B.A. Hons Political Science

Scheme of Examination and Courses of Reading for
B.A.(Hons.) Political Science UGCF based on NEP
SEMESTER-II
SCHOOL OF OPEN LEARNING

University of Delhi
Syllabus Applicable for the students seeking admission to

B.A.(Hons.) Political Science Course from 2022-2023 onwards
B.A. (HONS.) POLITICAL SCIENCE SEMESTER-II
CORE COURSE (DSC)

(All are compulsory)
DSC-4 Perspectives on public Administration
DSC-5 Methods and Approaches in Comparative political Analysis
DSC-6Introduction to International relations: Theories, Concepts and Debates
GENERIC ELECTIVE (GE)
(Choose Any One)
BBA (FIA) : Essentials of Financial Investment
OR
Fundamentals of Econometrics
BMS : Ethics and Governance in Business
OR
Family Business and Management
Commerce: Communication in Management
Economics: Principles of Macroeconomics I
English : The Individual and Society
History : Delhi Through the Ages from Colonial to Contemporary Times
Mathematics : Introduction to Linear Algebra
ABILITY ENHANCEMENT COURSE (AEC)
(Choose Any One)
Assamese : AEC (A)-I : Translation and Interpretation in Assamese (For students who have studied the
language upto class VIII and above)
AEC (B)-I: Basic Assamese (For students who have not studied the language)
Bengali : AEC (A)-I : Translation and Interpretation in Bengali (For students who have studied the
AEC (B)-I: Basic Bengali (For students who have not studied the language)
Hindi A – Hindi Bhasha : Sampreshan aur Sanchar (for students who studied Hindi upto 12th std.)
Hindi B – Hindi Aupcharik Lekhan (for students who studied Hindi upto 10th std.)
Hindi C – Social Media Aur Blog Lekhan (for students who studied Hindi upto 8th std.)
Punjabi : Punjabi Bhasha Da Mudhla Padhar
Sanskrit: A – Advance Niti Literature in Sanskrit (for students who studied Sanskrit upto 12th std.)
Sanskrit: B – Introductory Upanishad and Gita (for students who studied Sanskrit upto 10th std.)
Sanskrit: C – Introduction to Sanskrit Language (for students who studied Sanskrit upto 8th std.)
Tamil AEC (A)-I : Translation and Interpretation in Tamil (For students who have studied the language
upto class VIII and above)
AEC (B)-I: Basic Tamil (For students who have not studied the language)
Telugu AEC (A)-I : Translation and Interpretation in Telugu (For students who have studied the
AEC (B)-I: Basic Telugu (For students who have not studied the language)
Urdu-A (for students who studied Urdu upto 12th std.)
Urdu-B (for students who studied Urdu upto 10th std.)
SKILL ENHANCEMENT COURSE (SEC)
(Any one other than opted in Sem-I)
Commerce: Finance for Everyone
English: Communication in Everyday Life
Hindi: रं गमंच
VALUE ADDED COURSE (VAC)

(Any one other than opted in Sem-I)
English: Reading Indian Fiction in English
Hindi: भारतीय भि त परं परा और मानव मू य
Political Science:
Constitutional Values and Fundamental Duties
Sanskrit: Yoga : Philosophy and Practice
DISCIPLINE SPECIFIC CORE COURSE – POLITICAL SCIENCE
DSC-4 : Perspectives on Public Administration
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the course
(if any)
Perspectives on 4 3 1 0 12th Pass NIL
Public
Administration
DSC 4
Learning Objectives
The course provides an introduction to the discipline of public administration. This paper
encompasses public administration in its historical context with an emphasis on the various
classical and contemporary administrative theories. The course also explores some of the
non-mainstream trends, including feminism and perspectives from the Global South on
public administration
Learning outcomes
On completion of this course, the student can be expected to

• Have a comprehensive understanding of the conceptual roots of the discipline of
Public Administration
• Understand how theorising is done in this discipline
• Understand how new perspectives like that of gender influence the orientation of both
theory and practice in the discipline.
SYLLABUS OF DSC-4
UNIT – I (12 Hours)

Public Administration as a Discipline
a. Ancient Roots of Public Administration: Perspectives from India (Kautilya’s
Arthashastra)
b. Modern PA: An overview of the theoretical journey
c. Principles of Public Administration
d. Theorising Public Administration
UNIT – II (15 Hours)

Mainstream/ Traditional Theoretical Perspectives
a. Scientific management (F.W.Taylor)
b. Ideal-type bureaucracy (Max Weber)
c. Human relations theory (Elton Mayo)
d. Rational decision-making (Herbert Simon)
e. Ecological approach (Fred Riggs)
1
UNIT – (09 Hours)
Contemporary Theoretical Perspectives
a. New Public Management, New Public Service
b. Multiple Perspectives on Governance: Good Governance, Collaborative
Governance, Network Governance, Digital Governance
UNIT – IV (09 Hours)

Gender Perspectives on Public Administration
a. Gender and Governance
b. Gender sensitivity and participation in administration
Essential/recommended readings
Unit 1. Public Administration as a Discipline
a. Ancient Roots of Public Administration
Kumar, A. Administration in Kautilya’s Arthashastra in M.M. Shankhder & G. Kaur Politics
in India Deep and Deep Publicaitons, New Delhi, 2005, pp. 83-94.
Muniyapan, B. Kautilya’s Arthashastra and Perspectives on Organizational Management
Asian Social Science Vol. 4, No. 1 January 2008, PP. 30-34.
b. Modern PA: An overview of the theoretical journey
D. Rosenbloom, R. Kravchuk. and R. Clerkin (2022), Public Administration: Understanding
Management, Politics and Law in Public Sector, 9th edition, Routledge, New York, pp. 1-40.
W. Wilson (2004) ‘The Study of Administration’, in B. Chakrabarty and M. Bhattacharya

(eds), Administrative Change and Innovation: A Reader, New Delhi: OUP, pp. 85-101.
c. Principles of Public Administration
Nicholas Henry, Public Administration and Public Affairs, Prentice Hall, Ch 2(Paradigms of
Public Administration).
d. Theorising Public Administration
F. H. George, K. B. Smith, C. W. Larimer and M. J. Licari (2015) The Public Administration
Theory Primer, Chapter Introduction: The Possibilities of Theory, Routledge.
Unit 2. Mainstream/ Traditional Theoretical Perspectives:
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D. Gvishiani (1972) Organisation and Management, Moscow: Progress Publishers.
F. Taylor (2004), ‘Scientific Management’, in J. Shafritz, and A. Hyde (eds.) Classics of
Public Administration, 5th Edition. Belmont: Wadsworth.
P. Mouzelis (2003), ‘The Ideal Type of Bureaucracy’ in B. Chakrabarty, And M.
Bhattacharya (eds), Public Administration: A Reader, New Delhi: OUP.
D. Ravindra Prasad, Y. Pardhasaradhi, V. S. Prasad and P. Satyrnarayana (eds.) (2010),
Administrative Thinkers, Sterling Publishers.
M. Weber (1946), ‘Bureaucracy’, in C. Mills, and H. Gerth, From Max Weber: Essays in
Sociology Oxford: Oxford University Press.
Warren G. Bennis (1973), Beyond Bureaucracy, Mc Graw Hill.
R. Arora (2003) ‘Riggs’ Administrative Ecology’ in B. Chakrabarty and M. Bhattacharya
(eds), Public Administration: A reader, New Delhi, Oxford University Press.
F. Riggs (1964) Administration in Developing Countries: The Theory of Prismatic Society
Boston: Houghton Miffin.
Unit 3. Contemporary Theoretical Perspectives
a. New Public Management, New Public Service
S.P. Osborne, & K. Mclaughlin, New Public Management in Context in S.P. Osborne, K.
Mclaughlin & E. Ferlie (eds). New Public Management: Current Trends and Future
Prospects, Routledge, London and New York, 2002, pp.7-33.
b. Multiple Perspectives on Governance
A. Manoharan and M. Holzer, E-Governance and Civic Engagement: Factors and
Determinants of E-Democracy, IGI Global: PA, USA, 2012.
S. Dhal, E-Governance and Citizen Engagement: New Directions in Public Administration,
New Delhi: Sage Publishers, 2022.
Unit 4. Gender Perspectives on Public Administration
C. Stivers, Gender Images in Public Administration: Legitimacy and the Administrative
State, California: Sage, 2002, Introduction.
A. S. Wharton, The Sociology of Gender, West Sussex: Blackwell-Wiley, 2012.
S. Dhall, Public Policy Discourse and Sexual Minorities: Balancing Democratic Aspirations,
Political Expediency and Moral Rights, Indian Journal of Public Administration, 68 (1),
2022.
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
3
DSC-5 : Methods and Approaches in Comparative Political Analysis
Credit distribution, Eligibility and Pre-requisites of the Course
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite of
Practice the course
(if any)
Methods and 4 3 1 0 12th Pass NIL
Approaches in
Comparative
Political Analysis
DSC 5
Learning Objectives
This is a foundational course in comparative politics. The aim of this course is to introduce
students to the foundational concepts, methods, approaches and the historical legacy of the
discipline. The paper offers in-depth discussion on methods, different approaches in terms of
their advantages and disadvantages to help understand politics in a critical-comparative
framework. Students would be made familiar to the diversity of approaches to study politics
such as institutionalism, political culture, political economy and specific debates within each
of the approaches. Discussion on a diversity of approaches will highlight different tools,
perspectives and parameters to understand the behaviour and functioning of institutions in a
political system. This paper would also impart students the ability to use the analytical frame
of gender with reference to specific issues like the women’s political representation in
comparative perspective. The paper will inculcate reflective thinking and research aptitude in
students as they will learn to apply these critical outlooks in understanding politics and
political processes, particularly from the perspective of developing societies.
Learning outcomes
On successful completion of the course, students would demonstrate:

• An understanding of the nature, scope, methodology, and legacy of the sub-discipline.
• Awareness of the evolution of the sub-discipline of comparative politics and the
challenge of Eurocentrism in the discipline.
• An in-depth understating of various approaches to the study of politics in a
comparative framework.
• A basic training in comparative research.
SYLLABUS OF DSC- 5

Understanding Comparative Politics
a. Nature and scope
b. Why Compare
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c. Understanding Comparative Method: How to compare countries: large n,
small n, single countries studies
d. Going beyond Eurocentrism
Approaches to Studying Comparative Politics: Political System, Structural functional
analysis
UNIT – III (6 Hours)

Approaches to Studying Comparative Politics: Traditional and Neo-Institutionalisms
a. Historical Institutionalism
b. Rational Choice Theory
c. Sociological Institutionalism
Approaches to Studying Comparative Politics: Political Culture
a. Civic Culture (Sydney Verba)
b. Subculture (Dennis Kavanagh)
c. Hegemony (Antonio Gramsci)
d. Post materialism (Ronald Inglehart)
e. Social capital (R. Putnam)
UNIT – V (9 Hours)
Approaches to Studying Comparative Politics: Political Economy
a. Underdevelopment
b. Dependency
c. Modernisation
d. World Systems Theory
UNIT – VI (6 Hours)
Gendering Comparative Politics
a. The Gender Lacuna in Comparative Politics
b. Political Representation: Women in Government and Politics
Unit 1. Understanding Comparative Politics

Landman, T. (2003). Issues and Methods in Comparative Politics: An Introduction, second
edition. London and New York: Routledge, pp. 3-22.
Gerring, J. (2007) The Case Study: What it Is and What it Does in Carles Boix and Susan C.
Stokes (eds.) The Oxford Handbook of Comparative Politics, Oxford University Press, pp 90-
122.
Lijphart, A. (1971). Comparative Politics and the Comparative Method. The American
Political Science Review, 65, No. 3, pp. 682-693.
Mohanty, M (1975) ‘Comparative Political Theory and Third World Sensitivity’, in Teaching
Politics, Nos. 1 and 2, pp. 22-38
Chandhoke N (1996) ‘Limits of Comparative Political Analysis ‘, in Economic and
PoliticalWeekly, Vol. 31 (4), January 27, pp.PE 2-PE2-PE8
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Kopstein J., and Lichbach, M. (eds) (2005) Comparative Politics: Interests, Identities, and
Institutions in a Changing Global Order. Cambridge: Cambridge University Press, pp.1-5;
16-36; 253-290.
Peters, B. Guy (2020) Approaches in comparative politics, in Caramani, D. (ed.)
Comparative Politics (5th Edition). Oxford: Oxford University Press.
Roy, A. (2001) ‘Comparative Method and Strategies of Comparison’, in Punjab Journal of
Politics. Vol. xxv (2), pp. 1-15.
Unit 2. Political System, Structural functional analysis
Almond, Gabriel et al. (2011) Comparing Political Systems, in Comparative Politics Today,
Pearson, pp. 28-38
Almond, Gabriel, Powell G. Bingham, Jr. (1966) An Overview (Ch 2), Comparative Politics,
A Developmental Approach, Stanford University.
Unit 3. Traditional and Neo-Institutionalisms
Blondel, J. (1996) ‘Then and Now: Comparative Politics’, in Political Studies. Vol. 47 (1),
pp. 152-160.
Pennington, M. (2009) ‘Theory, Institutional and Comparative Politics’, in J. Bara and M.
Pennington (eds.) Comparative Politics: Explaining Democratic System. Sage Publications,
New Delhi, pp. 13-40.
Hague, R. and M. Harrop and McCormick, J. (2016) Theoretical Approaches Comparative
Government and Politics: An Introduction. (Tenth Edition). London: Palgrave McMillan.
Hall, P., and Rosemary C.R. Taylor (1996) ‘Political Science and the Three New
Institutionalism’, Political Studies. XLIV, pp. 936-957.
Rakner, L. and R. Vicky (2011) ‘Institutional Perspectives’, in P. Burnell, et. al. (eds.)
Political in the Developing World. Oxford: Oxford University Press, pp. 53-70.
Unit 4. Political Culture
Almond, Gabriel A. and Sidney Verba (1963). The Civic Culture: Political Attitudes and
Democracy in Five Nations (Chapter 1).
Welzel, Christian and Ronald Inglehart (2020) Political culture, in Caramani, D. (ed.)
Comparative Politics (5th Edition). Oxford: Oxford University Press
Huntington, Samuel P. (1993). The Clash of Civilizations. Foreign Affairs. 72 (3): 22–49.
Howard, M. (2009) ‘Culture in Comparative Political Analysis’, in M. Lichback and A.
Zuckerman, pp. 134- S. (eds.) Comparative Political: Rationality, Culture, and Structure.
Cambridge: Cambridge University Press.
Rosamond, B. (2008). Political Culture. In Axford, B., Browning, G. K., et. al (eds.), Politics:
An Introduction (2nd ed.). London and New York: Routledge, pp. 82-119.
Putnam, R. (2000) Thinking About Social Change in America (Ch 1), in Bowling Alone: The
Collapse and Revival of American Community, Simon and Schuster
Gransci, A., Hegemony (Civil Society) and Separation of Powers, in Prison Notebooks,
Excerpt from Selections from the Prison Notebooks of Antonio Gramsci, edited and translated
by Quentin Hoare and Geoffrey Nowell Smith (1999) Elec Book, pp. 506-507.
Unit 5. Political Economy
Chilcote, R. H. (2000) Comparative Inquiry in Politics and Political Economy: Theories and
Issues, Oxford: Westview Press, pp. 31-52, pp. 57-81.
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Esteva, G. (2010) Development in Sachs, W. (Eds.), The Development Dictionary: A Guide
to Knowledge as Power (2nd ed.). London: Zed Books, pp. 1-23.
So, A. Y. (1990) Social Change and Development: Modernization, Dependency and World-
System Theories. London: Sage, pp. 91-109.
Wallerstein, I. (1974) The Rise and Future Demise of the World Capitalist System: Concepts
for Comparative Analysis, Comparative Studies in Society and History, Vol. 16, pp. 387-415
Unit 6. Gendering Comparative Politics
Baldez, Lisa (2010) Symposium. The Gender Lacuna in Comparative Politics. March 2010 |
Vol. 8/No. 199-205.
Beckwith, Karen (2010) Comparative Politics and the Logics of a Comparative Politics of
Gender. American Political Science Association. Vol. 8, No. 1 (March 2010), pp. 159-168
Hague, Rod, Martin Harrop and McCormick (2019) Political Participation in Comparative
Government and Politics: An Introduction (11th Edition) Red Globe Press. pp.223-225.
Krook Mona Lena (2011) Gendering Comparative Politics: Achievements and Challenges.
Politics & Gender 7(1), pp 99-105.
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DSC-6 : Introduction to International Relations: Theories,
Concepts and Debates
Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Introduction 4 3 1 0 12th Pass NIL
to
International
Relations:
Theories,
Concepts
and Debates
DSC 6
Learning Objectives
This paper introduces students to some of the key theories, concepts and debates of
international relations. While historically contextualizing the evolution of mainstream IR
theories, students will also learn about the leading debates aimed at de-centering and
pluralizing the knowledge-base of IR. The debates and conversations on the genealogies of
Indian perspectives on IR are anchored in this backdrop. The students will learn how to
critically engage with the Eurocentric view of IR through decolonial accounts that foreground
the agency of the colonial experience, race and culture that not only identify proximately with
the Global South but are also co-constitutive of European modernity, the social sciences and
the foundations of the IR discipline. The course weaves in some of the major concepts—
power, sovereignty, empire and international order—that push the boundaries of the
discipline through understandings derived from diverse standpoints. The final segment––
Global IR and the relational turn in international relations–apprises the students with the new
directions in the discipline.
Learning outcomes
At the end of this course, the students would have acquired:

• Familiarization with key theories, concepts, and debates of International Relations.
• Comprehensive re-reading of the origin of IR and its mainstream theories and
concepts, with basic tools to question statist ontology and reification of eurocentrism.
• Appreciation of decolonial accounts that challenge the mainstream and parochial
International Relations.
• Understanding of the genealogy and contributions of the IR scholarship in India to the
disciplinary debates through a re-reading of its classical texts and, contemporary
writings.
• Analysis of the assumptions and key concepts of IR such as power, sovereignty,
empire and international order.
• Learning about the new directions in IR via a critical engagement with Global IR and
the relational turn in IR.
8
SYLLABUS OF DSC-6

What is IR and, its Contested Origins
a. What is IR
b. Reading the Big Bangs
c. Bringing in De-colonial Accounts
d. Understanding the genealogy of IR discipline in India

Theories of IR
a. Introduction to IR Theories
b. Realpolitik (Kautilya)/ Realism/ Neo-Realism
c. Liberalism/ Neo-liberalism
d. Marxism/ Neo-Marxism
e. Feminism
f. Constructivism

Concepts
a. Power
b. Sovereignty
c. Empire
d. International Order
Exploring the Future Trajectories
a. Global IR
b. A Relational Turn?
Unit I. What is IR and the story of its contested origins

a. What is IR?
Essential Readings
David Blaney (2020), “Where, When and What is IR?”, in Arlene B, Tickner and Karen
Smith (eds.) International Relations from the Global South: World of Difference. Routledge:
New York.
Robert Jackson and Georg Sørensen (2019). ‘Why study IR’, in Introduction to International
Relations: Theories and Approaches, OUP: New York, pp.3-32.
Additional Readings
Nicholson, Michael (2002). International Relations: A Concise introduction, NYU Press:
NY. pp. 1-15.
Richard Devetak (2012). An introduction to international relations: The origins and changing
agendas of a discipline”, in R. Devetak, A. Burke and J. George (eds.) An Introduction to
International Relations, 2nd ed, Cambridge: Cambridge University Press. pp. 1-19.
9|Page
9
b. Reading the Big Bangs
Essential readings
B. De Carvalho, H. Leira and J. M. Hobson (2011). The Big Bangs of IR: The Myths that
Your Teachers Still Tell You about 1648 and 1919. Millennium, 39(3): 735–758.
Kevin Blachford. (2021). ‘From Thucydides to 1648: The “Missing” Years in IR and the
Missing Voices in World History’ International Studies Perspectives, 22:4, pp. 495-508.
Additional readings
Amitav Acharya and Barry Buzan (2019). ‘Introduction’ in A. Acharya & B. Buzan, The
Making of Global International Relations Origins and Evolution of IR at its Centenary,
Cambridge University Press: UK. pp. 1–7.
J. Havercroft (2012). “Was Westphalia ‘all that’? Hobbes, Bellarmine, and the norm of non-
intervention”. Global Constitutionalism, 1 (1): 120-140.
Amitav Acharya and Barry Buzan (2019). ‘International Relations up to 1919: Laying the
Foundations’ in The Making of Global International Relations Origins and Evolution of IR at
its Centenary, Cambridge University Press: UK. pp. 33-66.
c. Bringing in De-colonial Account
Essential Readings
Peter Vale and Vineet Thakur (2020). ‘IR and the Making of the White Man’s World,’ in
A.B. Tickner and K. Smith (eds.) International Relations from the Global South: Worlds of
Difference, London: Routledge, pp. 56-74.
Shampa Biswas (2020). ‘Postcolonialism’, in Tim Dunne, Milja Kurki, and Steve Smith
(eds.) International Relations Theories: Discipline and Diversity, London: OUP, pp. 219-
234.
वी एन खन्ना (2014) 'उप�नवेशवाद उन्मूलन तत
ृ ीय �वश्व का उदय', अंतरार्ष्ट्र�य सम्बन्ध, �वकास
पिब्लकेशन. (पष्ृ ठ संख्या: 449-469).
Additional Readings
Amitav Acharya, Barry Buzan (2017). “Why is there no Non-Western International Relations
Theory? Ten years on”, International Relations of the Asia-Pacific,17(3): 341–370.
Zeynep Gulsah Capan (2017). Decolonising International Relations? Third World Quarterly,
38 (1): 1-15.
Sankaran Krishna (2018). ‘Postcolonialism: The relevance for IR in a globalized world’ in
Randolph Persaud, Alina Sajed (Eds), Race, Gender, and Culture in International Relations
Postcolonial Perspectives, Routledge: NY, London.
Pinar Bilgin (2016). ‘How to remedy Eurocentrism in IR? A complement and a challenge
for The Global Transformation’, International Theory, 8 (3): pp. 492-501.
d. Understanding the genealogy of IR discipline in India
Essential Readings
Navnita Chadha Behara (2007). “Re-imagining IR in India”, International Relations of the
Asia-Pacific 7(3): 341-68.
Kanti P. Bajpai and Siddharth Mallavarapu, eds. (2005). “International Relations in India:
Bringing Theory Back Home” New Delhi: Orient Longman. Chp.1. pp. 17-38
10
Additional Readings
Ramchandra Guha (2009). ‘Introduction’. In Tagore, R., Nationalism. New Delhi:
Penguin.pp. vii-ix.
T. V. Paul (2009).“ Integrating International Relations Scholarship in India into Global
Scholarship,” International Studies 46(1&2): 129-45.
Martin J. Bayly (2021). Lineages of Indian International Relations: The Indian Council on
World Affairs, the League of Nations, and the Pedagogy of Internationalism, The
International History Review, online first (pp. 1-17), DOI: 10.1080/07075332.2021.1900891.
S. Mallavarapu (2012). ‘Indian Thinking in International Relations’ in B.S. Chimni and
Siddharth Mallavarapu ed. International Relations: Perspectives for the Global South (New
Delhi: Pearson, 2012), pp.22-38.
Unit 2. Theories of IR
a. Introduction to IR Theories
Essential Readings
Stephen M. Walt (1998). “International Relations: One World, Many Theories.” Foreign
Policy, 110: 29–46. https://doi.org/10.2307/1149275.
S. Mallavarapu (2009) Development of International Relations Theory in India. International
Studies, 46 (1–2): 165–183.
�वष्णु सतपथी और सु�मत कुमार पाठक (2010) 'अंतरार्ष्ट्र�य संबंध� के उपागम', तपन �बस्वाल
(ए�डटर), अंतरार्ष्ट्र�य सम्बन्ध, मैक�मलन पिब्लशसर् इं�डया �ल�मटे ड (पष्ृ ठ संख्या 1 -39).
वी एन खन्ना (2014) खंड एक: सैद्धां�तक प�रवेश: अंतरार्ष्ट्र�य सम्बन्ध का प�रचय: यथाथर्वाद,
नवयथाथर्वाद, उदारवाद, नवउदारवाद (पष्ृ ठ संख्या 1 -44), वी एन खन्ना, अंतराष्ट्र�य सम्बन्ध,
�वकास पिब्लकेशन.
Additional Readings
Karen A. Mingst, Ivan M. Arreguín-Toft (2019). ‘Approaches to International Relations’ in
Essentials of International Relations (8th edition), Norton: Canada: pp. 3-18.
Toni Erskine (2013). “Normative International Relations Theory”, in Tim Dunne, Milja
Kurki, and Steve Smith (eds.) International Relations: Theories, Discipline and Diversity.
Oxford University Press: UK, 3rd edition. pp. 36-58.
b. Realpolitique (Kautilya)/ Realism/ Neo-Realism
Essential Readings
Shahi, Deepshikha (2019). "Kautilya Reincarnated: Steering Arthaśāstra Toward an Eclectic
Theory of International Relations” in Kautilya and the Non-Western IR Theory, Springer
International Publishing; Palgrave Pivot. pp.95-126.
Jindal, Nirmal (2020). Kautilya’s Realpolitik’ in Nirmal Jindal, Kamal Kumar (eds.).
International Relations: Theory and Practice, Sage Publications, India. Pp.151-170.
T. Dunne, M. Kurki and S. Smith (eds.) (2013). International Relations Theories, Discipline
and Diversity. Oxford: Oxford University Press, 3rd edition. (Ch 3: Classical Realism, pp.
59-76 by Richard Ned Lebow; and Ch 4: Structural Realism by John J. Mearsheimer- pp.77-
93).
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Waltz, K.N (1990), ‘Realist Thought and Neorealist Theory’, Journal of International Affairs
Editorial Board, Vol.44, No.1, pp.21-37.
Additional Readings
S. Kalyanaraman (2015). ‘Arthashastra, Diplomatic History and the Study of International
Relations in India’, in P.K. Gautam et. al. (eds.) Indigenous Historical Knowledge: Kautilya
and His Vocabulary, Volume 1, Pentagon Press: India, pp.1-4.
Medha Bisht (2015). ‘Revisiting the Arthasastra: Back to Understanding IR’ in Pradeep
Kumar Gautam et. al. (eds.) Indigenous Historical Knowledge: Kautilya and His Vocabulary,
Volume 2, Pentagon Press: New Delhi, pp. 20-31.
Cynthia Weber (2010). ‘Realism: is international anarchy the permissive cause of war?’, In
International Relations Theory: A Critical Introduction, 3rd ed., New York: Routledge, pp.
13-36.
c. Liberalism/ Neo-liberalism
Essential Readings
Bruce Russett (2013). ‘Liberalism’ in Tim Dunne, Milja Kurki and Steve Smith (eds.)
International Relations: Theories, Discipline and Diversity, 3rd Edition, Oxford: Oxford
University Press, pp. 94-113.
Jennifer Sterling-Folker (2013). ‘Neoliberalism’ in Tim Dunne, Milja Kurki and Steve Smith
(eds.) International Relations: Theories, Discipline and Diversity, 3rd Edition, Oxford:
Oxford University Press, pp. 114-131.
Additional Readings
Robert Jackson, Georg Sørensen (2019). ‘Liberalism’ in Introduction to International
Relations, Theories and Approaches, Oxford University Press: New York, pp.107-142.
Jon C. W. Pevehouse and Joshua S. Goldstein (2018). International Relations, 11th Edition,
Pearson: US (Liberal and Social Theories, pp.83-121).
d. Marxism/ Neo-Marxism
Essential Readings
Mark Rupert (2013). ‘Marxism’, in Tim Dunne, Milja Kurki, and Steve Smith (eds.)
International Relations Theories, Discipline and Diversity. Oxford: Oxford University Press,
3rd edition. pp.153-170.
Cynthia Weber (2010). ‘Neo-Marxism: Is Empire the New World Order?’, in International
Relations Theory: A Critical Introduction, 3rd edition, New York: Routledge, pp.131-158.
Additional Readings
Stephanie Lawson (2015). Theories of International Relations, Contending Approaches to
World Politics, Polity Press: Cambridge, UK (Chapter 6-Marxism, Critical Theory and World
Systems Theory, pp.121-144).
Andrew Linklater (2005). ‘Marxism’ in Scott Burchill, Andrew Linklater, et al. Theories of
International Relations, Palgrave Macmillan, UK, US: pp. 110-137.
e. Feminism
Essential Reading
J. Ann Tickner (2008). ‘Gender in World Politics’. in J. Baylis, S. Smith and P. Owens (eds.).
The Globalization of World Politics. Oxford: Oxford University Press, pp. 262-277.
12
J. Ann Tickner and Laura Sjoberg (2013). ‘Chapter 11-Feminism’ in Tim Dunne, Milja
Kurki, and Steve Smith (eds.) International Relations Theories, Discipline and Diversity.
Oxford University Press: UK, 3rd edition. pp.205-222.
तपन �बस्वाल (2010) 'अंतरार्ष्ट्र�य संबंध� म� नार�वाद� दृिश्टकोण: जे एन �टकनर ', अंतरार्ष्ट्र�य
सम्बन्ध, मैक�मलन पिब्लशसर् इं�डया �ल�मटे ड, इं�डया। (पष्ृ ठ संख्या 331-342)
Additional Reading
Helen M. Kinsella (2020) ‘Feminism’ in John Baylis, and Steve Smith, The globalisation of
world Politics An introduction to international relations, Oxford University Press, 8th
Edition. pp 145-159.
Chandra T. Mohanty (2003). Feminism without Borders Decolonizing Theory, Practicing
Solidarity, Duke University Press (‘Introduction-Decolonization, Anticapitalist Critique, and
Feminist Commitments’ pp. 1-16).
f. Constructivism
Essential Readings
Michael Barnett. (2020). ‘Chapter 12-Social constructivism’, in John Baylis, and Steve
Smith, The Globalisation of World Politics: An Introduction to International Relations,
Oxford University Press, 8th Edition. pp. 192-206.
Robert Jackson, Georg Sørensen (2019). ‘Social Constructivism’ in Introduction to
International Relations, Theories and Approaches, Oxford University Press: New York, pp.
161-177.
Additional Readings
K. M. Fierke (2013). Constructivism in T. Dunne, M. Kurki, and S. Smith (eds.),
International Relations: Theories Discipline and Diversity, OUP: NY, pp. 187-204.
S. Lawson (2015). Theories of International Relations, Contending Approaches to World
Politics, Polity Press: Cambridge (Ch 7: Social Theories of International Relations, pp.145-
171).
Unit 3. Concepts
a. Power
Essential Readings
David A. Baldwin (2013). “Power and International Relations,” in Handbook of International
Relations, eds. Walter Carlsnaes, Thomas Risse, and Beth A. Simmons, Los Angeles, CA:
Sage Publications, pp. 273–274 & p. 280.
M. Barnett and R. Duvall (2005) Power in International Politics. International Organization
59 (1): pp. 39–75.
Additional Readings
H.W. Ohnesorge (2020). ‘Power in International Relations: Understandings and Varieties’, in
Soft Power: The Forces of Attraction in International Relations. Springer, Cham.
https://doi.org/10.1007/978-3-030-29922-4_2
Jan-Philipp N.E. Wagner (2014). ‘The Effectiveness of Soft & Hard Power in Contemporary
International Relations’. E-international Relations, May 14. Available at: https://www.e-
ir.info/2014/05/14/the-effectiveness-of-soft-hard-power-in-contemporary-international-
relations/
13
b. Sovereignty
Essential Readings
N.C. Behera (2020). ‘State and Sovereignty,’ in A. B. Tickner and K. Smith (eds.),
International Relations from the Global South: Worlds of Difference, London: Routledge:
pp.139-160.
Manish Kumar (2018), ‘Revisiting Sovereignty through ancient Indian Notions of Dharma,’
Indian Journal of Politics and International Relations, 11 (1): 23-37.
Additional Reading
S.D. Krasner (2001). “Sovereignty”, Foreign Policy,122 (Jan. - Feb): pp. 20-29.
A. Osiander (2001). Sovereignty, International Relations, and the Westphalian Myth.
International Organization, 55(2): pp.251-287.
c. Empire
Essential Readings
T. Barkawi (2010). Empire and Order in International Relations and Security Studies. Oxford
Research Encyclopedia of International Studies.
https://doi.org/10.1093/acrefore/9780190846626.013.164
H. Münkler (2007). ‘What Is an Empire?’ (pp.1-18) and ‘Empire, Imperialism and
Hegemony: A Necessary Distinction’ (pp. 19-46) in Empires: The Logic of World
Domination from Ancient Rome to the United States. Cambridge: Polity Press.
Additional Readings
T. Barkawi and M. Laffey (2002). Retrieving the Imperial: Empire and International
Relations. Millennium, 31 (1), pp: 109–27.
Yale H. Ferguson and Richard Mansbach, eds (2008). ‘Superpower, Hegemony, Empire’, in
A World of Polities: Essays on Global Politics, London: Routledge, pp. 200–215.
Michael Hardt and Antonio Negri (2000) Empire, Cambridge: Harvard University Press
(Chapter 1: ‘Political Constitution of the present’, sub part: ‘World Order'. pp. 3-21).
d. International Order
Essential Readings
K. Smith (2020). ‘Order, Ordering and disorder’ in Tickner and Smith (Eds) IR from Global
South, London: Routledge. pp. 77-96.
K.P. Bajpai and S. Mallavarapu (ed.) (2019). India, the West, and International Order.
Hyderabad: Orient Blackswan, ‘Introduction’-pp.1-50.
Additional Readings
R. Baumann, K. Dingwerth (2015). Global governance vs empire: Why world order moves
towards heterarchy and hierarchy. Journal of International Relations and Development 18,
104–128. https://doi.org/10.1057/jird.2014.6.
U. Baxi (2003). ‘Operation Enduring Freedom: Towards a New International Law and
Order?’ in A. Anghie, B. Chimni, et. al (eds.) The Third World and International Order Law,
Politics and Globalization, Brill Academic Publishers: the Netherlands. Pp. 31-46.
14
Unit 4. Exploring the Future Trajectories
a. Global IR
Essential Readings
A. Acharya (2020) ‘Global International Relations’, in T. Dunne, M. Kurki, and S. Smith
(eds.) International Relations Theories Discipline and Diversity, 4th Ed., Oxford: OUP. pp.
304-321.
F. Anderl and A. Witt (2020) ‘Problematising the Global in Global IR’. Millennium, 49 (1):
32-57.
Additional Readings
Deepshikha Shahi (2019). ‘The Advaitic Theory of International Relations: Reconciling
Dualism and Monism in the Pursuit of the ‘Global’’, in Advaita as a Global International
Relations Theory. Abingdon, Oxon; New York, NY: Routledge: pp.109-142.
Giorgio Shani and Navnita Chadha Behera (2021). ‘Provincialising International Relations
Through a Reading of Dharma,’ Review of International Studies. pp. 1-20.
https://doi.org/10.1017/S026021052100053X
b. A Relational Turn?
Essential Readings
Tamara A. Trownsell, A.B. Tickner, A. Querejazu, J. Reddekop, G. Shani, K. Shimizu, N.C.
Behera and A. Arian, ‘Differing about difference: relational IR from around the world’,
International Studies Perspectives, 22 (1): 25-64. https://doi.org/10.1093/isp/ekaa008
David L. Blaney, Tamara A. Trownsell (2021) Recrafting International Relations by
Worlding Multiply. Uluslararası İlişkiler Dergisi. pp. 45-62,
https://dergipark.org.tr/en/download/article-file/1937147.
Additional Readings
Tamara A. Trownsell, Amaya Querejazu, Giorgio Shani, Navnita Chadha Behera, Jarrad
Reddekop and Arlene B. Tickner Recrafting International Relations through Relationality,”
E-International Relations, January 2019, https://www.e-ir.info/2019/01/08/recrafting-
international-relations-through-relationality/;
Milja Kurki (2021). Relational revolution and relationality in IR: New conversations Review
of International Studies, page 1-16 doi:10.1017/S0260210521000127.

15
GENERIC ELECTIVE (GE)-BBA (FIA)
ESSENTIALS OF FINANCIAL INVESTMENTS
Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
Essentials of 4 3 1 0 Class XII NA Department
Financial Pass of Finance
Investments and
(GE-5) Business
Economics
Learning Objectives
The Learning Objectives of this course are as follows:
• To familiarize students with the essential concepts and fundamentals of financial
investments.
• The course will enable them to understand and make informed choice about the various
available financial investment alternatives.
Learning Outcomes
On successful completion of his course, the students will be able to:
• Understand the fundamentals of financial investments and the investment decision process.
• Able to compute various measures of risk and return, and understand their role for evaluating
investments.
• Understand and carry out security analysis using different approaches.
• Learn basic approaches to valuation of securities and carry out portfolio analysis.
SYLLABUS OF GE-5
Unit 1: Investments – An Overview

Concept of Investment, Financial Investment Vs. Real Investment, Investment Vs Speculation,
Objectives or Features of Investment, Risk Return Trade Off, Investment Environment –
Overview of Securities Market and Different Types of Financial Investment. Investment
Decision Process, Direct Investing Vs Indirect Investing, Approaches to Investing – Active Vs
Passive. Diversification, Hedging and Arbitrage.
Unit 2: Risk – Return Analysis

Concepts of Return and Risk, Types of Return - their Calculation & Utility: Absolute
Return, Average Return, Expected Return, Portfolio Return, Holding Period Return, Effective
Annualized
16
Return, Risk-Adjusted Return. Causes (or Sources) and Types of Risk – Systematic and
Unsystematic Risk, Components of Systematic and Unsystematic Risk, Calculation of Total,
Systematic and Unsystematic Risk. Impact of Taxes and Inflation on Investment – Computation
of Post Tax and Real Returns.
Unit 3: Security Analysis

Approaches to Security Analysis – Fundamental Analysis, Technical Analysis, and Efficient
Market Hypothesis (EMH). Fundamental Analysis – EIC Framework, Economic Analysis, Industry
Analysis, and Company Analysis. Technical Analysis – Basic Tenets of Technical Analysis, Tool of
Technical Analysis – Charts, and Technical Indicators, Limitations of Technical Analysis.
Difference between Fundamental Analysis and Technical Analysis. Efficient Market Theory
(EMH) – Concept, Forms of Market Efficiency, Weak Form Hypothesis, Semi Strong Form,
and Strong Form of Market Efficiency. Implications of EMH.
Unit 4: Fundamentals of Valuation and Portfolio Analysis

Valuation of Equity Shares – Peculiar features of Equity Shares, Dividend Discount Model,
Earning Multiplier or Price-Earnings (P/E) Model, and Capital Asset Pricing Model (CAPM).
Valuation of Fixed Income Securities – Bond Fundamentals, Types of Bonds, Bond Valuation.
Portfolio Analysis – Portfolio Management Process, Portfolio Analysis – Markowitz Model,
Portfolio Risk, Portfolio Return.
Practical component (if any) - NIL
Essential/Recommended Readings:
1. Tripathi, Vanita: Security Analysis and Portfolio Management. Taxmann Publications.

2. Chandra, Prasanna: Investment Analysis and Portfolio Management. McGraw Hill Education.
Suggestive Readings:
1. Rustagi, R.P., Investment Management. Sultan Chand Publications.
2. Reilly, F. K. & Brown, K.C. Analysis of Investments and Management of Portfolios, Cengage
India Pvt. Ltd.
Note: Examination scheme and mode shall be as prescribed by the Examination Branch,
University of Delhi, from time to time.
17
GENERIC ELECTIVE (GE)-BBA (FIA)
FUNDAMENTALS OF ECONOMETRICS
Course title & Credits Credit distribution of the Eligibility Pre- Department
Code course criteria requisite offering the
Lecture Tutorial Practical/ of the course
Practice course
FUNDAMENTALS 4 3 0 1 Class XII NA Department
OF Pass of Finance
ECONOMETRICS and
(GE-4) Business
Economics
Learning Objectives
• This course provides a comprehensive introduction to basic econometric concepts and
techniques.
• It covers estimation and diagnostic testing of simple, multiple regression models, panel data
models, and dummy variable regression with qualitative response regression models.
Learning Outcomes
The Learning Outcomes of this course are as follows:
• Understanding of basic econometrics and its assumptions and the impact of violations of
classical assumptions.
• Interpretation of functional forms of regression model.
• Understanding of models using dummy variables and Qualitative Response Regression
Models.
SYLLABUS OF GE-4
Unit 1
Introduction to Econometrics and an overview of its applications; Simple Regression
with Classical Assumptions; Least Square Estimation and BLUE, Properties of estimators,
Multiple Regression Model and Hypothesis Testing Related to Parameters – Simple and Joint.
Functional forms of regression models.
Unit 2
Violations of Classical Assumptions: multicollinearity, heteroscedasticity, autocorrelation, and
model specification errors, their identification, their impact on parameters; tests related to
18
parameters and impact on the reliability and the validity of inferences in case of violations of
Assumptions; methods to take care of violations of assumptions.
Unit 3
Understanding the impact of change in scale of variables on output. Understanding and
calculation of information criteria for model selection: AIC, BIC, and HQC. Understanding and
calculation of R Square and adjusted R Square. Understanding of outliers and their impact on
the model’s output.
Unit 4
Dummy variables: Intercept dummy variables, slope dummy variables, Interactive dummy
variables, Use of Dummy Variables to model qualitative/Binary/Structural changes, Other
Functional Forms, Qualitative Response Regression Models or Regression Models with Limited
Dependent Variables - Use of Logit, and Probit Models.
Practical component (if any) – Recommendation Computer Package to be Used: Use of

softwares like E-Views, R, and STATA to solve real-life problems and check assumptions, taking
care of assumption violations, and test goodness of fit, and for estimation of Logit, and Probit
Models is recommended.
Essential/Recommended Readings:
1. Christopher Dougherty. Introductory Econometrics. Oxford University Press.
2. Gujarati, N. Damodar. Basic Econometrics. New Delhi: McGraw Hill.
3. Gujarati, N. Damodar. Econometrics by Examples. New Delhi: McGraw Hill.
Suggestive Readings:
1. Pindyck, Robert S. and Daniel L. Rubinfeld Econometric Models and Economic Forecasts.
Singapore: McGraw Hill.
2. Ramanathan, Ramu (2002). Introductory Econometrics with Applications (5th ed.). Thomson
South-Western.
19
GENERIC ELECTIVE (GE)-BMS
ETHICS AND GOVERNANCE IN BUSINESS
Course Credit Credit distribution of the Eligibility Pre-requisite Department

title & s course criteria of the course offering the
Code Lectur Tutoria Practical/ course
e l Practice
Ethics 4 3 1 NIL CLASS XII NIL Department
and PASS of Finance
Governan and
ce in Business
Business Economics
(GE 12)
Learning Objectives
● The objective of this paper is to develop skills for recognizing and analyzing ethical issues
in business and to equip students with moral reasoning for ethical decision making.
● The course aims to acquaint the students with basic concept and standards of corporate
governance.
Learning outcomes
● Determining ethical dilemmas in common business situation and finding ways to solve it.
● Examine the role of ethics in different functional areas of business.
● Understand the importance of corporate governance in ensuring fairness, accountability
and transparency in the organization.
SYLLABUS OF GE-12
Unit -1: Business Ethics
Introduction, meaning of ethics, moral and ethics, types of business ethical issues, why
ethical problems occur in business, ethical dilemmas in business; Normative theories
– Egoism, Utilitarianism, Ethics of duty, Ethics of rights and justice, Virtue ethics and ethics
of care; Gandhian Ethics and its relationship with normative theories.
Unit -2: Ethical Issues in Functional Areas of Business

Finance: ethical issues in accounting, finance, banking, takeovers; Whistle blowing: kinds of
whistle blowing, whistle blowing as morally prohibited, permitted and required, corporate
disclosure; Insider trading.
20
HRM: Discrimination, affirmative action and reverse discrimination; Inclusion and preferential
hiring; Sexual harassment.
Marketing: Green marketing; Product recalls; Ethics and Advertising.
Production: Safety and acceptable risk;, Product safety and corporate liability; Green
production..
Information technology : Cyber-crime; Privacy and internet ethics
Unit -3: Corporate Governance

Concept, need to improve corporate governance standards, pillars of good governance; Role
played by the Government as a regulator to improve corporate governance with reference to
provisions introduced in the Companies Act. 2013; Board of Directors and their role in
governance; Duties and responsibilities of auditors; Rights and privileges of shareholders,
investor’s problem and protection; Corporate governance rating process and parameters.
Unit -3: Corporate Governance Models and Committees

Models of corporate governance; Committees on Corporate Governance: UK scenario
(Cadbury Committee), US scenario (Sarbanes Oxley Act), OECD principles; Indian experience:
An overview of recommendations of corporate governance committees in India - CII Code of
Best Practices, Kumar Mangalam Birla Committee, Naresh Chandra Committee, Narayan
Murthy Committee, Kotak Committee, SEBI (Listing Obligations and Disclosure
Requirements) Regulations, 2015 with reference to composition and role of Board of
Directors, and Role of independent directors
1. Fernando, A.C., “Business Ethics and Corporate Governance”, Pearson Education India.
(Chapter 1, 2)
2. Velasquez, Manuel G.,“Business Ethics- Concepts and Cases”, PHI. (Chapter 1, 2)
3. Fernando, A.C., “Business Ethics – An Indian Perspective”, Pearson. (Chapter 1 to, 4; 9 to
12, 14,15,18))
4. Crane, Andrew and Matten, Dirk., “Business Ethics”, Oxford. (Chapter 1, 7, 8)
5. Ghosh, B N.,“Business Ethics and Corporate Governance,” Mc Graw Hill. (Chapter 8, 9,
11)
6. De George, Richard T., “Business Ethics”, Pearson. (Chapter 3, 4, 13 to 16)
7. Sharma, J. P.,“Corporate Governance, Business Ethics and CSR”, Ane Books. (Chapter 12)
8. Stanwick, Peter and Stanwick, Sarah, “ Understanding Business Ethics”, Sage
Publications. (Chapter 10)
9. Arnold, Denis G., Beauchamp, Tom L., and Bowie, Norman E., “ Ethical Theory and
Business”, Pearson Education ( Chapter 7)
Suggestive readings
1. Fernando, A.C.- Business Ethics, Prentice Hall, Latest Edition.
2. Crane, Andrew and Matten, Dirk - Business Ethics, Oxford Publications.
21
3. Davies, Adrain – Best Practices in Corporate Governance (Gower), Latest Edition.
4. Fernando, A.C. – Corporate Governance :Principles, Policies, and Practices (Pearson
Education).
University of Delhi, from time to time
22
GENERIC ELECTIVE (GE)-BMS
FAMILY BUSINESS AND MANAGEMENT
Course title Cre Credit distribution of the Eligibili Pre- Department

& Code dit course ty requisite offering the
s Lectu Tutorial Practical/ criteria of the course
re Practice course
Family 4 3 1 NIL CLASS NIL Department of
Business XII Finance and
and PASS Business
Manageme Economics
nt (GE 7)
Learning Objectives
● Students will develop an understanding of the dynamics of joining a family firm
● Explore and secure values and opportunities within the family business.
Learning outcomes
● To understand the various concepts of family business.
● Plan the growth and sustainability of family business.
● Describe the government support available for business.
SYLLABUS OF GE-7
Unit - 1: Family-Owned Business

Define family-owned business, nature, importance, and uniqueness of family
business. Classic systems of a family enterprise (the family system, the ownership
system, the enterprise system). Governance systems (enterprise governance,
family governance - family council, owner governance - ownership form);
creating a governance structure. Systems approach to family interaction (triangle,
scapegoat, homeostasis, boundaries). Great families in business: building trust and
commitment.
Unit -2: Diagnosing Family Entanglements
Family genogram. Developing Business family’s genogram, the role of genograms and
family messages to understand the family system. Using the Genogram to identify
family scripts and themes. Family emotional intelligence - The ECI-U Model.
Circumplex model of marriage and family systems (understanding family cohesion and
family flexibility), Application of circumplex model, clinical rating scale and developing
circumplex model.
23
Unit - 3: Family-Owned Business and Readiness
Personal Readiness (Identity, Change in Capacity, Temperament, Health), System
Readiness – Family (Spouse, Children, Extended Family), System Readiness – Business
(Enterprise Itself, Owners, Successors), System Readiness – Social and Cultural Context
(Community and Cultural Norms).
Unit - 4: Succession Planning in Family-Owned Business
Succession Planning. Advice to successes and successor. Moores and Barrett’s 4L

framework of family business leadership. the future of family business: new leaders of
the evolution - three states of evolution - continuity and culture - changing the culture
- commitment planning - organic competencies and business’s future - thriving
through competition - institutionalizing the change.
1. Leach, P.: Family Business: The Essentials, Profile Books Ltd.
2. Sudipt Dutta, Family Business in India, Sage Publications, 1997.
Suggestive readings
1. DeVries, M. F. K., & Carlock, R. S. (2010). Family Business on the Couch: A
Psychological Perspective. John Wiley & Sons.
2. Hall, A. (2012). Family business dynamics: a role and identity-based perspective.
Edward Elgar Publishing.
3. Gimeno, A., Bualenas, G. and Coma-Cros, J., Family Business Models.
4. De Pontet, S. B. (2017). Transitioning from the Top: Personal Continuity Planning
for the Retiring Family Business Leader. Springer.
5. Liebowitz, B. (2011). The family in business: The dynamics of the family-owned
firm. Business Expert Press.
24
Generic Elective - (GE)
Commerce : Communication in Management
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
Communicat 4 3 1 0 Pass in XII Pass in

ion in Business
Management Organisation
GE-2.1 (GE- 1.1)
Learning Objectives
The course aims to train students to enhance written as well as oral communication in
management. This course will help students in understanding the principles and techniques of
communication. Also, to understand the use of electronic media for communication.
Learning Outcomes
After completion of the course, learners will be able to:
1. Analyse the need of communication in management.
2. Interpret the need for effective listening.
3. Examine the concepts of written and spoken communication.
4. Demonstrate the role of group discussion and interviews.
5. Summarise business reports and proposals.
SYLLABUS OF GE-2.1
Unit 1: Introduction to Communications (9 hours)
Meaning and Objectives of Communication. Process of Communication. Forms of
communication: formal and informal; upward, downward, diagonal and lateral. Role of a
Manager. Barriers to effective communication and overcoming them. Effectiveness in
Managerial Communication. Make use of grapevine. Role of verbal and non-verbal
communication; interpreting non-verbal communication.
Unit 2: Listening (9 hours)
Meaning and objectives of Listening, Features of a good listener. Analysing poor listening.
Effective listening skills and barriers to effective listening.
25
Unit 3: Spoken communication (9 hours)
Oral Presentation: Planning, structuring and delivering presentation. Handling queries.
Challenges and etiquettes associated with Telephonic, web-conferencing and Teleconferencing
communication.
Written communication: Principles and steps of effective writing. Seven Cs of Letter writing.
Business Letters: inquiries, placing orders, sales letters. Job applications and resumes. Memos.
Unit 4: Group Discussion (9 hours)
Nature, forms and classification of Groups. Role of managers in group discussions. Effective
group decision making. Group conflict.
Interviews: Interviewing, Nature and types of Interviewing Questions. Verbal and Non-Verbal
aspects of interviewing. Types of Interviews: structured and unstructured; group and depth.
Unit 5: Meetings (9 hours)
Planning and conducting meetings. Meeting Process. Ways to effectively lead a meeting.
Evaluating meetings and drafting minutes of a meeting.
E-mail, Business Reports and Proposals: E-mail Etiquettes, smartness and presentation.
Business Reports and proposals: Writing and purpose.
Practical Exercises
The learners are required to:
1. Analyse the communication channel in your educational institution.
2. Analyse the barriers to effective listening in your educational institution.
3. Organise webinars and draft mock business letters.
4. Participate in group discussions and mock interviews.
5. Conduct a meeting in your institution and draft minutes of the meeting.
Suggested Readings
● Bhatia, R. C. (2008). Business Communication. New Delhi: Ane Books Pvt. Ltd.
● Bell, R. & Martin, J. (2014). Managerial Communication. Business Expert Press.
● Kaul, A. (2015). Effective Business Communication (2nd ed.). PHI learning.
● Lesikar, R. V. & Flatley, M. E. (2001). Basic Business Communication Skills for
Empowering the Internet Generation. New Delhi: Tata McGraw Hill Publishing Company
Ltd.
● Ludlow, R. & Panton, F. (1992). The Essence of Effective Communications. New Delhi:
Prentice Hall of India Pvt. Ltd.
● Meyer C, D. (2021). Communicating for Results, Oxford University Press.
26
● Owen, H., David, D. & Dennis, T. (1999). Communication in Management. Gower
Publishing, Ltd.
● Quintanilla, Kelly, M. (2021). Business and Professional Communication. 4thed. Sage
Textbook.
● Raman, M. & Singh, P. (2012). Business Communication. Oxford University Press.
● Scot, O. (2004). Contemporary Business Communication. New Delhi: Biztantra.
Note: Suggested readings will be updated by the Department of Commerce and

uploaded on Department’s website.
27
GENERIC ELECTIVE (GE):
Economics : Principles of Macroeconomics I
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Code Credits Credit distribution of the Eligibility Pre-requisite
course criteria of the course
Lecture Tutorial Practical/

Practice
Principles of 4 3 1 0 Class XII NIL
Macroeconomics I pass
ECON026
Learning Objectives

• This course introduces the basic concepts in Macroeconomics both in closed and open
economy. It deals with the behaviour and characteristics of aggregate economy. This
course introduces the definition, measurement of the macroeconomic variables like GDP,
consumption, savings, investment and balance of payments. The course also discusses
various theories and approaches of determining GDP.
Learning outcomes

• The students will learn the broad understanding of macroeconomic variables and their
measurement issues like GDP, inflation, money supply, interest rate and their inter-
linkages. It will also allow them to critically evaluate various macroeconomic policies
and their effects on output and interest rate in the economy.
SYLLABUS OF GE-4
UNIT – I: Introduction (05 Hours)

What is macroeconomics? Macroeconomic issues in an economy
UNIT – II: National Income Accounting (10 Hours)

Concepts of GDP and National Income; measurement of national income and related aggregates;
nominal and real income; limitations of the GDP concept
UNIT – III: Determination of GDP (10 Hours)
Actual and potential GDP; aggregate expenditure; consumption function; invest-
ment function; equilibrium GDP; concepts of MPS, APS, MPC, APC; autonomous expenditure;
Concept of multiplier
28
UNIT – IV: National Income Determination in an Open Economy with Government (10 Hours)
Income determination; Fiscal Policy: impact of changes in government expenditure and taxes;
net exports function; net exports and equilibrium national income.
UNIT – V: Money in a Modern Economy (10 Hours)

Concept of money in a modern economy; monetary aggregates; demand for money; quantity
theory of money; liquidity preference and rate of interest; money supply and credit creation;
monetary policy.
– Andrew Abel, Ben Bernanke and Dean Croushore (2011). Macroeconomics (7th
edition). Pearson
– Richard T. Froyen (2013). Macroeconomics: Theories and Policies (10th ed.),
Pearson.
– Blanchard, O. (2018). Macroeconomics (7th edition). Pearson
– Blanchard, O. (2006). Macroeconomics (6th edition). Pearson
– Dornbusch, R., and S. Fischer. (1994). Macroeconomics (6th edition). McGraw- Hill
– R. Dornbusch, S. Fischer and R. Startz. (2018). Macroeconomics (12th edition).
McGraw-Hill
University of Delhi, from time to time.
29
English : The Individual and Society

Course Credits Credit distribution of the Eligibility Pre-requisite

title & course criteria of the course
Code Lecture Tutorial Practical/
Practice
GE-16 4 3 1 0 Passed Class NIL
Individual XII
and
Society
Learning Objectives

• To study the ways in which individual and society engage with each other
across socio political and geopolitical contexts
• To analyze the texts and contexts that that enable such an engagement and
continue to shape the world
Learning outcomes
• By studying this course, students will be able to inculcate an ability to evaluate the
continuing significance of identity-construction and aesthetic representation.
• Students will be able to appreciate the way in which different modes of
narratives reconfigure the relationships between individual and society.
SYLLABUS OF GE- 16

UNIT I: Caste and Class
1. Sood, Vinay, ed. Chapters 1-6, The Individual and Society: Essays, Stories and Poems.
Delhi: Pearson, 2005.
30
UNIT II: Violence and War
2. Sood, Vinay, ed. Chapters 21-26, The Individual and Society: Essays, Stories and
Poems. Delhi: Pearson, 2005.
UNIT III: Living in a Globalized World
3. Sood, Vinay, ed. Chapters 29-34. The Individual and Society: Essays, Stories and
Poems. Delhi: Pearson, 2005.
Essential/recommended readings- as listed in the units
Suggestive readings:
1. Béteille, André. Caste, Class, and Power. University of California Press, 1969.
2. Sharma, Kanhaiya Lal (ed.). Caste and Class in India. India, Rawat
Publications, 1994.
3. Malešević, Siniša. The Sociology of War and Violence. United Kingdom: Cambridge
University Press, 2010.
4. Karatzogianni, Athina (ed.). Violence and War in Culture and the Media: Five
Disciplinary Lenses. United Kingdom: Taylor & Francis, 2013.
5. Held, David (ed.). A Globalizing World? Culture, Economics, Politics. United

Kingdom: Routledge, 2000.
6. Yoshida, David, et al. Living in a Globalized World. Canada: Oxford University
Press, 2007.

31
History : Delhi through the Ages: From Colonial to Contemporary Times
Course title & Credits Credit distribution of the Eligibility Pre-requisite of

Code course criteria the course
Practice
Delhi through 4 3 1 0 12th Pass Should have
the Ages: From studied
Colonial to Delhi through
Contemporary the Ages: The
Times Making of its
Early Modern
History
Learning Objectives
This course examines the physical and social transformation of Delhi from colonial to
contemporary times. Focusing on the echoes of political developments on urban form and social
experience, it aims to explore the historical antecedents of some of the capital’s contemporary
dilemmas.
Learning outcomes
Upon completion of this course the student shall be able to:

• Analyse the political developments and their legacy for the shaping of the city.
• Discern the importance of ‘local’ social, ecological and cultural processes that shape
and reshape the city
• Explain the historical roots of the problems of sustainable urbanization with regard to
Delhi.
SYLLABUS OF GE-1
Unit I: Delhi in the 19th Century - Mughal Court, Company Raj, 1857 and its Aftermath
(16 Hours)
Unit II: Building New Delhi - Imperial Ideology and Urban Morphology (12 Hours)
Unit III: Delhi in 1947- Partition and its Aftermath (16 Hours)
Unit IV: Making of Contemporary Delhi – Spaces, Politics and Socialites (16 Hours)
32
Essential Readings
Unit I. This unit should familiarise students with the city in light of the colonial past and the
present. It will also help them locate the political developments for shaping of the
city. The unit examine political developments and their legacy during 1857 and how
the rebellion in Delhi influenced its evolution.
• Gupta, Narayani. (1999). Delhi between the Empires: 1803-1931. Delhi: OUP, pp. 1-
20
• Farooqui, Amar. (2013). Zafar and the Raj: Anglo-Mughal Delhi, 1800-1850, Delhi:
Primus Books, pp.106-133, (chap. 6: “The Palace and the City”)
• Farooqui, Mahmod. (2006). Ghadar. Sarai Reader, 2006, pp. 254-270
• C. M. Naim. (2004). ‘Ghalib’s Delhi: A Shamelessly Revisionist Look at Two
Popular Metaphors,” in Urdu Texts and Contexts: The Selected Essays of C. M.
Naim, Delhi: Permanent Black, pp. 250-279.
• Gail Minault. (2003). “Master Ramchandra of Delhi College: Teacher, Journalist, and
Cultural Intermediary,” Annual of Urdu Studies, Vol. 18, pp. 95-104
• --- ; (1999). Delhi between the Empires: 1803-1931. Delhi: Oxford University Press,
pp. 20-31, 50-66
• Lahiri, Nayanjot. (2003). “Commemorating and Remembering 1857: The Revolt in
Delhi and its Afterlife,’ World Archaeology, vol. 35, no.1, pp. 35-60 .
• Dalrymple, William, (2006). The Last Mughal: The Fall of a Dynasty, Delhi:
Penguin/Viking, pp. 193-229, 346-392. (Chap 6 “The Day of Ruin and Riot” and
Chap. 10 “To Shoot Every Soul”.
• Verma, Pavan K. (2008). Ghalib: The Man, the Times, Penguin India.
Unit II. This segment enquires into the historical antecedents of some of the capital’s
contemporary issues. The section should apprise the students of the historical roots of
the problems of sustainable urbanization with regard to Delhi.
• Metcalf, Thomas. (1989). Imperial Visions. Delhi: Oxford University Press, pp. 211-
239, (Ch. 7 ‘New Delhi: The Beginning of the End’).
• Johnson, David A. (2015). New Delhi: The Last Imperial City. Basingstoke: Palgrave
2015. (Chap. 8, “Land Acquisition, Landlessness and the Building of New Delhi”).
• Johnson, David. A (2008). A British Empire for the Twentieth century: The
inauguration of New Delhi, 1931. Urban History 35, 3, Cambridge University Press,
U.K.
• Mann, Michael. (2007). “Delhi's Belly: On the Management of Water, Sewage and
Excreta in a Changing Urban Environment during the Nineteenth Century, “Studies in
History, Vol. 23:1, pp. 1-30
• Liddle, Swapna (2017). Chandni Chowk: The Mughal City of Old Delhi, Speaking
Tree Publications, Pvt. LTD. pp. 25-121.
Unit III. This section explores and reflects Delhi during and post-Partition. It examines
physical and social transformation of Delhi from the colonial to the contemporary
times.
• Pandey, Gyan. (2001). Remembering Partition, Cambridge: Cambridge University

Press. (Chapter 6: Folding the National into the Local: Delhi 1947-1948, pp. 121-151)
• Datta, V N. (1986). “Punjabi Refugees and the Urban Development of Greater Delhi,’
in Robert Frykenberg(ed), Delhi Through the Ages: Essays in Urban History Culture
and Society. Delhi: OUP, pp 442-462.
33
• Kaur, Ravinder (2008). Narrative absence: An ‘Untouchable’ account of Partition
Migration. In Contribution to Indian Sociology (no.) 42, 2: Sage Publications, pp.
281-306.
• Tan, Tai Yong and Gyanesh Kudaisya. (2000). The Aftermath of Partition in South
Asia.
• New York: Routledge, pp 193-200, (Chap. 7, “Capitol Landscapes”)
Unit IV. The unit examines and locate ‘local’ social, ecological and cultural processes that
shape and reshape the city.
• Emma. Tarlo. (2000). “Welcome to History: A Resettlement Colony in the Making,’
in Veronique Dupont et al ed. Delhi: Urban Spaces and Human Destinies. Delhi:
Manohar, pp. 75-94
• Soni, Anita. (2000). “Urban Conquest of Outer Delhi: Beneficiaries, Intermediaries
and Victims”, in Veronique Dupont et al (Ed.). Delhi: Urban Spaces and Human
Destinies, Delhi: Manohar, pp. 75-94
• Ghosh, Amitav. (1985)., ‘The Ghosts of Mrs Gandhi,’ The New Yorker, (Available
online: https://www.amitavghosh.com/essays/ghost.html
• Beg, Mirza Farhatullah. (2012). Bahadur Shah and the Festival of Flower-Sellers, tr.,
Mohammed Zakir, Hyderabad: Orient Blackswan.
• Basu, Aparna. (1986). “The Foundations and Early History of Delhi University,” in
Robert Frykenberg ed, Delhi Through the Ages: Essays in Urban History Culture and
Society, Delhi: Oxford University Press, pp 401-430
• Gupta, Narayani. (1994). ‘From Kingsway to Rajpath-the Democratization of
Lutyens’ New Delhi,’ in C. Asher and T.R. Metcalf, eds. Perceptions of South Asia’s
Visual Past. Delhi: Oxford University Press
• Sharma, Ravikant. (2016). “Architecture of intellectual sociality: Tea and
coffeehouses in post-colonial Delhi, “City, Culture and Society, vol.7, 275-28
Suggestive readings
• Farooqui, Mahmood. (2013). Besieged: Voices from Delhi, 1857. Delhi: Penguin.
(Dateline pp. xix-xxvii; In the Name of the Sarkar, pp 407-432.)
• Mann, Michael and Samiksha Sehrawat. (2009). “A City with a View: The
Afforestation of the Delhi Ridge, 1883-1913”, Modern Asian Studies, Vol. 43, No. 2,
pp. 543-570
• Mann, Michael. (2005). ‘Turbulent Delhi: Religious Strife, Social Tension and
Political Conflicts, 1803-1857,’ South Asia: Journal of South Asian Studies, vol.28,
no.1, pp. 5-34
• Pilar, Maria Guerrieri, (2017). ‘The Megacity of Delhi: Colonies, Hybridisation and
Old New Paradigms,’ in Rethinking, Reinterpreting and Restructuring Composite
Cities edited by GülsünSağlamer, Meltem Aksoy, Fatima Erkök, Cambridge:
Cambridge Scholars Publishing, pp. 18-33
• Russell, Ralph. (1998). “Ghalib: A Self Portrait”, in Ralph Russell, Ghalib: The Poet
and His Age. Delhi: OUP. Also available at:
http://www.columbia.edu/itc/mealac/pritchett/00ghalib/texts/txt_ralphrussell_1972.pd
f
• Vazira, Fazila Yacoobali Zamindar. (2007). The Long Partition and the Making of
South Asia: Refugees, Boundaries, Histories. New York: Columbia University Press.
(Chapter I: Muslim Exodus from Delhi.)

34
Mathematics : Introduction to Linear Algebra

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code Lecture Tutorial Practical/ criteria of the course
Practice
Introduction 4 3 1 0 Class XII NIL
to Linear pass with
Algebra Mathematic
s
Learning Objectives: The objective of the course is:

● To introduce the concept of vectors in 𝑅𝑅 𝑛𝑛 .
● Understand the nature of solution of system of linear equations.
● To view the 𝑚𝑚 × 𝑛𝑛 matrices as a linear function from 𝑅𝑅 𝑛𝑛 to 𝑅𝑅 𝑚𝑚 and vice versa.
● To introduce the concepts of linear independence and dependence, rank and linear
transformations has been explained through matrices.
Learning Outcomes: This course will enable the students to:

● Visualize the space 𝑅𝑅 𝑛𝑛 in terms of vectors and the interrelation of vectors with
matrices.
● Understand important uses of eigenvalues and eigenvectors in the diagonalization of
matrices.
● Familiarize with concepts of bases, dimension and minimal spanning sets in vector
spaces.
● Learn about linear transformation and its corresponding matrix.
SYLLABUS OF GE-2(ii)
UNIT – I: Vectors and Matrices (18 hours)
𝑛𝑛
Fundamental operations and properties of vectors in 𝑅𝑅 , Linear combinations of vectors, Dot
product and their properties, Cauchy-Schwarz and triangle inequality, Orthogonal and parallel
vectors; Solving system of linear equations using Gaussian elimination, and Gauss-Jordan row
reduction, Reduced row echelon form; Equivalent systems, Rank and row space of a matrix;
Eigenvalues, eigenvectors and characteristic polynomial of a square matrix; Diagonalization.
UNIT – II: Vector Spaces (12 hours)

Definition, examples and some elementary properties of vector spaces; Subspaces, Span,
Linear independence and dependence; Basis and dimension of a vector space; Diagonalization
and bases.
UNIT – III: Linear Transformations (15 hours)

Definition, examples and elementary properties of linear transformations; The matrix of a
linear transformation; Kernel and range of a linear transformation, The dimension theorem,
one-to-one and onto linear transformations.
35
Essential Reading
1. Andrilli, S., & Hecker, D. (2016). Elementary Linear Algebra (5th ed.). Elsevier India.
Suggestive Reading
● Kolman, Bernard, & Hill, David R. (2001). Introductory Linear Algebra with Applications
(7th ed.). Pearson Education, Delhi. First Indian Reprint 2003.
36
ABILITY ENHANCEMENT COURSE (A) - ASSAMESE
(For students who have studied the language upto class VIII and above)
AEC (A)-I: Translation and Interpretation in Assamese

Course title & Credits Credit distribution of the Eligibility criteria Pre-
Code course requisite
of the
course
Practice
Translation and 02 2 0 0 (for students who NIL
Interpretation have studied the
in Assamese language up to Class
VIII & above)
Learning Objectives : The course aims to prepare bilingual and multilingual students proficient
in translation and interpretation, have sufficient knowledge of at least two languages, the source
and the target language, and apply them adequately for all practical purposes. Besides, it also aims
to build cross-cultural communications and enables the students to use different skills effectively
to prepare themselves to take jobs in translation and interpretation.
Learning outcomes: : Students will be able to build various professional, technical, and linguistic
skills to take the job of translation and interpretation. Their knowledge in various fields in both the
source and the target languages will help them translate in multiple areas and take interpretation
jobs for the different target groups; the translator works with the written material/texts; the
interpreter will mediate between languages orally.
Allotted classes: 30 hours Credits: 02

Marks: 50
SYLLABUS :
Unit -I
Translation and Interpretation: Introduction

- Basic requirements: Knowledge of SL and TL, grammar, vocabulary, usages, and sentence
structures
37
- Types: Literary, administrative, legal, technical, and others
- Target groups: Translation - Readers from different fields
Interpretation – Person/group from different profession
Unit -II
- Methods of Translation and Interpretation

- Review of sample translations
Unit -III
- Practical Translation: Assamese to other languages and vice versa

- Interpretation practice: Assamese to other languages and vice versa
Essential/recommended readings:
Bezborah, Nirajana Mahanta. Anubad: Tattva aru Prayog, Dibrugarh: Banalata, 2009.
Kotoky, Prafulla. Tulanamulak Sahitya aru Anubad Bicar, Guwahati: Jyoti Prakasan, 1989.
Sarma, Madan. Anuvad Adhyayan: Tatva aru Prayog. Guwahati: Bandhav Prakasan, 2019.
Examination scheme and mode: Subject to directions from the Examination

Branch/University of Delhi from time to time.
38
ABILITY ENHANCEMENT COURSE (B) - ASSAMESE
( for those students who have not studies the language)
AEC (B)-I: Basic Assamese
Course title & Credit Credit distribution of the Eligibility Pre-

Code s course criteria requisite
of the
course
Practice
Basic Assamese 02 2 0 0 NIL
(for students who
have not studied
the language)
Learning Objectives : Since this course of study is offered to students who don’t have prior
knowledge of Assamese language hence, to give a basic over view of Assamese language is the
main objective of this course. During this course students will be introduced to Assamese sounds
and letters and numbering system as well as they will be taught about word formation and framing
simple sentences. In this process they will learn how to read, speak, listen and write in that
language. Apart from this, this course of study would help the students to learn in multi-lingual
background and environment.
Learning outcomes: This course of study will introduce students to a language other than
their native language as well as this will increase their multi-lingual abilities. Further this
course will lead the learners to study Assamese language in a detailed manner in future which
will ultimately help in their professional and technical career.

Marks: 50
Unit -I Introduction to sounds and letters
• Vowels & Vowel signs

• Consonants & Consonant Clusters
39
• Syllable
• Numerical digits
• Framing words
Unit -II
Parts of Speech & Framing Sentences
• Introduction to parts of speech
• Framing basic sentences for communication
• Introduction to Punctuation marks
Unit -III
Vocabulary Three Weeks
• Everyday vocabulary
• Reading & writing
Essential/ recommended readings:

Das Gupta, Bindu Bhusan. Assamese Self-Taught. Kolkata: Das Gupta Prakashan. 1956.
Dutta Barua, Lohit. Learning Assamese Language: A Brief Handbook. Guwahati: Spandan
Prakash. 2021
Dutta Baruah, P.N. An Intensive Course in Assamese. Mysore: CIIL. 1996
Assamese-English Dictionary
Deka, Pranav Jyoti. Jyoti-Dviashik Abhidhan. Guwahati: Assam Book Dipot. 2011.
https://dsal.uchicago.edu/dictionaries/candrakanta/
www.xobdo.org

40
ABILITY ENHANCEMENT COURSE (A) - BENGALI
AEC (A)-I: Translation and Interpretation in Bengali
of the
course
Practice
in Bengali language up to
Class VIII &
above)
Allotted classes: 30 hours

Credits: 02 Marks: 50
Unit -I
Translation and Interpretation: Introduction
- Basic requirements: Knowledge of SL and TL, grammar, vocabulary, usages, and sentence
structures
- Types: Literary and Non-Literary
Interpretation – Person/group from different profession
41
Unit -II
Unit -III
- Practical Translation: Bengali to other languages and vice versa
Study material prepared by the Department.
Singha, Uday Narayan. Anubad Tattwer Bhumika, Kolkata: Bangabidya Granthamala, 2022

42
ABILITY ENHANCEMENT COURSE - BENGALI
(for students who have not studied the language)
AEC (B)-I: Basic Bengali
Course title & Credit Credit distribution of the Eligibility criteria Pre-
Code s course requisite
of the
course
Practice
Basic Bengali 02 2 0 0 NIL
(for students who
have not studied
the language)
Learning outcomes: Students will be able to build various professional, technical, and linguistic

Marks: 50
Unit -I
Introduction to sounds along with sound-images (alphabets and numbers)
Unit -II
Introduction to Noun, Pronoun, Prepositions
43
Unit -III
Everyday Vocabulary

Mahapatra,Tushar Kanti.Bengali for Non Bengalis. Kolkata : Shishu Sahitya sang shod. August
1999.
Mahapatra,Tushar Kanti.Bengali for Beginners Kolkata : Shishu Sahitya sang shod. August 1999.

44
ABILITY ENHANCEMENT COURSE -HINDI
AEC 1:�हन्द� भाषा: सम्प्रेषण और संचार (�हन्द� क)
Course Credits Credit distribution of the course Eligibility Pre-requisite of

title & criteria the course
Code
Practice
�हन्द� 02 2 -- --- �हंद� - क �हंद� - क (उन
भाषा: (उन �वद्या�थर्य� के
सम्प्रेषण �वद्या�थर्य� �लए िजन्ह�ने 12
और संचार के �लए वीं क�ा तक �हंद�
िजन्ह�ने 12 पढ़� है ।)
वीं क�ा तक
�हंद� पढ़� है ।)
पाठ्यक्रम का उद्दे श्य (Learning Objectives)
● सम्प्रेषण के स्वरूप और �सद्धांत� से �वद्या�थर्य� को प�र�चत कराना

● सम्प्रेषण के �व�भन्न माध्यम� क� जानकार� दे ना
● प्रभावी सम्प्रेषण का गुण �वक�सत करना
● �वद्याथ� क� भाषाई द�ता और भाषा कौशल को बढ़ावा दे ना
● संचार माध्यम� के �लए लेखन कौशल का �वकास
पाठ्यक्रम अ�धगम प्र�तफल (Learning outcomes)
● संप्रेषण क� अवधारणा और प्र�क्रया से प�र�चत हो सक�गे

● संप्रेषण क� तकनीक और कायर्शैल� क� बहुआयामी समझ का �वकास
● प्रभावी सम्प्रेषण करना सीख�गे
45
● पत्र-लेखन, प्र�तवेदन, अनच्
ु छे द लेखन क� व्यावहा�रक जानकार� प्राप्त कर सक�गे
● मी�डया के �व�वध रूप� के �लए लेखन करना
SYLLABUS OF AEC-1
इकाई 1: सम्प्रेषण: सामान्य प�रचय
● सम्परेषण क� अवधारणा
● सम्परेषण क� पर�करया
● सम्परेषण के �व�वध आयाम
● सम्परेषण और संचार
इकाई 2 : सम्प्रेषण और संचार के �व�वध रूप
● सम्परेषण के परकार
● सव��ण आधा�रत �रपोटर तैयार करना संभा�वत �वषय: (कोरोना और मान�सक सवास्थय,
जागरूकता संबंधी अ�भयान, कूड़ा �नसतारण योजना)
● अनुचछेद लेखन, संवाद लेखन, डायर� लेखन
● बलॉग लेखन, समपादक�य लेखन
सहायक पुस्तक� :
1. नए जनसंचार माधयम और �हनद�: सुधीश पचौर�, अचला

शमार
2. सूचना और सम्परेषण: तकनीक� क� समझ: िसमता �मशर
3. सम्परेषण: �चनतन और द�ता: मंजु मुकुल
4. संवाद पथ प�तरका: केनद्र�य �हनद� संसथान
5. �हनद� का सामािजक सनदभर: रवीन्द्रनाथ शरीवासतव
6. सम्परेषणपरक वयाकरण: �सद्धांत और सवरूप: सुरश
े कुमार
मल्
ू यांकन पद्ध�त: (Assessment Method)
● कुल अंक : 50
● �ल�खत पर��ा : 38 अंक
● आंत�रक मल्
ू यांकन: 12 अंक

Branch/University of Delhi from time to time
46
AEC 2 : �हंद� औपचा�रक लेखन (�हंद� ख)
Course title Credits Credit distribution of the course Eligibility Pre- Department
& Code criteria requisite Offering
of the the Course
Lecture Tutorial Practical/ course
Practice
�हंद� 02 2 -- --- �हंद� – ख �हंद� – ख �हन्द�
औपचा�रक (उन (उन
लेखन �वद्या�थर्य� �वद्या�थर्य�
के �लए के �लए
िजन्ह�ने 10 िजन्ह�ने
वीं क�ा 10 वीं
तक �हंद� क�ा तक
पढ़� है ।) �हंद� पढ़�
है ।)
पाठ्यक्रम का उद्दे श्य (Course Objectives)
● �वद्याथ� क� भाषाई द�ता और लेखन-कौशल को बढ़ावा दे ना

● कायार्लयी और व्यावसा�यक �हंद� क� समझ �वक�सत करना
● �हंद� भाषा द�ता और तकनीक के अंतः संबंध को रे खां�कत करना
● कायार्लय� म� व्यावहा�रक कायर् के �व�भन्न प�� से अवगत कराना
● �हन्द� प्रयोग से जुड़े फ�ल्ड वकर् आधा�रत �वश्लेषण और लेखन पर बल
पाठ्यक्रम अ�धगम प्र�तफल (Course Learning Outcomes)
● �वद्याथ� कायार्लयी और व्यावसा�यक �हंद� क� �वशेषताओं से प�र�चत ह�गे
47
● कायार्लय� म� होने वाले व्यावहा�रक कायर् का �ान
● सच
ू ना के अ�धकार के �लए लेखन करना सक�गे
● माक�ट सव��ण हे तु प्रश्नावल� का �नमार्ण तथा उसका �वश्लेषण करना जान�गे
● �वद्याथ� �टप्पण, प्रारूपण, प्र�तवेदन, �व�िप्त तैयार करना सीख सक�गे
SYLLABUS OF AEC-2
इकाई- 1: लेखन द�ता का �वकास (1-7 सप्ताह)
● कायार्लयी �हंद�
● व्यावसा�यक �हंद�
● �टप्पण और प्रारूपण : सामान्य प�रचय
● प्र�तवेदन और �व�िप्त का महत्व
इकाई- 2: औपचा�रक लेखन के प्रकार (8-15 सप्ताह)
● स्वव�
ृ लेखन
● सूचना के अ�धकार के �लए लेखन
● कायार्लयी और व्यावसा�यक पत्र लेखन
● �कसी व्यावसा�यक कायर्क्रम के संदभर् म� प्रेस �व�िप्त तैयार करना
सहायक पुस्तक�:
1. प्रयोजनमूलक और कायार्लयी �हन्द�: कृष्णकुमार गोस्वामी

2. प्रयोजनमूलक �हन्द� क� नई भू�मका: कैलाशचन्द्र पाण्डेय
3. प्रयोजनमूलक �हन्द�: �सद्धांत और प्रयोग: दं गल झाल्टे
4. प्रशास�नक �हन्द�: ह�रमोहन, त��शला प्रकाशन
5. राजभाषा �हद� और उसका �वकास: ह�रालाल बाछो�तया, �कताबघर प्रकाशन
48
AEC 3 : सोशल मी�डया और लॉग लेखन (�हंद� ग)
Course Credits Credit distribution of the course Eligibility Pre- Department

title & criteria requisite of Offering
Code the course the Course
Practice
सोशल 02 2 -- --- �हंद� – ग �हंद� – ग �हन्द�
मी�डया (उन (उन
और ब्लॉग �वद्या�थर्य� �वद्या�थर्य�
लेखन के �लए के �लए
िजन्ह�ने 8 िजन्ह�ने 8 वीं
वीं क�ा क�ा तक
तक �हंद� �हंद� पढ़� है ।)
पढ़� है ।)
पाठ्यक्रम का उद्दे श्य (Course Objectives)
● �हंद� सोशल मी�डया के �व�भन्न माध्यम� क� जानकार�

● सोशल मी�डया क� कायर्शैल� क� समझ
● सोशल मी�डया के महत्व और प्रभाव से मल्
ू यांकन
● ब्लॉग बनाना और लेखन
● सोशल मी�डया का व्यावहा�रक �ान
पाठ्यक्रम अ�धगम प्र�तफल (Course Learning Outcomes):
● सोशल मी�डया प्लेटफॉमर् क� जानकार� �मलेगी।

● सोशल मी�डया क� कायर्-शैल� क� समझ �वक�सत होगी।
● ब्लॉग लेखन करने के साथ �हंद� के प्रमुख ब्लॉग� का अध्ययन और �वश्लेषण कर सक�गे।
● सोशल मी�डया के महत्व और उसक� भू�मका को रे खां�कत कर सक�गे।
49
● �वद्याथ� सोशल मी�डया पर कायर् करना सीख सक�गे
SYLLABUS OF AEC-3
इकाई 1. सोशल मी�डया और ब्लॉग

• सोशल मी�डया : अथर् और प�रभाषा
• सोशल मी�डया का प्रभाव और महत्व
• सोशल मी�डया के प्रकार (�वक�पी�डया, ब्लॉग, सोशल नेटव�क�ग साइट्स, ट्�वटर,यूट्यूब,इन्स्टाग्राम
आ�द )
• ब्लॉग लेखन: सामान्य प�रचय
इकाई 2: सोशल मी�डया का व्यावहा�रक प�
• �कसी सामािजक अ�भयान के प्रचार के �लए सोशल मी�डया हे तु एक �व�ापन तैयार करना
• अपना �नजी ब्लॉग तैयार करने क� प्र�क्रया
• सोशल मी�डया से बनने वाल� �कसी खबर पर �रपोटर् तैयार करना
• सोशल मी�डया से सम्बिन्धत �व�वध �वषय� पर आलेख तैयार करना
सहायक पस्
ु तक� :
1.सामािजक मी�डया और हम: रवीन्द्र प्रभात, नोशन प्रेस

2.सोशल मी�डया: स्वणर् सुमन, हापर्र कॉ�लन्स पिब्लशर इिण्डया
3.भूमंडल�करण और मी�डया: कुमुद शमार्
4.मी�डया और �हन्द�: बदलती प्रव�ृ तयाँ: र�वन्द्र जाधव, वाणी प्रकाशन
5.रे �डयो लेखन, मधुकर गंगाधर, �बहार �हंद� ग्रंथ अकादमी, पटना, प्रथम संस्करण- 1974
6.रे �डयो वातार् �शल्प, �सद्धनाथ कुमार, राधाकृष्ण प्रकाशन, नई �दल्ल�, प्रथम प्रकाशन- 1992
50
ABILITY ENHANCEMENT COURSE -PUNJABI
PUNJABI BHASHA DA MUDHLA PADHAR
Course title & Credits Credit distribution of the Eligibility Pre-requisite

Code course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Punjabi Bhasha da 2 2 0 0 Class 12th NIL

pass in any
Mudhla Padhar
subject
(AEC-1)
Credits: 2 L/T/P= 2/0/0
LEARNING OBJECTIVES:
• This Course is designed for the students who couldn’t opt Punjabi as a subject at any
level in school.
• This Course will help to enhance the ability of the students in speaking, listening, reading
and writing Punjabi Language.
• This course will develop the ability of word formation and vocabulary practice amongst
students.
• Students will learn meaning of words, phrases and sentences of Punjabi language.
• This course will develop communication skills and understanding of social interaction
amongst students of Multi-lingual societies.
LEARNING OUTCOMES:
• After completing this course, the students will be able to read, write, speak and
understand the Punjabi language.
• The students will be able to learn basic Punjabi word and sentence formation and
practical use of it.
• Students will improve their speaking ability in Punjabi both in terms of fluency and
comprehensibility.
• Students will increase their reading speed and comprehension of Punjabi language. They
will be able to read News Papers, Magazines and Literature etc.
51
Unit-I: ਿਲਪੀ ਬੋਧ
(Lipi Bodh) (4 Weeks)
• ਗੁਰਮੁਖੀ ਿਲਪੀ ਨਾਲ ਮੁਢਲੀ ਜਾਣ-ਪਛਾਣ
Gurmukhi Lipi naal Mudhli Jaan-Pachhaan
• ਪ�ਤੀ ਅੱ ਖਰੀ ਅਤੇ ਪੈਰ ਿਬੰ ਦੀ ਵਾਲੇ ਵਰਨ� ਦਾ ਉਚਾਰਨ ਅਤੇ ਸੁੰ ਦਰ ਿਲਖਾਈ ਦਾ ਅਿਭਆਸ
Painti Akhri ate Pair-bindi vale varnada Ucharan ate Sunder Likhai da Abhiyaas
• ਲਗ�-ਮਾਤਰਾਵ� ਅਤੇ ਲਗਾਖਰ� ਦੀ ਵਰਤ�
Lagan-Matravan ate Lgakhran di Varton
Unit-II: ਸ਼ਬਦ ਬੋਧ

(Shabad Bodh) (4 Weeks)
• ਿਬਨਾ ਲਗ ਵਾਲੇ , ਇਕ ਲਗ ਵਾਲੇ , ਦੋ ਲਗ ਅਤੇ ਦੋ ਤ� ਵੱ ਧ ਲਗ ਵਾਲੇ ਸ਼ਬਦ� ਦਾ ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Binan Lag Vale, Ik Lag Vale, Do Lag Vale ate Do ton vadh lag Vale Shabadan da
Ucharan ate Likhan Abhiyaas
• ਿਲੰਗ ਅਤੇ ਵਚਨ ਦੀ ਵਰਤ�
Ling ate Vachan di Varton
• ਅਗੇਤਰ ਅਤੇ ਿਪਛੇਤਰ ਦੀ ਵਰਤ�
Agetar ate Pichhetar di Varton
Unit III: ਅਰਥ ਬੋਧ

(Arth Bodh) (4 Weeks)
• ਸਮ�, ਿਦਨ�, ਦੇਸੀ ਮਹੀਿਨਆਂ, ਰੁੱ ਤ�, ਿਦਸ਼ਾਵ�, ਿਗਣਤੀ, ਜਾਨਵਰ�, ਪੰ ਛੀਆਂ, ਕੀੜੇ-ਮਕੌ ੜੇ, ਸਰੀਰ ਦੇ ਅੰ ਗ�, ਸਬਜ਼ੀਆਂ,
ਫਲ� ਨਾਲ ਸਬੰ ਧਤ ਸ਼ਬਦਾਵਲੀ ਦਾ ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Samey, Dinan, Desi Mahinian, Ruttan, Dishaavan, Ginti, Janavran, Panchhian, Keerhe-
Makaurhe, Sareer de Angaan, Sabziaan, Phalaan naal Sambandhat Shabdaavli da
Ucharan ate likhan Abhiyaas
• ਘਰ ਦੇ ਕੰ ਮ-ਧੰ ਦੇ, ਰਸੋਈ ਦਾ ਸਮਾਨ, ਪਿਹਰਾਵੇ, ਖਾਣ-ਪੀਣ, ਲੋ ਕ ਿਕੱ ਿਤਆਂ, ਖੇਤੀ-ਬਾੜੀ, ਿਤੱ ਥ�-ਿਤਉਹਾਰ�,
ਦਰੱ ਖਤ� ਨਾਲ ਸੰ ਬੰ ਧਤ ਸ਼ਬਦਾਵਲੀ ਦਾ ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Ghar de Kamm-Dhande, Rasoi da Samaan, Pehraave, Khaan-Peen, Lok Kittean, Kheti-
Barhi, Tithaan-Teoharan, Darakhtaan naal Sambandhat Shabdaavli da Ucharan ate likhan
Abhiyaas
• ਸਮਾਨਾਰਥਕ ਸ਼ਬਦ, ਿਵਰੋਧਾਰਥਕ ਸ਼ਬਦ, ਬਹੁਅਰਥਕ ਸ਼ਬਦ ਅਤੇ ਬਹੁਤੇ ਸ਼ਬਦ� ਦੀ ਥ� ਇਕ ਸ਼ਬਦ ਦਾ
ਉਚਾਰਨ ਅਤੇ ਿਲਖਣ ਅਿਭਆਸ
Samanarthak Shabad, Virodharthak Shabad, Bahuarthak Shabad ate Bahute Shabdan di thaan
ik Shabad da Ucharan ate likhan Abhiyaas
52
Unit IV: ਵਾਕ ਬੋਧ
(Vaak Bodh) (3 Weeks)
• ਸਧਾਰਨ ਵਾਕ, ਪ�ਸ਼ਨ ਵਾਚਕ ਵਾਕ ਅਤੇ ਨ�ਹ ਵਾਚਕ ਵਾਕ ਦੀ ਪਛਾਣ ਅਤੇ ਿਲਖਣ ਦਾ ਅਿਭਆਸ
Sadharan Vaak, Prashan Vaachak Vaak ate Nahn Vaachak Vaak di Pachhaan ate Likhan
da Abhiyaas
• ਆਮ ਬੋਲ-ਚਾਲ, ਦਫ਼ਤਰੀ ਕੰ ਮ-ਕਾਜ, ਖ਼ਰੀਦੋ-ਫ਼ਰੋਖਤ ਨਾਲ ਸੰ ਬੰ ਧਤ ਸੰ ਵਾਦ ਦਾ ਵਾਕ ਿਲਖਣ ਅਿਭਆਸ
Aam Bol-chal, Daftri Kamm-kaaj, Kharido-Pharokhat naal Sambandhat Sanvaad da Vaak
Likhan Abhiyaas
• ਸ਼ੁੱ ਧ ਵਾਕ ਿਲਖਣ ਦਾ ਅਿਭਆਸ
Shudh Vaak Likhan da Abhiyaas
ESSENTIAL READINGS
• Adhunik Punjabi Viakaran ate lekh rachna (2019), Punjab School Sikkhia Board,
Sahibzada Ajeet Singh Nagar.
• Punjabi Path Pustak-4 (Dooji Bhasha) (2020), Punjab School Sikkhia Board, Sahibzada
Ajeet Singh Nagar.
• Teja, Charnjit Singh (Eds.) (2017), Pehli Kitab, Sann Santali Publication, Amritsar.
SUGGESTED READINGS:
• Brar, Boota Singh, Nachhattar Singh (2015), Punjabi Bhasha lipi ate Viakaran, Arsee
Publishers, New Delhi.
• Duggal, Narinder Singh (Dr.) (2000), Punjabi Viakaran te Rachnavali, New Book
Company, Jalandhar.
• Harkirat Singh (2004), Saadi Bhasha, Punjabi University, Patiala.
• Harkirat Singh te Giani Lal Singh (1999), Punjabi Viakaran, Punjab State University Text
Book Board, Chandigarh.
• Harkirat Singh (1988), Punjabi Baare, Punjabi University, Patiala.
• Teja Singh (1947), Punjabi Kiven Likhiye (Second Edition), Hind Publishers Limited,
Jalandhar.
INTERNET RESOURCES:
• http://www.learnpunjabi.org/pr.aspx
*(Note: Teachers are free to recommend additional related standard source books, if required so.)

53
ABILITY ENHANCEMENT COURSE - SANSKRIT
AEC 1: Sanskrit A: Advance Neeti Literature in Sanskrit
Course title & Code Credits Credit distribution of the

Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
Sanskrit A: Advance 02 02 00 NA 12th Pass Nil
Neeti Literature in with
Sanskrit Sanskrit
Learning Objectives
This course aims at making the students acquainted with general outline of Sanskrit literature. This
course will help the learners be familiar with the tradition of Prose literature with some focus on
individual contributors of Sanskrit prose writing.
Learning outcomes
• The students will learn the advance form of Sanskrit language

• The stories and verses prescribed in the course will help the learners develop an
understanding of the moral and ethical values that will be useful in their day-to-day
life.
• They will be familiar with the rich history of Sanskrit Literature.
• This course will enhance their skills of chaste Sanskrit pronunciation as well as
competence and performance of the language.
• This will help them translate and explain the prescribed Sanskrit texts in their native
language.
SYLLABUS OF AEC-1 (Sanskrit A)
Unit: I
Course Content/Prescribed Books
Origin and development of Nītikāvya: Kathāsaritsāgara, Paňcatantra, Hitopadeśa,
Cāņakyanīti.
54
Unit: II
Pancatantra, First Story, Verses: 1-35

(Translation, Explanation and Grammar)
• Pancatantra, Subodh Publications, ISBN: 9788170780403, 8170780403, 2017
• Pancatantra, Prashant Acharya, Notion Press Media Pvt Ltd., ISBN: 9798885915229
• Pancatantra,
Suggested readings
1. शमार्, उमाशं कर ऋिष: सं �ृ त सािह� का इितहास, चौख�ा भारती अकादमी, वाराणसी

2. उपा�ाय, बलदेव: सं �ृ त सािह� का इितहास, शारदा िनके तन, वाराणसी
3. प्रीितप्रभा, गोयल: सं �ृ त सािह� का इितहास, राज�ानी ग्र�गार, जोधपुर
4. ित्रपाठी, राधाव�भ: सं �ृ त सािह� का अ�भनव इितहास, िव�िवद्यालय प्रकाशन, वाराणसी
5. Keith, A.B., History of Classical Sanskrit Literature, MLBD, Delhi, िह�ी अनुवाद सिहत, मं गलदे व
शा�ी, मोतीलाल बनारसीदास, िद�ी
6. M. Krishnamachariyar Shastri: History of Classical Sanskrit Literature, MLBD, Delhi
7. Gaurinath Shastri: A Concise History of Sanskrit Literature, MLBD, Delhi

55
AEC 1: Sanskrit B: Introductory Upanishad and Geeta
Course title & Code Credits Credit distribution of theEligibility Pre-

course criteria requisite
of the
Practice
Sanskrit B: 02 02 00 NA Class X -
Introductory Pass with
Upanishad and Sanskrit
Geeta
Learning Objectives
This course aims at making

• the students acquainted with general outline of Sanskrit literature.
• the learners be familiar with the tradition of Indian Philosophical literature
• with some focus on individual contributors of Sanskrit prose writing.
Learning outcomes
The students will learn

• the teachings of Upanisads and Gita
• three major knowledge systems of Traditional Indian Philosophy
• the mantras and verses, prescribed in the course, will help the learners to develop an
understanding of the moral and ethical values that will be useful in their day-to-day life.
• They will be familiar with the rich history of Sanskrit Literature.
• This course will enhance their skills of chaste Sanskrit pronunciation as well as competence
and performance of the language also.
• This will help them translate and explain the prescribed Sanskrit texts in their native language.
SYLLABUS OF AEC-1
Unit: I
General Introduction to Upanisads
Text Introduction to Ishavasyopanishad- Karma, Vidya-Avidya, Satya, Atman
56
Unit: II
Introduction to Geeta: Background, Purpose,
Gyanyoga
Karmayoga
Bhaktiyoga
1. भगव�ीता, शाङ्करभाष्य अनुवाद स�हत, अनुवादक श्रीह�रकृष्णदास गोयन्दका, गीता
प्रैस, गोरखपुर
2. Valmiki Ramayana – Valmiki.iitk.ac.in
3. गीताभाष्यनवाम्बरा- डॉ० �शवनारायण शास्त्री
4. Ishavasyopnishad- Geeta Press, Gorakhpur, 1992
5. Ishavasyopnishad- Swami Sharvananda, Shri RamKrishna Math, Mylapur, Madras,
1943
6. Ishavasyopnishad, Dr. Shashi Tiwari, Bhartiya Vidya Prakashan, Delhi, 1997
Suggested readings
1. Bhagawadgita with the commentary of Shankaracharya – A.K. Warrior,

2. Bhagawadgita – Dr. S. Radhakrishnan
3. Śrimadbhagavadgītā, The Scripture of Mankind, text in Devanagari with
transliteration in English and notes by Swami Tapasyananda, Sri Ramakrishna
Math, 1984

57
AEC 1: Sanskrit C: Introduction to Sanskrit Language
Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
of the
Practice
Sanskrit C: 02 02 00 NA 12th Pass Nil
Introduction students who
to Sanskrit never studied
Language Sanskrit OR
Studied it
upto Class
VIII only.
Learning Objectives
This course aims at making the students acquainted with general outline of Sanskrit Grammar and
Composition. This course will enhance their skills of chaste Sanskrit pronunciation as well as
competence and performance of the language.
Learning outcomes
• The students will learn the basic Sanskrit language.

• They will learn to create and understand this Language independently.
• This course will enhance the ability to understand classical Sanskrit texts.
• Through the practice of this prescribed syllabus, students will be able to enhance their
knowledge of structural patterns of Sanskrit.
58
Unit: I
Basic Sanskrit Sentence Formation (Active Voice) using the following:

कारक एवं �वभिक्त: क�ार्, कमर् एवं करण
वचन एवं �लङ्ग:
शब्दरूप: राम, बालक, लता, अस्मद्, युष्मद्, तत ्, इदम ्, �कम ्, सवर्, ह�र, म�त, जल, फल,
पुष्प, �ान, भोजन, धन, गरु
ु
�क्रयारूप: �नम्न�ल�खत धातुओं का केवल लट्, लट्
ृ एवं लङ् लकार म� रूप:
भ,ू पठ्, �लख ्, खाद्, चल ्, गम ् (गच्छ्), हस ्, वद्, पा (�पब ्), अस ्, गै (गाय), भ्रम ्,
स्था (�तष्ठ्), दृश ् (पश्य ्), पच ्, वष,्र् दा (यच्छ्)
शब्दकोश: संस्कृत सामान्य शब्द� के �लए शब्दकोश
यत्र, तत्र, कुत्र, श्व, अद्य, कथम ्, यथा, तथा, च, अथवा
Unit: II
व्यावहा�रक वाक्य संरचना
• पाण्डेय, राधामोहन: संस्कृत सहचर, स्टूड�ट्स फ्र�ड्स पटना, �बहार
• नौ�टयाल, चक्रधर: बहृ द् अनुवाद चिन्द्रका, मोतीलाल बनारसीदास, �दल्ल�
• रूपचिन्द्रका, डॉ० ब्रह्मानन्द �त्रपाठ� , चौखम्बा सुरभारती प्रकाशन, वाराणसी
Suggested readings

59
ABILITY ENHANCEMENT COURSE - TAMIL
AEC (A)-I: Translation and Interpretation in Tamil
of the
course
Practice
in Tamil language up to
Class VIII &
above)
interpreter will mediate between languages orally. The course will equip the students with the
theories of translation as techniques of translation well as practical aspects of translation.

Marks: 50
Unit -I
Translation and Interpretation: Introduction:

- History of Tamil Translation & Interpretation, qualities of Translator & Interpreter.
- Purpose, Problems & Usages of Translation & Interpretation.
- Basic requirements: Knowledge of Source Language (SL) and Target Language (TL)
60
- Interpretation - Person/group from different profession
Unit -II
Methods, Types and Review:

- Types: Literary, Administrative, Legal, Technical, and Knowledge based etc.
Unit -III
Practical Translation & Interpretation:
- Practical Translation: Tamil to other languages and vice versa
- Interpretation practice: Tamil to other languages and vice versa
Aranamuruval & Amarantha, 2005. Mozhipeyarppu-k-Kalai Intru, Chennai: Paavai

Publications.
Murugesapandian. N. 2016. Mozhipeyarppiyal, Chennai : NCBH
Pattabiraman.K. 2012. Mozhpeyarppu-k-Kalai, Chennai : NCBH
Sivakami, 2004. Mozhipeyarppu-th- Thamizh, Chennai: IITS.
Sherif Mohamed, 1997. Mozhipeyarppukkalum Vaayppukkalaum, Neyveli: Verkal Ilakkiya
Iyakkaham.

61
ABILITY ENHANCEMENT COURSE - TAMIL
(For students who have not studied the language)
AEC (B)-I: Basic Tamil
of the
course
Practice
Basic Tamil 02 2 0 0 NIL
(for students who
have not studied the
language)
Learning Objectives : The primary objective of this Course is to facilitate Non-Tamil

students to acquire fully well the four skills (speaking, listening, reading & Writing) of the written,
spoken & varieties of triglossic Tamil Language for day-to-day conversation and to provide a
wider knowledge of Tamil Language, literature and society of Tamil Nadu, India & Abroad.
Marks: 50
Unit -I
- Introduction to sounds along with sound –images (Alphabets and Numbers)

- Script introduction
- Introduction of Numerals (up to 100 )
Unit -II
- Introduction to Noun, Pronoun & Prepositions
- Introducing basic simple Tamil sentence formation
e.g.: Noun Phrase- Noun Phrase construction (NP – NP structure)
62
Unit –III
Everyday Vocabulary:
1. Arokianathan, S. Spoken Tamil for Foreigners, (Lesson 1-5) A-team Info Media
Publishers Pvt. Ltd, Chennai. 2012.
2. Tamil Alphabet in Hart, Kausalya. Tamil for Beginners Part I & II, (Lesson 1- 5 & 10)
Centre for South and South East Asia, University of California at Berkeley, 1992.
3. Hart, Kausalya. Tamil for Beginners Part I & II, (Lesson 1- 5 & 10) Centre for South and
South East Asia, University of California at Berkeley, 1992.
4. Asher, R.E. Colloquial Tamil, Routledge (Lesson 1), London. 2002.
5. Karunakaran, K. & Balakrishnan.R. Elementry Tamil (Introductory Course),
Sabanayagam Printers, Chidambaram, 2001.
6. Rajaram, S. An Intensive Course in Tamil (Unit. 4), CIIL, Mysore, 1987.
7. Arangarajan. Maruthur. Thavarinrrith Thamizh Ezhutha, Ainthinaip Pathippagam,
Chennai, 2007
*********
63
ABILITY ENHANCEMENT COURSE - TELUGU
AEC (A)-I: Translation and Interpretation in Telugu
of the
course
Practice
Translation and 02 2 0 0 For students who NIL
in Telugu language up to Class
VIII & above)
Learning Objectives :
The course aims the students an idea about the practical problems of translation and its
interpretation in Telugu. It is prepared for bilingual and multilingual students proficient in
translation and interpretation, who have sufficient knowledge of at least two languages, the source
This paper contains three units, namely, translation and interpretation: an introduction, translation
theories, methods and problems of translation and practical and machine translation and
interpretation practice. The first unit focuses on the translator, features of the translator, basic
grammar, vocabulary, etc. Unit two emphasises different translation theories, methods and
problems of translation. The last unit aims for problems in contemporary practical translation, the
role of digital tools in translation and its advantages, problems in the contemporary era etc.
Learning outcomes:
Students will be able to build various professional, technical, and linguistic skills to take the job
of translation and interpretation. Their knowledge in various fields in both the source and the target
languages will help them translate in multiple areas and take interpretation jobs for the different
target groups; the translator works with the written material/texts; the interpreter will mediate
between languages orally.
SYLLABUS OF AEC (A)-I: (Marks: 50)
64
Unit -I Translation and Interpretation: An introduction
- Translator, features of the translator, advantages of the translation

- Basic requirements: Knowledge of source language and target language, basic grammar,
vocabulary, usages, and sentence structures
- Types: Literary, administrative, legal, technical and others
- Interpretation – Person/group from different profession
Unit -II Translation Theories, Methods and Problems of translation
- History of translation in Telugu

- Different translation theories
- Methods of translation and interpretation
- Problems with translation
Unit -III Practical and Machine Translation and Interpretation practice
- Practical Translation: Telugu to other languages and vice versa

- Use of digital tools in Translation: Telugu to other languages and vice versa
- Interpretation practice: Telugu to other languages and vice versa
Akki Reddy, S. Nirmaladevi, P. Nalini, G. Anuvada Siddhantalu. Madras: Samatha Publications,

1989.
Bhargavi Rao, P. (Ed.) Sahityanuvadam: Samalochanam. Hyderabad: Andhra Saraswata Parishat,
2007.
Bhargavi Rao. Anuvada Sahityamu: Oka Parisheelana. Hyderabad. Panchajanya Publications,
1996.
Gurudatta, Pradhana. Anuvada Kala. (Tran. Sadanandam), Kuppam: Dravida Vishwavidyalam,
2009.
Nirmal, Bheemsen. Anuvada Shastram. Hyderabad: Telugu Akademy, 2000.
Ramachandra Reddy, Rachamallu. 1987: AnuvadaSamasyalu. Visalandhra Publishing House,
Hyderabad.
Ramarao, V.V.B. Anuvada Darshini. New Delhi: Vadapalli Ramani, 2005.

65
ABILITY ENHANCEMENT COURSE - TELUGU
(For students who have not studied the language)
AEC (B)-I: Basic Telugu
Course Credits Credit distribution of the Eligibility criteria Pre-

title & course requisite
Code of the
Practice
Basic 02 02 0 0 For students who have NIL
Telugu not studied the
language
Learning Objectives
The course aims to teach basic language skills in Telugu, and it intends to facilitate students in
acquiring foundational skills of reading, writing and speaking in Telugu along with synonyms to
expand vocabulary. This course is divided into three units, and it will cover the basic language
structures, the activities and functions generally explored by a beginners’ syllabus, i.e. learning
Telugu syllables, making simple sentence construction and using the same sentences with fellow
students; it goes further, covering situations such as working, studying and including materials
focused on the Telugu media, i.e., cinema, television, the press and advertising. Regarding
grammar structures, the exercises are at the primary level only.
Learning outcomes:
The course will enable the students to obtain the basic skills of reading, writing and speaking in
Telugu, along with building a primary vocabulary. After completing the course, they can read and
construct simple Telugu sentences, figure out words with conjunct characters, and learn functional,
everyday conversation in different language usage situations. Students interact with classmates by
using simple sentences about their daily routine matters on official and informal occasions.
SYLLABUS OF AEC –(B)-I (Marks-50)
Unit -I
66
Introduction to Telugu Vowel & Consonant sounds & along with the sound-image
Script introduction
Introduction of Numerals (up to 100 )
Unit -II
Introduction to Telugu Noun & Pronoun, its Subjunctives

Telugu qualifiers/adjectives
Telugu prepositions
Conjunctions and their usage
Introduction to Verb & Time/Tense
Conjugation of different verbs
Unit -III
Making simple sentences in Telugu (basic syntactical rules)

Making Negative sentences in Telugu
Making Interrogative sentences in Telugu
Arden, A H. A progressive grammar of the Telugu language. 2nd ed. Madras: Society for promoting
Christian knowledge, 1905.
Krishnamurti, B. and Gwynn, J. P. L. A Grammar of Modern Telugu. USA: Oxford University

Press, 1986.
Parandhama Reddy, M. and Venkateswara Shastri,J. Telugu Velugu- I. . Mysore: Central Institute
of Indian Languages, 1997.
Ramanarasimham, Parimi. An Intensive Course in Telugu. Mysore: Central Institute of Indian

Languages, 1985.
Sanjay, D. Spoken Telugu for Absolute Beginners. ______: ________, 2019.
Venkatavadhani, Divakarla. Telugu in Thirty Days. Hyderabad. Andhra Pradesh Sahitya

academy, 2017.

67
ABILITY ENHANCEMENT COURSE -URDU
(AEC) 1: URDU-A
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF

THE COURSE
Credit distribution of the Pre-

course Eligibility requisite
Course title &Code Credits
Practical/ criteria of the
Lecture Tutorial course
Practice
12th Pass
Urdu-A, Ability
02 2 - N. A. with
Enhancement Course (AEC)
URDU
Learning Objectives

• To give knowledge of contemporary society of India through Urdu Poetry.
• To give a glimpse of modern literature with special reference to Urdu Poetry.
Learning outcomes
The learning outcomes of this course are as follows:

• Understanding of concepts.
• Exercising concepts through writings.
• Demonstrating conceptual and textual understanding in test and exam.
SYLLABUS OF AEC-1
UNIT-I- (8-Hours) Hissa-e-Nasr
1. Ghalib key Khotut (Ghalib)

2. AikKhutba-e-Sadarat (MaulanaAbulKalam Azad)
3. Poos kiRaat (Parem Chand)
UNIT-II- (8-Hours) Hissa-e-Nazm (Gazaliayat)
68
1. Mir Taqi Mir
o HastiApniHababkisihai
o Chalteho to chamankochaliyesunteyhainkibaharaanhai
2. Mirza Asadullah Khan Ghalib
o Aahkochahiyeekumrasar hone tak

o Nokta chin haigham-e-diluskosunayenabaney
3. Momin Khan Momin
o Agar ghaflat se bazaayajafaki

o Asaruskozranahihota
UNIT-III- (7-Hours) Hissa-e-Nazm (Manzoomat)
1. Banjara Nama (NazeerAkbarabadi)

2. Murgh-e-Aseerkinasihat (Daya Shankar Nasim)
3. Taraqqikirahein (MaulanAltaf Husain Hali)
UNIT-IV- (7-Hours) Qawaa-e-d
o Tashbih, Isteaarah, Sanaat-e-Tazaad, Sanaat-e-Talmeeh, Sanaat-e-Husn-e-Taalil,

Sanaat-e-Moraat-un-Nazeer, Sanaat-e-Tajnees, Sanaat-e-Laff-o-Nashr
Practical component (if any) –
Suggested readings
Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time
69
(AEC) 1: URDU-B
Credit distribution of the Pre-

course
Eligibility requisite
Course title &Code Credits
Practical/ criteria of the
Lecture Tutorial course
Practice
10th Pass
Urdu-B, Ability
02 2 - N. A. with
Enhancement Course (AEC)
URDU
Learning Objectives

• This Ability Enhancement course prepared for those students who have studied Urdu upto
class 10th.
• This course will provide a perspective about reality of life and world.
Learning outcomes
This Ability Enhancement course prepared for those students who have studied Urdu upto class
10th and also this course will providea perspective about reality of life and world.
SYLLABUS OF AEC-1
Unit 1
Hissa Nasar:
1. Sware jo Kal Aankh Meri Khuli (Patras Bukhari)
2. Lajwanti (Rajinder Singh Bedi)
Unit 2
3. Naya Kanoon (Saadat Hasan Manto)
Unit 3
Hissa Nazam:
Ghazaliyat
1. Fani Badayuni Ek Muamma hai samjhne ka na samjhane ka
Aqal se Kaam bhi le Isq pe Iman bhi la
70
2. Hasrat Mohani Apna Shauq Auron Mein Layen Kahan se Hum
Main Hoon Kya Meri Muhabbat Ki Haqiqat Kya hai
3. Majrooh Sultan Puri Jab ho Irfan to Ghum Ara Jaan Banta Gaya
Hum ko Janoo kya sikhlate ho hum the pareshan tum se ziyada
Unit 4
Manzoomat :
1. Haqiqat-e-Husn (Allama Iqbal)
2. Tuta hua Sitara (sardar Jaafri)
3. Chaand Taroon Ka Ban, (Makhdoom Mahi Uddin)
Unit 5
Quaid :
Ghazal aur Inshayee Ki tareef
References
Nisabi Kitab
Practical component (if any) –
Suggested readings
Examination scheme and mode: Subject to directions from the Examination Branch/University
of Delhi from time to time
71
Skill Enhancement Course (SEC)
Commerce - Finance for Everyone
Credits: 2
Learning Objectives

• To offer an integrated approach to the understanding of concepts and applications of
financial planning.
• To help the students in their financial planning.
Learning outcomes

• After studying this course, students will be able to understand the importance of
financial literacy and the institutions providing financial services.
• After studying this course, students will be able to prepare a financial plan, budget
and manage personal finances.
• After studying this course, students will be able to open, avail and manage services
offered by banks.
• After studying this course, students will be able to open, avail and manage services
offered by post offices.
• After studying this course, students will be able to plan for life insurance and
property insurance.
• After studying this course, students will be able to choose instruments for
investment in shares.
Unit 1: Introduction, Financial Planning and Budgeting

Meaning, importance and scope of financial literacy; Prerequisites of financial literacy – level
of education, numerical and communication ability; Various financial institutions – banks,
insurance companies, post offices, mobile app based services. Need of availing of financial
services from banks, insurance companies and postal services. Concept of economic wants
and means for satisfying these needs; Balancing between economic wants and resources;
Meaning, importance and need for financial planning; Personal budget, family budget,
business budget and national budget; Procedure for financial planning and preparing a budget;
Budget surplus and budget deficit, Avenues for savings from surplus, Sources for meeting the
deficit.
72
Unit 2: Banking Services
Types of banks; Banking products and services – Various services offered by banks; Types of
bank deposit accounts – savings bank account, term deposit, current account, recurring
deposit; pan card, address proof, KYC norm; Various types of loans – education loan,
consumer durable loan, vehicle loan, housing loan, short term, medium term, long
term, microfinance, bank overdraft, cash credit, mortgage, reverse mortgage,
hypothecation, pledge, Agricultural and related interest rates offered by various
nationalized banks; Cashless banking, e-banking, check counterfeit currency; CIBIL, ATM, net
banking, RTGS, NEFT, IMPS, electronic clearance services (ECS), debit and credit card, app
based payment system, bank draft and pay order; banking complaints and ombudsman.
Unit 3: Financial Services from India Post Office
Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income
scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi
yojana ; india post payments bank. money transfer: money order, e-money order. instant
money order, collaboration with the western union financial services; mo videsh,
international money transfer service, money gram international money transfer, indian
postal order.
Unit 4: Insurance Services
Life insurance policies: life insurance, term life insurance, endowment policies, pension
policies, ULIP, health insurance plans, comparison of policies offered by various life
insurance companies, comparison of policies offered by various health insurance
companies. Property insurance policies. Post office life insurance schemes: postal life
insurance and rural postal life insurance.
Unit 5: Stock Markets – Some Basic Concepts
Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial
public offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity
shares, preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT
account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face
value, market value, market capitalisation, pre-opening session, trading session, opening
price, closing price, business days, bull, bear, bull market, bear market, risk, stop loss,
derivatives, call option, put option, hedge, holding period; Tax on short term capital gains
and long-term capital gains, Mutual Fund and its various schemes.
Practical Exercises:
The learners are required to:
• visit banks, post offices, and insurance companies to collect information and required
documents related to the services offered by these institutions and to know the
procedure for availing of these services.
• carry out the comparative analysis of different types of life insurance policies.
• carry out the comparative analysis of different types of health insurance policies.
• prepare a personal and family budget for one/six/ twelve months on imaginary figures.
73
Suggested Readings:
● Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd.,
Mumbai.
● Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook
● Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New
Delhi.
● Kothari, R. “Financial Services in India-Concept and Application” Sage
Publications India Pvt. Ltd., New Delhi.
● Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers”
Universe Company, Indiana,
● Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage
Publications India Pvt. Ltd., New Delhi.
● Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London.
Note: Learners are advised to use the latest edition of readings.
Examination scheme and mode:

Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25 marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments, Class
tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.
74
English : Communication in Everyday Life

Credits: 2
Learning Objectives

 To lay down a basic foundation for basic communication that is a part of a student's
everyday life.
 To inculcate the fundamentals of communication with the aim to enhance listening,
speaking and writing skills.
 To hone practical skills that can be used in day-to-day affairs.
Learning outcomes
 After studying this course, students will be able to improve mediation skills.
 After studying this course, students will be able to building human relationships.
 After studying this course, students will be able to foster societal understanding &
develop an independent perspective.
 After studying this course, students will be able to enhance social communication
skills of students.
SYLLABUS OF SEC-1
THEORY
UNIT 1
Theory of Communication
 Meaning, Features, Uses, Cycle, Feedback, Advantages
 Barriers
 7 C’s of Communication
UNIT 2
Reading Skills
 Close Reading
 Skimming
 Scanning
UNIT 3
Writing Skills
 Summarising
 Paraphrasing
 Note-making
 Essays- Expository Essay, Descriptive Essay, Narrative Essay
 Letter Writing- Formal Letter, Informal Letter
75
PRACTICE SESSIONS
Speaking Skills
 Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of
Presentation, Handling Questions (3 hrs.)
 Group Discussion- Culture & History, Current Affairs, Society-related (3 hrs.)
 Public Speaking- Public Speech, Extempore (3 hrs.)
 Interview- Personal, Conversational, Public (3 hrs.)
Listening Skills
 Netiquettes (1 hr.)
 Audio-book Listening & Discussions (3 hrs.)
 Note-taking (1 hr.)
Writing Skills
 Reports- Incidence, Newspaper, Organisational Report (3 hrs.)
 Analysis & Interpretation- Textual (2 hrs.)
 Intra & Inter-personal Skills - Monologue, Dialogue (2 hrs.)
Total Hours for Theory= 8
Total Hours for Practice Sessions= 24
Total Hours of classes= 32
Suggested Readings
 Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less

Happy”. Tehelka: The People’s Paper, 18 February 2006.
 Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26
March 2006.
 Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini
and Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.
 Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and
Mukti Sanyal, pp. 25-27, Oxford, New Delhi, 2015.
 Learning to Write III, “What makes Good Writing Good”. In Fluency in English II,
ed. Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015.
Examination scheme and mode:

Total Marks: 100
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the faculty.
76
Hindi : Rangmanch
Credits: 2
Course Objective:
• हिन्दी रं गमंच का सामान्य पररचय कराना l
• नाट्य-प्रस्तुहि की प्रहिया की जानकारी दे ना l
• अहिनय के हिहिन्न पक्षं से अिगि कराना l
• रं गमंच के खेलषं और गहिहिहियषं से अिगि कराना l
Course Learning Outcomes:

• नाट्य-प्रस्तुहि की प्रहिया से हिद्यार्थी अिगि िष सकेगा l
• रं गमंच की सामान्य जानकारी हमलने के उपरान्त इस क्ेत्र में हिद्यार्थी के हलए रषजगार
की संिािनाएँ बनेंगी l
• रं गमंचीय गहिहिहियषं से हिद्यार्थी के व्यक्तित्व का हिकास िष सकेगा l
• हिद्यार्थी में अहिव्यक्ति कौशल का हिकास िष सकेगा l
यूनिट 1
• िरि मुहन कृि नाट्यशास्त्र (संहक्प्त पररचय)

• हिन्दी का पारं पररक रं गमंच (संहक्प्त पररचय)
यूनिट 2
प्रस्तुहि-प्रहिया: आलेख का चयन, अहिनेिाओं का चयन, दृश्य-पररकल्पना (ध्वहन-संगीि-नृत्य-प्रकाश),
पूिााभ्यास
यूनिट 3
अहिनय की िैयारी: िाहचक, आं हगक, आिाया, साक्तत्वक
यूनिट 4
आशु अहिनय, हर्थएटर गेम्स, संिाद-िाचन, शारीररक अभ्यास, सीन िका
यूनिट 5
मंच प्रबंिन: सेट, रं ग-सामग्री, प्रचार-प्रसार, ब्रषशर-हनमाा ण
सन्दर्भ पुस्तकें:
77
सन्दभर् पस्
ु तक� :
• संहक्प्त नाट्यशास्त्रम् - रािािल्लि हत्रपाठी, िाणी प्रकाशन, हदल्ली, 2009
• रं ग स्र्थापत्य: कुछ हटप्पहणयाँ – एच. िी. शमाा राष्ट्रीय नाट्य हिद्यालय प्रकाशन, हदल्ली,
2004
• पारं पररक िारिीय: रं गमंच अनंििाराएँ – कहपला िात्स्यायन, अनुिाद – बदी उज़म्मा,
नेशनल बुक टर स्ट, हदल्ली, 1995
• हिंदी रं गमंच का लषकपक्, सं प्रष. रमेश गौिम, स्वराज प्रकाशन, हदल्ली 2020
• मंच आलषकन – जी. एन. दासगुप्ता, अनुिाद – अजय मलकानी, नेशनल बुक टर स्ट,
हदल्ली, 2006
• रं गमंच के हसद्ांि – सं मिेश आनंद, दे िेन्द्र राज अंकुर, राजकमल प्रकाशन, हदल्ली
2008
Examination Scheme & Mode:

Total Marks: 100
The Internal Assessment for the course may include Class participation, Assignments, Class tests,
Projects, Field Work, Presentations, amongst others as decided by the faculty.
78
Value Addition Course (VAC)
English : Reading Indian Fiction in English
Course Title and Credits Credit Distribution of the Course Eligibility Prerequisite
Code Criteria of the
Lecture Tutorial Practical/Practice Course
Reading Indian 02 1 0 1 Pass in NIL
Fiction in English Class 12th
Course Objectives
● Acquaint students with Indian Fiction in English.

● Familiarise students with Indian ethos and values through Indian fiction.
● Analyze novels critically and in the context of their own lived situations.
Learning Outcomes
● Understanding of Indian ethos and values through Indian fiction.
● Develop creative thinking through reading of fiction..
● Realise the potential of fiction in bringing out social and cultural change.
UNIT:I
● How to Read a Novel
● Novel as Reflection of Society
UNIT II:
● Bankim Chandra Chatterjee: Anandamath (English translation by
Sri Aurobindo and Barindra K Ghosh)
Points of Discussion:
● Patriotism and Nationalism
● The song Bande Mataram
● Elements of History and Romance
● Issues of Gender
79
● Natural calamity
● Genre of Text and Feature Film
UNIT III:
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975.
Points of Discussion:
● The Story of Partition
● Violence and Trauma
● Autobiographical voices in the novel
● Elements of history, politics and art
● Personal and Political
Practical/ Practice Component (15 sessions of 2 hours each= 30 hours)
● Students may be asked to do a dramatic recitation of selected parts of a novel.

● Students may be asked to organize the major events of the plot of a novel through
different methods: graphically, making a plot outline or sketching a storyboard.
● Students may be asked to classify each instance of figurative language (simile, metaphor,
etc.) and explain its effect on that section of the text.
● Students may share their understanding of any particular aspect of the novels through a
brief write up.
● Discuss the portrayal of any major characters of the novel with reference to the central
theme of the text.
● Think about and discuss Indian fiction in relation to cultural and critical contexts.
● Any other Practical/Practice as decided from time to time
ESSENTIAL READINGS:
● Bankim Chandra Chatterjee: Anandamath (English translation by Sri Aurobindo and
Barindra K Ghosh)
● Chaman Nahal: Azadi. Houghton Mifflin publication, 1975
● E. M. Forster: Aspects of the Novel
80
SUGGESTED READINGS:
1. Srinivasa Iyengar, K. R. Indian Writing in English. India, Sterling Publishers, 1987.

2. Naik, M. K. A History of Indian English Literature. India, SahityaAkademi, 1982.
3. Nayar, Pramod K. The Indian Graphic Novel: Nation, History and Critique. India, Taylor
& Francis, 2016.
4. Gopal, Priyamvada. The Indian English Novel: Nation, History, and Narration. United
Kingdom, Oxford University Press, 2009.
Assessment Methods*
Internal Assessment: 25%
End Semester Theory Exam: 25%
Practical: 50%
*Subject to directions from the Examination Branch/University of Delhi from time to time
81
भारतीय भिक्त परं परा और मानव मल्

ू य
Code Criteria of the Course
Lecture Tutorial Practical/Practice
भारतीय भि त 02 1 0 1 Pass in NIL
परंपरा और मानव Class 12th
मल्
ू य
COURSE OBJECTIVES
● भारतीय भक्ति की महान परं परा, प्राचीनता और इसके अखिल भारतीय स्वरूप से छात्रों का
परिचय कराना
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्
ू यों और गुणों को जगाकर उनका
चारित्रिक विकास करना और एक अच्छे मनष्ु य का निर्माण करना ।
● छात्रों को भारतीय नैतिक, सांस्कृतिक और सामाजिक मल् ू यों के प्रति जागरूक करना ।
● भारतीय भक्ति परं परा के माध्यम से राष् ीयता और अखिल भारतीयता की भावना जागत ृ
करना।
LEARNING OUTCOMES
● भारतीय भक्ति परं परा के माध्यम से छात्रों में मानव मल्

ू यों और गुणों को विकास होगा और वे
एक अच्छे और चरित्रवान मनष्ु य बन सकें गे ।
● भारतीय भक्ति परं परा के सांस्कृतिक और सामाजिक पक्षों की जानकारी हो सकेगी।
● भक्ति की प्राचीनता और अखिल भारतीय स्वरूप की जानकारी से राष् ीयता और अखिल
भारतीयता की भावना जागत ृ और मजबत ू होगी।
● प्रमख
ु भक्त कवियों का परिचय और उनके विचारों की जानकारी हो सकेगी।
82
SYLLABUS
Unit I: भारतीय भि त परं परा
भक्ति: अर्थ और अवधारणा

भक्ति के विभिन्न संप्रदाय और सिद्धांत
भारत की सांस्कृतिक एकता और भक्ति
भक्ति का अखिल भारतीय स्वरूप
ु भक्त और उनके विचार

Unit II: भारत के कुछ प्रमख
संत तिरुवल्लवु र , आण्डाल, अक्कमहादे वी, ललद्यद , मीराबाई, तल ु सीदास,

कबीरदास, रै दास, गरु
ु नानक, स र
ू दास, जायसी, त क
ु ाराम, नामदे व, नरसिंह मेहता,
वेमना, कंु चन, नम्बियार, चैतन्य महाप्रभ,ु चंडीदास, सारला दास, शंकरदे व
ू य और भक्ति
Unit III: मानव मल्
मानव मल्
ू य का अर्थ
चयनित भक्त कवियों की जीवन मल्
ू यपरक कविताएँ
● पाठ्य म में उल्लिखित कवियों में से किसी एक कवि की रचनाओं में विभिन्न मानव मल् ू यों के आधार
पर प्रोजेक्ट
● वर्तमान समय में भक्ति की प्रासंगिकता को समझना; सर्वे और साक्षात्कार पद्धति के आधार पर.
● जीवन में मानव मल् ू यों के प्रतिपालन पर सर्वे और साक्षात्कार के आधार पर एक रिपोर्ट बनाना.
● उल्लिखित कवियों में से किसी एक कवि से संबधि ं त किसी मठ, आ म या मंदिर आदि, अथवा कोई
फिल्म/ डॉक्यमु ें ी के आधार पर रिपोर्ट बनाना.
● आवश्यक हो, तो छात्र प्रोजेक्ट रिपोर्ट के रूप में अपने अनभ

ु व साझा करें
Essential Readings
● ‘भक्ति का उद्भव और विकास तथा वैष्णव भक्ति के विविध रूप’, भारतीय साहित्य का समेकित
इतिहास, संपादक- डॉ नगें द्र, हिंदी माध्यम कार्यान्वयन निदे शालय, दिल्ली विश्वविद्यालय,
दिल्ली, पष्ृ ठ संख्या 215-250
● कुछ प्रमख
ु कवियों के चयनित पद
● ‘भक्ति आंदोलन और भक्ति काव्य’, शिव कुमार मि , अभिव्यक्ति प्रकाशन, इलाहाबाद, 1994
● ू य और साहित्य’, डॉ धर्मवीर भारती, भारतीय ज्ञानपीठ, नई दिल्ली,1999
‘मानव मल्
83
Suggested Readings:
● ‘भि त के आयाम’, डॉ. पी. जयरामन, वाणी काशन, नई द ल

● ‘ हंद सा ह य का इ तहास’, आचाय रामचं शु ल, लोक भारती काशन, इलाहाबाद
● ‘मध्यकालीन हिंदी काव्य का स्त्री पक्ष', डॉ. पन ू म कुमारी, अनामिका पब्लिशर्स एंड
डिस् ीब्यट
ु र्स, नई दिल्ली
● 'मध्यकालीन हिंदी भक्ति काव्य: पन ु र्मूल्यांकन के आयाम', डॉ. पन
ू म कुमारी, अनामिका
पब्लिशर्स एंड डिस् ीब्यटु र्स , नई दिल्ली
Assessment Methods*

Practical: 50%
84
Political Science: Constitutional Values and Fundamental Duties
Constitutional 02 1 0 1 Pass in NIL
Values and Class 12th
Fundamental
Duties
COURSE OBJECTIVES:
● Enrich students with knowledge and relevance of the Constitution.
● Develop awareness about Duties and Values.
● Inculcate a sense of Constitutionalism in thought and action.
LEARNING OUTCOMES:
● Understand the Constitution and its relevance
● Appreciate the values and goals embedded in the Constitution.
● Recognise the importance of Fundamental Duties enshrined in the Constitution.
● Apply the spirit of fundamental values and duties in everyday national life.
Syllabus of Constitutional Values and Fundamental Duties
Unit I: The Constitution of India – an Introduction
● Federal Republic, Rule of Law, Separation of Powers

● Sovereignty, Socialism, Democracy
● Secularism and Sarva Dharma Sama Bhava
Unit II: Constitutional Values
● Justice: Social, Political, Economic

● Liberty: Thought, Expression, Belief, Faith, Worship
● Equality : Equality before law & equal application of laws
● Fraternity: Dignity, Unity and Integrity
85
Unit III: Fundamental Duties
● Reflecting on the ancient Indian notions of righteousness and

duty consciousness
● Fundamental Duties- Article 51A [(a) – (k)]
● Legal status of Fundamental Duties - Judicial approach
● Reflections on some of the constitutional values/ fundamental duties and its

contemporary relevance in day-to-day national life through group discussions and
projects.
● Conduct workshops to spread awareness on the Fundamental Duties and Values.
● Students are required to conduct a survey (minimum 25 respondents) on assessing the
awareness of the constitutional duties amongst the citizens.
● Students may share their experiences on Fundamental Duties and Values in the form
of a Project Report.
ESSENTIAL READINGS
● Preamble to the Constitution of India, 1950.
● The Constitution of India, Articles - 14, 19, 21.
● The Constitution of India, Fundamental Duties [Ar. 51 A (a) – (k)].
SUGGESTED READINGS
● Durga Das Basu, et al., Introduction to the Constitution of India (LexisNexis, 26th
edn, 2022).
● Leila Seth, We, the Children of India: The Preamble to Our Constitution (New
Delhi, Puffin Books, Penguin Books India, 2010).
● Mahendra Pal Singh, V.N. Shukla's Constitution of India, (Eastern Book Company,
Lucknow, 13th revised edn. 2017)
● B.R. Ambedkar Selected Speeches, (Prasar Bharati, New Delhi, 2019) available at:
https://prasarbharati.gov.in/whatsnew/whatsnew_653363.pdf.
Assessment Methods*
Practical: 50%
86
Sanskrit - Yoga: Philosophy and Practice
Yoga: Philosophy 02 1 0 1 Pass in NIL
and Practice Class 12th
Course Objectives
● To learn the fundamentals of Yoga for harmonising the body, mind and emotions.
● To demonstrate the value and the practice of holistic living.
● To value the heritage of Yoga for self and society.
Learning Outcomes
● Understanding ways to harmonise the body and mind through Yoga.
● Disciplining the mind through practicing Yoga.
● Understanding of consciousness through practical training.
Syllabus of Yoga: Philosophy and Practice
Unit I: Yoga: Asana, Prāṇāyāma and Dhyana
● History of Yoga
● Significance of Asana
● Effect of Praṇayama
● Importance of Dhyana
Unit II: Patanjali’s Yogasūtra and Chakra
● Patanjali’s Yogasūtra: a summary

● First sutra
● Second sutra
● Chakras (psychic centres)
87
Unit III: Understanding Asana and Pranayama
● Asana: the basics
● SuryaNamaskara
● Nadishodhana Praṇayama
● Surya Namaskar
● Selected Asana
● Praṇayama
● Relaxation exercises for the eyes (7 steps) neck (4 steps)
● Concentration on Bhrumadhya
● Project Work (effect of everyday concentration on breath for 15 minutes: reflections

to be compiled in the form of a Project report.
Essential Readings
● Āsanas, Prāṇāyāmaand Mudra Bandh , Swami SatyanandaSaraswati, Yoga

Publications Trust, Munger, Bihar, India, 2004.
● Patanjali Yogasutras, Commentary by Swami Vivekanand, Rajyoga
Suggested Readings
● PatanjalYog Pradeep- Swami OmanandSaraswati, Gita Press, Gorakhpur, 2013.
● Science of Pranayama-Swami Sivananda, Edition by David De Angellis, 2019, All

Rights Reserved.
● Udayveer Shastri Granthavali,4, Patanjal- Yoga Darshanam, Udayavir Shastri,

Govindram Hasanand, Delhi 6.
Assessment Methods*

Practical: 50%
*Subject to directions from
the Examination Branch/University of Delhi from time to time
88

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Scheme of Examination and Courses of Reading for

B.A.(Hons.) Political Science UGCF based on NEP

SCHOOL OF OPEN LEARNING

Syllabus Applicable for the students seeking admission to

CORE COURSE (DSC)

VALUE ADDED COURSE (VAC)

DSC-4 : Perspectives on Public Administration

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

On completion of this course, the student can be expected to

UNIT – I (12 Hours)

UNIT – II (15 Hours)

UNIT – IV (09 Hours)

W. Wilson (2004) ‘The Study of Administration’, in B. Chakrabarty and M. Bhattacharya

Note: Examination scheme and mode shall be as prescribed by the Examination

DSC-5 : Methods and Approaches in Comparative Political Analysis

Credit distribution, Eligibility and Pre-requisites of the Course

On successful completion of the course, students would demonstrate:

UNIT – I (09 Hours)

UNIT – III (6 Hours)

Unit 1. Understanding Comparative Politics

Course title Credits Credit distribution of the course Eligibility Pre-requisite

At the end of this course, the students would have acquired:

UNIT – I (12 Hours)

UNIT – II (15 Hours)

UNIT – III (9 Hours)

Unit I. What is IR and the story of its contested origins

Note: Examination scheme and mode shall be as prescribed by the Examination

Unit 1: Investments – An Overview

Unit 2: Risk – Return Analysis

Unit 3: Security Analysis

Unit 4: Fundamentals of Valuation and Portfolio Analysis

Practical component (if any) - NIL

1. Tripathi, Vanita: Security Analysis and Portfolio Management. Taxmann Publications.

Practical component (if any) – Recommendation Computer Package to be Used: Use of

Credit distribution, Eligibility and Pre-requisites of the Course

Course Credit Credit distribution of the Eligibility Pre-requisite Department

Unit -2: Ethical Issues in Functional Areas of Business

Unit -3: Corporate Governance

Unit -3: Corporate Governance Models and Committees

Practical component (if any) - NIL

Course title Cre Credit distribution of the Eligibili Pre- Department

Unit - 1: Family-Owned Business

Unit - 4: Succession Planning in Family-Owned Business

Succession Planning. Advice to successes and successor. Moores and Barrett’s 4L

Practical component (if any) - NIL

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

Course Credits Credit distribution of the course Eligibility Pre-requisite

Communicat 4 3 1 0 Pass in XII Pass in

Note: Suggested readings will be updated by the Department of Commerce and

Economics : Principles of Macroeconomics I

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Lecture Tutorial Practical/

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

UNIT – I: Introduction (05 Hours)

UNIT – II: National Income Accounting (10 Hours)

UNIT – V: Money in a Modern Economy (10 Hours)

Practical component (if any) - NIL

English : The Individual and Society