payments;

Causes and Consequences of Disequilibrium in the Balance of Payments.
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Unit IV
4. Open Economy Models: Short run open economy models; Mundell-Fleming

model; exchange rate determination; purchasing power parity; asset market
approach; Dornbusch’s overshooting model; monetary approach to balance of
payments.
Essential Reading:
Dornbusch, Fischer and Startz, 2010, Macroeconomics, McGraw Hill, 11th edition.
N Gregory Mankiew, 2010, Macroeconomics, Worth Publishers, 7th edition.
Olivier Blanchard, 2009, Macroeconomics, Pearson Education Inc., 5th edition.
Steven M Sheffrin, 1996, Rational Expectations, Cambridge University Press, 2nd
edition.
Further Readings:
Andrew B Abel and Ben S Bernanke, 2011, Macroeconomics, Pearson Education Inc.,
7th edition.
Errol D’Souza, 2009, Macroeconomics, Pearson Education.
Paul R Krugman, 2012, Maurice Obstfeld and Marc Melitz, International Economics,
Pearson Education Asia, 9th edition.
5.2 ECO 504 DEVELOPMENT ECONOMICS- I
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The paper intends to introduce the students to basic concepts in

development, growth models, mechanisms and determinants of development. A
comparison of inequalities in development and the impact of government functioning
is also seen.
Pedagogy: The encouragement of debate and quiz will supplement the lecture
discussion in the classroom. Written assignments and presentations would be an
integral part of the teaching programme to add to basic understanding.
116

each unit I-IV. Each question will carry 10 marks. 4X10=40
Unit I
1. Conceptions of Development: Alternative measures of development,
documenting the international variation in these measures, comparing
development trajectories across nations and within them.
Unit II
2. Growth Models and Empirics: The Harrod-Domar model, the Solow model and
its variants, endogenous growth models and evidence on the determinants of
growth.
Unit III
3. Inequality: Definitions, Measures and Mechanisms; Inequality, axioms; a
comparison of commonly used inequality measures; connections between
inequality and development.
Unit IV
4. Political Institutions and the Functioning of the State: The determinants of
democracy; alternative institutional trajectories and their relationship with
economic performance; within country differences in the functioning of state
institutions; state ownership and regulation; government failures and
corruption.
Essential Readings:
Debraj Ray, 2009, Development Economics, Oxford University Press.
Partha Dasgupta, 2007, Economics, A Very Short Introduction, Oxford University Press.
Abhijit Banerjee, Roland Benabou and Dilip Mookerjee, 2006, Understanding Poverty,
Further Readings:
Kaushik Basu, 2007, The Oxford Companion to Economics in India, OU.,
Amartya Sen, 2000, Development as Freedom, OUP.
Daron Acemoglu and James Robinson, 2006, Economics Origins of Directorship and
Democracy, Cambridge University Press.
Robert Putnam, 1994, Making Democracy Work: Civic Traditions in Modern Italy,
Princeton University Press.
117
5.1 PSY 501 : EDUCATIONAL PSYCHOLOGY
Maximum Marks : 50
Theory : 25
Internal : 19
Assessment
Practicum : 6
Time : 3 hours
Objectives: 1. To familiarise the students with the Psychology of the teacher and the
taught.
2. To familiarise the students with the basic dynamics of learning and
teaching.

paper shall contain 4 units. Each unit shall have two long questions and
the candidate shall attempt four questions in all selecting one question
from each unit.. Each question will carry 5 marks. 4x5=20
Unit I
1. Definition and Nature of Educational Psychology, Relation between Education and
Psychology, Methods of Educational Psychology; Introspection, Observation,
Experimental and Case Study.
Unit II
2. Concept of learning, Theories of learning : Classical Conditioning., Trial and Error
Learning, Laws of learning.
Unit III
3. Concept of Individual difference and its Educational implications, . Concept of
Intelligence and I.Q., Emotional Intelligence and E.Q. , Concept of Personality and its
determinants.
Unit IV
4. Mental Health: Meaning & Ways of Promoting mental health. Education of
Exceptional Children: Gifted, Creative & Backward.
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Practicum 6 Marks
1. Trial and Error Learning
2. Short Term Memory
3. HSPQ-High School Personality Questionnaire
4. Effect of Anxiety on Intelligence
[
Chauhan, S.S (2005) : Advanced Educational Psychology, Vikas Publishing House,

New Delhi.
Cronback, L.J (1954). : Education Psychology Harcourt Bruce & Co. New York
Crow L.D. and Crow, A. ( 1989) : : Educational Psychology, New York, Wiley.
Terman, L.M. & Oden M.H.(1959) : The Gifted Child, Grous UP California, Standard
University, Press.
5.1 PSY 502: GENERAL PSYCHOLOGY
Maximum Marks : 100

Theory : 50
Internal : 40
Assessment
Practicum : 10
Time : 3 hours
Objectives: 1. To initiate students into understanding the subject of Psychology.

2. To familiarise the students with the bases of behaviour.
8 short questions spread over the whole syllabus to be answered in about 25
shall be given internal choice of attempting one question from each Unit I-
IV.
2. Each question will carry 10 marks.4x10=40
in the syllabus.
Unit I
1. The Nervous System: Structure and functioning of the neuron; Divisions of
Nervous System- Central Nervous system and Peripheral Nervous system:
Structure and functioning
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Unit II
2. Sensation: Concept and types; Vision- The Visual Stimulus, Structure and
Functioning of the Eye, Audition: the Auditory Stimulus, Structure and
functioning of the Ear.
Unit III
3. Psychophysics: Thresholds, Psychophysical Methods: Method of Limits,
Method of Constant Stimuli and Method of Average Error.
Unit IV
4. Learning and Memory: concept of Learning, Classical Conditioning, Operant
Conditioning. Concept of Memory, Short term and Long Term Memory, Levels
of Processing.
Practicum 10 Marks
1. To measure two point Threshold
2. To measure differential threshold with Differential Weights
3. To measure Bilateral Transfer of Training through Mirror Drawing Apparatus
4. To measure Academic Achievements.
Essential Readings:
1. Ciccarelli, D; (2008), Introduction to Psychology; Pearson, Delhi
2. Kerlinger, F.N. Foundations of Behavioural Research; Renehart and Winston 1964.
3. Morgan, C.T., King, R.A. (1987), Introduction to Psychology; McGraw Hill Singapore
Weisz, J.R. and Schopler, J.
5.1 PSY 503: EXPERIMENTAL PSYCHOLOGY
Maximum Marks : 100

Theory : 50
Internal : 40
Assessment
Practicum : 10
Time : 3 hours
Objectives:1. To enable the students in understanding the scientific bases of

behaviour.
2. To familiarise the students with the designing of experiments in
Psychology.

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each Unit I-IV. Each question will carry 10 marks.4x10=40
UNIT I
1. Experimental Method: Steps of Experimental Method, Advantages and
Disadvantages of Experimental Method, Role of Control
UNIT II
2. Perception: Attentional Processes: Perception of Form, Space and Movement.
UNIT III
3. Thinking: Concept formation and processes Creativity; Concept; Torrance’s
Theory of Creativity
UNIT IV
4. Statistics: Normal Probability Distribution: Properties and Applications:
Hypothesis Testing- type 1 and Type II Errors.
Practicum Marks : 10
1. Muller Layer Illusion
2. To measure Division of Attention
3. To measure Span of Attention
4. Comparison of recall and recognition as measures of memory
5. To measure Concept Formation
Essential Readings:
Ciccarelli, D 2008, Introduction to Psychology, Delhi, Pearson.
Jain, S. 2000, Introduction to Psychology, New Delhi, Kalyani.
Kerlinger, F.N. 1964, Foundations of Behavioural Research, New York Holy, Tinvhsty
snf Eindyon.
Guilford, J.P., and Fruchter, B, 1981, Fundamental Statistics in Psychology and
Education, Singapore, McGraw Hill.
Further Readings:
Morgan, C.T., King., King, R.A. Weisz , J.R. and Schopler, J. 1987, Introduction to
Psychology, Singapore, McGraw Hill.
Garrett, H.E., 1966, Statistics in Psychology and Education, New Delhi , Vakils, Feffer
and Simons.
121
5.1 PSY 504 PSYCHOLOGICAL TESTING
Maximum Marks : 100

Theory : 50
Internal : 40
Assessment
Practicum : 10
Time : 3 hours
Objectives: 1. To introduce the students to the testing of behaviour.

2. To introduce the testing techniques.
Unit I
1. Introduction to Psychological Tests: History of Psychological Testing; Nature of

Psychological Tests; Classification of Tests; Uses of Tests.
Unit II
2. Item writing and Item Analysis: Characteristics of a Good Item; types of Items;
Item Difficulty; Item Discrimination.
Unit III
3. Reliability and Validity: Reliability; concept, Types, Factors Affecting Validity;

Relation between Reliability and Validity.
Unit IV
4. Interpretation of Test Scores: Criterion Referenced Scores: Content Referenced

and Outcome Referenced Scores; Norms Referenced Scores; Concept of Norms,
Types of Norms (e.g. Percentile Scale)
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Practicum 10 Marks
1. To measure reaction Time
2. Personality-Projective Technique(Projection Test): Thematic Appreciation Test
3. Interest Inventory
4. Mental Health Inventory
Essential Readings:
Anastasi, A. 1998, Psychological Testing, New Delhi, Macmillan.

Gregory, R.J., 1996, Psychological Testing, Singaapaore, Allyn and Bacon.
Guliford J.P. and Fruchter, B. 1981, Fundamental Statistics in Psychology and
education, Singapore, McGraw Hill.
Further Readings:
Guliford J.P. 1954, Psychometric Methods, New Delhi , Tata McGraw Hill.
Freemanm, F.S. 1960, Theory and Practice of Psychological Testing Oxford and
Cronbach L.J., Essentials of Psychological Testing.
5.1 POL 501 GEOPOLITICS: CLASSICAL AND CRITICAL
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: This optional course is aimed at making students understand that there is
a complex history and geography --both given and written—to the term ‘Geopolitics’.
The term was coined at the very end of the 19th century at the service of new forms of
nationalism, colonial projects and inter-imperialist rivalry in Europe and the world.
With the complex interplay between space and power at its conceptual core,
geopolitics has most often been associated with a ‘realist’ and state-centric approach
to international relations. But recent decades have witnessed the rise of a critical
geopolitics that focuses on a far wider range of social actors, experiences (including
non-Western) and practices. This course provides a concise survey of classical
geopolitics from a critical geopolitical perspective. It draws attention to politics behind
the production of geographical knowledge (in plural) of international relations.
Illustrations/cases used in this course are drawn largely from both continental and
maritime Asia and the Indian Ocean Region.
containing 8 short questions spread over the whole syllabus, to be answered
123

Unit-I
1. Conceptualizing Geopolitics: Critical Perspectives on Space-Place, Scaleand

Knowledge-Power
2. Origins, Evolution and Legacies of Western Geopolitical Tradition: (Rudolf Kjellen
(Organic Theory of State), Friedrich Ratzel (Lebensraum), Karl Haushofer (German
School of Geopolitics), Halford J. Mackinder (Heartland), Alfred Thayer Mahan
(Sea Power), Nicholas J. Spykman (Rimland).
Unit-II
3. Cold War Geopolitics: Eurocentric Visualizations of the Globe (Worlds & Blocks)
4. Post Cold War Geopolitics and Maritime Order: (Indian Ocean Region and ‘Indo-
Pacific’).
Unit-III
5. Critical Geopolitics of Climate Change (Perspectives on and from Global South)
6. Geopolitics and Geo-economics of Connectivity in Asia and Beyond (Silk Routes:
Old and New; One Belt One Road)
Unit-IV
7. Anti-geopolitics: New Forms of Resistance

8. Gender and Geopolitics
Essential Readings:
Unit I
Agnew, J. (1998) Geopolitics: Revisioning World Politics, London and New York:
Routledge.
Hobson, J. A. (2015) The Eurocentric Conception of World Politics, Western
International Theory, 1761-2010, Cambridge: Cambridge University Press.
Tuathail, G. O. 1996, Critical Geopolitics: The Politics of Writing Global Space, London
and New York: Routledge.
UNIT II
Tuathail, G. O., Dalby, S. and Routledge, P.(2006 Second Edition) (ed.) The Geopolitics
Reader, London and New York, Routledge.
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Kumar, Y. (2017) (ed.) Whither Indian Ocean Maritime Order? Contributions to a

Seminar on Narendra Modi’s Sagar Speech, New Delhi: KW Publishers.
UNIT III
Chaturvedi, S. and Doyle, T. (2015). Climate Terror: A Critical Geopolitics of Climate

Change, Palgrave Macmillan.
Blackwill, R. D. and Harris, J. M. (2016) War by Other Means: Geo-economics and
Statecraft, Cambridge: Harvard University Press.
Blanchard, Jean-Marc F. and Flint, C. (2017) The Geopolitics of China’s Maritime Silk
Road Initiative, Geopolitics, 22(2): 223-245.
Palit, A. (2017) India’s Economic and Strategic Perceptions of China’s Maritime Silk
Road Initiative, Geopolitics, 22(2): 292-309
UNIT IV
Routledge, P. (2003) ‘Anti-Geopolitics’ in Agnew, J., Mitchell, K. and Tuathail, G. (eds.)
A Companion to Political Geography, Oxford: Blackwell. (Chapter 16)
Routledge, P. (1996). ‘Critical Geopolitics and Terrains of Resistance’, Political
Geography, vol. 15, issues 6-7: 509-531.
Dowler, L. & J. Sharp (2001), ‘A Feminist Geopolitics?’Space & Polity 5(3):165-176.
Further Readings:
UNIT I
Chaturvedi, S. (2012) ‘Geopolitics’ in B. S. Chimni and Siddharth Mallavarapu (eds.)

International Relations: Perspectives for the Global South, New Delhi: Pearson.
Kelly, P. (2006) ‘A Critique of Critical Geopolitics’, Geopolitics, 11 (1): 24-53.
UNIT II
Raja Mohan, C. (2013) Samudra Manthan: Sino-Indian Rivalry in the Indo-Pacific, Delhi:
Oxford University Press, (South Asia Edition).
Scott, D. (2012) ‘India and the Allure of the Indo-Pacific’, International Studies, 49
(3&4): 1-24.
Berlin, D. 2010. ‘Sea power, land power and the Indian Ocean’, Journal of the Indian
Ocean Region, 6(1): 52-66.
UNIT III
Lovbrand, E. and Stripple, J. (2006) ‘The Climate as a Political Space: On the
Territorialization of the Global Carbon Cycle’, Review of International Studies,32; 217–
35.
Khanna, P. (2016) Connectography: Mapping the Future of Global Civilization, New
York: Random House.
Sharma, B. K. and Kundu, N.D. (2016) (eds.) One Belt, One Road: Initiative Challenges
and Prospects, New Delhi: Vij Books.
UNIT IV
Oslender, U. (2009), “Anti-geopolitics”, in R. Kitchin & N. Thrift (eds.), International
Encyclopedia of Human Geography, vol. 1, Oxford: Elsevier: 152-158.
Tuathail, G. O., Dalby, S. and Routledge, P.(2006 Second Edition) (ed.) The Geopolitics
Reader, London and New York, Routledge.
125
5.1 POL 502 TRADITIONS OF POLITICAL THOUGHT
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: This course introduces students to the main traditions in political thought. In each tradition it
will focus on identifying the key aspects and distinguishing markers of the tradition and its contribution to
the conceptual apparatus of the discipline. The last unit will engage with contemporary critiques of the
framework of political thought and explore the emerging area of comparative political thought
UNIT I
1. Liberal Tradition
2. Socialist Tradition
UNIT II
3. Conservative Tradition
4. Republican Tradition
UNIT III
5. Feminist Tradition
6. Postmodernist Tradition
UNIT IV
7. Reappraising Political Thought: Western and Non Western traditions,

8. Critique of Eurocentrism ;Comparative Political Thought.
126
Essential Readings:
Freeden, M and Vincent, A (2013) (eds) Comparative Political Thought. London/New
York: Routledge.
Gaus, G. F and Kukathas, C (2004) (eds) Handbook of Political Theory.New Delhi: Sage.
Goodin, R, Petitt, P and Pogge, T (2007) (eds) A Companion to Contemporary Political
Philosophy.Oxford: Blackwell Publishing.
Heywood, A (2012) Political Ideology: An Introduction. Hampshire/New York: Palgrave
Macmillan.
Further Readings:
Kymlicka, W (2002) Contemporary Political Philosophy: An Introduction. Oxford/New
York: Oxford University Press.
Vincent, A (2010) Modern Political Ideologies. Sussex: Blackwell Publishing.
5.1 POL 503 CONTEMPORARY GLOBAL POLITICS

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This paper is designed to introduce the students to the ongoing debates on
some of the contemporary policy issues from the vantage point of global politics. At
the end of the course, students would be able to demonstrate knowledge and
understanding of key theoretical debates and issues of current global politics,
understand key principles of particular arguments in application to specific
dimensions of international relations, identify actors and processes in international
politics, and most importantly apply critical thinking and policy orientated writing.
127
Unit-I
1. Terrorism and Security
Unit-II
2. Human Rights and Global Governance
Unit-III
3. Climate Change and Energy Security
Unit-IV
4. Regionalism and Immigration.
Essential Readings:
Art, Robert J. and Robert Jervis, eds. (2007). International Politics: Enduring Concepts
and Contemporary Issues .London, Pearson
Baylis, John et al., eds. (2013). The Globalization of World Politics, New York, Oxford
University Press.
Bull, Hedley (1977). The Anarchical Society. New York, Columbia University Press.
Gilpin, Robert (2001). Global Political Economy: Understanding the International
Economic Order. New Jersey, Princeton.
Heywood, Andrew (2014). Global Politics. London, Palgrave.
Further Readings:
Martin,Gus (2006): Understanding Terrorism: Challenges, Perspectives, and Issues,
Sage Publications.
Mansbach, Richard W. and Taylor, Kirsten L. (2012). Introduction to Global Politics.
Nye, Joseph (2013). Understanding Global Conflict and Cooperation: An Introduction to
Theory and History.
5.1 POL 504 INTRODUCTION TO COMPARATIVE POLITICS
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This is a foundational course in comparative politics. The purpose is to

familiarize students with the basic concepts and approaches to the study of
comparative politics. More specifically the course will focus on examining politics in a
historical framework while engaging with various themes of comparative analysis in
developed and developing countries.
128
Unit I
1. Understanding Comparative Politics
What is Comparative Politics and why we need to compare?

Nature and scope of Comparative Politics
Unit II
2. Modern Governments: Historical Context
Capitalism: meaning and development: globalization

Socialism: meaning, growth and development
Colonialism and decolonization: meaning, context, forms of colonialism; anti-
colonialism struggles and process of decolonization
Unit III
3. Comparing Constitutional Developments
Britain
Nigeria
Unit IV
4. Comparing Regimes
Authoritarian
Democratic
129
Essential Readings
Unit I
Kopstein, J. and M. Lichbach, (eds), (2005) Comparative Politics: Interests, Identities,

and Institutions in a Changing Global Order, Cambridge University Press, 1-5; 16-36;
253-290.
Roy, A. (2001) ‘Comparative Method and Strategies of Comparison’, in Punjab Journal

of Politics. Vol. xxv (2), 1-15.
UNIT II
a. Capitalism
Ritzer, G. (2002) ‘Globalization and Related Process I: Imperialism, Colonialism,

Development, Westernization, Easternization’, in Globalization: A Basic Text London:
Wiley- Blackwell, 63-84.
Suresh, R.(2010) Economy & Society -Evolution of Capitalism, New Delhi, Sage
Publications, 151-188; 235-268.
b. Socialism
Brown, A. (2009) ‘The Idea of Communism’, in Rise and Fall of Communism, Harper
Collins (e- book), 1-25; 587-601
McCormick, J. (2007) ‘Communist and Post-Communist States’, in Comparative
Politics in Transition, United Kingdom: Wadsworth, 195-209
Meek, R. (1957) ‘The Definition of Socialism: A Comment’, The Economic Journal. 67
(265), 135-139.
c. Colonialism, Decolonization & Postcolonial society
Chiryankandath, J. (2008) ‘Colonialism and Post-Colonial Development’, in P. Burnell,

et. al, Politics in the Developing World.,New Delhi: Oxford University Press, 31-52
Duara, P. (2004) ‘Introduction: The Decolonization of Asia and Africa in the Twentieth
Century’, in P. Duara, (ed), Decolonization: Perspective From Now and Then.London:
Routledge, 1-18
Unit III
Grant, M. (2009) ‘United Kingdom Parliamentary System’ in The UK Parliament.
Edinburgh: Edinburgh University Press, 24-43
Kesselman, M., J. Krieger and William (2010), Introduction to Comparative Politics:
Political Challenges and Changing Agendas, UK: Wadsworth. 47-70 (Britain); 364- 388
(Nigeria);
625-648 (China); 415-440 (Brazil).
McCormick, J. (2007) Comparative Politics in Transition, UK: Wadsworth, 260-270
(China)
Unit IV
Heywood, Andrew (2013): Politics, Palgrave McMillan 4th Edition .
130
5.1 PUB 501 REGULATORY GOVERNANCE*
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective of the Paper: The course deals with rationale of regulatory governance The
key areas covered are the theoretical perspectives of regulatory governance and some
key sectors where regulatory agencies have been set up in India post 1991. Teaching
and learning will be through lectures, seminars, group work, assignment writing,
tutorials and presentations.
Unit-I
1. Regulation – Concept, rationale and theories
2. Regulatory Governance: Concept, significance and limitations.
3. Regulatory Commission: Concept and Rationale; Issues of Independence,
Transparency and Accountability of Regulators
Unit-II
Sectoral Regulation
4. Telecom – Telecom Regulatory Authority of India (TRAI): Structure, functions
and role
5. Insurance – Insurance Regulatory and Development Authority of India (IRDAI):
Structure, functions and role.
6. Environment – Central Pollution Control Board (CPCB): Composition,
functions and role
131
Essnetial Readings:
Baldwin, R.Cave, M., &Lodge, M.(2009).Understanding Regulation: Theory, Strategy
and Practice.London: Oxford University Press.
Dudley, S.E., &Brito, J. (2012).Regulation: A Primer. Washington: George Washington
University.
Government of India, Second Administrative Reforms Commission. (2009).Creating an
Effective Regulatory Framework,13thReport, Chapter 6. New Delhi:Ministry of
Personnel, Public Grievances and Pensions, Department of Administrative
Reforms and Public Grievances.
Government of India.(2006). Approach to Regulation: Issues and Options. New Delhi:
Planning Commisison.
Government of India, Report of the Working Group on Business Regulatory
Framework.(2011). Towards Optimal Regulatory Governance in India. New Delhi:
Government of India.Retrieved from
planningcommission.nic.in/aboutus/committee/.../wg_brf2103.pdf.
Kessides, I. N. (2004).Reforming Infrastructure, Privatization, Regulation and
Competition.Washington DC: World Bank and Oxford University Press.
Levi-Faur, D. (2010). Regulation & Regulatory Governance. Jerusalem Papers in
Regulation & Governance Working Papers Series(Working Paper 1).Israel: The
Hebrew University.
Further Readings:
OECD.(2014). Regulatory Enforcement and Inspection: OECD Best Practice Principles for
Regulatory Policy. Paris: OECD Publishing.
Rosenbloom, D. H. (1989).Public Administration: Understanding Management, Politics
and Law in the Public Sector. New York: McGraw-Hill Book Company. .
Stern, J. (1997). What Makes an Independent Regulator Independent?Business
Strategy Review, 8 (2), 67-74.
ONLINE SOURCES
www.trai.gov.in
www.cercind.gov.in
www.fssai.gov.in
www.ugc.ac.in
www.irdai.gov.in
www.cpcb.nic.in
132
5.1 PUB 502 : LOCAL GOVERNMENT IN INDIA

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective of the Paper: The objective of the paper is to give the student an
understanding of the concept, significance and evolution of local government in India.
It would also acquaint them with the pattern and working of district administration.
The key areas covered are the types, structure, functions, finances and personnel of
rural and urban local governments. It would also include the concept of state control
over local bodies and rural-urban relationship. Teaching and learning will be through
lectures, seminars, group work, assignment writing, tutorials and presentations.
Unit-I
1. Meaning and Significance of Local Government
2. Evolution of Local Government since 1882
3. Role of Deputy Commissioner
Unit-II
4. The 73rd Constitutional Amendment – Provisions and its Impact
5. Gram Sabha – Composition Functions and Powers
6. Panchayati Raj Institutions in Punjab – Structure, Functions, Sources of
Finances and Personnel
Unit-III
7. The 74th Constitutional Amendment – Provisions and its Impact

8. Urban Local Bodies – Structure, Functions and Sources of Finance
9. Mayor – Position, Functions and Powers
10. Municipal Commissioner – Position, Functions and Powers
133
Unit-IV
11. State Control over Local Bodies

12. State Finance Commission: Composition, Functions and Role
13. Rural- Urban Relationship – Challenges and Remedies
Essential Readings:
Goel, S.L.,& Ramesh, S. (2003). Panchayati Raj in India. New Delhi: Deep& Deep
Publishers.
Government of India, Second Administrative Reforms Commission. (2005). Local
Governance , 6th Report. New Delhi: Ministry of Personnel, Public Grievances and
Hochgesang, T. W. (1994). Rural Local Self-Government in India. Hyderabad: NIRD.
Khanna, B.S. (1991). Rural Developments in South Asia.New Delhi: Deep &Deep
Publications.
Maheshwari, S.R. (2002). Local Government in India. Agra: L.N. Aggawal.
Further Readings:
Puri, K. K. &Barara ,G.S.(2008).Local Government in India. Jalandhar: Bharat
Parkashan
Singh, H.B. (2003). Revitalised Urban Administration in India.Delhi: Kalpaz Publishers.
Singh, S.,& Singh, S. (2000).Local Government in India. Jalandhar: New Academic
Publishers.
5.1 PUB 503 CITIZEN CENTRIC GOVERNANCE
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives of the course: The objective is make the students understand how the
idea of active and participatory citizenship improves the quality of governance.
Discussion will be built by connecting the students with the current issues linked to
governance. Case studies and projects will linkthe discussions with theory.
Discussions and role play on text based materials will be used to make classes more
interactive and participatory.
134
Unit-I
1. Concept of Citizen Centric Administration: Concept, Evolution, Features and
Significance.
2. Rights and Obligations of Citizens: Civic Culture
3. Service providing and Developmental functions of the Government
Unit-II
4. Citizens’ Charters - Evolution, Features and Applications.
5. Social Audit - Evolution, Features and Applications.
6. Citizens’ Participation in Administration: Concept, Significance and Limitations
7. Citizen Engagement initiatives of GoI (My-Gov) at national level Select state
government initiative (Bhagidari, Delhi; Citizen Report Card, Bengaluru)
Unit-III
8. Right to Information Act, 2003
9. Right to Service Act, Punjab, 2011
10. Grievance – Meaning; Agencies for Redressal of Grievances at centre and state
levels in India
Unit-IV
11. Consumer Protection: Concept and Rationale
12. Consumer Protection Act, 1986
13. Machinery for Consumer Disputes Redressal at Centre, State and District Level
in India
Essential Readings:
Bynoe, I. (1996). Beyond the Citizen’s Charters - New Directions for Social
Rights.London:Institute of Public Policy Research.
Centre for Good Governance. (2008). Citizens Charters – A Handbook. Centre for Good
Governance: Bangalore.
135
Chaudhary, R.N.P.(2010). Consumer Protection Law: Provisions and Procedure. New

Delhi: Deep & Deep.
Government of India.(n.d). Citizens Charters – A Handbook. New Delhi: Ministry of
Personnel Public Grievances and Pension Department of Administrative
Government of India, Second Administrative Reforms Commission.(2008).
‘Refurbishing of Personnel Administration – Scaling New Heights’, Tenth Report.
New Delhi: Ministry of Personnel, Public Grievances and Pensions, Department
of Administrative Reforms and Public Grievances.
Government of India, Second Administrative Reforms Commission.(2009). ‘Promoting
eGovernance: The Smart Way Forward’, 11th Report. New Delhi: Ministry of
Personnel, Public Grievances and Pensions, Department of Administrative
Government of India,Second Administrative Reforms Commission.(2009). ‘Citizen
Centric Administration - The Heart of Governance’, Twelfth Report. New Delhi:
Ministry of Personnel, Public Grievances and Pensions, Department of
Administrative Reforms and Public Grievances.
Further Readings:
Majumdar, P.K. (2008). Law of Consumer Protection in India. New Delhi: Orient
Publishing Company.
Paul, S. (2008). India's Citizen's Charters: In Search of a Champion.Economic and
Political Weekly,43 (7), 67-73.
Public Affairs Centre.(2007). India’s Citizen’s Charters- A Decade of
Experience.Bangalore: Public Affairs Centre.
Online sources:
https://mygov.in/
http://righttoinformation.gov.in/rti-act.pdf
http://rtspunjab.gov.in/Act.aspx
Department of Information Technology Framework for Citizen Engagement in e-
Governance
http://indiagovernance.gov.in/files/citizen_engagement_in_egovernance.pdf
Aiyar, Yamini et al. A Guide to Conducting Social Audits: Learning from the
Experience of Andhra Pradesh
http://www.accountabilityindia.in/sites/default/files/guidelines_-_le.pdf
Social Audit: A Toolkit A Guide for Performance Improvement and Outcome
Measurement
http://unpan1.un.org/intradoc/groups/public/documents/cgg/unpan023752.pdf
136
5.1 PUB 504 COMPARATIVE AND DEVELOPMENT ADMINISTRATION*
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective of the Paper: This course will equip the students with knowledge and
understanding of the concepts and approaches used in the study of Comparative and
Development Public Administration, features of developed & developing countries,
planning machinery at Centre, State and district levels in India and the emergence of
India as a welfare state. They will be able to apply the comparative approach through
the theoretical formulations studied in Unit I to the economic, social, political and
administrative systems and their working in the countries listed. Teaching and
learning will be through lectures, seminars, group work, case study analysis and
presentations.
Unit-I
1. Comparative Public Administration: Meaning, nature, scope and

significance,
2. Evolution and Relevance of Comparative Public Administration
3. Environment of Administration in Developed & Developing Countries: Social,
economic, political and cultural.
Unit-II
4. Approaches: Structural Functional Approach, Behavioural Approach,

Ecological Approach
5. Chief Executive of UK, USA, France, Japan
6. Local government of UK, USA, France, Japan
137
Unit-III
7. Concept and Significance of Development and Sustainable Development

8. Development Administration: Concept and Significance
9. Administrative Capability and Role of Bureaucracy for Development
Administration
Unit-IV
10. India as a Welfare State

11. Organization for Development Planning at Centre, State and District Levels
in India
12. Role of United Nations System in Development
13. Women and development
Essential Readings:
Almond, G. & Powell. G.B. (1972). Comparative Politics: A Developmental
Approach. New Delhi: Amerind.
Arora, R.K. (1972). Comparative Public Administration: An Ecological Perspective.
New Delhi: Associated Publishing House.
Arora, R.K. & Sharma, S. (Eds.). (1992). Comparative and Development
Administration; Ideas and Actions. Jaipur: Arihand Centre for Administrative
Change.
Bhatt, A., &Ranjan, R. (2010).Comparative Government and Politics (1st ed.).
New Delhi: Anmol Publications Pvt. Ltd.
Dwivedi, O.P. (1994). Development Administration: From Underdevelopment to
Sustainable Development. London: Macmillan.
Heady, F., &Stokes, S.L. (1962).Papers in Comparative Public Administration.
U.S.A: Institute of Public Administration, University of Michigan..
Farazmand, A. (Eds.). (2001). Handbook of Comparative and Development Public
Administration (2nd ed.). New York: Marcell Dekker Inc.
Heady, F. (2001).Public Administration: A Comparative Perspective (6th ed.). New
York: Marcel Dekker Inc.
Further Readings:
Nadkarni, V. & Noonan, N. C. (Eds.). (2013). Emerging Powers in a Comparative
Perspective: The Political and Economic Rise of the BRIC Countries. USA:
Bloomsbury Academic.
Ray, S.N. (2004). Modern Comparative Politics: Approaches, Methods and Issues.
New Delhi: Prentice Hall of India.
Riggs, F.W. (1961). The Ecology of Public Administration.Bombay; Asia
Publishing House.
Riggs, F.W. (1964). Administration in Developing Countries: The Theory of
Prismatic Society. Boston: Houghton Mifflin Co.
Sapru, R. K. (2003).Development Administration(2nd Ed). New Delhi: Sterling
Publishers.
138
Singh, S. & Singh, S. (2010). Public Administration: Development and Local

Administration. Jalandhar: New Academic Publishers.
Srivastava, S. P. (1998). The Development Debate: Critical Perspectives. Jaipur
& New Delhi: Rawat Publications.
W.J. Siffin. (1959).Towards the Comparative Study of Public
Administration.Bloomington: Indiana University Press.
Internet Sources
[Online] Available from
http://news.bbc.co.uk/1/hi/country_profiles/default.stm
[Online] Available from https://www.cia.gov/library/publications/the-world-
factbook/index.html
[Online] Available http://www.nationmaster.com/
5.1 SOC 501 INTRODUCTION TO RURAL SOCIETY
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: This course discusses the significance of study of Rural Society and its
basic concepts. It also focuses on the rural social institutions such as castes system,
class, Tribe etc. present in a rural society.
four units shall have two long questions and the candidate shall attempt
four questions in all selecting one question from each Unit. Each
question will carry 5 marks. 4x5=20
Unit I
1. Rural Society: Basic Concepts, definition; Village and Indian Village;
Significance of Study of Rural Society.
Unit II
2. Rural Social Institutions: Family; Kinship; Class; Tribe; Caste system
139
Unit III
3. Social Transformation in Rural India: Land Reforms; Community

Development Programmes; Role of Panchayati Raj Institutions
Unit IV
4. Globalization and Rural Society: Globalization and its impact on agriculture,

economy and social institutions in Rural India
ESSENTIAL READING:
Appadurai, Arjun, 2000, Modernity at Large: Cultural Dimensions of Globalization, New

Delhi OUP, Beck, Ulrich, What is Globalization?, Polity, London.
Berch, Berberogue, 1992, ed. Class, State and Development in India, New Delhi Sage.
Desai, A.R., 1977, Rural Sociology in India, Bombay, Popular Prakashan.
Frankel, F.R. and M.S.A. Rao, 1989, Dominance and State Power in Modern India,
Bombay, OUP.
Further Readings:
Mehta, S.R., 1984, Rural Development Politics and Programmes, New Delhi, Sage.
Mencher, J.P., 1983, Social Anthropology of Peasantry, Part III, New Delhi, OUP.
Omvedt, Gail, 1982, ed, Land, Caste and Politics in India, Delhi, OUP.
Shamin, Theodor, ed, Peasants and Peasant Society, Penguin
Thorner, D. And E. Thorner, 1962, Land and Labour in India, Bombay, Asia
Publications.
Walter, C. Neala, 1990, Developing Rural India, Politics, Policies and Progress, New
Delhi, Allied.
5.1. SOC 502 SOCIAL THOUGHT

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The main objective of the course is to introduce the students to a

comprehensive study of the important thinkers such as Marx Weber, Durkheim and to
sensitize these students about the application of the views of these thinkers to
contemporary issues.
140
each unit I-IV. Each question will carry 10 marks.4x10=40
Unit I
1. Enlightenment Thought (Rousseau) and conservative; views of St. Simonand

Reaction to it; Positivism (Auguste Comte)
Unit II
2. Karl Marx: Dialectical Materialism; Relations and Modes of Production, base

and superstructure, Class and Class Conflict, Exploitation and Alienation.
Unit III
3. Max Weber: Social Action, Types of Social Action, Bureaucracy, Authority and
types; Protestant Ethic and the Spirit of Capitalism
Unit IV
4. Emile Durkheim: Nature of Social Facts; Social Solidarity and anomie,

Mechanical and Organic Solidarity, Social Division of Labour; Nature of
Religion; Suicide.
Essential Readings:
Aron, Raymond, 1990, Main Currents in Sociological Thought (Vol 1 & II), London,
Pelican, (Reprint).
Avineri, S., 1970, The Social and Political Thought of Karl Marx. Cambridge University Press.
Bendix , R. Max Weber: 1960, An Intellectual Portrait, New York, Doubledays,
Durkheim, E, 1960, The Division of Labour in Society, Illinois, Free press of Gilencoe,
Hiddens, Anthony, 1971, Capitalism and Modern Social Theory, London, Cambridge
University Press.
Irving, M.Seitlin, 1969, Ideology and the Development of Sociological Theory, Prentice
Hall, New Delhi.
141
Further Readings:
Marx, K. And Engels, F. 1971, The Manifesto of the Communist Party, Moscow,
|Progress Publishers.
Max Weber, 1965, Protestant Ethic and the Spirit of Capitalism, London, Allen & Unwin,
Ritzer, George, 1996, Sociological Theory, London, Mc Graw Hill.
Seidman, Steven and Alexander C. Jeffrey, 2001,Sociology Reader, London , Routledge
Steven Lukes, 1973, Emile Durkheim, Penguin Books, London.
5.1. SOC 503 SOCIAL STRATIFICATION
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The main objective of the course is to acquaint the students with the basic
concepts of discrimination, inequality and exploitation present in the society. This
course will also provide understanding of theoretical formulations of important
thinkers such as Weber, Marx Davis & Moore and contemporary formulations like the
emerging middle class and changing dimensions of caste and class, to the students.
each unit I-IV. Each question will carry 10 marks.4x10=40
Unit I
1. Concepts and Elements Inequality, Differentiation, Social Stratification;

Position, Role, Status, Social Mobility
Unit II
2. Theories on Stratification: Functional ( Weber, Parsons, Davis & Moore);

Conflict (Marx, Dahienderf)
142
Unit III
3. Types of Stratification; Caste, Class, Race, Gender
Unit IV
4. Changes in Caste and Class system, Significance of Middle Class in

Contemporary Society.
Essential Readings:
Bendix, Lipset (eds), 1970, Class Status and Power, London Routledge & Kegan Paul
Beteille, Andre, 1977, Inquiry Among Men , Delhi Oxford University Press,
Beteille, Andre, 2002, Equality and Universality: Essays in Political Theory, Delhi, OUP,
Beteille, Andre, 1969, Social Inequality, Penguin Book.
Culvert P, P. 1982, The Concept of Class, London Hutchinson.
D’Souza V.S., 1981, Inequality and its Perpetuation, Delhi, Manohar Pub.
Eisenstadt, S.N. 1971, Social Differentiation and Stratification, Scott, Foresman & Co.
Giddenss, A. 1980,The Class Structure of the Advanced Societies, Unwin Hyman.
Gupta, Dipankar, 1991, Social Stratification, Delhi, OUP.
Further Readings:
Johnson, D.L.( 1982.), Class and Social Development : A New Theory of the Middle
Class, Baverly Hills, Sage Pub.
Sharma, K.L. 1986, Social Stratification in India , New Delhi, Manohar.
Shriniwas, M.N.( 1996), Caste: Its Twentieth Century Avatar, New Delhi, Viking.
Singh, Yogendra, 1977, Social Stratification & Social Change, Manohar Publications.
Tumin, M.M., 1978, Social Stratification, Prentice Hall.
143
5.1 SOC 504 SOCIAL DEVELOPMENT
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This course aims at familiarising the students with the various
conceptions of development and social development. It also provides a view on the role
of voluntary sector and the implications of Globalization on social development.
each unit I-IV. Each question will carry 10 marks.4X10=40
UNIT I
1. Development: Concept, Liberal, Socialist and Gandhian perspectives on
development; operational indicators of development.
UNIT II
2. Social Development: Concept, characteristics, Difference between economic and
Social
3. Development; Indicators of social development; role of social development in the
Indian State
UNIT III
4. Role of voluntary Sector in social development: Merits and demeritsss of Non
government Organizations; Problems of Voluntary Sector; Some success stories
from India
UNIT IV
5. Globalization and its impact in social Development: Changes in institutions of
family and marriage; Impact on agriculture and Industry; gender relations.
Essential Readings:
Abraham, M.F. 1990, Modern Sociological Theory: An Introduction, New Delhi, OUP,.
Basu, D.K.and R Sisson (eds) Social and Economic Development in India : A Re-
assessment, New Delhi, Sage, (?chapters by Ser & Galanter).
Desai, A.R.1985, India’s Path of Development: A Marxist Approach, New Delhi, OUP
144
Giddens, A., 1990, The Consequences of Modernity, Cambridge, Polity Press,

Jena, N.A., 1994, “ An Inquiry into Popular Participation ”Participation and
Governance”Vol.I, No.I, July (pp.8-17)
Mowli, V.C. 1990, (ed.) Role of Voluntary Organizations in Social Development, Sterling
Pub.(Preface and conclusion).
Minogue, M., 1988, Perspectives on Development, Manchester University Press.
Pimpley, P.N, 1988, Voluntaristic Approach to Development , Unpublished Monograph.
Pimpley, P.N.et.al.(eds. 1989,) Social Development, Jaipur, Rawat. (Selected chapters).
Sharma, S.L. 1980 , “Criteria of Social Development,” Journal of Social Action, Jan-March.
Sharma, S.L. 1989, “Social Development : Reflection on the Concept and Indian
Experience”’ Nanak Journal of Sociology, Vol.10, Nos. 1 & 2(pp 37-55).
Sharma, S.L., 1986, Development: Socio-Cultural Dimensions, Jaipur, Rawar (chapter I).
Sharma, S.L. 1992, “Social Action Groups as Harbingers of Silent Revolution”,
Economic and Political Weekly, Vol. 27, No.47.
Further Readings:
Appadurai, A. 1997, Modernity at Large: The Cultural Dimensions of Globalization, New
Delhi, OUP
Dereze, J and Amartya Sen, 1996, India: Economic Development and Social
Opportunity, New Delhi, OUP
Keily R. And P.Marflet 1998, (eds) Globalization and the Third World , London
Routledge.
Waters, M. Globalization, New York Routledge & Kegan Paul
5.2 BA Choice Based Credit Electives (ANY TWO)
5.2 GEN 503 INDIA’S STRUGGLE FOR FREEDOM
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective To introduce to students the main aspects of the national movement, the
response of the people to British rule an d the major phase of this response
culminating in the independence of India in 1947.
Pedagogy: In addition to lecture discussion the use of visual aids, debate on

controversial matters and presentations by students will enhance the learning
process.
INSTRUCTIONS TO THE PAPER SETTERS:
1. There will be nine questions in all. Question 1 will be compulsory and will
have 8 short questions from the entire syllabus. Candidates are to attempt any
5 in about 25-30 words each. Each question carries 2 marks. (5x2=10 marks)
145
2. The rest of the paper will have four units corresponding to the four units in the
syllabus. Two long questions from each Unit are to be set. Candidates to
attempt four questions in all selecting one question from each Unit. Every
question will carry 10 marks.(4x10=40 marks)
3. Questions are to cover the entire syllabus in a balanced manner.
UNIT I
1. Impact of British Rule: Stages of British Rule in India (Mercantilist, Free Trade
and Foreign Investment); Impact on agriculture, trade and industry and society.
2. The Early Phase: Peasant and Tribal Uprisings; New Political Associations
UNIT II
3. Era of Militant Nationalism: The Swadeshi Movement; Revolutionary activity

4. Gandhian era: Emergence of Gandhi and his ideology; Non-cooperation
UNIT III
5. Intimations of Freedom: Rise and Growth of Communalism; Civil Disobedience;

Communal Award; States’ Peoples Movements.
UNIT IV
6. Achievement of Freedom: Quit India; Indian National Army; Women in National
Movement; Towards Freedom.
Essential Readings:
Chandra, Bipan, Amales Tripathy and Barun De, 2001, Freedom Struggle, Delhi,
National Book Trust, ( 5th reprint).
Habib Irfan, 2013, The National Movement, Tulika Books, Delhi (2nd edition).
Habib Irfan, 2018, The National Movement, origins and early phase, to the 1918,
New Delhi: Tullika Books.
Habib Irfan, 2013, Indian Economy under early British Rule 1757-1857, New Delhi:
Tullika.
Habib Irfan, 2008, Indian Economy 1858-1914, New Delhi: Tulika.
Further Readings:
Chandra Bipan ,1989,et al, India’s Struggle for Freedom, Delhi, Penguin Books.
Mahajan, Sucheta, 2000, Independence and Partition, Delhi ,Sage.
Nanda, B.R., 1998, The Making of Indian Nation, New York, Harper Collins.
146
5.2 GEN 504 CONTEMPORARY INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The objective of this course is to provide a basic introduction to the main
strands in the history of Contemporary India. The period is covered from c.1947 to
c.2000.
Pedagogy: This is essentially a lecture course. Course content will be provided in

the form of interactive lecture. Reading of text will be encouraged.
Unit I
1. Why study the contemporary through the historian’s eye?
The main ideological streams that underpinned India in the eve of
Independence:Vivekananda, Gandhi, Nehru and Ambedkar.
The debates that led to the creation of the Constitution of India.
Using the law and bureaucracy as devices for changing India.
Unit II
2. Overthrowing the Economic yoke of Colonialism and creating a new
Economy for India : the Planning Commission and the Planning Process.
The Green Revolution
Creating a socialistic economy for India and industrial growth
Liberalising the economy, creating space for private entrepreneurship.
Unit III
3. The Evolution of Democratic Assertion within India:
The role of caste, class and creed in the politics of India
The linguistic division of states and subsequent States’ Reorganisation.
147
Social Reform in Independent India: feminism, anti-caste actions, movements

for social justice for the disempowered and displaced
Unit IV
4. Social and Political assertion by different groups within India:
The numerous rebellions in the North East
Political rebellion in Punjab in the form of Khalistan
The Kashmir Problem
The Idea of India and its underlying unity.
Essential Readings:
Chandra Bipan, 2003, et al, , India since Independence, New Delhi Penguin,
Guha, Ramchandra, 2007, India After Gandhi, The History of the World’s Largest
Democracy, New Delhi Harper.
Further Reading:
Nehru, Jawaharlal, various years, Selected Works of Jawaharlal Nehru, New Delhi,
Nehru Memorial.
5.2 GEN 505 ECONOMIC ISSUES TODAY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To highlight significant economic issues of Contemporary Times to

encourage students to have in depth understanding of specific themes
1. The syllabus has been divided into two units. There shall be 7 questions in
paper shall contain 2 units. Each unit shall have THREE long questions
and the candidate shall attempt four questions in all selecting two
questions from each unit I-II. Each question will carry 10 marks.
4x10=40
148
Unit I
Planning in India: History of Planning in India. Brief introduction of five year plans in
India (1951-2017).
From Planning commission to Niti Aayog:
Why Niti Aayog? Difference between Planning commission & Niti Aayog.
Unit II
Demography and Economic Development: Theory of Demographic transition.
Demographic features of India’s population. Population growth in India-promoting or
retarding Economic growth.
Urbanization in India: Extent, causes and consequences of Rapid urbanization.
Unit III
Industrial Development Strategy: Deregulation and liberalization of Private sector.

Privatization-Nature and Extent in India.
Service Sector Growth: Sustainability of Service led Growth in India.
Impact of New Economic Policy on Indian Economy.
Unit IV
Competition Policy:
Critical appraisal of MRTP Act 1969. National Competition Policy: Need, Features,
Critique and Recent developments in Competition policy; competitionon commission.
Consumer Protection:
Appraisal of problems of consumers in India. Appraisal of consumer protection in

India before 2019. Consumer Protection Act 2019 (Introduction and salient features).
Recent developments in Consumer protection Act.
Essential Readings:
1. Ahluwalia, I. J.,& Little, I. M. D. (Eds.). (1998). India’s economic reforms and
development: Essays for Manmohan Singh. New Delhi, India: Oxford University Press.
2. Brahmananda, P. R.,&Panchmukhi, V. R. (Eds.). (1987). The development process of
Indian economy. Bombay, India: Himalaya Publishing House.
3. Jalan, B. (1992). The Indian economics – problems and prospects. New Delhi, India:
Viking.
149
4. Lucas, E. B.,&Papanek, G. F. (Eds.).(1988). The Indian economy – recent

development and
futureprospects.Oxford, England: Oxford University Press
5. Nayak, P. (Ed.). (2015). Economic development of India. New York, NY: Routledge.
6. Dhar P.K. (2016).Indian Economy- Its growing dimensions. New Delhi: Kalyani
Publishers.
Further Readings:
1. Byres, T. J. (ed.). (1998). The Indian economy: Major debate since independence. New
Delhi, India: Oxford University Press.
2. Economic and political weekly.(Various issues). Mumbai, India: Sameeksha Trust.
www.niti.gov.in/
ncdrc.nic.in/
https://www.cci.gov.in/
5.3 BA SKILL ENHANCEMENT PAPERS
5.3 REM 502 USE OF GRAPHS AND DIAGRAMS IN SOCIAL SCIENCES
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To apprise students of the different ways of representing varied data in

the form of graphs and diagrams and develop the ability of students to read and
interpret various types of data.
Pedagogy: The course will utilize visual aids in teaching and ensure practical work
through drawing and representation of graphs and diagrams.
1. The syllabus has been divided into two units. There shall be 7 questions in
paper shall contain 2 units. Each unit shall have three long questions and
question from each Unit I-II. Each question will carry 5 marks.5x3=15
150
Unit I
1. Use and representation of Diagrams: One dimensional Diagrams (i.e.

Simple, Multiple,Compound and Percentage); Two Dimensional
Diagrams(Rectangles, Squares and circles); and three dimensional
(Cubes, Cylinders and Spheres)
Unit II
2. Use and Representation of Graphs:
Line Graphs (Simple, compound and Poly;
Pictographs; Curves and Histograms.
Essential Readings:
Cleveland, W.S., 1993, Visualizing Data, Hobart Presws, Ohio.
Gupta, S. P.2012, Statistical Method, New Delhi, S. Chand Publications.
Khullar, D.R. 2009, Essentials of Practical Geography, Jalandhar, New
Academic Publishing Company.
Further Readings:
Levin, J. And Fox, J.A. 2013 Elementary Statistics in Social Research , Noida,
Pearson Education.
Tufte, E.R. 1983, The Visual Display of Quantitative Information, Graphics
Press, Cheshire
5.3 REM 503 INTERDISCIPLINARY PROJECT

2 CREDITS
Maximum Marks 50
Objective: To put into practise the theory learnt in the skill paper REM 502. To
utilize graphs and diagrams to the optimum to communicate information in an
effective manner on a specific theme related to the major opted by the student.
INSTRUCTIONS TO STUDENTS AND EVALUATOR
The project work is to be finalized as per schedule provided at the beginning of the
Semester. It will be evaluated by the teacher of the Theory paper on Graphs and
Diagrams.
151
SEMESTER VI
6.1 DISCIPLINE SPECIFIC CORE PAPERS 4 ( Any one subject group:

GEO, HIS, ECO,PSY,POL,PUB,SOC)

Title
GEO 601 Cartography- 2 2 50
GEO 602 World Regional Geography -2 4 100
GEO 603 Introduction to Geospatial Technology 4 100
GEO 604 Fundamentals of Human Geography 4 100
HIS 602 Social and Cultural Trends in Ancient 4 100
India
HIS 603 Socio-Cultural History of Medieval 4 100
India
HIS 604 Socio-Cultural History of India under 4 100
Colonial Rule
ECO 601 International Economics 2 50
ECO 602 Intermediate Micro Economics -2 4 100
ECO 603 Intermediate Macro Economics -2 4 100
PSY 601 Life Skills 2 50
PSY 602 Counselling Psychology 4 100
PSY 603 Industrial Psychology 4 100
PSY 604 Atypical Behaviour* 4 100
POL 601 Public Policy in India: An Introduction 2 50
POL 602 Major Issues in Indian Politics 4 100
POL 603 Indian Political Thought 4 100
POL 604 Theories of International Relations 4 100
PUB 601 E-Governance 2 50
PUB 602 Administrative Law 4 100
PUB 603 Ethics and Governance 4 100
PUB 604 Public Policy and Governance 4 100
SOC 601 Introduction to Urban Society 2 50
SOC 602 Indian Sociological Thinkers 4 100
SOC 603 Sociology of Family and Gender 4 100
SOC 604 Social Demography 4 100
*NOTE: Change in nomenclature of the paper PSY 604 from Abnormal

Behaviour to Atypical Behaviour and corresponding changes made in the
details of Units to substitute abnormal behaviour with a typical behaviour.
152
GEN 606 Prehistoric India 4 100

GEN 607 Introduction to Social Work 4 100
GEN 608 Climate Change and Sustainable 4 100
Development
HOA 602 Introduction to Western Art 4 100
REM 604 Use of Surveys and Interviews in 2 50

Social Sciences
REM 605 Interdisciplinary Survey Project 2 50
TOTAL CREDITS FOR SEMESTER VI 26 650

153
6.1 GEO 601 CARTOGRAPHY -2
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives : The course is designed to further enhance the students ability to

understanding the concept of maps ,map reading and map interpretation.
Pedagogy: The coursework will have extensive map work to encourage map making
and map reading skills, as well as project work for practical experience.
internal choice of attempting one question from each Unit I-IV. Each question
the syllabus.
Unit I
1. Geometry of Earth: Latitude, Longitude (Time Zones and International Date

Line)
2. Size and Shape of the Earth.
Unit II
3. Types of Maps: Wall Maps, Atlas Maps, Topographical Maps, Cadastral Maps.
4. Enlargement and Reduction of Maps: Graphic and Square Method.
Unit III
5. Profiles (Transverse and Longitudinal)

6. Slopes and Inter visibility
154
Unit IV
7. Map Projections: Classification of Map projections

8. Reading Topographical Maps
Essential Readings:
Phyllis Dink , 1962, Mapwork, Atma Ram & Sons.

Mishra, R.P. & Ramesh, 1989, A. Fundamentals of Cartography, New Delhi, Concept
Publishing Co.
Singh, Gopal , 1995, Mapwork and Practical Geography, New Delhi,, Vikas Publishing
House Pvt. Ltd.
Khullar, D.R. 2003, Essentials of Practical Geography, Jalandhar , New Academic

Publishing Company.
Singh, R.L. & P.B. Singh, 2007, Raghunandan : Mapwork and Practical Geography,
Allahabad , Central Book Depot.
Further Readings :
Monkhouse, F.J. & Wilkinson, H.R. 1976, Maps and Diagrams, Methuen & Co.,
London, Third Edition.
Robinson, A.H. & Randall, D., 1995, Elements of Cartography, New York , John Wiley
& Sons, (Sixth Edition).
[
Robinson 2009, et al: Elements of Cartography, New Delhi ,(6th Edition), Wiley India
Pvt. Ltd.
Rather, GM, 2011, A Text of Practical Geography, New Delhi, Arina Publishers.
6.1 GEO 602 WORLD REGIONAL GEOGRAPHY-2
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives:To provide an understanding of the concept of world regions with respect

to Land, People, Polity and Economy; the physical and human resource base and their
interface with economic development; development problems and prospects.
Pedagogy: Teacher should involve maximum use of detailed maps of the countries
and continents. Students should be encouraged to use atlas in classrooms. Video
shows about culture, physiography and economy of these countries may be arranged if
possible.
155
4. Course Content: Study of the following regions of the world in terms of
constituent countries: strategic location, salient physical, demographic and
economic features, cultural patterns, resource base, economic development,
problems, prospects and issues related to regional groupings (South Asian
Association of Regional Cooperation, Association of South East Asian
Nations, Organization of Petroleum Exporting Countries and Organization of
African Unity).
UNIT-I
1. East Asia
UNIT-II
2. South East Asia

3 South Asia.
UNIT-III
`
4. Middle East
5. North Africa
UNIT-IV
6. Africa South of Sahara
Essential Readings:
Baerwald, T. J. and C. : World Geography: A Global Perspective. Prentice
Fraser Hall, New Jersey, 1995.
Blij, Harm J. de Peter, O. : Geography : Regions and Concepts, John Wiley, New
Muller York, 1993.
: Asia’s Land and People. McGraw Hill, London,
Cressy, G. B. 1963.
: South East Asia. University of London Press,
Dobby, E. H. G London, 1980.
:World Regional Geography: A Question of Place, John
English, Paul Ward & Wiley, New York, 1989.
James, A. Miller
156
Fisher, W. B. The Middle East. Methuen, London, 1978.

The Pattern of Asia. Englewood Cliffs, New Jersey,
Ginsburg, Norton. Ed. 1958.
The Geography of Modern Africa. Columbia
Hance, William, A. University Press, London, 1965
Jackson, Richard H. & World Regional Geography: Issues for Today, John
Lloyd E. Hudman Wiley, New York, 1991.
World Regional Geography, Saunders Publishing,
Kromm, D. E. New York, 1980.
Prichard, J.M. Africa, Longman, London, 1981
Essentials of World Regional Geography, Saunders
Salter, C. L., J.J. Hobbs et. College Publishing and Harcourt Brace College
al Publishers, Orlando, 1998.
Spencer, J. E. and L. T. Asia, East by South: A Cultural Geography. John
William Willey & Sons, New York, 1971.
Spate, O. H. K. and A. T. A
India and Pakistan: A General and Regional
Geography Methuen, Learmonth, London,
1967.
Further Readings:
Don R. Hoy (Ed.) Essentials of Geography and Development,
Macmillan, New York, 1980.
Hussain, Majid World Regional Geography, Rawat Publications,
Jaipur, 2009.
Mankoo, Darshan A Regional Geography of the World, Kalyani
Singh Publishers, Ludhiana, 2009.
World Regional Geography, Rasmeet Prakashan,
Singh, Malkit Jalandhar, 2009.
Tikkha, R. N., Bali,
P.K. and World Regional Geography, New Academic
Publishers, 2007.
Sekhon, M. S.
6.1 GEO 603: INTRODUCTION TO GEOSPATIAL TECHNOLOGY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: This course intend to expose the young mind to a cutting-edge

geographical technology of remote sensing, GIS and GPS, together known as
geospatial technology. The main objective to introduce the fundamental concepts
related to geospatial technology with emphasis on practical aspects to develop
students’ decision making capabilities with scientific orientation.
157
the syllabus.
Unit I
1. Fundamentals of Remote Sensing
Remote Sensing: Definition and Concept of Remote Sensing,
Types of Remote Sensing and Remote Sensing Platforms
Geographical Uses/Applications of Remote Sensing Technology
Unit II
2. Basics of Geographic Information System
Concepts of GIS, its Significance and Applications
Components of GIS, Nature of Geographic Data: Spatial and Attribute Data
Raster and Vector Data Models; Data sources for GIS
Unit III
3. Concepts of Global Positioning System:
GPS: Concept and Principles of Operation,
GPS Basics: GPS Segment, Positioning, Accuracy and Errors
Types of GPS devices; Applications of GPS
Unit IV
4. Applications of Geospatial Technology:
Applications in Environmental Management
Geospatial technologies and Disaster Management
Use of Geospatial technologies in our daily life
Essential Readings:
Gomarasca, Mario, 2009, A, Basics of Geomatics, Springer, Heidelberg.
Heywood, I. (2010), Conrnelius, S. and Carver, S., An Introduction to Geographical
Information Systems, United Kingdom, Pearson Education Limited,.
Lillesand, T.M.; & Kiefer, R.W. (1994). Remote Sensing and Image Interpretation,
Third Edition, John Wiley and Sons.
Roy, P.S.; Van Westen, C.J.; Jha, V.K.; Lakhera, R.C. and Champati Ray, P.K.
(2000). Natural Disaster and their Mitigation: Remote Sensing and Geographical
Information System Perspectives, IIRS, Dehra Dun, Govt. of India.
Srivastava, G.S. (2014). An Introduction to Geoinformatics, McGraw Hill Education
(India) Private Limited, New Delhi.
158
Further Readings:
Harvey, F., (2008). A Primer of GIS: Fundamentals of Geographic and Cartographic
Concepts, The Guilford Press, New York London.
Mather, P.M. (2008). Computer Processing of Remotely-Sensed Images: An
Introduction, Third Edition, John Wiley & Sons.
Nag, P. and M. Kudrat (1998). Digital Remote Sensing, Concept Publishing
Company, New Delhi.
Tomaszewski, Brian, (2015). Geographic Information Systems (GIS) for Disaster
Management, Taylor & Francis, New York.
6.1 GEO 604 FUNDAMENTALS OF HUMAN GEOGRAPHY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the students to the basic concepts of Human Geography

To understand the changing world environment and emerging issues
for Human Geography .
To establish the relevance and significance of Human Geography in
changing world environment with special reference to globalization.
in the syllabus.
Unit I
1. Human Geography: Perspectives, Tools and Relevance ;Nature and Society:

Changing Interactions ; Human Geography in changing global context
159
Unit II
2. Geographies of Population: Distribution and Structure; Dynamics and
Processes; Movement and Migration; Debates and Policies
3. Cultural Geographies: Culture and Geography, Cultural Landscapes,

Interpreting
Landscapes, Culture and Identity, Culture and Globalisation
Unit III
4. Economic Geographies: Patterns of Economic Development, Core-
Periphery relations, Globalisation and changing economic geographies
5. Geographies of Food and Agriculture: Traditional agricultural systems;

agricultural revolutions; industrialisation of agriculture; changing
patterns of food production and consumption; Issues of Environmental
and Food Security
Unit IV
6. Political Geographies: Traditional Political Geography, State, Nation State,
Boundaries and Frontiers; Changing world order from Cold War to War on
Terror; New regimes of global governance (Transnational Governance) and
the state
7. Urban Geographies: Urban origins; Urban systems; World urbanisation today;

Urban land use and spatial organisation; Urban processes and spatial patterns
in cities of the Global Core and Global Periphery
Essential Readings:
Blij, H.J., A. Murphy et.al.2015, Human Geography: People, Place and Culture,
John Wiley and Sons.
Boyle, M.2014, Human Geography: A Concise Introduction, John Wiley and Sons.
Marston, S., P. Knox et.al 2002, World Regions in Global Context: People, Places and
Environments, Prentice Hall, 2002.
Further Readings:
Aitken, S. and G. Valentine, 2006, Approaches to Human Geography,

SAGE,. Cloke, P., I. Cook, 2004, et.al. Practising Human Geography,
SAGE,. Hubbard, P., R. Kitchin, 2008, et.al. Key Texts in Human
Geography, SAGE.
Jones, M., R. Jones , 2014, et.al. An Introduction to Political Geography: Space, Place
and Politics, Routledge.
Nelson, R., R. Gabler, 1995, et.al. Human Geography: People, Cultures and
Landscapes. Saunders College Publishing.
160
6.1 HIS 601 WORLD HISTORY c. 1914-1991
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To introduce the students to the significant world events in the 20th
century with bearing on the history of our country, to support understanding of
global context.
Pedagogy: The paper would utilize the audio-visual aids-maps, documentaries,
speeches, photographs- to study the period in addition to classroom debate,
presentations and lecture discussions.
in the syllabus.
Unit I
1. World c. 1914; Economic Problems; Liberalism; End of Empires
Unit II
2. Cold War; Socialist Revolution 1945-90; The Third World; Socialism
Unit III
3. World Crisis; Revolution and Third World; End of Socialism
Unit IV
4. The Arts 1914-45; The Arts after 1945; The Natural Sciences.
Essential Reading:
Hobsbawm, Eric, 1995, The Age of Extremes 1914-1991, London, Abacus.

161
6.1 HIS 602 SOCIAL AND CULTURAL TRENDS IN ANCIENT INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The paper intends to supplement the students understanding of Ancient

India with special reference to socio cultural aspects to enhance their knowledge of
this period of Indian History.
Pedagogy: The use of maps, pictures, texts would complement the classroom
discussions. Students would be encouraged to debate on different interpretations
/issues in the context of sources.
8 short questions spread over the whole syllabus, to be answered in about 25
shall be given internal choice of attempting one question from each Unit I-
IV. Each question will carry 10 marks. 4x10=40
in the syllabus.
Unit I
1. Society: Social Institution: Varna-Jati, Ashrama and Samskara;
Marginalized sections of the Society: Shudras and Slave; Women:
Social Status and Rights.
Unit II
2. Education: Traditional Education; system of Learning,
Principal Centres of education
Unit III
3. Religion: Early Religions: Vedic, Jainism and Buddhism Puranic Hinduism:
Vashnavism and Shaivism
Unit IV
4. Art and Architecture: Styles of Temple Architecture: Nagara and Dravida
Sculpture: Mathura and Gandhara; Painting: Ajanta Caves
Essential Readings:
Basham, A .L., 1992, The Wonder That Was India , Calcutta ,Rupa.
Chakravarti, Ranbir, 2013 , Exploring Early India up to c.1300, New Delhi ,Macmillan,
revised edition.
162
Gupta, S.P. and Ashthana, S. Prabha, 2007, Elements of India Art (Including Temple
Architecture, Iconography and Iconometry), New Delhi, D.K.Printworld (p)ltd: reprint.
Singh, Upinder, 2009, A History of Ancient and Early Medieval India, Delhi, From stone
age to the 12th Century, Pearson Longman.
Further Readings:
Altekar, A.S., 1937, Education in Early India, Benaras , the Indian Book Shop.
Bhandarkar R.G., 1965, Vaishnavism, Shaivism and Minor Religious Systems,
Varanasi, Indological Book House.
Roy, K.ed., 1937, Women in Early India, Benaras, The Indian Book Shop.
Sharma, R.S., 1980, Surdas in Ancient India, Delhi, Motilal Banarasidass.
6.1 HIS 603: SOCIO CULTURAL HISTORY OF MEDIEVAL INDIA
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The paper introduces students to society, religion, literature and art of the
medieval times to complement their understanding of political and economic history of
the medieval period studied in earlier semesters and completing the ‘totality’ of the
history of those times.
Pedagogy: The use of slides, texts, pictures to supplement lecture discussions in class
and debate, presentations would be encouraged to add to articulation of subject.

Unit I
1. Society: Social Differentiation: Caste and class; Gender relations; Institution of
slavery.
163
Unit II
2. Religious Movements: Sufis, Sants and Sikh Movement; Akbar’s Liberal Policy
Unit III
3. Literature: Historical Writing in Persian; Regional Literature
Unit IV
4. Art and Architecture: Developments in Architecture; Developments in
Painting; Development in Music
Essential Readings:
Asher, Catherine B, 1992, Architecture of Mughal India, Cambridge University Press.
Ashraf, K.M, 1979, Life and Conditions of the People of Hindustan, New Delhi,
Munshiram Manoharlal, (3rd ed).
Brown, Percy, Indian Painting under the Mughals
Chandra, Satish, 2003,Medieval India: Part 1 and 2, Delhi, Har Anand Publications.
Grewal, J.S., 2006, (ed) Religious Movements and Institutions in Medieval India, Delhi
,Phispic, OUP, (Selected articles).
Grewal, J.S., 2005, (ed) The State and Society in Medieval India, Delhi , PHISPIC, Vol
VII Part I, OUP, , (selected articles).
Hardy Peter, 1997, Historians of Medieval India, Delhi , Munshiram Manoharlal.
Rizvi, S A A, The Wonder that Was India
Further Readings:
Koch, Ebba, Mughal Architecture
Koch, Ebba, Mughal Art and Imperial Ideology
Brown, Percy, Indian Architecture
Habib, Irfan, 1997, Akbar and His India, Delhi, OUP.
Mukhia, Harbans Historians and Historiography during the Reign of Akbar
Nizami, K.A., Akbar and Religion.
6.1 HIS 604 SOCIO-CULTURAL HISTORY OF INDIA UNDER COLONIAL RULE
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The paper intends to familiarize the students with the major trends in
socio-cultural development in the colonial period. It looks at the impact of British rule
on society and the changes that took place within traditional society in response to the
new social environment.
Pedagogy: In addition to lecture discussion the attempt would be to initiate debate,
read primary documents and utilize visual aids in study of the social phenomena.
164
Unit I
1. Society: Emergence of New social Classes; Colonial Perceptions of Caste;
Changing Status of Women
Unit II
2. Education: New system of Education; Indian Response; Problems of education.
Unit III
3. Socio-Religious Reform: Social Reform Concerns; Interest in Legislation
Religious Reform: In Defence of Tradition; Radical reform; The Issue of Identity
Unit IV
4. Colonial Milieu: Impact of Western Medicine; Painting and Architecture; Social
Life.
Essential Readings:
Archer, Mildred and W.G., 1955,Indian Painting for the British 1770-1880, London,
Arnold David, 1993, Colonizing the Body: State Medicine and Epidemic Disease in
Nineteenth Century India, University of California Press.
Basu, Aparna, 1994,Growth of Education and Political development in India 1898-
1920, Delhi ,OUP.
Bayly, C.A., 1990, Indian Society and the Making of the British Empire, Delhi, The
New Cambridge History of India, II. 1, Orient Longman, (Ist published 1987).
Bayly, Susan, 1999,Caste, society and Politics in India, The New Cambridge History
of India, IV.3, Cambridge University Press.
Datta, Kalikinkar, 1975, A Social History of India, Delhi ,Macmillan.
Forbes, Geraldine, 1990,Women in Modern India, Delhi, OUP.
Jones, Kenneth W., 1994,Socio Religious Reform Movements in British India, New
Delhi, The New Cambridge History of India, Foundation Books.
165
King, Anthony D., 1976, Colonial Urban Development, culture, social Power and
Government, London Routledge and Kegan Pau.
Nair, Janaki, 1996, Women and Law in Colonial India: A Social History, Delhi, Kali
for Women.
Tagdell, Christopher, 1990, The History of Architecture in India, New Delhi, Viking.
Further Readings:
Baird, Robert (ed), 1995, Religion in India, Delhi, Manohar, (3rd ed.).
Chaitanya,Krishna, 1994, A History of Indian Painting, New Delhi, The Modern
Period, Abhinav Publications.
Grewal, J.S. 2001, Perspectives on Sikh Identity, Patiala, Punjabi University.
Mago, P. N., 2000, Contemporary Art in India, A Perspective, New Delhi, Book Trust
of India.
6.1 ECO 601: INTERNATIONAL ECONOMICS
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To understand the major theories related to basic concepts of trade, tariffs,
and trade advantages
Pedagogy: Students would be encouraged to read original agreements, debate and
make research presentations to enhance classroom learning.

1. The syllabus has been divided into two Units. There shall be 7 questions in
paper shall contain 2 Units. Each Unit shall have three long questions and
from each Unit. Each question will carry 5 marks.5x3=15

Unit I
1. Importance of trade and Trade theories: Importance of the study of
international economics: Inter-regional and international trade, Theories of
absolute advantage, comparative advantage and opportunity costs, Heckscher-
Ohlin theory of trade- its main features, assumptions and limitations.
166
Unit II
2. Theory of Interventions: Trade as an engine of economic growth; Terms of trade:
Concepts and measurements of terms of trade, Secular Deterioration
Hypothesis. Doctrine of reciprocal demand - its importance and limitations in
the theory of trade. Types of Tarrifs and quotas; their impact in partial
equilibrium analysis; Free trade and policy of tarrifs in relation to economic
growth with special reference to India.
Essential Readings:
Kindlberger, C.P. 1991, International Economics, R.D. Irwin, Homewood, 8th Ed.
Paul, R Krugman & Maurice. 2000, International Economics, Theory and Policy
Obstfeld (5th Ed.) Addison-Wesley in Economics.
Salvator, D.L. 1996, Theory and Problems of International Economics, New York,
Prentice Hall, Upper Saddle Rover.
Further Readings:
Salvator, D.L. 2001, International Economics, New York, Prentice Hall, Upper Saddle
Rover.
Soderston B.O. 1999, International Economics, London, Macmillan, Press Ltd.
6.1 ECO 602: INTERMEDIATE MICROECONOMICS-II
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This course is a sequel to Intermediate Microeconomics –I. The emphasis

will be on giving conceptual clarity to the student coupled with the use of
mathematical tools and reasoning. It covers general equilibrium and welfare,
imperfect markets and topics under information economics.
1. The syllabus has been divided into four Units. There shall be 9 questions in all,
Units. Each Unit shall have two long questions and the candidate shall be given
the syllabus.
167
UNIT I
1. General Equilibrium, Efficiency and Welfare: Equilibrium and efficiency under
pure exchange and production, overall efficiency and welfare economics.
UNIT II
2. Market structure: Monopoly; pricing with market power; price discrimination;
peak-load pricing; two-part tariff; monopolistic competition and oligopoly.
UNIT III
3. Game theory: Game theory and competitive strategy.
UNIT IV
4. Market Failure: Externalities, Public goods and Markets with Asymmetric
Information.
Essential Readings:
Hal R. Varian, 2010, Intermediate Microeconomics: A Modern Approach, 8th edition,

W. W. Norton and company Affiliated East-West Press (India), The workbook by
Varian and Bergstrom could be used for problems.
Snyder and W. Nicholson, 2010, Fundamentals of Microeconomics, India, Cengage
Learning.
6.1 ECO 603 INTERMEDIATE MACROECONOMICS- II
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This course is a sequel to intermediate Macroeconomics I. In this course,

the students are introduced to the long run dynamic issues like growth and technical
progress. It also provides the micro-foundations to the various aggregative concepts
used in the previous course.
168
in the syllabus.
Unit I
Economic Growth: Harrod-Domar model; Solow model; golden rule; technological

progress and elements of endogenous growth.
Unit II
Microeconomic Foundations: Consumption: Keynesian consumption; fisher’s theory

of optimal intertemporal choice; life cycle and permanent income hypotheses; rational
expectations and random-walk of consumption expenditure.
Investment: determinants of business fixed investment; residential investment and

inventory investment. Demand and money.
Unit III
Fiscal and Monetary Policy: Active or Passive; monetary policy objectives and targets;
rules versus discretion: time consistency; the government budget constraint;
government debt and Ricardian equivalence.
UNIT IV
Schools of Macroeconomic thought:

Classical School.
Keynesian theory of Income, Output and employment.
Monetarism: main features.
New classical: Features
New Keynesian economics: core propositions and main features.
Essential Readings:
Dornbusch, Fischer and Startz, 2010, Macroeconomics, McGraw Hill, 11th edition,
N.Gregory, Mankiw, 2010, Macroeconomics, Worth Publishers, 7th edition,
Further Readings:
Olivier Blanchard, 2009, Macroeconomics, Pearson Education, INC., 5th edition,
Charles I. Jones, 2002, Introduction to Economic Growth, W.W. Norton & Company, 2nd
edition.
Olivier Blanchard, 2009, Macroeconomics, Pearson Education, INC., 5th edition,
Charles I. Jones, 2002, Introduction to Economic Growth, W.W. Norton & Company, 2nd
edition.
169
6.1 ECO 604 : DEVELOPMENT ECONOMICS-II
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This is the second module of the economic development sequence. It
begins with basic demographic concepts and their evolution during the process of
development. The structure of markets and contracts is linked to the particular
problems of enforcement experienced in poor countries. The governance of
communities and organizations is studied and this is then linked to questions of
sustainable growth. The course ends with reflections on the role of globalization and
increased international dependence on the process of development.

1. The syllabus has been divided into four Units. There shall be 9 questions in
paper shall contain 4 Units. Each Unit shall have two long questions and
the candidate shall be given internal choice of attempting one question
from each Unit I-IV. Each question will carry 10 marks. 4x10=40

Unit I
1. Demography and Development: Demographic concepts; birth and death rates,
age structure, fertility and mortality; demographic transitions during the
process of development; gender bias in preferences and outcomes and evidence
on unequal treatment within households; connections between income,
mortality, fertility choices and human capital accumulation; migration.
Unit II
2. Land, Labour and Credit Markets: The distribution of land ownership; land
reform and its effects on productivity; contractual relationship between tenants
and landlords; land acquisition; nutrition and labour productivity;
informational problems and credit contracts; microfinance; interlinkages
between rural factor markets.
170
Unit III
3. Individuals, CommUnities and Collective Outcomes: Individual behaviour in
social environments, multiple social equilibria ; governance in organizations
and in commUnities; individual responses to organizational inefficiency.
Unit IV
4. Environment and Sustainable Development: Defining sustainability for
renewable resources; a brief of environmental change; common-pool resources;
environmental externalities and state regulation of the environment; economic
activity and climate change.
Essential Readings:
Albert O.Hirschman, 1970, Exit, Voice and Loyality: Responses to Decline in Firms,
Organizations and Assets, Harvard University Press.
Banerjee, Abhijit, Roland Benabou and Dalip Mookerjee, 2006, Understanding Poverty,
Debraj Ray, 2009, Development Economics, Oxford University Press.
Elinor Ostrom, 1990, Governing the Commons: the Evolution of Institutionsfor collctive
Action, Cambridge University Press.
Further Readings:
Partha Dasgupta, 2007, Economics, A Very Short Introduction, Oxford University Press.
Raghurm Rajan , 2010, Fault Lines: How Hidden Fractures Still Threaten the World
Economy.
Thomas Schelling, 1978, Micromotives and Macrobehaviour, W.W. Norton.
6.1 PSY 601: LIFE SKILLS

Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To orient the students towards practically acquiring the life skills covered
in the course. To make Life Skills acquisition realizable through teaching tools.
171
the candidate shall attempt four questions in all selecting one from each
Unit. Each question will carry 5 marks. 5x4=20
Unit I
1. Introduction to Life Skills: Definition, Components, Need for Life Skills
Unit II
2. Communication Skills: Definition, Components, Types of Communication,
Barriers to communication, Ways to Improve Interpersonal communication.
Unit III
3. Communication Utilization: Public Speaking, Interview Facing, Group
Discussion
Unit IV
4. Self Management: Self Esteem- Definition and Building of Self Esteem; Self
Awareness- Definition, need for cultivating Self Awareness; Self Control-
Definition, Need for Self Control, Building Self Control
Essential Readings:
James, L., 2006, The First Book of Life Skills, Embassy Books India.
Kumar, S and P Lata, 2015, Communication Skills, India, Oxford University, Press.
Further Readings:
Mitra, B., 2016,Personality Development and soft Skills, Oxford University Press.
Rao, K.R. and Dinakar, 2016, P Life skills Education , India, Neelkamal , First Edition.
6.1 PSY 602 : Counselling Psychology
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the basics of counselling to the students. To introduce the

students to the Counselling applications to behaviour.
172

from each Unit I-IV. Each question will carry 10 marks. 4x10=40

Unit I
1. Introduction: Definition and Nature; Counselling as a profession-Training,
activities and professional ethics; the effective counsellor- Personality
characteristics, skills, self of counsellor
Unit II
2. Counselling process: stages of counselling; Counselling relationship;
Initial Interview ; Assessment for counselling
Unit III
3. Counselling Theory and Techniques: Individual counselling theory and
techniques-Psychoanalytic, Humanistic, Behavioral, Cognitive; Brief
approaches; Group techniques;
4. Multi-cultural techniques with special reference to Indian techniques such as
Yoga and meditation; Counselling and technology.
UNIT IV
5. Counselling Applications : Family and couples counselling; Child Counselling;
School and career counselling; Workplace Counselling; Crisis intervention;
Counselling for wellness.
Essential Readings:
Feltham, C and Horton, I Handbook of counselling and Psychotherapy, London: Sage
2000
Gibson, R.L.and Mitchell, M.H. Introduction to Counselling and Guidance (6th Ed.) New
Delhi Pearson India 2003
Gladding, S.T. Counselling: A comprehensive profession 6th Ed.), New Delhi Pearson
India 2009.
Further Readings:
Misra, G.(Ed) Psychology in India, Volume 3: clinical and Health Psychology, New Delhi:
Pearson India 2010
Rao, S. Counselling and Guidance (2nd Ed.) McGraw Hill, New Delhi 2002.
173
6.1 PSY 603 INDUSTRIAL PSYCHOLOGY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To orient the students to the dynamics of behaviour within industries.

To introduce the students to the dynamics of performance in the context
of human machine interaction inside industries.
short questions spread over the whole syllabus, to be answered in about 25 to 30
will carry 10 marks. 4X10=40
the syllabus.
one question paper.
UNIT I
1. Job satisfaction: theories, Motivational Training
UNIT II
2. Training of Personnel: concept, Method of Personnel Training
UNIT III
3. Motivation: Work Motivation, Determinants of work motivation; Concept of
Motives: Achievement motive, Affiliation motive, Power motive.
UNIT IV
4. Accidents and Safety: Nature and Dynamics, Safety measures, Consumer
Psychology: Advertising and Salesmanship, Brief introduction to marketing
research
174
Essential Readings:
Blum, M.L. and Naylor, J.C., Psychology in Industrial Relations, New York: Harper and
Row 1968.
Dunnette, M.D. and Hough, L.M. Handbook of Industrial of Organizational Psychology
((Vol.I-4), Jaico publishing House, Mumbai 1998.
Engel, J.F., Kollat, D.T. and Blackwell, R.D. Consumer Behaviour, III Dryden Press,
1968
Ghiselli, E.E. and Brown, C.W., Personnel and Industrial Psychology, McGraw Hill
New York 1955.
Further Readings:
Ghosh, P.K. Industrial Psychology, Himalaya Publishing House, Mumbai 2008.
McCormick, E.J. and II gen Industrial Psychology, Prentice Hall New Delhi: 1980
6.1 PSY 604 ATYPICAL BEHAVIOUR*
*NOTE: nomenclature of the paper changed from Abnormal Behaviour to Atypical

Behaviour and corresponding changes made in the details of Units substituting
abnormal behaviour with atypical behaviour.
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: To introduce the students to atypical human behaviour.

To introduce the students to coping mechanisms possible within a person.
will carry 10 marks. 4X10=40
the syllabus.
175
UNIT I
1. Atypical Behaviour: Viewpoints regarding Atypical human behaviour-
Historical Psychodynamic, Behavioural; Cognitive Humanistic.
UNIT II
2. Causes of Atypical Behaviour: Biological, Psychological and Socio-cultural
Causes.
UNIT III
3. Conflict: Concept of Conflict. Types of Conflict
UNIT IV
4. Stress: Concept of Stress, types of Stressors, Coping Strategies: Problem
Focussed and Emotion Focussed
Essential Readings:
Carson, R.C.; Butcher, J.N.; and Mineka, S. Abnormal Psychology and Modern Life,
Pearson Education; New York, 2003
Davison, G.C. and Neale, J.M. Abnormal Psychology, New York: John Wiley and
sons; 1998.
Further Reading:
Sarason, B.R. & Sarason, I.G.; Abnormal Psychology: The Problem of Maladaptive
Behaviour, Prentice Hall of India 2004.
6.1 POL 601 PUBLIC POLICY IN INDIA: AN INTRODUCTION
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The paper intends to familiarize the students with the basic concept and
idea of Public Policy with special reference to India. It uses the methods of political
economy to understand policy as well as understand politics as it is shaped by
economic changes. The course will be useful for students who seek an integrative link
to their understanding of political science, economic theory and the practical world of
development and social change
176
Units. Each Unit shall have two long questions and the candidate shall attempt
four questions in all selecting one from each Unit. Each question will carry 5
marks. 5x4=20
the syllabus.
Unit I
Understanding Public Policy
1. What is public policy?;

2. Nature and scope of public policy;
3. Significance of public policy.
Unit II
The Context of Public Policy
4. Political context;
5. Social context;
6. Economic context.
Unit III
Models of Public Policy in India
7. Political Economy of Development in India;

8. Independence and the challenge of nation building.
9. Gandhi- Nehru and Model of development; Nehruvian State directed model of
Policymaking and its failure;
10. Economic liberalization model.
Unit IV
Sectoral Policy Design in India
11. Jawaharlal Nehru Urban Renewal Mission;

12. Mahatma Gandhi National Rural Employment Guarantee Act 2005.
Dye, T.R. (2002) Understanding Public Policy Tenth Edition. Delhi: Pearson, pp.1-9,
32-56 and 312-329.
Girden,E.J.(1987) ‘Economic Liberalisation in India: The New Electronics Policy’ in
Asian SurveyCalifornia University Press. Volume 27, No.11. Available at
www.jstor.org/stable/2644722
177
Jenkins, B. (1997) 'Policy Analysis: Models and Approaches' in Hill, M. (1997) The
Policy Process: A Reader (2nd Edition). London: Prentice Hall, pp. 30-40
McClennan, G. (1997) 'The Evolution of Pluralist Theory' in Hill, M. (ed.) The Policy
Process: A Reader 2nd Edition. London: Prentice Hall, pp. 53-61
Public Policy Analysis MPA-015. New Delhi: IGNOU, pp. 15-26 and 55-64.
Sapru, R.K.(1996) Public Policy : Formulation, Implementation and Evaluation New

Delhi: Sterling Publishers, pp. 26-46 IGNOU.
Self, P. (1993) Government by the Market? The Politics of Public ChoiceBasingstoke:

MacMillan, pp. 1-20,70-105,113-146,198-231 and 262-277.
Further Readings:
Simmie, J. & King, R. (eds.) (1990) The State in Action: Public Policy and Politics.
London Printer Publication, pp.3-21 and 171-184.
Skocpol, T. et al (eds.) (1985) Bringing the State Back In. Cambridge: Cambridge
University Press, pp. 3-43 and 343-366
Wildavsky, A.(2004), ‘ Rescuing Policy Analysis from PPBS’ in Shafritz, J.M. & Hyde,
A.C. (eds.) Classics of Public Administration5th Edition.Belmont Wadsworth, pp.271-
284.
6.1 POL 602 : MAJOR ISSUES IN INDIAN POLITICS
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: This course introduces students to the main issues in Indian politics.
from each Unit I-IV. Each question will carry 10 marks. 4X10=40
178
Unit I
Identity Politics: Religion, Language, Region
1. Religious Communities and Secular Politics

2. Language, Region and Politics
3. Autonomy, Devolution and Secession: Jammu and Kashmir, North- Eastern
States
Unit II
Judiciary, Rights and Rule of Law
4. Judicial Independence,
5. Judicial Review
6. Judicial Activism, Public Interest Litigation
7. Constitution and Democratic Rights: Civil Liberties
Unit III
Class, Caste and Gender
8. Middle Class: Old and New

9. Politics and Mobilization of OBCs and Dalits
10. The Gender Question: Issues of Equality and Representation
Unit IV
Development Process and Politics in India
11. Development Strategy and State Policies in India: Priorities and Target Groups
12. Socio-Economic Problems and Issues of Development in India: Poverty, Social
Backwardness and Disparities
13. The Liberalization Policy and Challenges to Development
Essential Readings:
Unit I
Arora, Balveer and Douglas Verney, eds.,Multiple Identities in a Single State: Indian
Federalism in Comparative Perspective, Konark Publishers, New Delhi, 1995.
Baruah S., India against Itself: Assam and the Politics of Nationality, Oxford University
Press, New Delhi, 2003.
Bhargava, Rajeev, ed., Secularism and Its Critics, Oxford University Press, New Delhi,1998.
Brass, Paul R., The Politics of India since Independence, Cambridge University Press,
London, 1991.
Brass, Paul, Language, Religion and Politics in North India, Cambridge University Press,
London, 1974.
Frankel, Francine and M.S.A. Rao, eds.,Dominance and State Power in India: Decline of
a Social Order, Oxford University Press, New Delhi, 1989.
Kapur ,Devesh and Pratap B Mehta., eds., Public Institutions in India: Performance and
Design, Oxford University Press, New Delhi, 2007.
179
Mukherji,mNirmal and Balveer Arora, eds., Federalism in India: Origins and

Development, Vikas Publishing House, New Delhi, 1992
Saez, Lawrence, Federalism without a Centre: The Impact of Political and Economic
Reforms on India’s Federal System, Sage, New Delhi, 2002.
Sathyamurthy T.V. ed., Region, Religion, Caste, Gender and Culture in India, Oxford
University Press, Oxford, 1998.
Weiner Myron, Sons of the Soil: Migration and Ethnic Conflict in India, Oxford University
Unit :II
Baxi, Upendra, The Supreme Court in Indian Politics, Eastern Book Company, New
Delhi,1980.
Hasan, Zoya et al., eds.,India’s Living Constitution: Ideas, Practices, Controversies,
Permanent Black, New Delhi, 2002.
Kashyap, Subash, ed., Constitutional Reforms: Problems, Prospects and Perspectives,
Radha Publications, New Delhi, 2004.
Kirpal, B.N. et al., eds.,Supreme but not Infallible: Essays in Honour of the Supreme
Court of India, Oxford University Press, New Delhi, 2000.
Sathe, S.P., Judicial Activism in India: Transgressing Borders and Enforcing Limits,
Oxford University Press, New Delhi, 2002.
Unit:III
Agarwal, Bina, ed., Structures of Patriarchy: State, CommUnity and Household in
Modernizing Asia, Kali for Women, New Delhi, 1988.
Bardhan, Pranab, The Political Economy of Development in India, Oxford University
Baruah S., India against Itself: Assam and the Politics of Nationality, Oxford University
Bhargava Rajeev, ed., Secularism and Its Critics, Oxford University Press, New Delhi,
1998.
Brass Paul, Language, Religion and Politics in North India, Cambridge University Press,
London, 1974.
Fernandes, Leela, India’s New Middle Class: Democratic Politics in an Era of Economic
Reform, University of Minnesota Press, 2006.
Frankel Francine and M.S.A.Rao, eds.,Dominance and State Power in India: Decline of
a Social Order, Oxford University Press, New Delhi, 1989.
Hansen Thomas and Jaffrelot Christophe, eds.,The BJP and the Compulsions of Politics
in India, Oxford University Press, New Delhi, 1998.
Jaffrelot, Christophe, The Hindu Nationalist Movement and Indian Politics, 1925 to the
1990s, Penguin Books, New Delhi, 1996.
KanungoPralay, RSS’s tryst with Politics: From Hedgewar to Sudarshan, Manohar,
Delhi,2002
Menon, Nivedita ed., Gender and Politics in India, Oxford University Press, New Delhi,2001.
Misra, B.B., The Indian Middle Class – Their Growth in Modern Times, Oxford
University Press, Delhi, 1978.
Mohanty, Manoranjan ed., Caste, Class and Gender, Sage, Delhi, 2000.
180
Pai, Sudha, Dalit Assertion and the Unfinished Democratic Revolution: The Bahujan
Samaj Party in Uttar Pradesh, Sage, New Delhi, 2002.
Sathyamurthy, T.V. ed., Region, Religion, Caste, Gender and Culture in India, Oxford
University Press, Oxford, 1998.
Shah Ghanshyam ed., Dalit Identity and Politics, Sage, New Delhi, 2001.
Weiner Myron, Sons of the Soil: Migration and Ethnic Conflict in India, Oxford University
Unit : IV
Bardhan, Pranab, The Political Economy of Development in India, London, Blackwell,
1984.
Bhaduri, Amit and Nayyar, Deepak, The Intelligent Person's Guide to Liberalization,
New Delhi, Penguin 1995.
Brass, Paul, The Politics of India since Independence, Delhi, Foundation Book, 1992.
Casseu, Robert and Vijay Joshi (eds.) India: the Future of Economic Reform, New Delhi,
Oxford University Press. 1995.
Frankel, Francine et. al. (eds.), Transforming India: Social and Political Dynamics of
Democracy, Delhi, Oxford University Press, 2000.
Jalan, Bimal(ed), The Indian Economy: Problems and Prospects, New Delhi, Viking,
1992
Jayal, NirajaGopal edited, Democracy in India, New Delhi. Oxford University Press,
2001.
Kaviraj, Sudipta, 'Dilemnas of Democratic Development in India' in Adrian Leftwich
edited Democracy and Development: Theory and Practice, Cambridge, Polity Press,
1996.
Kohli, Atul. The State and Poverty in India: The Politics of Reform, Cambridge,
Cambridge University Press, 1987.
Lewis, John P. Governance and Reform: Essays in Indian Political Economy. New Delhi,
Oxford University Press, 1995.
Further Readings:
Rudolph L.I. and Rudolph, Susanne H. In Pursuit of Lakshmi: The Political Economy of
the Indian State. New Delhi, Orient Longman, 1987.
Sathyarmurthy, T.V. Social Change and Political Discourse in India: Structures of
Power, Movements of Resistance, Delhi, Oxford University Press, 1999, 4 volumes.
Sen, Amartya, Development as Freedom, Delhi, Oxford University Press, 2000.
UNDP. Human Development Report. 2001.
Vanaik, Achin. The Painful Transition: Bourgeois Democracy in India. London, Verso
Journals to be consulted
• Economic and Political Weekly
• Studies In Indian Politics, Sage Journal
• Seminar
• The Hindu and Indian Express
181
6.1 POL 603 INDIAN POLITICAL THOUGHT
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The paper aims to introduce the students to different discourses in the
domain of Indian Political Thought. It focuses on key thinkers from ancient to modern
times to understand their seminal contribution to the evolution of political theorizing
in India.
the syllabus.
UNIT I
1. Dharmashastra and Arthashastra Traditions
UNIT II
2. Tagore and Jawaharlal Nehru
UNIT III
3. M. K. Gandhi and B.R.Ambedkar
UNIT IV
4. R.M.Lohia and Jayprakash Narayan
Essential Readings:
Appadorai, A., Indian Political Thinking in the Twentieth Century : From Naoroji to
Nehru (London, OUP,1971).
Appadorai,A. Indian Political Thinking through the Ages, Khanna Publishers, Delhi,
1992.
182
Appadorai, A., Documents on Political Thought in Modern India, 2 vols. Bombay

1969
Arooran, A. N., Tamil Renaissance and Dravdian Nationalism, 1905-44 (Madurai :

Koodal, 1980).
Bali, D.R., Modern Indian Thought (New Delhi, Sterling, 1980).
Bandopandhyay, J., Social and Political Thought of Gandhi, Allied Publishers, 1969.
Chandra, Bipan (ed.), The Indian Left : Critical Appraisal (New Delhi, Vikas, 1983).
Jha, M.N., Political Thought in Modern India, Meenakshi Prakashan, Meerut.
Further Readings:
Mehta, V. R. , Foundations of Indian Political Thought, New Delhi, Manohar, 1992.

Verma, V.P., Modern Indian Political Thought, Lakshmi Naryan Aggarwal, Agra,
1974.
Valerian Rodrigues (eds.), The Essential Writings of B.R. Ambedkar, Oxford
University Press, 2004.
6.1 POL 604 THEORIES OF INTERNATIONAL RELATIONS
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The ‘substance’ of international relations, made up of diverse actors,

processes and outcomes ,continues to be approached and analyzed by diverse
theoretical perspectives and world views.The key objective of this course is to
introduce the students to both the mainstream International Relations (IR)approaches
such as realism, liberalism and constructivism and to critical approaches such as post
colonialism and feminism. This course is also expected to act as a catalyst for
students to think creatively and critically in search of ‘global’ or more ‘international’
international relations that is inclusive of non-Western experiences, traditions and
interactions.
Pedagogy: Each of the four Units comprising the course is introduced with the help of
key concepts. Each Unit has essential readings that offer a basic introduction to the
topic. Students are expected to familiarize themselves with the essential readings
before the lecture and follow up with the specified recommended readings.
183

the syllabus.
one question paper.
UNIT I
1. Three Perspectives on International Relations: Power & Security,
Interdependence & Globalization, and Domination & Resistance
UNIT II
2. Mainstream IR Theories: Realism ( national interest, national power, national
security, security dilemma, balance of power, structural realism,
defensive/offensive realism) and Liberalism (interdependence, neoliberal
institutionalism, commercial liberalism,democratic peace theory,international
law, regimes, world public opinion).
UNIT III
3. Constructivist Theories: Identity, impact of ideas, social construction of

knowledge, emerging new forms of political associations.
UNIT IV
4. Radical IR Theories and Non-Western Perspectives: Marxism,

postmodernism, postcolonialism, feminism,‘Global’ IR.
Essential Readings:
Unit I
Dunn, T., Kurki, M. and Smith, S. (2010) 2nd edition, International Relations Theories:
Discipline and Diversity, Oxford: Oxford University Press.
Koschut, S. (2014) ‘Regional Order and Peaceful Change: Security CommUnities as a
via media in international relations theory’, Cooperation and Conflict, 49(4): 519-535.
Little, R. and Smith, M. (eds.) (2006) 3rd Edition, Perspectives on World Politics,
London: Routledge.
Sparke, M. (2013) Introducing Globalization: Ties, Tensions, and Uneven Integration,
Chichester: Wiley-Blackwell. (Chapters 1 & 2)
184
Donnelly, J. (2015) ‘The Discourse of Anarchy in IR’, International Theory: A Journal of

International Politics, Law and Philosophy, 7(3): 393-425.
Holsti, K.J. (1998) ‘Scholarship in an Era of Anxiety: The Study of International
Politics during the Cold War’, Review of International Studies 24(5): 17-46.
Sørensen, G. S. (1998) ‘IR Theory after the Cold War’, Review of International Studies,
24(5): 83-100.
Unit II
Burchill, S. (2005), ‘Liberalism’ in Burchill et al., Theories of International Relations,
Jackson, R. and Sørensen, G. (2007) Introduction to International Relations: Theories
and Approaches, Oxford: Oxford University Press.
Keohane, R. O. ed. (1986) Neorealism and Its Critics, New York: Columbia University
Press.
Keohane, R. O. and Nye, J. S. (2001) Power and Interdependence, Pearson, 4th edition.
Dunne, T. and Schmidt, B. (2008), ‘Realism’, in John Baylis et al. (eds.), The
Globalization of World Politics, 3rded., Oxford: Oxford University Press.
Dunne, T. (2008), ‘Liberalism’ in John Baylis et al. (eds.), The Globalisation of World
Politics: An Introduction to IR, Oxford: Oxford University Press.
Moravcsik, A. and Legro, J. (1999), ‘Is Anybody Still a Realist?’International Security,
24 (2): 5-55.
Morgenthau, H. J. (1948) Politics among Nations: The Struggle for Power and Peace,
New York: Alfred Knopf.
Schweller, R. (1992), ‘Domestic Structure and Preventive War: Are Democracies More
Pacific?’World Politics, 44 (2): 235-269
Vasquez, J.A. (1998) The Power of Power Politics: From Classical Realism to
Neotraditionalism, Cambridge: Cambridge University Press.
Waltz, K. (2010)Theory of International Politics, Reading: MA: Addison-Wesley. First
Edition.
Unit III
Barnett, M. (2008), ‘Constructivism’ in John Baylis et al. (eds.), The Globalisation of
World Politics: An Introduction to IR, Oxford: Oxford University Press.
Hurd, I. (2008) ‘Constructivism’ in Christian Reus-Smit and Duncan Snidal (eds.) The
Oxford Handbook of International Relations, Oxford: Oxford University Press: 298–316.
Wendt, A. (1992) ‘Anarchy Is What States Make of It: the Social Construction of Power
Politics,’ International Organization, 46: 391-425.
Recommended Readings:
Emanuel, A. (2002) ‘Constructivism and International Relations’ in Walter Carlsnaes,

Thomas Rise and Simmons (eds.) Handbook of International Relations, London: Sage.
Guzzini, S. (1993) ‘Structural Power: the Limits of Neorealist Analysis,’International
Organization, 43 (3): 443-478.

185
Unit IV
Acharya, A. and Buzan, B. (2009) Non-Western International Relations Theory:

Perspectives On and Beyond Asia, London: Routledge.
Burke, A. (2008), ‘Postmodernism’ in Christian Reus-Smit and Duncan Snidal (eds.)

The Oxford Handbook of IR, Oxford: Oxford University Press.
Bajpai, K. and Mallavarapu, S. (2005) International Relations in India: Bringing Theory

Back Home, New Delhi: Orient Blackswan.
Devetak, R. (1996) ‘Critical Theory’, in Scott Burchill et al., Theories of International

Relations, New York: St. Martinís: 145-178.
Hobson, J. (2012) The Eurocentric Conception of World: Western International Theory,

1760-2010, Cambridge: Cambridge University Press.
Further Readings:
E. Sridharan (ed.) (2011) International Relations Theory and South Asia, Oxford: Oxford
University Press.
Kayaoglu, T. (2010) ‘Westphalian Eurocentrism in International Relations Theory’,

International Studies Review, 12(2): 193-217.
Linklater, A. (1996) ‘Marxism’ in Scott Burchill and Andrew Linklater (eds.) Theories of
International Relations, New York: St. Martinís: 119-144.
Mohammed, A. (2002) ‘Inequality and Theorizing in International Relations: The Case

for Subaltern Realism’, International Studies Review, 4:2: 27-48.
Smith, S. and Owens, P. (2008), “Alternative Approaches to International Theory:

Feminism”, in John Baylis et al. (eds.), The Globalisation of World Politics: An
Introduction to IR, Oxford: Oxford University Press.
6.1 PUB 601: E-GOVERNANCE
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective of the Paper:
The purpose of this course is to provide students an understanding of the basic

concepts of public policy and the environment in which it operates. It attempts to help
students understand and gain insights into the various stages in policy process with
special reference to the social, political and administrative environment prevailing in
186
India. Teaching and learning will be through lectures, seminars, group work,
assignment writing, tutorials and presentations.
1. The syllabus has been divided into four Units. There shall be 9 questions
in all, the first question is compulsory and shall be short answer type
from each Unit I-IV. Each question will carry 5 marks. 4X5=20.
Unit-I
1. E-Governance: Concept, rationale and significance;
2. Stages in e-governance
3. Issues in E-Governance applications and the Digital Divide;
4. Models of digital governance
Unit-II
5. E-governance infrastructure and strategies: Digital, legal, institutional,

technological
National e-governance Plan
6. Legal Framework for e-governance: IT Act, 2000.
Unit-III
7. Barcoded Ration Card & Biometric Food Coupon System for Effective & Efficient
Service Delivery, Gujarat
8. Electronic Integration of BHOOMI with Stakeholders, Karnataka
9. Delhi State Spatial Data Infrastructure (DSSDI)
Unit-IV
10. Dynamic Integration of Property Registration, Land Records and Cadastral

Maps in Haryana
11. MeeSeva (At Your Service) - Easier and Faster in Andhra Pradesh
12. Gyandoot in Madhya Pradesh
Essential Readings:
Backus, M. (2001).e-Governance in Developing Countries. IICD Research Brief, No. 1,
March.Retrieved from www.iicd.org.
187
Bhatnagar, S.C., Bhatia, D., &Tominaga, J. (2009).'How ToDo Manual and E-

Government Services Compare? Experiences from India', Information and
Communications for Development, WorldBank -
http://siteresources.worldbank.org/EXTIC4D/Resources/IC4D_eGovExperienc
esIndia_67_8 2.pdf 2)
Bhatnagar, S.C., & Singh, N. (2010).Assessing the Impact of E-Government: A study of
E-Government Projects in India.Information Technologies and International
Development, 6(2), 109-127. Retrieved from
http://itidjournal.org/itid/article/viewFile/523/231 2.
Bhatnagar, S. (2009).Unlocking e-Government Potential - Concepts, Cases and Practical
Insights.New Delhi: Sage. Retrieved from www.iimidr.ac.in/wp-
content/uploads/Unlocking-E-Government-Potential.pdf
Bhattacharya, J. (2012). E-Gov 2.0: Policies, Processes and Technologies. New Delhi:
Tata McGraw Hill Education Private Limited.
Government of India.(2008). Second ARCEleventh Report on Promoting e-Governance-
The SMART Way Forward". New Delhi: Ministry of Personnel, Public Grievances
and Pensions, Department of Administrative Reforms and Public Grievances.
Gupta, P., &Bagga,R.K. (2008).Transforming Government: e-Governance Initiatives in
India.Hyderabad:The ICFAI University Press.
Heeks, R. (Ed.) (2001). Reinventing Government in the Information Age: International
Practice in IT-enabled Public Sector Reform. London: Routledge.
Kamarck, E.C.(Ed.) (2002). Governance.com: Democracy in the Information Age.
Washington D.C.: Brookings Institution Press.
Further Readings:
Prabhu, C.S.R. (2004). E-Governance: Concepts and Case Studies. New Delhi: Prentice-Hall.
Satyanarayana, J. (2006). E-Government: The Science of the Possible. India: Prentice Hall.
Yong, James S.L.(2003).E-Government in Asia: Enabling Public Service Innovation in the
21st Century. Singapore: Times Editions.
Internet Sources
National e-Governance Plan of India - http://deity.gov.in/content/e-governance
http://negp.gov.in E-Governance Knowledge Exchange - http://nisg.org/kcindex.php
Centre for Electronic Governance IIM Ahmedabad -
http://www.iimahd.ernet.in/egov/Papers.htm
http://darpg.gov.in/sites/default/files/Barcoded%20Ration%20Card_Case%20study_
v1.0.pdf
http://darpg.gov.in/sites/default/files/Bhoomi_Case%20Study_v1.0.pdf
http://darpg.gov.in/sites/default/files/DSSDI_Case%20Study_v1.0.pdf
http://darpg.gov.in/sites/default/files/HALRIS_Case%20Study_v1.0.pdf
http://darpg.gov.in/sites/default/files/MeeSeva_Case%20Study_v1.0.pdf
188
6.1 PUB 602 : ADMINISTRATIVE LAW
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective of the Paper:
This paper familiarizes the students of public Administration about the concept and
growth of Administrative Law in India by covering major areas in this field like
delegated legislation, tribunals, ombudsman, etc. Teaching and learning will be
through lectures, seminars, group work, assignment writing, tutorials and
presentations.
the syllabus.
Unit-I
1. Administrative Law: Meaning and reasons for its Growth

2. Constitutional Law and Administrative Law: Concept, similarities and
Distinction
Droit Administratif.
Unit II
3. Rule of Law
4. Principles of Natural Justice
5. Judicial Review of Administrative Action: Concept and Writs
Unit III
6. Delegated Legislation: Concept, rationale, merits and demerits

7. Administrative Tribunals: Concept, Rationale, merits and demerits
8. Central Administrative Tribunal: Structure and Functions
189
Unit IV
9. Central Vigilance Commission: Structure, Functions, Role and Significance

10. Institution of Ombudsman: Concept and Genesis
11. Lok Pal and LokAyukta in India: Structure and Functions
Essnetial Readings:
Chhabra, S. (1990).Administrative Tribunals.New Delhi: Deep and Deep.

Diwan, P. (2007).Indian Constitution(2nded).Allahabad: Allahabad Law Agency.
Kagzi, M.C.J. (2008).Indian Administrative Law(2nded.). Delhi: Metropolitan.
Massey I.P. (2008).Administrative Law. New Delhi: Eastern Book Company.
Mehta, S.M. (1990).Indian Constitutional law.New Delhi: Deep and Deep.
Further Readings:
Muthuswami, P. (l989). Swami’s Manual of Disciplinary Proceedings for Central
Government Employees. Madras: Swami Publishers.
Sharma S.K. (2007).Directive Principles and Fundamental Rights.New Delhi: Deep and
Deep
Sathe S.P. (1998).Administrative Law (6th ed). Bombay: Tripathi,
PUB 603 : ETHICS AND GOVERNANCE
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective of the Paper: To enable students to understand the conceptual

formulations and the thought on ethics and related concepts. The student will be able
to relate ethics and public service. Finally, the student will be able to comprehend the
anti-corruption legal and institutional arrangements in India. Pedagogy will include
case studies to illustrate the concept and practice
190
the syllabus.
UNIT I
1. Ethics: Meaning, Definition, Scope and Significance
2. Contribution of Kautilya, Vivekananda and Mahatma Gandhi to Ethics in
Administration.
3. Contribution of Western Administrative Thinkers to Ethics with special
reference to Plato and Immanuel Kant
UNIT II
4. Ethics and Human Interface: Essence, Determinants and Consequences of
Ethics in Human Actions;Significance of human values and attitudes in ethical
development
5. Morality: Concept and Issues in Public service.
UNIT III
6. Ethics in Public Life: Civil Service Neutrality and Anonymity
7. Work Culture- Concept, Significance and Characteristics of a good work culture
8. Code of Ethics and Code of Conduct for Civil Services in India
UNIT IV
9. Anti-corruption Legal Framework w.s.r.t. Prevention of Corruption Act, 1988.
10. Protection to Whistleblowers.
11. Anti-corruption Institution Framework: Lok Pal, Lokayukta,
12. Role of Department of Administrative Reforms and Public Grievances (DARPG),
Central Vigilance Commission (CVC)- Functions and Role
Essential Readings:
Arora,R.K.(2008). Ethics in Governance: Innovations Issues and Instrumentalities.

Jaipur:Rawat Publications.
Bhargava, R. (2008) Politics and Ethics of the Indian Constitution.Oxford India

Paperbacks.
Chaturvedi,T.N. (Ed.) (1996). Ethics in Public Life.New Delhi: IIPA.
Ghere, R.K., & Frederickson, H.G. (Eds.) (2007).Ethics in Public Management.New

Delhi: PHI Learning.
Godbole, M. (2003).Public Accountability and Transparency: The Imperatives of Good

Governance. New Delhi: Orient Longman.
191
Government of India, Second Administrative Reforms Commission.(2005). Report on

Ethics in Governance. New Delhi: Ministry of Personnel, Public Grievances and
Hooja, R. (2012). Corruption, Ethics and Accountability Essays by an Administrator.New
Delhi:IIPA.
Further Readings:
Martinez,J.M. (2009). Public Administration Ethics for the 21st Century. Santa Barbara,
CA: Praeger.
Mathur, B.P. (2014).Ethics for Governance: Reinventing Public Service. New Delhi:
Routledge Taylor and Francis Group.
Menzel, D.C. (2010).Ethics moments in Government: Cases and Controversies (ASPA

Series in PublicAdministration and Public Policy). U.S.A: CRC Press.
Sawshilya,A. (2012). Ethics and Governance. New Delhi: Pearson Education.
Sheeran,P.J. (2006).Ethics in Public Administration – A Philosophical Approach. Jaipur:

Rawat Publications.
Internet sources
[Online] Available from http://darpg.gov.in/sites/default/files/Sevottam_Model.pdf
[Online] Available from http://dopt.gov.in/
6.1 PUB 604 PUB 604: Public Policy and Governance
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective of the Paper:The course deals with concept and rationale of electronic
governance The key areas covered are the National e-governance plan and IT Act,
2000. Teaching and learning will be through lectures, seminars, group work,
Pedagogy: Teaching and learning will be through lectures, seminars, group work,
192

the syllabus.
Unit I
1. Public Policy – Meaning, Significance and Types

2. Distinction between Policy, Planning, Decision making and Goals; Policy
Cycle
3. Policy Analysis – Meaning, Significance; Approaches to Policy Analysis
Unit II
4. Models of Policy-making: Incremental, Rational, Institutional

5. Role of Legislature, Executive, Judiciary and Political Parties in policy
formulation
Unit III
6. Role of Executive, Legislature, Bureaucracy and Judiciary in Policy

Implementation.
7. Major problems in policy implementation
Unit IV
8. Policy Monitoring and Evaluation;
9. Criteria for Evaluation;
10. Problems in Policy Evaluation
Essential Readings:
Anderson, J. E. (2005). Public Policy Making (6thed.). New York: Houghton Mifflin Co.
Ayyar, V. R.V. (2009). Public Policy Making in India.New Delhi: Pearson.
Birkland, T.A. (2005). An Introduction to the Policy Process: Theories, Concepts, and
Models of Public Policy Making. New York: M.E. Sharpe
Dye, Thomas .(2002). Understanding Public Policy. New Delhi: Pearson Education
Singapore (P) Ltd.
Frank, F., Miller, G.J., & Sidney, M.S. (2007).Handbook of Public Policy Analysis
Theory, Politics and Methods. Boca Raton, Florida: CRC Press.
Henry, N. (2015). Public Administration and Public Affairs (12th Ed).New Jersey:
Prentice Hall.
193
Further Readings:
Mathur, K. (2013). Public Policy and Politics in India: How Institutions Matter? U.S.A:
Menon, Vineetha.(2014). Public Policy and Administration. New Delhi: Wisdom Press
Nagel, S.S. (1991). Public Policy: Goals, Means and Methods. New York: St. Martin Press.
Rabin J., Hildreth, W., & Miller, G. (2007).Handbook of Public Administration (3rd ed.).
Florida: Taylor & Francis Group.
Sapru, R.K. (2011). Public Policy: Art and Craft of Policy Analysis(2nded). New
Delhi:Prentice Hall of India.
Sapru, R.K. (2017). Public Policy: A Contemporary Perspective. New Delhi: Sage
Publications.
6.1 SOC 601: INTRODUCTION TO URBAN SOCIOLOGY
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: The paper intends to introduce students to urban sociology in order to

comprehend basic concepts and patterns of urbanization in India. It also focuses on
urban services and poverty.
the syllabus.
Unit I
1. Urbanization; Concept; historical background, Difference between city, town

and village; Colonial city; metropolitan and Mega city.
194
Unit II
2. Urbanization in India: Trends and pattern of urbanization; Features; Rural-
urban migration
Unit III
3. Basic Services in Urban India: Definition; Water Supply, Power, Sanitation,
Education, Health, Urban Transport and Traffic management; Environmental
pollution in urban areas, types and solutions to counter the pollution.
Unit IV
4. Urban Poverty: Concept, Indicators of Poverty, Culture of Poverty; Slums:
Features, Causes and Problems of Slum Areas.
ESSENTIAL READINGs:
Bose, Ashish , India’s Urban Population – Census Data. Wheeler Publishing Co. Ltd.
New Delhi, 1994
Bose, Ashish , Urbanization in India: An Inventory of Source Materials, Census of

India, Every successive report, 1970
Dentler , Robert A. Urban Problems , Perspectives and solutions, Chicago Rand ,

McNally College Publishing Co., 1977
Flanagan, William G, Urban sociology, Images and Structure, Boston, Allyn and Bacon, 1990
Gill, Rajesh, Urban Poverty in India : Theoretical Understanding and Police

Implication, In Urban India, Vol. XIII, July-Dec., No.2
Gill, Rajesh. Issues and Perspectives on Urban Poverty: The Indian Experience “in
Urban India, Vol XVII, Jan.-June /July-Dec., Nos 1 & 2
Gill, Herbert J. “Some Issues in the Cenceptualization of Urbanism “, Journal of

sociological Studies, Vol. 8, Jan., 75-85, 1989
Gulgar, Joseph (ed), Urbanizationof the Third World, Oxford , Oxford University Press, 1988
Hatt, P.K. and Reiss, A.J. (eds) Cities and Society, Illinois, The Free Press, 1960
Misra, R.P. and Misra, Kamlesh, Million Cities of India, Sustainable Development
Foundation New Delhi, 1998.
Further Readings:
Mohanty, Bidydut Urbanization in Developing Countries, Basic Services and CommUnity

Participation, Concept Publishing Company, New Delhi, 1993
Pactone Michael , Urban Problems –An Applied Urban Analysis, Routledge, London , 1990
Ramachandaran, R., Urbanization and Urban Systems In India , Oxford University

Press, 1989
195
Rao, M.S.A., Urban sociology in India, Reader and Source Book, Orient Longmans Ltd.,
New Delhi, 1974
Spates , James. The Sociologies of Cities , New York , St. Martin Press, 1982
Weber, Max , The City Translated by Martindale, London, Heinemann, 1960
6.1 SOC 602 INDIAN SOCIOLOGICAL THINKERS
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This paper introduces students to important Indian sociological thinkers

and sensitizes them about some of the sociological perspectives formulated to study
the Indian society.
the syllabus.
Unit I
1. G. S. Ghurya- Caste and Race; P.N.Prabhu- Varna, Ashrama, Purushartha
Unit II
2. D.P. Mukherjee- Tradition and Modernity; Radhakamal Mukherjee-
Personality, Society, Values Social Ecology
Unit III
3. M.N.Srinivas- Social Change; Verrier Elwin- Tribes in India
196
Unit IV
4. Irawati Karve- Gender and Kinship; Leela Dube- Caste and Gender
Èssential Readings:
Ahmed, Imtiaz, For a sociology of India, Contributions to Indian Sociology 6:172-8, 1972
Ambedkar, B.R. The Untouchabels: Who were they and why they became Untouchables,
Amrit Book company, Delhi 1948
Beteille, Andre, Sociology and Ethnosociology, International social Science Journal,
24(4)703-4, 1974
Desai, A.R. Social Background of Indian Nationalism, Popular Parkashan, Bambay , 1976
Dube, S.C., Indian Village, London Routledge & Kegan Paul Ltd, 1959
Dube , Leela “Caste and Women”in M.N.Sriniwas (ed.) Caste: Its Twentieth Century
Avatar, New Delhi: Penguin, pp-1-27, 1996
Ghurye, G.S. Caste and Class in India , Bombay Popular Book Depot, 1957
Karve, Iravati, “The Kinship map of India’, in Patricia Uberoi (ed) Family Kinship and
marriage in India, Oxford UniversityPress, pp 50-73, Delhi, 1994
Mukerjee, Ramakrishna, Sociology of Indian Sociology, Bombay Allied, 1979
Mukherjee, D.P., Diversities , People Publishing House, 1958
Oakly, Ann, Sex, Gender and Society, London:Temple Smith, pp 99-127, 158-172
Prabhu, P.N., Hindu Social Organization , Popular Book Depot, Bombay, 1954.
Further Readings:
Shan, A.M., The Family in India: Critical Essays, Orient Longman, pp 52-63, New
Delhi 1998
Singh, Yogendra, Modernization of Indian Tradition, Rawat Publications, Jaipur 1973
Singh, Yogendra, Indian Sociology, Social Conditioning and Emerging Concerns, Vistaar
Publications, New Delhi, 1986.
Sriniwas, M.N.Religion and Society Among the Coorgs of South India, London, Asia,
1952
Sriniwas, M.N. Sociology and Sociologists in Indian Today, Sociological Bulletin 19(I):1-
10, 1970
Sriniwas, M.Nhdl, Berkeley California University Press, 1970
6.1 SOC 603 : SOCIOLOGY OF FAMILY AND GENDER

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: This paper introduces the students to the basic concepts for
understanding family and gender. It also looks at the role of family as a source of
gender inequality as well as gender empowerment.
197
the syllabus.
one question paper.
Unit I
1. Concepts on Gender: Sex, gender, gender identity, gender roles.

2. Concepts of Family: Family, household, domestic function.
Unit II
3. Gender and Social Construct; Patriarchy, Masculinity and Femininity, Gender

Stereotypes, Gender socialization; Family Structure and Changes.
Unit III
4. Family as a source of Gender Inequality: Causes and Types;

5. Role of Caste and Class in Gender inequality.
Unit IV
6. Gender Empowerment: Concept, types-Political, economic and social;

7. Role of Family in deconstructing gender roles.
Essential Readings:
Aggarwal, Bina, Structures of Patriarchy: State, CommUnity and Household in

Modernising Asia, New Delhi: Kali for Women, 1988
Aron, Raymond , Reprint, Main Currents in sociological Thought (Vol.I & II), London,
Pelican, 1990
Arya, Sadhna, Women, Gender Equality and the State, Deep & Deep Pub. New Delhi
Bendix, R. Max Weber : An Intellectual Portrait, Doubledays, New York, 1960
Bender, Donald R. A Refinement of the Concept of Household: Families, Co-Residence
and Domestic functions in Amarican Anthropoligist, Vol.32,No.I, pp.I-15
Forbes, Geraldine, Women in Modern India,Cambridge University |Press, 1998
198
Giddens, Anthony, Capitalism and Modern Social Theory, Cambridge University Press,
London, 1971
Ghadially, Rehana, Women in Indian Society ,New Delhi, Sage, 1988.
Laxmi Devi, Women and Development, Anmol Publication, New Delhi, 1998
Lipman, Jean Bluemen, Gender Roles and Power, New Jersey, Prentice Hall Inc., 1984.
Further Readings:
Oakely, Ann, Sex, Gender and Society , Harper & Row Pub., London, 1972
Rizer, George, Sociological Theory, Mc Graw Hill, London, 1996
Shah, A.M., The Household Dimension of Family, Orient Longman , New Delhi, 1973
White James M. & David M.Klein, Family Theories, Thousands Oaks, Sage
Publications(Second Edition),2002
Wood Julia T. Gendered Lives , Wadswerth Pub.Company (third Edition) 1999.
6.1 SOC 604 : SOCIAL DEMOGRAPHY
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: The course exposes students to various concepts of population, data

sources and basic theoretical contributions of Malthus, Marx, and Demographic
Transition to Population Studies. It also discusses the steps taken towards population
stabilization through the population policy in India.
the syllabus.
Unit I
1. Population: Definition, Scope, Nature;
2. Sources of Population Data: Census, Vital Registration and Survey Method
199
Unit II
3. Theoretical Contributions: Malthus, Marx;

4. Demographic Transition Theory and their critical assessment.
Unit III
5. Mortality: Concepts of Mortality, causes of Mortality, Mortality rate in India;

6. Fertility: Concept of Fertility, Factors affecting fertility-biological and socio-
cultural, Fertility rate in India.
Unit IV
7. Regulating Population in India: National Population Policy 2000, Reproductive
and Child Health Programme; MTP and PNDT Acts.
Essential Readings:
Bhende, Asha & Tara Kanitkar, Principles of Population Studies, Mumbai, 1995
Bogue, Donald J., The Principles of Demography, N.Y., John Wiley, 1969
Nam, Chrles, Population and Society , Boston Houghton, Miffin Co.
Further Readings:
National Population Policy, Government of India, 2000.
Peterson, William (ed.) Readings in Population , N.Y., Macmillan, 1972
Sen, Amartya and Jean Dreze, Indian Development, Oxford Univrsity Press, 1996
200
6.2 CHOICE BASED CREDIT ELECTIVES (ANY TWO)
6.2 GEN 606 : PRE HISTORIC INDIA

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To introduce to students the earliest ages of human life in India, long
before the existence of written records. It underlines the geological formation of India,
changes in climate and natural environment and the story of early man on the sub-
continent with a view to understand the emergence of cultivation and exploitative
relationship.
Pedagogy: In addition to lecture discussion, the use of visual aids, debate on
controversial matters and presentations by students will enhance the learning
process.
1. There will be seven questions in all. Question 1 will be compulsory and will
have 8 short questions. Candidates are to attempt any 5 in about 25-30 words
each. Each question carries 2 marks. 2x5=10
2. The rest of the paper will have three Units corresponding to the three Units in
the syllabus. Two long questions from each Unit are to be set. Candidates to
attempt four questions selecting at least one question from each Unit.
Every question will carry 10 marks. 10x4=40
UNIT I
1. Formation of India’s Physical Features and Natural Environment: Geological
Formation of India; Climate; Natural Vegetation and Wildlife.
UNIT II
2. Our Early Ancestors: Evolution of Human Species; Early Man in India; Mesolithic
Cultures
UNIT III
3. First Agricultural Communities c. 7000-4000BC; Towards the Bronze Age c 4000-
2500 BC; Cultivation in the northern, central and southern cultures c.2000 BC
Essential Readings:
Allchin, Bridget and Raymond, The Rise of Civilization in India and Pakistan, New Delhi
1983 chapter 5
-------------Origins of A Civilization, New Delhi 1997, Chapter 5
Chakravarti, Dilip K., India: An Archaeological History, OUP, New Delhi 1999
Habib, Irfan, Prehistory, People’s History of India, Tulika, Delhi 2001
Further Readings:
Childe, V Gordon, Man Makes Himself, London 1936
What Happened in History, London 1942
Possehl, Gregory L, Indus Age: The Beginnings, New Delhi, 1999
201
GEN 607 INTRODUCTION TO SOCIAL WORK

Maximum Marks : 100
Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To introduce students to basic concepts of social work, social welfare and
social justice.
Pedagogy: Field work would be an essential component of the course.

1. The syllabus has been divided into Four Units. There shall be 9 questions in all,
Units. Each Unit shall have two long answer/questions and the candidate shall
attempt four questions in all selecting one question from each Unit . Each
the syllabus.
UNIT I
1. Concept of Charity, Philanthropy and Volunteerism social Reform movements in
India; Evolution of Social Work in USA and UK
UNIT II
2. Basic concepts of Social Service, Social Welfare and Social Justice; Definition
and functions of social work; Values and Principles of social Work; Social Work
Education in India; Changing trends of the Social Work profession in India.
UNIT-III
3. Group Work: Objectives, Principles, Ethics and Models.
4. Social Case Work: Components, Principles, Skills.
UNIT-IV
5. Community Organization: Objectives, Principles, Models and Locality.
Essential Readings:
Dasgupta Sugata, Towards a Philosophy of Social Work in India, Popular Book services,
1964
Desai, Murli, Curriculum Development on History of Ideology for Social Change and
Social Work, Social Work Education and Practice Cell, Mumbai, 2000.
202
Desai, Murli, Ideologies and Social Work (Historical and Contemporary Analyis), Rawat
Publications, Jaipur 2002.
Diwakar, V.D. Social Reform Movements in India, Popular Parkashan, Mumbai, 1991.
Dominelli, L., Social Work: Theory and Practice for a Changing Profession, Malden, MA:
Polity Press, 2004
Gore, M.S. Social Work and Social Work Education, Rawat Publications, New Delhi, 2011
Jacob, K.K. Social Work Education in India, New Delhi: Himanshu, 1994.
Nair, T.K. Social Work Education and Social Work Practice in India, Madras: Association
of Schools of social Work Publications, 1981.
Further Readings:
Skidmore, R.A. et al. Introduction to Social Work, Allyn and Bacon Boston, 2000
Wadia, A.R.(eds.) History and Philosophy of Social Work in India, Allied Publisher
Private Ltd., Mumbai 1968
Woodroofe, K. From Charity to Social Work in England and the United States,
Routeledge & Kegan Paul, London 2000
6.2 GEN 608 CLIMATE CHANGE AND SUSTAINABLE DEVELOPMENT
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: Climate change poses unprecedented serious ethical and political

challenges to current institutions and ways of life. This course is based on the
assumption that the concepts of ‘sustainable development’ and ‘climate change’, and
the complex phenomena they represent, should be approached, understood and
analyzed in juxtaposition, rather than divorce, with each another. The course aims to
provide an understanding of the various aspects of interrelated challenges associated
with sustainability and climate change, both on land and at sea, largely from an
interdisciplinary social science perspective.
Pedagogy: The paper would be taught using original texts and research papers to
encourage students to read more extensively and understand the theme through this
reading.
1. The syllabus has been divided into FOUR Units. There shall be 9 questions
203
paper shall contain 4 Units. Each Unit shall have TWO long questions and
the candidate shall attempt four questions in all selecting at least one
question from each Unit . Each question will carry 10 marks.4x10=40
UNIT I
1. Understanding Sustainable Development
Concept of sustainable development by familiarising students with major reports and

publications on global environmental governance, and critical literature on the politics
of sustainability. It provides a means of engaging with the idea of climate change (in
Units 2, 3 & 4), through an appreciation of aspects of social justice and equity, central
to the narrative(s) of the Global South.
UNIT II
2. Introducing the Idea of Climate Change
This Unit first introduces students to the key documents of the past three decades
that emphasise the ‘global’ nature of the issue of climate change. Additionally, it
creates the basis for students to engage independently with the multi-scale politics of
climate change, using knowledge and interdisciplinarity as starting points. Students
are exposed to the ethical-normative dimensions of climate change through the
notions of climate justice with regard to both mitigation and adaptation.
UNIT III
3. Climate Change as a Project for the Social Sciences
This Unit introduces students to the politics of development and globalization,

providing a social science frame with which to interrogate climate change, through ‘a
view from somewhere’. Questions of location and situation are granted relevance and
attention in this manner.
UNIT IV
4. Climate Politics, Policy and International Relations
This Unit explores the contours of political and policy engagement with climate change
in international relations. It begins with critical appraisals of ‘spaces’ of climate
change, and branches into more detailed analyses of climate diplomacy and the Indian
case.
204
ESSENTIAL READINGs:
UNIT I
(i) Major Documents and Reports
WCED, U., 1987. Our Common Future. World Commission on Environment and
Development, Oxford University Press.
Agenda 21: https://sustainabledevelopment.un.org/outcomedocuments/agenda21
The Rio Declaration on Environment and Development:
http://www.un.org/documents/ga/conf151/aconf15126-1annex1.htm
Millennium Development Goals:
http://www.unmillenniumproject.org/goals/
Sustainable Development Goals:
https://sustainabledevelopment.un.org/?menu=1300
Sustainable Development Goals –Oceans UNEP
http://www.unep.org/regionalseas/globalmeetings/151-16%20meeting/SDG-
oceans.pdf
(ii) Conceptualizing Sustainable Development

Berkes, F., 1989. Common Property Resources: Ecology and CommUnity-based
Sustainable Development. Belhaven Press.
Doyle T. (1998). Sustainable development and Agenda 21: the secular bible of global
free markets and pluralist democracy. Third World Quarterly, 19 (4): 771-786.
Elliott, J., 2015 (second edition). An Introduction to Sustainable Development. London:
Routledge.
Ghai, D. and Vivian, J.M., 2014. Grassroots environmental action: people's participation
in sustainable development. Routledge.
Rennings, K. and Wiggering, H., 1997. ‘Steps towards indicators of sustainable
development: linking economic and ecological concepts’, Ecological economics, 20(1):
25-36.
Shikui, D., Bandyopadhyay, J. and Chaturvedi, S. 2016. Environmental sustainability
from the Himalayas to the Ocean: Struggles and innovation in China and India, New
York: Springer.
Tisdell, C., 1988. ‘Sustainable development: Differing perspectives of ecologists and
economists, and relevance to LDCs’. World Development, 16(3): 373-384.
Tolba, M.K., 2013. Sustainable development: Constraints and opportUnities. Elsevier.
UNIT II
Major Documents
The United Nations Framework Convention on Climate Change:
http://unfccc.int/essential_background/convention/items/6036.php
IPCC Reports:
https://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml
Understanding Climate Change

Agrawal, A., 2010. Local institutions and adaptation to climate change. Social
dimensions of climate change: Equity and vulnerability in a warming world, pp.173-
197.
Beck, U., 1992. Risk society: Towards a new modernity (Vol. 17). Sage.
205
Bhaskar, R. ed., 2010. Interdisciplinarity and Climate change: Transforming Knowledge

and Practice for our Global Future. Taylor & Francis.
Dryzek, J.S., Norgaard, R.B. and Schlosberg, D., 2011. The Oxford Handbook of
Climate Change and Society. Oxford University Press.
Gardiner, S.M., 2004. Ethics and global climate change. Ethics, 114(3), pp.555-600.
Giddens, A., 2009. The politics of climate change. Cambridge, UK.
Hulme, M. and Mahoney, M., 2010. Climate change: What do we know about the
IPCC?. Progress in Physical Geography.
Jasanoff, S., 2010. ‘A New Climate for Society’,Theory, Culture & Society, 27(2-3): 233-
253.
Markandya, A. and Halsnaes, K., 2002. Climate change and sustainable development:
prospects for developing countries. Earthscan.
Swyngedouw, E., 2013. The non-political politics of climate change. ACME: An
International E-Journal for Critical Geographies, 12(1), pp.1-8.
UNIT III
Agarwal, A. and Narain, S., 1991. Global warming in an unequal world: A case of
environmental colonialism. In Global warming in an unequal world: a case of
environmental colonialism. Centre for Science and Environment.
Anderson, A., 2009. Media, politics and climate change: Towards a new research
agenda. Sociology compass, 3(2), pp.166-182.
Bidwai, P., 2012. The Politics of Climate change and the Global crisis. Mortgaging Our
Future. Orient Black Swan, New Delhi.
Doyle, T. and Chaturvedi, S., 2010. Climate territories: A global soul for the global
south?. Geopolitics, 15(3), pp.516-535.
Hulme, M., 2015. Climate and its changes: a cultural appraisal. Geo: Geography and
Environment, 2(1), pp.1-11
Okereke, C., 2010. Climate justice and the international regime. Wiley Interdisciplinary
Reviews: Climate Change, 1(3), pp.462-474.
Sinden, A., 2010. Allocating the costs of the climate crisis: Efficiency versus justice.
Washington Law Review, 85, p.293.
Stehr, N. and Von Storch, H., 2010. Climate and society: Climate as resource, climate
as risk. New Jersey: World Scientific.
Victor, D. 2015. “Climate Change: Embed the Social Sciences in Climate Policy”.
Nature, vol. 520: 27:29.
Winkler, H. and Rajamani, L., 2014. CBDR&RC in a regime applicable to all. Climate
Policy, 14(1), pp.102-121
UNIT IV
Andonova, L.B., Betsill, M.M. and Bulkeley, H., 2009. ‘Transnational Climate
Governance’,Global environmental politics, 9(2): 52-73.
Atteridge, A., Shrivastava, M.K., Pahuja, N. and Upadhyay, H., 2012. Climate policy in
India: what shapes international, national and state policy? Ambio, 41(1): 68-77.
Chaturvedi, S. and Doyle, T. 2015. Climate Terror: A Critical Geopolitics of Climate
Change. Palgrave Macmillan.
D’Souza, R., 2015. Nations without Borders: Climate Security and the South in the
Epoch of the Anthropocene. Strategic Analysis, 39(6): 720-728.
Dubash, N.K., 2013. The politics of climate change in India: narratives of equity and
co-benefits. Wiley Interdisciplinary Reviews: Climate Change, 4(3), pp.191-201.
Dubash, N.K. and Khosla, R., 2016. Recovering Key Strategic Concepts in India’s
Climate Policy. Economic & Political Weekly, 51(24), p.127.
206
Hulme, M. 2009. Why We Disagree about Climate Change: Understanding Controversy,

Inaction and OpportUnity, Cambridge University Press.
Jayaraman, T., 2015. The Paris Agreement on Climate Change: Background, Analysis,
and Implications. Journal, 5(2): 42-59.
Kythreotis, A.P., 2012. Progress in global climate change politics? Reasserting national
state territoriality in a ‘post-political’ world. Progress in Human Geography, 36(4): 457-
474.
Mahony, M., 2014. ‘The predictive state: Science, territory and the future of the Indian
climate, Social Studies of Science, 44(1): 109-133.
Michaelowa, K. and Michaelowa, A., 2012. ‘India as an Emerging Power in
International Climate Negotiations’, Climate Policy, 12(5): 575-590.
Further Readings:
Rajamani, L., 2016. The 2015 Paris Agreement: Interplay Between Hard, Soft and Non-
Obligations. Journal of Environmental Law, 28(2), pp. 337-358.
Stehr, N. 2015. Climate Policy: Democracy is Not an Inconvenience, Nature, 525: 449-
450.
Swyngedouw, E., 2010. Apocalypse forever? Post-political populism and the spectre of
climate change. Theory, Culture & Society, 27(2-3): 213-232.
Thaker, J. and Leiserowitz, A., 2014. ‘Shifting Discourses of Climate Change in
India’,Climatic change, 123(2): 107-119.
Vihma, A., 2011. ‘India and the Global Climate Governance: Between Principles and
Pragmatism’,The Journal of Environment & Development, 20(1): 69-94.
6.2 HOA 602 INTRODUCTION TO WESTERN ART
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objectives: This paper introduces the students to the history of development of

European Art from the Greek period to the late Renaissance period. Its scope includes
a detailed analysis of sculpture and painting of the various periods with special
emphasis on the stylistic development.
Pedagogy: The teaching of the paper would involve projection of slides, short films on
art and artists. A detailed essential reading and suggested reading list is attached for
the students.
1. The syllabus has been divided into FOUR Units. There shall be 9 questions in all,
Units. Each Unit shall have TWO long questions and the candidate shall attempt
four questions in all selecting at least one question from each Unit . Each
207
the syllabus.
UNIT I
1. Introduction to Greek Art: Dipylon vase; Archaic period: Vase paintings,
Dionysus in a Boat, Lapith and Centaur; Archaic Sculpture: Kore and Kourus;
Classical Greek Sculpture: Kritios Boy ; Hellenistic Greek Sculpture: The
Laocoon Group; Introduction to Roman Art and Sculpture: Augustus of
Primaporta; Roman Narrative Sculpture: Imperial Procession; Roman Painting:
View of a Garden.
UNIT II
2. Introduction to Early Christian Art: Catacomb Paintings, Vienna Genesis; Early
Christian Sculpture: Sarcophagus of Junius Bassus; Introduction to Byzantine
Art: Emperor Justinian and His Attendants; Byzantine Painting: Anastasis
UNIT III
3. Early Renaissance: Donatello-St. Mark, The Feast of Herod; Masaccio- The
Tribute Money,The Holy Trinity; High Renaissance: Leonardo Da Vinci- The Last
Supper, Mona Lisa; Michelangelo-Pieta, Creation of Adam
UNIT IV
4. Renaissance in the North: Albrecht Durer- Four Horsemen of the Apocalypse,
Self Portrait The Baroque Period: Caravaggio- The Calling of St. Matthew,
Conversion of St. Paul; Rubens- The Garden of Love, The Descent from the
Cross; Rembrandt- The Night Watch, Self Portraits
Essential Readings:
Gardner,H., Art Through the Ages, Harcourt, Brace , Jovanovich Inc.,New York 1975
Honour, H. And J. Fleming, A World History of Art, Laurence King Publishing, London
1995
Further Reading:
Jansen, H.W., History of Art, Thomas & Hudson Ltd., London 2001(6th edition)
208
6.3 SKILL ENHANCEMENT PAPERS
REM 604 USE OF SURVEYS AND INTERVIEWS IN SOCIAL SCIENCES
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To introduce the students to the research method of survey and interview
to enhance their skills and understanding of research in social sciences.
Pedagogy: The paper shall ensure practical application of theory through assignments
and project work.
1. The syllabus has been divided into TWO Units. There shall be 7 questions in all,
Units. Each Unit shall have THREE long questions and the candidate shall
attempt four questions in all selecting at least two questions from each Unit .
Each question will carry 5 marks.4x5=20
the syllabus.
UNIT I
1. Science: Definition; Characteristics; Functions; Aims; Science and
Commonsense; Sources of knowledge.
2. Scientific Method: Definition; Characteristics; Use in social sciences-
Problems
3. Research: Meaning; Uses; Limitations in Social sciences; Ethics in Social
Research
UNIT II
4. Survey Method: Meaning; Types of Data; Types of Survey; Survey Protocols;
Fieldwork and problems
5. Interview: Meaning; Types; Uses; Limitations; Qualities of a Good
Interviewer
6. Questionnaire: Meaning; Types; Uses; Limitations; Question Content;
Comparison between interview and questionnaire
7. Practical Exercise: Constructing and Interview Schedule/Questionnaire
209
Essential Readings:
Burns, Robert B, Introduction to Research Methods, New Delhi Sage Publications
2000
Clough, Peter & Cathy Nutbrown, A Student’s Guide to Methodology-Justifying Enquiry,
Sage Publications, New Delhi, 2002
Guthrie, Gerard, , Basic Research Methods, Sage Publications New Delhi
Kerlinger, Fred N., Foundations of Behavioural Research, New York, Holt Rinehart &
Winston, INC 1973.
Further Readings:
Manheim, Henry L., Sociological Research: Philosophy and Methods, Illinois, The
Dorsey Press, 1977
Selitiz, Claire, Research Methods in Social Relations, Holt Rinehart& Winston, INC
1976
Vaus, D.A. De, Surveys in Social Research, Jaipur Rawat Publications, 2003
REM 605 INTERDISCIPLINARY SURVEY PROJECT
2 CREDITS
MAXIMUM MARKS 50
Objective: To put into practise the theory learnt in the skill paper REM 604. To utilize
the survey and interview skills to understand this research method and practise it
efficiently in relation to a specific theme related to the major discipline opted by the
student.
INSTRUCTIONS TO STUDENTS AND EVALUATOR
The project work is to be finalized as per schedule provided at the beginning of the
Semester. It will be evaluated by the teacher of the Theory paper on Surveys and
Interviews.
210
SEMESTER VII (M.A. SEM-I)
7.1 Interdisciplinary Core Paper Credits Marks

(to be taught at ISSER)
REM 706 Social Sciences: An Integrated Approach 4 100
Students to complete 4 papers in subject selected for Master’s degree.
Papers as in parent department or to be devised by specific departments and

taught there. 5 credits each/125 marks per semester*
5 Credits x4 Papers (20 Credits) 500
WEBLINKS FOR M.A. SYLLABUS OF DISCIPLINE SPECIFIC PAPERS
https://puchd.ac.in/includes/syllabus/2020/20200805153230-m.aeconomics2020-
21pdf?/202001182410
https://puchd.ac.in/includes/syllabus/2019/20190704154342-
m.a.geographysmestersystem.pdf?202001182410
https://puchd.ac.in/includes/syllabus/2020/20200813145025-m.a.history2020-
21.pdf?202001182410
m.a.politicalscience2020-21.pdf?202001182410
m.a.psychology2020-21.pdf?202011460210
m.a.publicadministration2020-21.pdf?202001182410
m.a.sociologysemestersysatem2020-21.pdf?202011460210
211
7.3 Skill Development Paper (to be taught at ISSER)
GEN 709 Basic Soft Skills 2 50
Total Credits & Total Marks for Semester VII 26 650
Break up of Internal Assessment marks for 5 credit papers taught at specific

departments: 125 marks reduced to 25.

vi. Class Participation 20 marks reduced to 4 marks
*Except for Psychology and Public Administration,distribution of marks and

Marks for Theory Papers: 100x 4= 400 Marks per semester Continuous
Assessment Marks: 25x4= 100 marks per semester
Aggregate Marks (Theory+Cont. Ass.): 125X4= 500 marks per semester
Instructions for paper setters and candidates to specify division of marks for theory
papers in subjects other than Psychology and Public Administration shall be as
follows:
1. There shall be 9 questions in all including question number I which will be

compulsory and shall comprise 15 short answer type questions out of which
candidates will be required to attempt any 10 in about 25-30 words each.
Short answer type questions shall carry 2 marks each and shall cover the
entire syllabus of a given paper.
2. Rest of the question paper shall carry 80 marks and shall be divided into 4
units comprising 8 long answer type questions. Candidates will be asked to
select one long answer type question of 20 marks each from each of the four
Units.
*Evaluation pattern for Psychology and Public Administration will be as follows:
In Psychology, break up of marks shall be 450 marks per semester on the pattern
applicable in Psychology department

212

follows:
Marks for theory papers (of 2 credits papers) 50x2=100 per semester
Variation in evaluation is in tune with variation in number of papers taught in

different Social Science subjects.
7.1 Interdisciplinary Core Paper
REM 706 Social Sciences: An Integrated Approach
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objectives: To provide an understanding of the integrated approach to social sciences

to meet the challenges of resolving issues related to contemporary problems and
prospects.
Pedagogy: The students would be encouraged to think from multiple perspectives to

understand an issue. The paper would be covered in lecture discussions, debate and
extensive reading.
question of 2 marks each, i.e. 5x2=10 marks. Rest of the paper shall contain
4 Units. Each Unit shall have TWO questions and the candidate shall
attempt four questions in all selecting ONE question from each Unit .
Each question will carry 10 marks.4x10=40
Unit I
Philosophy of Social Sciences: Natural & Social Phenomena; Emergence of two
cultures: Science and Humanities; concept of social science
213
Unit II
Social Science: Commonalities and differentials; inter Linkages among the Social
Sciences.
Unit III
Theoretical framework: System Theory, Conflict theory, Phenomenology, Post

Modernism
Unit IV
Illustrative Themes: Globalization; Sustainable development; Human Rights.

Illustrative Perspective: Political Economy; Political Sociology; Economic
Administration
Essential Readings:
Wallerstein, Immanuel, et al, (1997) Open other Social Sciences: Report A The
Gubernatorial submission on the Restructuring of Social Sciences, New Delhi, Vistaar
Publications.
Snow C.P., (1959, 2009- a column by Lawrence M Krauss) Two Cultures : A
Discussion, New Delhi.
William Julius Wilson, Explaining the Domain of Policy – (2002) Relevant Scholarship in
the Social Sciences, Discussion paper, Centre for Analysis of Social Exclusion, London
School of Economic.
Winch, Peter, (1958) Ideas of Social Sciences and its Relation to Philosophy, London,
Routeledge
7.3 Skill Enhancement Papers
7.3 GEN 709 BASIC SOFT SKILLS
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To encourage the all round development of the students by focusing on soft
skills to inculcate the importance of soft skills in everyday life.
Pedagogy: The paper will focus on classroom activities, assignments , practice

sessions, and role play to internalize these skills.
214

Units. Each Unit shall have TWO questions and the candidate shall attempt
four questions in all selecting ONE question from each Unit . Each
UNIT I
Meaning and importance of communication; Channels of communication; Barriers of

communication; approaches to effective Communication.
UNIT II
Listening Skills: Listening to Specific Information, Identifying Main Issues, Seeing

Beyond the Surface.
Interpersonal Skills: Negotiations, social skills, assertive skills, cross-cultural
communications.
Leadership Skills: Concepts of leadership, leadership styles, insights from great leaders.
UNIT III
Team Assignment: Effects of Competition on Individual and Group Behaviour,

Competitive and Collaborative Team Behaviour, Team/ Group Dynamics, Team
Assignment.
Corporate etiquette, telephone etiquette, e-mail etiquette.
UNIT IV
Time Management and Goal Setting: Identification of Time Wasters, Prioritisation of

Work (ABC Method), Goal Setting.
Stress Management: Symptoms of Stress, Coping Approaches.
Essential Readings:
Courtland, B.L. and J.V. Thill: Business Communication Today, Pearson Education.
Diwan & Aggarwal: Business Communication, Excel Books.
Lesikar, Petit & Lesikar: Basic Business, Tata McGraw Hill
Murphy, H.A. , W. Hilderlrand and P.J. Thomas: Effective Business Communication,
Tata McGraw Hill Companies.
FURTHER READINGS:
Poe & Fruchling: Basic Communication, AITBS.
Taylor: English Conversion Practice, Tata McGraw Hill.
215
SEMESTER VIII (M.A. SEMESTER-II)
8.1 Interdisciplinary Core Papers (to be taught at ISSER):
Credits Marks
REM 807 Research Methods in Social 4 100

Sciences

as in parent department or to be devised by specific departments and taught
there. 5 credits/125 marks each.
5x4 500
21pdf?/202001182410
21.pdf?202001182410
8.3 Skill Development Paper (to submit written work at ISSER only)
REM 808 Preparation of Research Design inclusive of Review of Literature

and Bibliography on selected theme.
2 50
216
Total Credits & Total Marks for Semester VIII/M.A. Sem.-II

26 650




Aggregate Marks (Theory + Assessment): 500 marks per semester


follows:

Aggregate marks (Theory + Practical) 500 marks per semester

217

follows:
Aggregate marks (of 4 credits+2 credits papers) 500per semester

REM 807 Research Methods in Social Sciences
Maximum Marks : 100

Theory : 50
Internal : 50
Assessment
Time : 3 hours
Objective: To develop an understanding of the research methods utilized in social

sciences and the various steps necessary in research.
Pedagogy: Students will be submitting assignments, conducting class discussion and

participating in research projects to internalize research methods.
218
Unit I
Major Epistemological Schools in Methodology in Social Research
Positivistic and Interpretive Rationalism and Empiricism; Objectivism and

Constructivism
Unit II
Major Methodological Dilemmas in Social Research
Subjectivity and Objectivity; Value Neutrality;
Methodological Individualism versus Methodological collectivism
Limits of Quantification in Social Research
Unit III
Qualitative Research; Ethnography, Participatory Research Action Research,

Interviewing as Conservation, Narratives, Grounded theory, Naturalistic Inquiry,
Strengths and Weakness of Qualitative Research.
Unit IV
Sources: Primary; Secondary; Evaluation of non- Literary sources; Data Processing &
analysis; Thesis writing.
Essential Readings:
Bernard.H. Russell (2000) Social Research Method – Qualitative and Quantitative

Approaches, New Delhi, Sage Publication India Pvt. Ltd.
Bryman, Alan; (2001)Social Research Methods, New York, Oxford University Press.
Cicourel, A.V.; (1964) Method and Measurement in Sociology, Glencoe, Free pres.
Gill, Rajesh; “Controversies in Sociology: An Introspection”, Kerala Sociologist, Vol.

XXXIII, No.2. December, pp.49-61.
Mukherjee, Partha N, (1990) Methodology in Social Research, New Delhi, Sage

publication.
Further Readings:
Bose, P.K. “Problems and Paradoxes of Inductive Social Science: A Critique of

Ramkrishna Mukherjee”, Sociological Bulletin, 46(2), Sept.
Strauss, Anselm, (1990) Basics of Qualitative Research- Grounded Theory Procedures

and Techniques, New Delhi: Sage Publication.
219
SEMESTER IX (M.A. SEMESTER-III)
9.1 Interdisciplinary Core Papers to be taught at ISSER:

Credits Marks
GEN 910 Social Science Perspectives on 2 50

Globalization*

Students to complete 4 papers in subject for Master’s degree. Papers as in
parent department or to be devised by specific departments and taught there.
5 credits/125 Marks each.
5x4 500
21pdf?/202001182410
21.pdf?202001182410
220
9.3 Skill Development Papers at ISSER only Credits Marks

REM 910 Seminar Papers on selected theme 2 50
REM 911 Synopsis of Dissertation 2 50
(to be undertaken in Semester X)
TOTAL CREDITS IN SEMESTER IX 26 Total Marks 650




Aggregate Marks (Theory + Assessment): 500 marks per semester
theory papers in subjects other than starred above shall be as follows:
1. There shall be 9 questions in all including question number I which

will be compulsory and shall comprise 15 short answer type
questions out of which candidates will be required to attempt any 10
in about 25-30 words each. Short answer type questions shall carry
2 marks each and shall cover the entire syllabus of a given paper.
2. Rest of the question paper shall carry 80 marks and shall be divided
into 4 units comprising 8 long answer type questions. Candidates
will be asked to select one long answer type question of 20 marks
each from each of the four Units.
follows:
221

Aggregate marks (Theory + Practical) 500 marks per semester

follows:
Aggregate marks (of 4 credits+2 credits papers) 500per semester

GEN 910 Social Science Perspectives on Globalization
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Pedagogy: Students will be submitting assignments, conducting class discussion and
participating in research projects to internalize research methods
222
Objective:
The objective is to familiarise students with the discourses of globalisation – in its

economic, cultural, anthropological and geographic dimensions. It equips students to
understand how these dimensions intersect with ideas about development and
international political economy. It also extends the application of these ideas to
analyses of trade and the constitution of democracies, while drawing attention to the
cross-cutting challenges of political geography by situating these nested lenses in
relation to global actors and institutions. Finally, it aims to impress upon that
globalisation as a process is intertwined with the politics of environment through
contemporary perspectives from the spheres of ecology, resistance and citizenship.
The phenomenon of globalisation has immediate consequences for the framing of
political discourse in the global South. It brings with it numerous opportunities and
challenges for the contemplation of global politics in ways that are far from uniform
and continually emphasise the centrality of development, democracy and new
technologies of resistance to the framing of individual and collective identities. It is in
the light of these factors that globalisation presents a provocative site for
interdisciplinary inquiry from within the social sciences.
UNIT I
Fundamentals of Globalisation Discourse
Appadurai, A., 1996. Modernity al large: cultural dimensions of globalization (Vol. 1). U
of Minnesota Press.
Dicken, P., 2007. Global shift: Mapping the changing contours of the world economy.
SAGE Publications Ltd.
George, R., 2019.Globalization: The essentials. NY: John Wiley & Sons.
Lechner, F.J. and Boli, J. eds., 2014. The globalization reader. John Wiley & Sons.
Thrift, N.J., Tickell, A., Woolgar, S. and Rupp, W.H. eds., 2014. Globalization in
Practice.Oxford University Press.
Inda, J.X., and Rosaldo, R., eds., 2001. The Anthropology of Globalization: A Reader.
Blackwell Readers in Anthropology.
Howse, R., 2008. The End of Globalization Debate: A Review Essay.Harvard Law
Review, 121(6), pp. 1528-1555.
Mooney, A. and Betsy Evans, B. 2007. Globalisation: The Key Concepts, London:
Routledge.
223
Sparke, M. 2013.Introducing globalization: Ties, Tensions, and Uneven Integration,

London: Wiley-Blackwell.
Spoor, M. 2004. Globalisation, Poverty and Conflict: A Critical “Development Reader,

New York: Kluwer Academic Publishers.
UNIT II
Development, International Political Economy and Globalisation
Sen, A., 1988. The concept of development. Handbook of development economics, 1, pp.9-26.
Sen, A., 2000. Development as Freedom. Alfred A. Knopf, New York.
Cornwall, A., 2007. Buzzwords and fuzzwords: deconstructing development

discourse. Development in practice, 17(4-5), pp.471-484.
Sen, A., 2009. Arguments for a Better World: Essays in Honor of Amartya Sen: Volume
II: Society, Institutions, and Development (Vol. 2). Oxford University Press.
Power, M., 2004. Rethinking development geographies. Routledge.
Potter, R., Binns, T., Elliott, J.A., Nel, E. and Smith, D.W., 2017. Geographies of
development: An introduction to development studies. Routledge.
Nayyar, D., 2006. Globalisation, history and development: a tale of two

centuries. Cambridge journal of economics, 30(1), pp.137-159.
Abbott, J. and Worth, O. eds., 2002. Critical perspectives on international political

economy. Palgrave Macmillan.
Frieden, J., 2017. The political economy of the Bretton Woods Agreements.
Gozgor, G. and Ranjan, P., 2017. Globalisation, inequality and redistribution: Theory
and evidence. The World Economy, 40(12), pp.2704-2751.
Drezner, D.W. and McNamara, K.R., 2013. International political economy, global
financial orders and the 2008 financial crisis. Perspectives on Politics, 11(1), pp.155-
166.
Roberts, J.T., Hite, A.B. and Chorev, N. eds., 2014. The globalization and development
reader: Perspectives on development and global change. John Wiley & Sons.
Robinson, W.I., 2002. Remapping development in light of globalisation: from a

territorial to a social cartography. Third World Quarterly, 23(6), pp.1047-1071.
Gupta, A. and Sivaramakrishnan, K. eds., 2010. The state in India after liberalization:
Interdisciplinary perspectives. Routledge.
224
UNIT III
Globalisation, Trade and Democratic Politics
Siddiqui, K., 2016. International trade, WTO and economic development. World Review
of Political Economy, 7(4), pp.424-450.
Morrissey, O. and Filatotchev, I., 2000. Globalisation and trade: the implications for
exports from marginalised economies. Journal of Development Studies, 37(2), pp.1-12.
Meagher, K., 2003. A back door to globalisation? Structural adjustment, globalisation

&transborder trade in West Africa. Review of African Political Economy, 30(95), pp.57-75.
Shadlen, K., 2008. Globalisation, power and integration: the political economy of
regional and bilateral trade agreements in the Americas. The Journal of Development
Studies, 44(1), pp.1-20.
Zhang, X. and Zhang, K.H., 2003. How does globalisation affect regional inequality
within a developing country? Evidence from China. Journal of Development
Studies, 39(4), pp.47-67.
Pavcnik, N., 2019. The Winners and Losers from International Trade. Survival, 61(2),
pp.97-100.
Swyngedouw, E., 2004. Globalisation or ‘glocalisation’? Networks, territories and

rescaling. Cambridge review of international affairs, 17(1), pp.25-48.
Walby, S., 2000. Gender, globalisation, and democracy. Gender & Development, 8(1),
pp.20-28.
Anderson, J., 2002. Questions of democracy, territoriality and globalisation.

In Transnational Democracy (pp. 20-52). Routledge.
Hirst, P., 1999. Has globalisation killed social democracy?. The Political Quarterly, 70,
pp.84-96.
Ahluwalia, M.S., 2006. India's experience with globalisation. The Australian Economic
Review, 39(1), pp. 1-13.
Harriss-White, B., Prakash, A. and Mishra, D., 2013. Globalisation, Economic

Citizenship, and India’s Inclusive Developmentalism. In Citizenship as Cultural
Flow (pp. 187-209). Springer, Berlin, Heidelberg.
Radhakrishnan, P., 2004. Religion under globalisation. Economic and Political Weekly,
pp.1403-1411.
Öniş, Z., 2017. The age of anxiety: the crisis of liberal democracy in a post-hegemonic
global order. The International Spectator, 52(3), pp.18-35.
225
Ara, S., 2018. Globalisation and Gender Inequality: Evidence from Labour Market in
India. Journal of Quantitative Economics, pp.1-28.
Zajda, J., 2015. Globalisation and its impact on education and policy. In Second
international handbook on globalisation, education and policy research (pp. 105-125).
Springer, Dordrecht.
Ghosh, S., 2016. Democracy and human development: recent legislation in
India. Development Policy Review, 34(4), pp.539-561.
Scoones, I., Edelman, M., Borras Jr, S.M., Hall, R., Wolford, W. and White, B., 2018.
Emancipatory rural politics: confronting authoritarian populism. The Journal of
Peasant Studies, 45(1), pp.1-20.
UNIT IV
Environment and the Politics of Globalisation
Chasek, P.S., 2018. Global environmental politics. Routledge.
Dalby, S., 2007. Anthropocene geopolitics: globalisation, empire, environment and

critique. Geography Compass, 1(1), pp.103-118.
Escobar, A., 2004. Beyond the Third World: imperial globality, global coloniality and
anti-globalisation social movements. Third World Quarterly, 25(1), pp.207-230.
Adger, W.N., Benjaminsen, T.A., Brown, K. and Svarstad, H., 2001. Advancing a
political ecology of global environmental discourses. Development and change, 32(4),
pp.681-715.
Dobson, A., 2005. Globalisation, cosmopolitanism and the environment. International
Relations, 19(3), pp.259-273.
Hirsch, P., 2001. Globalisation, regionalisation and local voices: The Asian
Development Bank and rescaled politics of environment in the Mekong
region. Singapore Journal of Tropical Geography, 22(3), pp.237-251.
Valencia Sáiz, Á., 2005. Globalisation, cosmopolitanism and ecological
citizenship. Environmental politics, 14(2), pp.163-178.
Paterson, M., 1999. Globalisation, ecology and resistance. New Political Economy, 4(1),
pp.129-145.
Siakwah, P., 2018. Actors, networks, and globalised assemblages: Rethinking oil, the
environment and conflict in Ghana. Energy Research & Social Science, 38, pp.68-76.
Stroup, S.S. and Wong, W.H., 2018. Authority, strategy, and influence: environmental
INGOs in comparative perspective. Environmental Politics, 27(6), pp.1101-1121.
Parnell, S., 2016. Defining a global urban development agenda. World
Development, 78, pp.529-540.
Robert, K.W., Parris, T.M. and Leiserowitz, A.A., 2005. What is sustainable
development? Goals, indicators, values, and practice. Environment: science and policy
for sustainable development, 47(3), pp.8-21.
226
SEMESTER-X (M.A. SEMESTER-IV)

10.1 Interdisciplinary Core Papers to be taught at ISSER
Credits Marks
GEN World in the Twentieth Century: 2 50
1010 The Short Century of Amazing
Transformations

as in parent department or to be to be devised by specific departments and
taught there. 5 credits/125
5x4 500
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21.pdf?202001182410
10.3 Skill Development Papers to be taught at ISSER
Credits Marks
REM 1012 Dissertation on Selected theme 4 100
(12000 Words)
TOTAL CREDITS & TOTAL MARKS IN SEMESTER X/M.A. Sem.-IV

26 650
Total Credits for MA under Five Years Programme at ISSER

104 2600
TOTAL CREDITS & Total Marks FOR FIVE YEARS PROGRAMME

260 6500
227
GEN 1009 World in the Twentieth Century: The Short Century of

Amazing Transformations
Maximum Marks : 50
Theory : 25
Internal : 25
Assessment
Time : 3 hours
Objective: To develop an understanding of the relevance of 20th century in the context

of social sciences.
Pedagogy: Students will be submitting assignments, conducting and participating in

class discussions.
1. The syllabus has been divided into FOUR units. There shall be 9 questions
units. Each unit shall have TWO questions and the candidate shall attempt
four questions in all selecting ONE question from each unit . Each
question will carry 5 marks.4x5=20.

Unit I
Beginning of Change:
The First World War brings the 19th century society, politics and economics to an end;
Conscious efforts at bringing in world peace through collective efforts in the League of
Nations and the UNO.
Unit II
Social Transformations: A century of Civil and Human Rights; Social and Intellectual
rebellions against colonialism, imperialism and oppressions of any kind.
228
Unit III
Economic Transformations: Enlargement of scales of production and the emergence

of the MNC; Conscious efforts at integrating markets and administrations through
ideas like EEU, EU, SAARC.
Unit IV
Realpolitik: Great Power rivalry and the Cold War; Collapse of the Soviet Union.
Essential Readings:
E J Hobsbawm. The Age of Extremes: the Short Twentieth Century. First

published 1994 by Michael Joseph, London. Reprint available also from Rupa, New
Delhi.
Francis Fukuyama. (1992) End of History and the Last Man. Free Press. New York.
Joel Mokyr. (2017) A Culture of Growth: The Origins of the Modern Economy, the
Graz Schumpeter Lectures. Princeton University Press. Princeton.
Niall Fergusson. (2003) Empire: How Britain Made the Modern World. New Delhi,
Penguin.
Further Readings:
Paul Kennedy. (1987)The Rise and Fall of Great Powers: Economic Change and
Military Conflict from 1500 to 2000. Random House. New York.
Samuel P Huntington.(1996) Clash of Civilizations. New York, Simon and Schuster.
*****

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PANJAB UNIVERSITY, CHANDIGARH

FIVE YEARS INTEGRATED PROGRAMME

SOCIAL SCIENCES (B.A. Honours + M.A.)

B.A.(HONS.) IN SOCIAL SCIENCES UNDER FIVE YEARS

1.1 BA Discipline Specific Core Papers

Code Title Credit Marks

ENG 101 English 4 100

1.2 BA Choice Based Credit Elective (Any two)

PBI 101 Punjabi 2 50

1.3 BA Skill Enhancement Papers

CAP 101 Computer Applications 2 50

TOTAL CREDITS FOR SEMESTER I 26 650

ENG 202 English 4 100

GEO 202 Geography of India 4 100

2.2 B.A. Choice Based credit Electives (Any two)

PBI 202 Punjabi 2 50

ENG 203 Academic writing skills 2 50

Compulsory paper on Environment

ENV 201 Environment, Road Safety Education, Violence against

TOTAL CREDITS FOR SEMESTER II 26 650

• It is non credit course and students are required to obtain 33%

3.1 B.A. Discipline Specific Core Papers:

Code Title Credit Marks

ENG 304 Communicative English 2 50

3.2 BA Choice Based Credit Electives (Any Two)

D.S 301 National Security Studies* 2 50

3.3 BA Skill Enhancement Papers

GEO 303 Basic Cartography 2 50

TOTAL CREDITS FOR SEMESTER III 26 650

Choice Based Credit Papers may be added on as per requirement

*New paper introduced (in place of Environment Education) by PU-ISSER

4.1 BA Discipline Specific Core Papers

Code Title Credit Marks

ECO 403 Indian Economy 4 100

4.2 BA Choice Based Credit Electives (Any Two)

PSY 402 Elements of Psychology 2 50

4.3 BA Skill Enhancement Papers (Any One)

STA 401 Basic Statistics 2 50

TOTAL CREDITS FOR SEMESTER IV 26 650

*New paper introduced by PU-ISSER in collaboration with School of

Code Title Credit Marks

GEO 501 Geography of Punjab 2 50

5.2 BA Choice Based Credit Electives (Any Two)

GEN 503 India’s Struggle for Freedom 4 100

5.3 BA Skill Enhancement Papers

REM 502 Use of Graphs and Diagrams in Social 2 50

TOTAL CREDITS FOR SEMESTER V 26 650

Code Title Credit Marks

GEO 601 Cartography- 2 2 50

6.2 BA Choice Based Credit Electives (Any Two)

6.3 BA Skill Enhancement Papers

TOTAL CREDITS FOR SEMESTER VI 26 650

INTERNAL ASSESSMENT OF B.A.HONOURS, SEMESTER I-VI

1. FOR 4 CREDIT PAPERS

MID TERM TWO WRITTEN SNAP CLASS ATTENDANCE TOTAL

2. FOR 2 CREDIT PAPERS

MID TERM TWO WRITTEN CLASS ATTENDANCE TOTAL

15 MARKS 2X3=06 MARKS 2 MARKS 2 MARKS 25