+3 CBCS SYLLABUS

ECONOMICS HONOURS

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NAAC ACCREDITED A+
DDCE
Education for all

DIRECTORATE OF DISTANCE & CONTINUING EDUCATION

Utkal University, Bhubaneswar-7, Odisha
Email: director@[Link]
Website: [Link]

(To get the softcopy of the syllabus please scan the QR Code in your smart phone)
 FINAL Structure for Under Graduate Programme (B.A)
Under Utkal University Bhubaneswar
(As per CBCS System)
ARTS (HONOURS)
Group Subjects No. of Papers Total Credits Total Marks
Core Core-1 to Core-14 14 14 x 6 = 84 1400
DSE DSE-1 to DSE-4 4 4 x 6 = 24 400
AECC 2 2 x 4= 8 200
SEC 2 2 x 4= 8 200
GE 4 4 x 6 = 24 400
GRAND TOTAL 26 148 2600
N.B:- Arts (Hons.) course has Total C redits = 148, Total Marks = 2600.
Abbr. –
DSE – Discipline Specific Elective
AECC – Ability Enhancement Compulsory Course
SEC – Skill Enhancement Course
GE – Generic Elective
Stipulations:
1) An Arts (Hons.) student has to opt two different subjects as GE-A and GE-B other than
core subject.
2) GE-A to be opted for Semester-I & III (as Paper-1 & 2) and GE-B Semester-II & IV(as
Paper-1 & 2)
3) An Arts (Hons.) Student can opt maximum of two Practical Subjects.
SEMESTER – I
Sl Name of the Course Paper CP CH Full
No (Credit Point) (Credit Hour) Marks

1 CORE I 6 60 100
2 CORE II 6 60 100
3 GE - A I 6 60 100
4 AECC I 4 40 100
(Environmental Studies)
TOTAL 4 22 220 400

SEMESTER – II
Sl Name of the Course Paper CP CH Full
No (Credit Point) (Credit Hour) Marks

1 CORE III 6 60 100

2 CORE IV 6 60 100
3 GE – B I 6 60 100
AECC
4 MIL(Communication) II 4 40 100
(Odia/Hindi/Urdu/A.E.)
TOTAL 4 22 220 400
SEMESTER – III
Sl CP CH Full

Name of the Course Paper

No (Credit Point) (Credit Hour) Marks
1 CORE V 6 60 100
2 CORE VI 6 60 100
3 CORE VII 6 60 100
4 GE - A II 6 60 100
SEC
5 I 4 40 100
(English Communication)
TOTAL 5 28 280 500
SEMESTER – IV
Sl CP CH Full

Name of the Course Paper

No (Credit Point) (Credit Hour) Marks
1 CORE VIII 6 60 100
2 CORE IX 6 60 100
3 CORE X 6 60 100
4 GE - B II 6 60 100
SEC
5 (Modern Office Management) II 4 40 100
TOTAL 5 28 280 500

SEMESTER – V

Sl CP CH Full
No Name of the Course Paper (Credit Hour)
(Credit Point) Marks

1 CORE XI 6 60 100
2 CORE XII 6 60 100
3 DSE I 6 60 100
4 DSE II 6 60 100
TOTAL 4 24 240 400

SEMESTER – VI
ll
Sl CP CH Fu
Name of the Course Paper
No (Credit Point) (Credit Hour) Marks

1 CORE XIII 6 60 100

2 CORE XIV 6 60 100
3 DSE III 6 60 100
4 DSE IV 6 60 100
TOTAL 4 24 240 400
 CORE -2: MATHEMATICAL METHODS FOR ECONOMICS I

Course Description
This is the first of a compulsory two-course sequence. The objective of this sequence is
to transmit the body of basic mathematics that enables the study of economic theory
at the undergraduate level, specifically the courses on microeconomic theory,
macroeconomic theory, statistics and econometrics set out in this syllabus. In this
course, particular economic models are not the ends, but the means for illustrating
the method of applying mathematical techniques to economic theory in general. The
level of sophistication at which the material is to be taught is indicated by the contents
of the prescribed textbook.

Module I: Preliminaries
Sets and set operations; relations; functions and their properties; Number systems

Module II: Functions of one real variable

Types of functions- constant, polynomial, rational, exponential, logarithmic; Graphs
and graphs of functions; Limit and continuity of functions; Limit theorems

Module III: Derivative of a function

Rate of change and derivative; Derivative and slope of a curve; Continuity and
differentiability of a function; Rules of differentiation for a function of one variable;
Application- Relationship between total, average and marginal functions

Module IV: Functions of two or more independent variables

Partial differentiation techniques; Geometric interpretation of partial derivatives;
Partial derivatives in Economics; Elasticity of a function – demand and cost elasticity,
cross and partial elasticity

Module V: Matrices and Determinants

Matrices: concept, types, matrix algebra, transpose, inverse, rank; Determinants:
concept, properties, solving problems using properties of determinants, solution to a
system of equations - Crammer’s rule and matrix inversion method.

Readings:
1. K. Sydsaeter and P. J. Hammond (2002): Mathematics for Economic Analysis.
Pearson Educational Asia
2. A. C. Chiang and K. Wainwright (2005): Fundamental Methods of
Mathematical Economics, McGraw Hill International Edition.
3. T. Yamane (2012): Mathematics for Economists, Prentice-Hall of India
 CORE-3: INTRODUCTORY MACROECONOMICS

Course Description
This course aims to introduce the students to the basic concepts of Macroeconomics.
Macroeconomics deals with the aggregate economy. This course discusses the
preliminary concepts associated with the determination and measurement of aggregate
macroeconomic variable like savings, investment, GDP, money, inflation, and the
balance of payments.

Module I: Basic Concepts

Macro vs. Micro Economics; Why Study Macroeconomics? Limitations of
Macroeconomics ; Stock and Flow variables, Equilibrium and Disequilibrium, Partial
and General Equilibrium Statics – Comparative Statics and Dynamics ; National
Income Concepts – GDP, GNP, NDP and NNP at market price and factor cost; Personal
Income and Disposable personal Income; Real and Nominal GDP

Module II: Measurement of Macroeconomic Variables

Output, Income and Expenditure Approaches ; Difficulties of Estimating National
Income; National Income Identities in a simple 2- sector economy and with
government and foreign trade sectors; Circular Flows of Income in 2, 3 and 4-sector;
economies; National Income and Economic Welfare ; Green Accounting.

Module III: Money

Evolution and Functions of Money, Quantity Theory of Money – Cash Transactions,
Cash Balances and Keynesian Approaches, Value of Money and Index Number of
Prices

Module IV: Inflation, Deflation, Depression and Stagflation

Inflation – Meaning, Causes, Costs and Anti-Inflationary Measures; Classical,
Keynesian, Monetarist and Modern Theories of Inflation, Deflation- Meaning, Causes,
Costs and Anti-Deflationary Measurers, Depression and Stagflation; Inflation vs.
Deflation

Module V: Determination of National Income

The Classical Approach - Say’s Law, Theory of Determination of Income and
Employment with and without saving and Investment; Basics of Aggregate Demand
and Aggregate Supply and Consumption- Saving – Investment Functions, The
Keynesian Approach – Basics of Aggregate Demand and Aggregate Supply and
Consumption, Saving, Investment Functions; The Principle of Effective Demand;
Income Determination in a Simple 2-Sector Model; Changes in Aggregate Demand and
Income- The Simple Investment Multiplier; Income Determination in a 3-Sector Model
with the Government Sector and Fiscal Multipliers

Readings:
1. N. Gregory Mankiw (2010): Macroeconomics, 7th edition, Cengage Learning
India Private Limited, New Delhi
2. Richard T. Froyen (2005): Macroeconomics, 2nd Edition, Pearson Education Asia,
New Delhi.
3. Errol D’Souza (2009): Macroeconomics, Pearson Education Asia, New Delhi.
 CORE-4: MATHEMATICAL METHODS FOR ECONOMICS II

Course Description
This course is the second part of a compulsory two-course sequence. This part is to be
taught in Semester II following the first part in Semester I. The objective of this
sequence is to transmit the body of basic mathematics that enables the study of
economic theory at the undergraduate level, specifically the courses on microeconomic
theory, macroeconomic theory, statistics and econometrics set out in this Syllabus. In
this course, particular economic models are not the ends, but the means for
illustrating the method of applying mathematical techniques to economic theory in
general. The level of sophistication at which the material is to be taught is indicated by
the contents of the prescribed textbook.

Module I: Linear models:

Input- Output Model: Basic concepts and structure of Leontief’s open and static Input-
Output model; solution for equilibrium output in a three industry model; The closed
model

Module II: Second and higher order derivatives:

Technique of higher order differentiation; Interpretation of second derivative; Second
order derivative and curvature of a function; Concavity and convexity of functions;
Points of inflection

Module III: Differentials and total derivatives:

Differentials and derivatives; Total differentials; Rules of differentials; Total derivatives;
Derivatives of implicit functions

Module IV: Single and multivariable optimisation:

Optimum values and extreme values; Relative maximum and minimum; Necessary
versus sufficient conditions - First and Second derivative tests; Economic applications
thereof, First and second order condition for extremum of multivariable functions;
Convex functions and convex sets

Module V: Optimisation with Equality Constraints:

Effects of a constraint; Finding stationary value – Lagrange-Multiplier method (Two
variable single constraint case only): First and second order condition; The Bordered
Hessian determinant.

Readings:
1. K. Sydsaeter and P. J. Hammond (2002): Mathematics for Economic Analysis.
Pearson Educational Asia
2. A. C. Chiang and K. Wainwright (2005): Fundamental Methods of
Mathematical Economics, McGraw Hill International Edition.
3. T. Yamane (2012): Mathematics for Economists, Prentice-Hall of India
 CORE 6: MACROECONOMICS I

Course Description
This course introduces the students to formal modelling of a macro-economy in terms
of analytical tools. It discusses various alternative theories of output and employment
determination in a closed economy in the short run as well as medium run, and the
role of policy in this context. It also introduces the students to various theoretical
issues related to an open economy.

Module I: Consumption Function

Consumption – Income Relationship, Propensities to Consume and the Fundamental
Psychological Law of Consumption; Implications of Keynesian Consumption Function;
Factors Influencing Consumption Function; Measures to Raise Consumption
Function; Absolute, Relative, Permanent and Life – Cycle Hypotheses

Module II: Investment Function

Autonomous and Induced Investment, Residential Investment and Inventory
Investment, Determinants of Business Fixed Investment, Decision to Invest and MEC,
Accelerator and MEI Theories of Investment.

Module III: Demand for and Supply of Money

Demand for Money – Classical, Neoclassical and Keynesian Approaches, The
Keynesian Liquidity Trap and its Implications, Supply of Money – Classical and
Keynesian Approaches, The Theory of Money Supply Determination and Money
Multiplier, Measures of Money Supply in India

Module IV: Aggregate Demand and Aggregate Supply

Derivation of Aggregate Demand and Aggregate Supply Curves in the IS-LM
Framework; Nature and Shape of IS and LM curves; Interaction of IS and LM curves
and Determination of Employment, Output, Prices and Investment; Changes in IS and
LM curves and their Implications for Equilibrium

Module V: Inflation, Unemployment and Expectations, and Trade Cycles

Inflation – Unemployment Trade off and the Phillips Curve – Short run and Long run
Analysis; Adaptive and Rational Expectations; The Policy Ineffectiveness Debate;
Meaning and Characteristics of Trade Cycles; Hawtrey’s Monetary Theory, Hayek’s
Over-investment Theory and Keynes’ views on Trade Cycles

Readings:
1. N. Gregory Mankiw (2010): Macroeconomics, 7th edition, Cengage Learning
India Private Limited, New Delhi
2. Richard T. Froyen (2005): Macroeconomics, 2nd Edition, Pearson Education Asia,
New Delhi.
3. Errol D’Souza (2009): Macroeconomics, Pearson Education Asia, New Delhi.
 CORE 7: STATISTICAL METHODS FOR ECONOMICS
Course Description
This is a course on statistical methods for economics. It begins with some basic
concepts and terminology that are fundamental to statistical analysis and inference. It
is followed by a study and measure of relationship between variables, which are the
core of economic analysis. This is followed by a basic discussion on index numbers
and time series. The paper finally develops the notion of probability, followed by
probability distributions of discrete and continuous random variables and introduces
the most frequently used theoretical distribution, the Normal distribution.

Module I: Data Collection and measures of central tendency and dispersion

Basic concepts: population and sample, parameter and statistic; Data Collection:
primary and secondary data, methods of collection of primary data; Presentation of
Data: frequency distribution; cumulative frequency; graphic and diagrammatic
representation of data; Measures of Central Tendency: mean, median, mode, geometric
mean, harmonic mean, their relative merits and demerits; Measures of Dispersion:
absolute and relative - range, mean deviation, standard deviation, coefficient of
variation, quartile deviation, their merits and demerits; Measures of skewness and
kurtosis.

Module II: Correlation Analysis

Correlation: scatter diagram, sample correlation coefficient - Karl Pearson’s correlation
coefficient and its properties, probable error of correlation coefficient, Spearman’s rank
correlation coefficient, partial and multiple correlation.

Module III: Regression Analysis

Two variable linear regression analysis - estimation of regression lines (Least square
method) and regression coefficients - their interpretation and properties, standard
error of estimate

Module IV: Time Series and Index Number

Time Series: definition and components, measurement of trend- free hand method,
methods of semi-average, moving average and method of least squares (equations of
first and second degree only), measurement of seasonal component; Index Numbers:
Concept, price relative, quantity relative and value relative; Laspeyer’s and Fisher’s
index, family budget method, problems in construction and limitations of index
numbers, test for ideal index number.

Module V: Probability theory

Probability: Basic concepts, addition and multiplication rules, conditional probability;
Random variables and their probability distribution; Mathematical expectations;
Theoretical Distribution: normal distribution - Properties and uses, problems using
area under standard normal curve

Recommended books:
1. Jay L. Devore (2010): Probability and Statistics for Engineering and the
Sciences, Cengage learning, 2010.
2. S. C. Gupta (): Fundamentals of Statistics, Himalaya Publishing House, Delhi
3. Murray R. Speigel (): Theory & Problems of Statistics, Schaum’s publishing
Series.
 CORE 8: MICROECONOMICS II

Course Description
This course is a sequel to Microeconomics I. The emphasis will be on giving conceptual
clarity to the student coupled with the use of mathematical tools and reasoning. It
covers Market, general equilibrium and welfare, imperfect markets and topics under
information economics.

Module I: Firm Supply and Equilibrium

Market Environments; Pure competition ; Supply decision of a competitive firm and
Exceptions; Inverse Supply Function; Profits and Producer’s Surplus; Long Run
Supply Curve of a Firm; Long Run Average Costs; Short Run and Long Run Industry
Supply; Industry Equilibrium in Short and Long Run; Meaning of Zero Profits;
Economic Rent.

Module II: General equilibrium, efficiency and welfare

The Edgeworth Box; Trade; Pareto Efficient Allocations; Existence of equilibrium and
efficiency; The Welfare Theorems and their implications; The Firm; Production and the
Welfare Theorems ; Production possibilities, comparative advantage and Pareto
efficiency

Module III: Monopoly

Barriers to Entry, Profit Maximization and Output Choice, Monopoly and resource
Allocation, Monopoly, Product Quality and Durability, Price Discrimination, Second
Degree Price Discrimination through Price Schedules, Regulation of Monopoly,
Dynamic Vies of Monopoly

Module IV: Oligopoly

Oligopoly – Choosing a strategy; Quantity leadership – Problems of the follower and
the leader; Price leadership; Comparing quantity leadership and price leadership;
Simultaneous Quantity Setting; Example of Cournot Equilibrium; Simultaneous Price
Setting; Collusion

Module V: Game Theory

The Payoff Matrix of a Game; Nash Equilibrium; Mixed Strategies ;The Prisoner’s
Dilemma; Repeated Games; Enforcing a cartel; Sequential Games; A Game of entry
deterrence.

Readings:
1. C. Snyder and W. Nicholson (2012): Microeconomic Theory: Basic Principles
and Extensions, 11th Edition, Cengage Learning, Delhi, India.
2. R. S. Pindyck, D. N. Rubinfeld and P. L. Meheta (2009): Microeconomics, 7th
Edition, Pearson, New Delhi.
3. H. R. Varian (2010): Intermediate Microeconomics: A Modern Approach, 8th
Edition, W.W. Norton and Company/Affiliated East-West Press (India). The
workbook by Varian and Bergstrom may be used for problems.
 CORE 10: PUBLIC ECONOMICS

Course Description
Public economics is the study of government policy from the points of view of economic
efficiency and equity. The paper deals with the nature of government intervention and
its implications for allocation, distribution and stabilization. Inherently, this study
involves a formal analysis of government taxation and expenditures. The subject
encompasses a host of topics including public goods, market failures and externalities.

Module I: Introduction to public finance

Public Finance: meaning and scope, distinction between public and private finance;
public good verses private good; Principle of maximum social advantage; Market
failure and role of government;

Module II: Public Expenditure

Meaning, classification, principles, cannons and effects, causes of growth of public
expenditure, Wagner’s law of increasing state activities, Peacock-Wiseman hypotheses

Module III: Public Revenue

Sources of Public Revenue; Taxation - meaning, cannons and classification of taxes,
impact and incidence of taxes, division of tax burden, the benefit and ability to pay
approaches, taxable capacity, effects of taxation, characteristics of a good tax system,
major trends in tax revenue of central and state governments in India

Module III: Public Budget

Public Budget: kinds of budget, economic and functional classification of the budget;
Balanced and unbalanced budget; Balanced budget multiplier; Budget as an
instrument of economic policy.

Module V: Public Debt

Sources, effects, debt burden – Classical, Ricardian and other views, shifting -
intergenerational equity, methods of debt redemption, debt management, tax verses
debt;

Readings:
1. J. Hindriks and G. Myles (2006): Intermediate Public Economics, MIT Press.
2. R. A. Musgrave and P. B. Musgave (1989): Public Finance in Theory and
Practices. McGraw Hill
3. B. P. Herber (1975): Modern Public Finance.
4. B. Mishra (1978): Public Finance, Macmillan India limited.
 CORE 11: INDIAN ECONOMY I
Course Description
Using appropriate analytical frameworks, this course reviews major trends in
economic indicators and policy debates in India in the post-Independence period, with
particular emphasis on paradigm shifts and turning points. Given the rapid changes
taking place in India, the reading list will have to be updated annually.

Module I: Basic Characteristics of Indian Economy as a Developing Economy

Indian Economy in the Pre-British Period; The Structure and Organisation of Villages
and Towns; Industries and Handicrafts in Pre-British India; Colonialism; Economic
Consequences of British Rule; Decline of Handicrafts and Progressive Ruralisation;
The Land System and Commercialisation of Agriculture; Industrial Transition; Colonial
Exploitation and Impacts – Underdevelopment; Colonisation and Modernisation; State
Policies and Economic Underdevelopment; The Current State of Indian Economy

Module II: Population and Human Development

Population Growth and Economic Development – size, growth and future of
population; Causes of rapid population growth; Population and economic
development; Population policy; Demographic issues – Sex and Age Composition of
population; Demographic Dividend; Urbanisation and Migration; Human Resource
Development – Indicators and importance of Human Resource Development;
Education policy; Health and nutrition.

Module III: National Income in India – The Growth Story and Regional Disparities
Trends in national and per capita income; Changes in sectoral composition of national
income; Regional disparities in Growth and Income; Savings and Investment and
Economic Growth – The Linkage

Module IV: Economic Planning in India

Rationale, Features, Objectives, Strategies, Achievements and Assessment of Planning
in India; Eleventh Five Year Plan – Objectives, Targets and Achievements; Twelfth Five
Year Plan – Vision and Strategy; From Planning to NITI – Transforming India’s
Development Agenda.

Module V: Current Challenges

Poverty – Estimation and Trends, Poverty Alleviation Programs – MGNREGA, NRLM,
SJSRY; Inequality – Measures and trends in India; Unemployment – Nature,
Estimates, Trends, Causes and Employment Policy

Readings:
1. Indian Economy, VK Puri and SK Misra, Himalaya Publishing House, 31st
Revised Edition
2. Indian Economy Datt and Sundharam, Gaurav Datt and Ashwani Mahajan, S
Chand Publications, 7th Revised Edition
3. Indian Economy Since Independence, ed by Uma Kapila, Academic Foundation,
Revised Nineteenth Edition 2008-09
4. The New Oxford Economics Companion to India, ed by K Basu and A Maertens,
Oxford University Press, 2012
5. Economic Survey of India 2015-16, Ministry of Finance, GoINITI Ayog
document- (Feb 8, 2015)
 CORE 12: DEVELOPMENT ECONOMICS I

Course Description
This is the first part of a two-part course on economic development. The course begins
with a discussion of alternative conceptions of development and their justification. It
then proceeds to aggregate models of growth and cross-national comparisons of the
growth experience that can help evaluate these models. The axiomatic basis for
inequality measurement is used to develop measures of inequality and connections
between growth and inequality are explored. The course ends by linking political
institutions to growth and inequality by discussing the role of the state in economic
development and the informational and incentive problems that affect state
governance.

Module 1: Study of economic development:

Development Economics as a subject; economic growth and economic development;
characteristics of underdeveloped countries – vicious cycle of poverty and cumulative
causation; obstacles to economic development; measures of economic development –
national and per capita income, basic needs approach, capabilities approach, three
core values of development, PQLI, HDI, HPI, MDPI, GDI; capital formation and
economic development

Module 2: Theories of Economic Growth and Development

Classical theory, Marxian theory; Schumpeterian theory; Rostow’s stages of economic
growth; Solow model and convergence with population growth and technical progress

Module 3: Poverty, Inequality and Development:

Concepts of poverty and inequality; Measuring poverty; Measuring Inequality – Lorenz
curve and Kuznets’ inverted U hypothesis; Growth, poverty and inequality; Economic
characteristics of poverty groups (rural poverty, women and poverty, indigenous
population and poverty); Policy options – some basic considerations

Module 4: Institutions and economic development:

Role of institutions in economic development; Characteristics of good institutions and
quality of institutions; The pre-requisites of a sound institutional structure; Different
measures of institutions – aggregate governance index, property rights and risk of
expropriation; The role of democracy in economic development; Role of state; Role of
markets and market failure; Institutional and cultural requirements for operation of
effective private markets; Market facilitating conditions; Limitations of markets in
LDCs; Corruption and economic development – tackling the problem of corruption

Module 5: Agriculture, Industry and Economic Development:

Role of agriculture; Transforming traditional agriculture; Barriers to agricultural
development; Role of industrialization; Interdependence between agriculture and
industries – A model of complementarities between agriculture and industry; terms of
trade between agriculture and industry; functioning of markets in agrarian societies;
interlinked agrarian markets

Readings:

1. Debraj Ray (2009): Development Economics, Oxford University Press.

2. Partha Dasgupta (2007): Economics, A Very Short Introduction, Oxford University
Press.
3. Abhijit Banerjee, Roland Benabou and Dilip Mookerjee (2006): Understanding
Poverty, Oxford University Press.
4. Amartya Sen (2000): Development as Freedom, OUP.
5. Daron Acemoglu and James Robinson (2006): Economic Origins of Dictatorship
and Democracy, Cambridge University Press.
6. Robert Putnam (1994): Making Democracy Work: Civic Traditions in Modern
Italy, Princeton University Press.
7. Todaro, Michael P and Stephen C Smith (2006): Economic Development, 8th
Edition, Pearson
8. Thirlwall, A P (2011): Economics of Development, 9th Edition, Palgrave
Macmillan
 CORE 14: DEVELOPMENT ECONOMICS II
Course Description
This is the second module of the economic development sequence. It begins with basic
demographic concepts and their evolution during the process of development. The
structure of markets and contracts is linked to the particular problems of enforcement
experienced in poor countries. The governance of communities and organizations is
studied and this is then linked to questions of sustainable growth. The course ends
with reflections on the role of globalization and increased international dependence on
the process of development.

Module 1: Population and Development

Demographic concepts : birth and death rates, age structure, fertility and its
determinants, the Malthusian population trap and the microeconomic household
theory of fertility; costs and benefits of population growth and the model of low level
equilibrium trap; the seven negative consequences of population growth; the concept
of optimum population; rural-urban migration – the Harris Todaro migration model
and policy implications

Module 2: Dualism and economic development

Dualism – geographic, social and technological; the theory of cumulative causation;
the regional inequalities in the context of economic development; the inverted U
relationship; international inequality and the centre periphery thesis; dependency,
exploitation and unequal exchange; the dualistic development thesis and its
implications

Module 3: Environment and Development

Basic issues of environment and development – population, resources and the
environment; poverty, economic growth, rural development, urban development and
the environment; simple model of environment and economic activity; environmental
degradation and externalities; common property resources, public goods and the free-
rider problem; renewable and non-renewable resources; environmental values and
their measurement; concept of sustainable development; basics of climate change

Module 4: Financing Economic Development

Saving, capital formation and economic development; rural financial intermediaries,
micro credit and economic development; financial liberalisation, financial inclusion
and economic development; taxation, public borrowing and economic development;
inflation, saving and growth – the Keynesian approach; foreign finance, investment
and aid – controversies and opportunities; private foreign investment and private
portfolio investment; growing role of non-governmental organisations

Module 5: Globalisation, international trade and economic development:

Trade and economic development; export led growth; trade liberalisation and growth
of exports; terms of trade and economic growth – the Prebisch Singer Hypothesis;
trade strategies for development – import substitution vs export promotion;
international commodity agreements; trade vs aid.
Readings
1. Debraj Ray (2009): Development Economics, Oxford University Press.
2. Partha Dasgupta (2007): Economics, A Very Short Introduction, Oxford
University Press.
3. Abhijit Banerjee, Roland Benabou and Dilip Mookerjee (2006): Understanding
Poverty, Oxford University Press.
4. Thomas Schelling (1978): Micromotives and Macrobehavior, W. W. Norton.
5. Albert O. Hirschman (1970): Exit, Voice and Loyalty: Responses to Decline in
Firms, Organizations and States, Harvard University Press.
6. Elinor Ostrom (1990): Governing the Commons: The Evolution of Institutions
for Collective Action, Cambridge University Press.
7. Dani Rodrik (2011): The Globalization Paradox: Why Global Markets, States and
Democracy Can’t Coexist, Oxford University Press.
8. Michael D. Bordo, Alan M. Taylor and Jeffrey G. Williamson (ed.) (2003):
Globalization in Historical Perspective, University of Chicago Press.
9. Todaro, Michael P and Stephen C Smith (2006): Economic Development, 8th
Edition, Pearson
10. Thirlwall, A P (2011): Economics of Development, 9th Edition, Palgrave
Macmillan
 DSE – I - ECONOMIC DEVELOPMENT AND POLICY IN INDIA

Course Description: This paper introduces the students to the essentials of Indian
economy with an intention of understanding the basic feature of the Indian economy
and its planning process. It also aids in developing an insight into the agricultural and
industrial development of India. The students will understand the problems and
policies relating to the agricultural and industrial sectors of India and current
challenges of Indian economy.

Module I: Introduction to Indian Economy

British Rule: exploitation and under development in India; features of Indian economy
– natural resources, infrastructure, population; National income: tends, sectoral
composition; Economic planning: Planning Commission and its functions, Planning
exercises in India, Objectives, Strategies and achievements; A critique of planned
development in India.

Module II: Agricultural Development in India

Indian Agriculture: nature, importance, trends in agricultural production and
productivity, factors determining production, land reforms, new agricultural strategies
and green revolution, rural credit; Agricultural marketing and warehousing.

Module III: Industrial Development in India

Trends in industrial output and productivities; Industrial Policies of 1948, 1956, 1977
and 1991; Industrial Licensing Policies – MRTP Act, FERA and FEMA; Growth and
problems of SSIs, Industrial sickness; Industrial finance; Industrial labour

Module IV: Tertiary Sector and HRD

Tertiary Sector: growth and contribution of service sector to GDP of India, share of
services in employment; Human development – concept, evolution, measurement;
HRD: indicators, importance, Education in India, Indian educational policy; Health
and Nutrition.

Module V: Current Challenges

Poverty: definition and estimate, poverty line, poverty alleviation programs; Inequality:
income and regional inequality – causes and corrective measures; Unemployment:
concepts, measurement, types, causes and remedies; Environmental challenges: Land,
water and air

Recommended books:
1. Kapila U. Indian economy since Independence. Academic Foundation, New Delhi
2. Misra, S. K. and Puri V. K. Indian Economy — Its Development Experience.
Himalaya Publishing House, Mumbai
3. Chakraborty S. Development Planning: The Indian Experience. Clarendon Press.
4. Dutt R. and Sundharam K. P. M. Indian Economy. S. Chand & Company Ltd.,
New Delhi.
5. Agarawala, A. N. Indian Economy, New Age Publications, New Delhi
6. Panagariya, Arvind (2008): India: the Emerging Giant, Oxford University
Press, New York
7. Acharya, S. and Mohan, R. (Eds.) (2010): India’s Economy: Performance and
Challenges, Oxford University Press, New Delhi.
8. Ahluwalia, I. J. and Little, I. M. D. (Eds.) (1998): India’s Economic Reforms
and Development: Essays for Manmohan Singh, Oxford University Press,
New Delhi.
 DSE – II - ECONOMIC HISTORY OF INDIA 1857-1947

Course Description
This course analyses key aspects of Indian economic development during the second
half of British colonial rule. In doing so, it investigates the place of the Indian economy
in the wider colonial context, and the mechanisms that linked economic development
in India to the compulsions of colonial rule. This course links directly to the course on
India‘s economic development after independence in 1947.

Module I: Introduction: Colonial India: Background and Introduction

Overview of colonial economy

Module II: Macro Trends

National Income; population; occupational structure

Module III: Agriculture

Agrarian structure and land relations; agricultural markets and institutions – credit,
commerce and technology; trends in performance and productivity; famines

Module IV: Railways and Industry

Railways; the de-industrialisation debate; evolution of entrepreneurial and industrial
structure; nature of industrialisation in the interwar period; constraints to industrial
breakthrough; labor relations

Module V: Economy and State in the Imperial Context

The imperial priorities and the Indian economy; drain of wealth; international trade,
capital flows and the colonial economy – changes and continuities; government and
fiscal policy

Readings:
1. Lakshmi Subramanian, “History of India 1707-1857”, Orient Blackswan, 2010,
Chapter 4.
2. Sumit Guha, 1991, Mortality decline in early 20th century India‘, Indian
Economic and Social History Review (IESHR), pp 371-74 and 385-87.
3. Tirthankar Roy, The Economic History of India 1857-1947, Oxford University
Press, 3rd edition, 2011.
4. J. Krishnamurty, Occupational Structure, Dharma Kumar (editor), The
Cambridge Economic History of India, Vol. II, (henceforth referred to as CEHI),
2005, Chapter 5.
5. Irfan Habib, Indian Economy 1858-1914, A People‘s History of India, Vol.28,
Tulika, 2006.
6. Ira Klein, 1984, ―When Rains Fail: Famine relief and mortality in British
Indiaǁ, IESHR 21.
7. Jean Dreze, Famine Prevention in India in Dreze and Sen (eds.) Political
Economy of Hunger, WIDER Studies in Development Economics, 1990, pp.13-
35
8. John Hurd, Railways, CEHI, Chapter 8, pp.737-761.
9. Rajat Ray (ed.), Entrepreneurship and Industry in India, 1994.
10. AK Bagchi, ―Deindustrialization in India in the nineteenth century: Some
theoretical implications, Journal of Development Studies, 1976.
11. MD Morris, Emergence of an Industrial Labour Force in India, OUP 1965,
Chapter 11, Summary and Conclusions.
12. K.N. Chaudhuri, Foreign Trade and Balance of Payments, CEHI, Chapter 10.
13. B.R. Tomlison, 1975, India and the British Empire 1880-1935, IESHR, [Link].
14. Dharma Kumar, The Fiscal System, CEHI, Chapter 12.
15. Basudev Chatterjee, Trade, Tariffs and Empire, OUP 1992, Epilogue.
 DSE – III - ODISHA ECONOMY

Course Description
Using appropriate analytical frameworks, this course reviews major trends in
economic indicators and policy debates in Odisha in pre- and post-Independence
period, with particular emphasis on paradigm shifts and turning points. Given the
rapid changes taking place in Odisha, the reading list will have to be updated
annually.

Module I: Odisha Economy before 1947

Orissa's Economy in the Nineteenth Century: Benevolence or Exploitation, Forces of
Nature, Animal Power, The Company Steps in, Public Works and Public Health,
Education, Disintegration of Village Economy, New Social Environment, Changing
Position of Social Classes, The Moneylenders, The Borrowers, Money-flows from Village
to Metropolis, Pauperization of Peasantry, The Wage Earners, Demographic Changes,
Profiting from Rural Adversity; Diarchy in 1919 and Separation of Provincial Finaces
from Central Government in 1937; Emergence of Federal Finance (Ref.: Das 1976a
and 1976b, GoO 2016).

Module II: Macro Economy of Odisha

A macro glance of Odisha economy: aaggregate income, broad sectoral decomposition,
performance of districts, employment, child labour and bonded labour, employment
programmes, consumption expenditure, cost of living; Odisha State public finances
(Chapter 14 and 15 of Ref 1; & Chapter 2 and 9 of Ref 2)

Module III: Agriculture Sector Development in Odisha

Agriculture: land ownership and land tenure, agricultural wages and rural
unemployment, production and productivity of major crops, agricultural inputs,
agricultural policy; Animal Husbandry; Fisheries (Chapter 1 to 3 of Ref 1; & Chapter 3
of Ref 2)

Module IV: Industry, Infrastructure and Environment

Industry: Investment, industrial policy, and the growth of large industries, mining and
quarrying; Construction; tertiary sector: tourism, transport and power; Water
Resources, Forest Resources (Chapter 4 to 8 of Ref 1; & Chapter 4 & 5 of Ref 2)

Module V: Social Sector in Odisha

Poverty: income poverty and inequality; health sector: outcomes, infrastructure,
finance, public health, NRHM; education: Literacy, Primary education, secondary
education, higher education, SSA; human development (Chapter 9 to 13 of Ref 1; &
Chapter 7 & 8 of Ref 2)
Recommended books and articles:
1. Nayak, P., Panda, S. C., Pattanaik, P. K. (2016): The Economy of Odisha: A
Profile, Oxford University Press, New Delhi
2. GoO (2012): Odisha Economic Survey 2015-16, Planning and Convergence
Department, Directorate of Economics and Statistics, Government of Odisha,
Bhubaneswar
3. GoO (2004): Human Development Report 2004 Orissa, Planning and
Coordination Department, Government of Odisha, Bhubaneswar
4. Mahapatro, S. B. (1980): Inter-Industry Wage Differentials in Orissa: An
Empirical Analysis, Indian Journal of Industrial Relations, 15(4): 525-536.
5. Vyasulu, V. and Arun, A. V. (1997): Industrialisation in Orissa: Trends and
Structure, Economic and Political Weekly, 32(22): M46-M53.
6. Das, Binod S. (1976a): Orissa's Economy in the Nineteenth Century, Social
Scientist, 4(11): 32-46.
7. Das, Binod S. (1976b): Orissa's Economy in the Nineteenth Century: Part Two,
Social Scientist, 4(12): 38-50.
8. GoO (2016): Commemorative Volume on 80 Years Odisha Budget: Since 1936-
37, CEFT-XIMB and Department of Finance, Government of Odisha
9. Mohanti, K. K. and Padhi, S. (1995): Employment Situation of Tribal
Population in Orissa: 1981 Census Data, Economic and Political Weekly,
30(29): 1879-1882.
10. Nair, K. R. G. (1993): New Economic Policy and Development of Backward
Regions: A Note on Orissa, Economic and Political Weekly, 28(19): 939-941.
11. Mohanty, B. (1993): Orissa Famine of 1866: Demographic and Economic
Consequences, Economic and Political Weekly, 28(1/2): 55-66.
12. Haan, A. de and Dubey, A. (2005): Poverty, Disparities, or the Development of
Underdevelopment in Orissa, Economic and Political Weekly, 40(22/23): 2321-
2329.
13. Samal, K. C. (1998): Poverty Alleviation after Post-Liberalisation: Study of a
Tribal Block in Orissa, Economic and Political Weekly, 33(28): 1846-1851
14. Nayak, P. and Chatterjee, B. (1986): Disguised Unemployment in Agriculture:
A Case Study of Rural Orissa, Indian Journal of Industrial Relations, 21(3):
310-334.
 DSE - IV - MONEY AND BANKING

Course description: This paper intends to explain the ideas and institutions
concerning money and banking. It will help the students to understand the meaning,
functions and theories of money the working of different types of banks in an
economy.

Module I: Money
Money: Meaning, functions and classification; Gresham’s law; Monetary standards:
Metallic and paper systems of note issue; Value of money: (Uses and limitations of
index number); Construction of price index number – its limitations.

Module II: Quantity theory of money

Quantity theory of money - Cash transaction approach, cash balance approach,
Keynesian approach; Inflation: meaning, types, causes – demand pull and cost push,
effects, measures to control inflation, Trade-off between inflation and unemployment;
Stagflation and deflation: meaning; Phillip’s curve.

Module III: Banking

Banking: meaning and types; Commercial banks: evolution, functions, the process of
credit creation and its limitations, liabilities and assets of banks; A critical appraisal of
the progress of commercial banking in India after nationalization; Recent reforms in
banking sector in India

Module IV: Central Bank

Central Bank: Functions, Quantitative and qualitative methods of credit control - bank
rate policy, open market operations, variable reserve ratio and selective methods;
Relative efficacy of quantitative and qualitative methods of credit control.

Module V: Reserve Bank of India

Reserve Bank of India: Role and functions; Repo rate and reverse repo rate;
Components of money supply in India; Objectives and limitations of monetary policy
with special reference to India

Reading list:
1. Day, A.C.L. – Outline of Monetary Economics, Oxford University Press,
2. De Kock, M.H. – Central Banking, Staples Press London, 1960.
3. Halm, G. N. – Monetary Theory, Asia Publishing House, New Delhi, 1955.
4. Harris, C.L. – Money and Banking, Allyn and Bacon, London, 1961.
5. Laliwala, J.I. – The Theory of Inflation, Vani Educational Book, New Delhi,
1984.
6. Mishra, S. S. – Money Inflation and Economic Growth, Oxford and IBH
Publishing Company, New Delhi, 1981.
7. Reserve Bank of India – The Reserve Bank of India, functions and working,
Bombay, 1983.
8. Reserve Bank of India, Report of Trend and Progress of Banking in India
(various years), Mumbai.
9. Reserve Bank of India: Report on Currency and Finance, Annual, Mumbai.
10. Sayers, R. S. – Modern Banking (7th Ed), Oxford University Press, Delhi, 1978.
 UTKAL UNIVERSITY
Ability Enhancement Compulsory Course-I (AECC-I)

ENVIRONMENTAL STUDIES

SEMESTER – I
FOR +3 ARTS, SCIENCE & COMMERCE - 2016
FULL MARKS: 100

TIME: 3 HOURS END SEMESTER: 80

TIME: 1 HOUR MID SEMESTER: 20

Unit - I
The Environment: The Atmosphere, Hydrosphere, Lithosphere, Biosphere, Ecology, Ecosystem,
Biogeochemical Cycle (Carbon Cycle, Nitrogen Cycle).

Unit – II
Environment Pollution: Air Pollution, Water Pollution, Soil Pollution, Noise Pollution, Thermal
Pollution, Radiation Pollution, Natural Disasters and their Management.

Unit – III
Population Ecology: Individuals, Species, Pollution, Community, Control Methods of
Population, Urbanization and its effects on Society, Communicable Diseases and its
Transmission, Non-Communicable Diseases.

Unit- IV
Environmental Movements in India: Grassroot Environmental movements in India, Role of
women, Environmental Movements in Odisha, State Pollution Control Board, Central Pollution
Control Board.

Unit – V

Natural Resources: Conservation of Natural Resources, Management and Conservation of

Wildlife, Soil Erosion and Conservation, Environmental Laws: Water Act, 1974, Air Act, 1981,
The Wildlife (Protection) Act, 1972, Environment Protection, 1986.
 Ability Enhancement Compulsory Course (AECC)

MIL Communications – Odia

\ßòZúd _~ðýûd (2nd Semester) Kkû I aòmû^
(iû]ûeY Pass/ i¹û^ Hons) ùgâYú _ûAñ CŸòðÁ
@ûiÚûcìfýûu-4, ùcûU ùgâYú _ûV\û^ ^òNð -40, ùMûUòG ùgâYú _ûV\û^e
(_òeòdWþ) icd @a]ô -45 cò^òUþ, _ûVýKâc – 2, _ì‰ðiõLýû – 100
(Credits – 4) Total Classes - 40, One Period - 45 Mits, Course - II, Full Marks - 100

Gjò _ûVýLiWÿûUò _i¦ I @ûiÚûbòòK (CBCS / iòaòiòGiþ) _ûVý _âYûkú @^êiûùe

_âÉêZ ùjûAQò û aòbò^Ü Éeùe @ûagýK @^êiûùe iciûcdòK _eòiÚòZòKê ù^A bûaaò^òcd I
_ûeÆeòK ù~ûMûù~ûM iÚû_^ Kò_eò IWÿò@û bûhûùe ijRùe, iekùe I @û^¦ùe
ùjûA_ûeòa – G \òM _âZò G[ôùe ¤û^ \ò@û~ûAQò û IWÿò@û bûhû I iûjòZýe i\ýZc
_âûùdûMòK mû^e aòKûg ^òcò +3 Éeúd aò\ýû[ðúuê Gjò _ûVýKâce LiWÿûUò iûjû~ý Keòa û
ùi[ô_ûAñ _âPkòZ bûhûe ùa÷dûKeYòK, aýûajûeòK I _âûùdûMòK \òM _âZò G[ôùe ¤û^
\ò@û~ûAQò û G[ôùe iõù~ûM _âKâòdûe @^êaò]ô, ù~ûMûù~ûMe Z[ý I Zß _âZò MêeêZß
\ò@û~ûAQò û Gjû aò\ýû[ðúu bûaaò^òcdûcôK \lZû aé¡òùe iûjû~ý Keòa û ùicûù^ gê¡ I
_eòz^Ü bûaùe ù~ùKøYiò _âKûe mû^e iìP^û Z[ý I iò¡û«Kê ùcû÷LôK I fòLôZ Éeùe
ijRùe _âKûg Keò_ûeòùa Gaõ ùicû^u cûZébûhûe aòKûg NUò_ûeòa û

K) ^ò¡ðûeòZ _ûVýe iaê GKK (dê^òUþ) eê @«Zü \êAUò ùfLûGñ ùcûU 10Uò 12^´e
aògòÁ \úNð_âgÜ _Wÿòa û aò\ýû[ðúuê ù~ùKû÷Yiò 5Uò _âgÜe Ce ù\aûKê _Wòa û
(12 5 = 60)
L) ^ò¡ðûeòZ _ûVýe iaê GKKeê 15Uò @Zòiõlò¯ _âgÜ _Wÿòa û ùi[êeê 10Uò _âgÜe Ce
ù\aûKê _Wÿòa ö (10 2 = 20)
M) cjûaò\ýûkd Éeúd @û«ü _~ðýûd _eúlû (20)
ùcûU cìfýûu - 100
 2

(AECC)
Course – 1 :
1c GKK : ù~ûMûù~ûMe _eòbûhû, @^êaò]ô, _eòie I _âKûeùb\
2d GKK : iûlûZ\Kûe, \kMZ @ûùfûP^û I ZKðaòZKð
3d GKK : bûhY Kkû, ùNûhYû Kkû I K[^Kkû
4[ð GKK : i´û\e _eòbûhû, _eòie I MYcû¤c]cðú i´û\ _âÉêZò
5c GKK : IWÿò@û bûhûe a‰ðcûkû I a‰ðgê¡òe KûeY I ^òeûKeY û
(a^û^ ZîUò I Gjûe KûeY - iû\égýR^òZ @gê¡ò, fòwMZ @gê¡ò, i§òMZ @gê¡ò,
icûiMZ @gê¡ò, aP^ I aòbqòMZ @gê¡ò, aûKý aò]ôR^òZ @gê¡ò, icû[ðùaû]K g±ûgê¡ò,
_âZýd R^òZ @gê¡ò, g± iõù~ûMûcôK I ÊeiwZò R^òZ @gê¡ò – Giaêe ^òeûKeY C_ûd
ajê _âPkòZ aò]û^ I gê¡ûgê¡ aò·e û)

1. g±e @ûKûg I \égýe \òMþakd – gZ_[ú eaò, KUK

2. c I ^ûUKe KkûùKøgk - iûjê, ^ûeûdY, IWÿògû eûRý _ûVý_êÉK I _âKûg^ iõiÚû
3. fòL^Kkû I _âûùdûMòK aýûKeY – cògâ, @Rd Kêcûe, KfýûYú _aäògðiþ, KUK
4. _âûùdûMòK IWÿò@û bûhû – IWÿògû eûRý_ûVý _êÉK _âdY^ I _âKûg^ iõiÚû, bêaù^gße
5. _êÉK eP^ûaò]ô – IWÿògû eûRý_ûVý _êÉK _âdY^ I _âKûg^ iõiÚû, bêaù^gße
6. ^òbðêf ùfLûe cìkiìZâ - jeòP¦^ ^úkû\âòbìhY, _ò.iò.@ûeþ _aäòùKg^, bêaù^gße
7. iõù~ûM @^êaò]ô / aýûajûeòK IWÿò@û bûhû I _âùdûMûcôK aýûKeY – Zâò_ûVú iù«ûh,
^ûf¦û, KUK
8. IWÿò@û _âKûg^ I _âiûeYe AZòjûi – cjû_ûZâ gâú]e, Mâ^Úc¦òe, KUK
9. iûeÊZ iûlûZKûe – iòõj aòRdû^¦, aò\ýû_êeú, KUK

11. ùaZûe ^ûUK Kkû – cjû«ò, aâRùcûj^, IWÿògû aêKùþ Áûe, KUK
12. IWÿògûe [ôGUe – iõ. \ûg ùMøeûw PeY, Kù‹A Ne, @^êùMûk
13. aûYòRòýK _Zâûakú – ùaùjeû W. Ké¾PeY, ù`âŠiþ _aäògðiþ
14. IWÿò@û iûjòZýKê @ûKûgaûYúe \û^- cjû«ò, aâR ùcûj^, IWÿògû aêKþùÁûeþ, KUK
15. ù~ûMûù~ûM cìkK cûZébûhû (IWÿò@û) iûcf, aòe*ô ^ûeûdY, iZý^ûeûdY aêK
ùÁûe, KUKö
CBCS UG Syllabus
MIL Communication- Alternative English for Arts/Science/Commerce (Pass & Hons)

Alternative English
Objective

This course is focused on developing communicative competence in English with knowledge of the building blo
cks of grammar, usage and vocabulary. Core competencies in reading and thinking are sought be encouraged t
hrough suitable reading content in prose form. Similarly writing activities and language exercises are provided
to facilitate absorption of the rules of syntax and etiquettes of style.

Unit 1

Short Story

Jim Corbett-The Fight between Leopards

Dash Benhur- The Bicycle

Dinanath Pathy- George V High School

Alexander Baron- The Man who knew too much

Will F Jenkins- Uneasy Homecoming

Unit II

Prose

C V Raman-Water- The Elixir of Life

Harold Nicolson- An Educated Person

Claire Needell Hollander- No Learning without Feeling

Steven Harvey- The Empty Page

Santosh Desai-Emoji Disruption

Unit III

Comprehension of a passage from any of the prescribed pieces and answering the questions

Unit IV

Expanding an idea into a paragraph

Unit V

Language exercises-test of vocabulary, usage and grammar based on the prescribed pieces

Prescribed Text

The Widening Arc: A Selection of Prose and Stories. Ed. Asim R Parhi, S Deepika and Pulastya Jani. Kitab Bhavan,
Bhubaneswar. 2016.

Suggested Reading:

Fluency in English – Part II, OUP, 2006

Communicative English. E. Suresh Kumar and P. Sreehari

 SEC – 1 - ENGLISH COMMUNICATION

The purpose of this course is twofold: to train students in communication skills and to
help develop in them a facility for communicative English.
Since language it is which binds society together and serves as a crucial medium of
interaction as well as interchange of ideas and thoughts, it is important that students
develop a capacity for clear and effective communication, spoken and written, at a
relatively young age. The need has become even more urgent in an era of globalization and
the increasing social and cultural diversity that comes with it.
English, being a global language par excellence, it is important that any course in
communication is tied to an English proficiency programme. The present course will seek
to create academic and social English competencies in speaking, listening, arguing,
enunciation, reading, writing and interpreting, grammar and usage, vocabulary, syntax,
and rhetorical patterns.
Students, at the end of the course, should be able to unlock the communicator in them by
using English appropriately and with confidence for further studies or in professional
spheres where English is the indispensable tool of communication.

Unit 1
Introduction
1. What is communication?
2. Types of communication
 Horizontal
 Vertical
 Interpersonal
 Grapevine
3. Uses of Communication

Prescribed Reading: Chapter 1 Applying Communication Theory for Professional Life: A

Practical Introduction by Dainton and Zelley
[Link]
mljYXRpb25fVGhlb3J5LnBkZg%3D%3D&cidReset=true&cidReq=MBA563
Unit 2
Language of Communication
1. Verbal: spoken and written
2. Non-verbal
 Proxemics
 Kinesics
 Haptics
 Chronemics
 Paralinguistics
3. Barriers to communication
4. Communicative English

Unit 3
Reading Comprehension
 Locate and remember the most important points in the reading
 Interpret and evaluate events, ideas, and information
 Read “between the lines” to understand underlying meanings
 Connect information to what they already know

Unit 4
Writing
 Expanding an Idea
 Note Making
 Information Transfer
 Writing a Memo
 Writing Formal Email
 Writing a Business Letter
 Letters to the Editor
 CV & Resume Writing
 Covering Letter
 Report Writing
 News Story
 Interviewing for news papers
Unit 5: Language functions in listening and conversation

1. Discussion on a given topic in pairs

2. Speaking on a given topic individually
3. Group Discussion
4. Interview
5. Dialogue

Grammar and Usage

1. Phrasal Verbs
2. Collocation
3. Using Modals
4. Use of Prepositions
5. Common Errors in English Usage

Texts to be studied (The following texts are available in the book Vistas and Visions: An
Anthology of Prose and Poetry)

Prose
 Decoding Newspapers
 Pleasures of Ignorance
 Playing the English Gentleman
 Lifestyle English
 A Cup of Tea

Poetry
 Last Sonnet
 Sonnet 46 (Shakespeare)
 Pigeons
 Miracles
Books Recommended:

1. Vistas and Visions: An Anthology of Prose and Poetry. (Ed.) Kalyani Samantray,
Himansu S. Mohapatra, Jatindra K. Nayak, Gopa Ranjan Mishra, Arun Kumar
Mohanty. Orient BlackSwan
2. Fluency in English – Part II, OUP, 2006
3. Business English, Pearson, 2008
4. Communicative English. E. Suresh Kumar and P. Sreehari
5. Language, Literature and Creativity, Orient BlackSwan, 2013
6. Language through Literature. (forthcoming) ed. Gauri Mishra, Dr. Ranajan Kaul, Dr.
Brati Biswas
 SEC-II (4TH SEMESTER) FOR ARTS & SCIENCE (PASS & HONS.)

MODERN OFFICE MANAGEMENT

Full marks – 100
Mid Term-20
End Term-80

Unit- I: Office

What is a Business Enterprise? What is an Office? Who are Office Staff? What are the most Common Forms
of Business Organization? What are the Advantages of Office Work? What are the Categories of Office Career
and Job Classifications under Each Category? What are the Specific Skill Requirements for Office Jobs? Duties
and Responsibilities of Office Staff
Unit-II: Records Management
Objectives of Record Keeping; What is Filing? What are the Different Kinds of Filing System? Steps in Filing;
Indexing; Selecting the Appropriate Filing System; How to handle Incoming & Outgoing Mails
Unit –III: Document/Report Writing
Key points to write a document: The 5w-h plan for writing; Steps in writing workplace documents; Important
things to remember when editing seven layout mistakes to avoid; Quick tips for report Writing; Basics of
Meetings
Unit-IV: Supervisory Skills
What are the Skills of the Supervisor and How to Acquire Them? Functions of Supervisor
Communication
Meaning; Process; Communicating Tools; Types, Barriers

Unit-V: Leadership & Motivation

Meaning and Concept; Importance of Leadership; Qualities of a Leader; Relationship & Differences
Leadership and Motivation; Organizational Leadership; Leadership Ethics - Traits of an Ethical Leader;
Leadership Styles - Important Leadership Styles- Situational Leadership – Emotional Intelligence of Leader;
Which Leadership Style to Follow? Influence of Situational Leadership Styles on Subordinate Development;
References:–

1. Office Management
By Ankita Bhatia
Dr. R. K. Chopra
2. Office Management
By Dr. P. Rizwan Ahmed
3. Office Management
By R S N Pillai
 Education

Generic Elective I : VISION OF EDUCATION IN INDIA :

ISSUES AND CONCERNS
INTRODUCTION

Education is essentially a normative endeavour, hence is intentional. It intends, rather

deliberately, to socialize children into a value frame or normative structure. That is why history
reveals that every education system, at different historical periods, had been guided by certain
value concerns. In contemporary times, the education system in India derives its values from the
Constitution of India. While socializing children education has to negotiate within the frame of
Constitutional values. Indian Constitution envisioned a humane society based on freedom,
equality and justice, and this led to evolving many institutions to realize the vision. In this
regard, education has been considered as an agency of social transformation and classroom as the
shaper of the envisioned destiny. Since teachers ought to play crucial role in realizing the vision,
they are to be informed the Constitutional vision so as to develop normative perspectives
regarding education and thereby emerging concerns and issues. This normative perspective a
teacher holds in turn guides his/her actions and acquires a meaning to action.

Education being an operational area, every citizen perceives several issues related to it through
personal experience. The student-teachers need to understand the main issues that touch their
functioning as also situate themselves in context. Such an understanding on at least a few issues
and concerns will equip student teachers to be ready for dealing with other issues and concerns in
the field. This is very relevant as it may not be possible to bring under scrutiny all issues and
concerns.

Since, concerns and issues cannot and should not be 'informed' like 'ready to cook facts', the
course is designed in such a fashion that prospective teachers would be encouraged to come to
terms with concerns and issues that would emerge out of their reasoned engagement with
contemporary educational reality in the light of professed humanistic values,

Course Objectives
On completion of the course the students shall be able to:
 explain normative vision of Indian Society
  explain the view points of Indian thinkers on Education
 elaborate the contemporary issues like universalisation of school education, RTE
act -2009 and Rastriya Madhyamika sikshya Abhiyan
 identify importance of common school system
Unit – 1 Normative vision of Indian Education
 Normative orientation of Indian Education: A historical enquiry.
 Constitutional provisions on education that reflect national ideas :
Democracy, Equity, Liberty, Secularism and social justice
 India as an evolving nation state : Vision, nature and salient feature –
Democratic and secular polity, federal structure : Implications for
educational system .
 Aims and purposes of education drawn from the normative vision.
Unit – 2 Vision of Indian Education : Four Indian thinkers
 An overview of salient features of the “Philosophy and Practice” of
education advocated by these thinkers.
o Rabindranath Tagore : Liberationist pedagogy
o M.K. Gandhi : Basic Education
o Jiddu Krishnamurty : Education for Individual and social
Transformation
o Sir Aurobindo : integral Education
Unit – 3 Concern for Equality in Education: Concerns and Issues
 Universalisation of school education
(i) Issues of (a) Universal enrollment
(b) Universal Retention
(c) Universal success
(ii) Issues of quality and equity

Unit – 4 Concern for Equality in Education

 Equality of Educational opportunity
 Prevailing nature and forms of inequality including Dominant and Minor
groups and the related issues.
  Inequality in schooling : Public-private schools, Rural-urban schools,
single teachers schools and many other forms of inequalities in school
systems and the process leading to disparity.
 Idea of common school system
Unit – 5 Education and Development – an interface
 Education for National Development : Education Commission (1964-66)
 Emerging trends in the interface between:
o Political process and education
o Economic Development and Education
o Social cultural – charges in Education
References
 Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas
Publishing House, Delhi.
 Anand, C.L [Link]. (1983). Teacher and Education in Emerging in indian Society,
NCERT, New Delhi.
 Govt, of India (1986). National Policy on Education, Min. of HRD, New Delhi.
 Govt, of India (1992). Programme of Action (NPE). Min of HRD,
 Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New
Book Society, New Delhi.
 Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher
Education, New Delhi.
 Mistry, S.P. (1986). Non-formal Education-An Approach to Education for All,
Publication, New Delhi.
 Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers.
 Mukherji, S.M., (1966). History of Education in India, Acharya Book Depot,
Baroda.
 Naik, J.P. & Syed, N., (1974). A Student's History of Education in India,
MacMillan, New Delhi.
 NCERT (1986). School Education in India - Present Status and Future Needs,
New Delhi.
  Ozial, A.O. 'Hand Book of School Administration and Management', London,
Macmillan.
 Radha Kumud Mookerji. Ancient Indian Education (Brahmanical and Buddhist),
Cosmo Publications, New Delhi -1999.
 Sainath P. (1996). Every body loves a good drought. Penguin Books New Delhi.
 Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
 Sykes, Marjorie (1988): The Story of Nai Talim, Naitalim Samiti: Wardha.
 UNESCO; (1997). Learning the Treasure Within.
 Dr. Vada Mitra. Education in Ancient India, Arya book Depot, New Delhi -1967
 Ministry of Education. 'Education Commission "Kothari Commission". 1964-
1966. Education and National Development. Ministry of Education, Government
of India 1966.
 Learning without Burden, Report of the National Advisory Committee. Education
Act. Ministry of HRD, Department of Education, October, 2004.
 National Policy on Education. 1986. Ministry of HRD, Department of Education,
New Delhi.
 Seventh All India School Education Survey, NCERT: New Delhi. 2002
 UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University
Press.
 UNESCO. (2004) Education for All: The Quality Imperative. EFA Global
Monitoring Report. Paris.
 Varghese, N.V. (1995). School Effects on Achievement: A Study of Government
and Private Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness
and learning achievement at primary stage: International perspectives. NCERT.
New Delhi.
 World Bank, (2004). Reaching The Child: An Integrated Approach to Child
Development. Oxford University Press, Delhi.
GE-1 Practical
Term paper
Each student is required to prepare a term paper on the educational ideas of any Indian
Thinkers or on any contemporary issues on Education.
 GENERIC ELECTIVE II: ASSESSMENT AND
EVALUATION TECHNIQUES

INTRODUCTION
Assessment is considered to be one of the most crucial aspects of any teaching learning process,
as it helps the teacher to record the growth of their students, planning for instructional strategy
and most importantly helps to assess their own growth over the years. An effective method of
assessment in the classroom helps to create conducive learning environment and a teacher must
have to know different techniques of assessment which may improve students’ learning. The key
issues that involve in assessment are how to assess, when to assess, and what will be its
implication on students learning. The paper outlines the above mentioned questions and different
issues that involves in assessment.

Course Objectives
After completion of the course the students shall be able to:
 describe the role of assessment in education.
 differentiate measurement, assessment and evaluation.
 establish the relationship among measurement, assessment and evaluation.
 explain different forms of assessment that aid student learning.
 use wide range of assessment tools and techniques and construct these
appropriately.
 classify educational objectives in terms of specific behavioral form
 prepare a good achievement test on any school subject

Unit – 1 The Measurement, Evaluation and Assessment Process

 Educational Testing and Assessment : Context, Issues and Trends.
 The Role of Measurement, Evaluation and Assessment in Teaching.
 Instructional Goals and objectives : Foundation for Assessment.
 Types of Assessment: Placement, Formative, Diagnostic and Summative.
Unit – 2 Classroom tests and Assessment
  Planning classroom tests and assessment
 Constructing objective test items: simple forms and multiple choice forms.
 Constructing Essay type questions: Form and uses; suggestions for scoring
essay questions.
Unit – 3 Alternative Techniques of Assessment
 Observational Technique: Observation schedule, Anecdotal Records,
Rating scales, Checklists
 Self – reporting Techniques: Interview, portfolio, questionnaire and
inventories.
 Peer – appraisal: “Guess who” technique, sociometric technique.
Unit – 4 Processing and Reporting in Assessment
 Processing qualitative evaluation data: Content Analysis
 Considerations for reporting the performance
 Scheme of reporting: criterion – reformed and non reformed interpretation.
 Combining mark or grades over different subjects and reporting results of
assessment to different users.
Unit – 5 Contemporary Trends in Assessment
 Marks vs Grading system
 Credit system
 Concept of Continuous and Comprehensive Evaluation (CCE)
 Computers in student evaluation

REFERENCES

 Aggrawal, J.C. (1997). Essentials of Examination System, Evaluation, Tests and

Measurement. New Delhi: Vikas Publishing House Pvt Ltd.
 Banks, S.R. (2005). Classroom Assessment: Issues and Practices. Boston: Allyn
& Bacon.
 Blooms, B.S.(1956). Taxonomy of Educational Objectives. New York: Longman
Green and Company
  Cooper, D. (2007). Talk About Assessment, Strategy and Tools to Improve
Learning. Toronto: Thomson Nelson
 Earl, L.M. (2006). Assessment as Learning: Using Classroom Assessment to
Maximize Student Learning. Thousand Oaks, California: Corwin Press
 Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn &
Bacon.
 Kaplan, R.M. & Saccuzzo. D.P. (2000). Psychological Testing, Principles,
Applications & Issues. California: Wordsworth.
 Linn, R.L. & Gronlund, N.E. (2000). Measurement and Assessment in Teaching
London: Merrill Prentice Hall.

GE-2 Practical

Achievement Test Construction

Each student is required to construct 50 objective based objective type test items along with a
blue print.
 History

GENERIC ELECTIVE I: HISTORY AND CULTURE OF

ODISHA

Unit-I: Socio-political life of Early and Medieval Odisha:

[1] Kalinga War (261 B.C.) and its significance
[2] Mahameghavahan Kharavela: His times and achievements
[3] The Bhauma Karas and The Somavamsis
[4] The Gangas and The Suryavamsis
Unit-II: Religion, Art and Literature of Early and Medieval Odisha:
[1] Budhism, Janisim and Sanatana Dharma in Odisha.
[2] Development of Art and Architecture: Buddhist Art, Temples and Jaina
Sculptures
[3] Evolution and Growth of Odia Language and Literature: Sarala Mohabharata
[4] Panchasakhas, Sri Chaitanya and Bhakti Movement in Odisha
Unit-III: Political and Economic structure in Medieval Odisha:
[1] Mughal Administration
[2] Maratha Administration
[3] Impact on Odisha’s Socio-Economic Condition
Unit-IV: Colonialism in Odisha:
[1] The Early British Administration: Its Socio-economic impact
[2] The Odia Identity Movement
[3] Freedom Struggle in Odisha
Unit-V: Socio-cultural Changes in Modern Odisha:
[1] Development of Modern Education
[2] Social Reform Movements in Odisha
[3] Modern Odia Literature: Radhanath Roy, Phakir Mohan Senapati and Gangadhar
Meher

Reading List:
A. Easchman et al (eds) The Cult of Jagannath and Regional Tradition of Orissa, Manohar,
New Delhi, 1978.
A. K. Mishra, Intellectual Tradition of Orissa, Bhubaneswar, 2006.
-----------------, The Raj, Nationalists and Reforms, Bhubaneswar, 2007.
…………….., Indian Culture, Science and Technology (with special emphasis on Odisha),
2011.
B.C. Ray, Orissa under the Mughals
------------, Orissa under the Marahatas
------------, Foundation of British Orissa
B.K. Mallik, Medieval Orissa: Literature, Society, Economy, Bhubaneswar, 1996
---------------, Paradigms of Dissent and Protest: Social Movements in Eastern India (1400-
1700 AD Manahar, New Delhi, 2004.
J. Dora, Sakta Monuments of Orissa, A Study of Art, Architecture and Iconography, New
Delhi, 2010.
K.C. Mishra, The Cult Jagannath.
M.N. Das (ed) Sidelights on History and Culture of Orissa, Vidyapuri
M. A. Haq, Muslim Administration in Orissa
A.C. Pradhan, A Study of History of Orissa, Bhubaneswar, Panchsheel
K.C. Panigrahi, History of Orissa, Cuttack, Kitab Mahal, First edition, 1981
Chittaranjan Das, A Glimpse into Oriya Literature, Orissa Sahitya Akademi, Bhubaneswar,
1962
K.B. Tripathi, The Evolution of Oriya Language and Script, Utkal University, Bhubaneswar
K.C. Panigrahi, Sarala Dasa, Sahitya Akademi, New Delhi, 1975
Khageswar Mahapatra, (ed), Charyagitika
 GENERIC ELECTIVE II: FREEDOM MOVEMENT IN INDIA

Unit-I: Growth of National Consciousness in 19th century:

[1] Socio-Economic impact of British Rule
[2] Role of Press and Journalism
[3] Formation of Political associations prior to 1885
Unit-II: Nationalism: Trends up to 1919:
[1] Formation of Indian National Congress: Its ideology and Performance
[2] Moderates and Extremists
[3] Swadeshi Movement and its impact
Unit-III: Gandhian nationalism after 1919: Ideas and Movements:
[1] Mahatma Gandhi: Perspectives and Methods
[2] Non- Cooperation, Civil Disobedience, Quit India Movements
[3] Indian National Army (INA) and Subash Chandra Bose
Unit-IV: Communalism and Partition:
[1] Ideologies and practices: Hindu Mahasabha, Muslim League
[2] Partition and Independence
Unit-V: Emergence of a New Nation:
[1] Making of the Constitution
[2] Integration of Princely States
[3] Land Reforms and beginnings of Planning
Reading List:
Judith Brown, Gandhi’s rise to Power, 1915-22.
Paul Brass, The Politics of India Since Independence, OUP, 1990.
Bipan Chandra, Nationalism and Colonialism in Modern India, 1979.
Bipan Chandra, Rise and Growth of Economic Nationalism in India.
Mohandas K. Gandhi, An Autobiography or The Story of My
Experiments with Truth.
Ranajit Guha, ed., A Subaltern Studies Reader.
Peter Hardy, Muslims of British India.
Mushirul Hasan, ed., India’s Partition, Oxford in India Readings.
D.A. Low, ed., Congress and the Raj.
John R. McLane, Indian Nationalism and the Early Congress.
Jawaharlal Nehru, An Autobiography.
Gyanendra Pandey, The Construction of Communalism in colonial
north India.
Sumit Sarkar, Modern India, 1885-1947.
Anil Seal, Emergence of Indian Nationalism.
Ram Lakhan Shukla (ed.), Adhunik Bharat ka Itihas.
Eleanor Zelliot, From Untouchable to Dalit: Essays on the Ambedkar
Movement.
Judith Brown, Gandhi: (et al) A Prisoner of Hope.
Bipan Chandra, Communalism in Modern India, 2nd ed., 1987.
Bipan Chandra, K.N. Panikkar, Mridula Mukherjee, Sucheta Mahajan
and Aditya Mukherjee, India’s, Struggles for Independence.
A.R. Desai, Social Background of Indian Nationalism.
A.R. Desai, Peasant Struggles in India.
Francine Frankel, India’s Political Economy, 1947-77.
Ranajit Guha, and G.C. Spivak, eds. Select Subaltern Studies.
Charles Heimsath, Indian Nationalism and Hindu Social Reform.
F. Hutchins, Illusion of Permanence.
F. Hutchins, Spontaneous Revolution.
V.C. Joshi (ed.), Rammohan Roy and the process of Modernization
in India.
[Link], Women in Colonial India
Hindi
Odia
 English
GENERIC ELECTIVE I: ACADEMIC WRITING AND
COMPOSITION

This is a generic academic preparatory course designed to develop the students’

writing skills from basic to academic and research purposes. The aim of this
course is to prepare students to succeed in complex academic tasks in writing
along with an improvement in vocabulary and syntax.

Unit 1 Instruments of writing I

 Vocabulary development: synonyms and antonyms; words used as different
parts of speech; vocabulary typical to ‘science’ and ‘commerce’
 Collocation; effective use of vocabulary in context

Unit 2 Instruments of writing II

 Syntax: word order; subject-predicate; subject-verb agreement; simple,

complex, compound, compound-complex sentences; structure and uses of
active and passive sentences
 Common errors in Indian writing

Unit 3 Academic writing I

 What is academic writing?
 The formal academic writing process: the ‘what’ and the ‘how’ of writing;
use of cohesive and transitional devices in short and extended pieces of
writing

Unit 4 Academic writing II

 Paragraph writing: topic sentence, appropriate paragraph development ;
expository, descriptive, narrative and argumentative paragraphs
 Extended pieces of writing: process development using comparison-
contrast, cause and effect, argumentation, and persuasion

Unit 5 Project writing: (writing projects)

 What’s a Project: reading-based, field work-based project : how to pick a

topic for the project; background reading
 Structure of a Project: Title, aim of the project (a short statement), other
objectives if any, significance of the Project : why is the project being
undertaken, sources/books to be consulted for the study, method: Is it
quantitative (field work) or qualitative (text-related),
analysis/interpretation, findings, conclusion

Texts prescribed

1. K Samantray, Academic and Research Writing: A Course for

Undergraduates, Orient BlackSwan
2. Leo Jones (1998) Cambridge Advanced English: Student's Book New Delhi:
CUP
3. Stanley Fish (2011) How to Write a Sentence
 GENERIC ELECTIVE II: WRITING FOR THE
ELECTRONIC MEDIA

This paper is designed to equip students with writing skills needed for
the digital medium.
Unit 1
 Similarities and differences between writing for the print media
and writing for the electronic media
 New Media—definition, function
Unit 2
Copywriting; writing for commercials

Unit 3
Writing for the web: e-mail and blogging

Unit 4
Website content writing

Unit 5
Online Journalism

Suggested Reading:

 Electronic Literature: New Horizons for the Literary by N.

Katherine Hayles
 Releasing the Image: From Literature to New Media by Jacques
Khalip & Robert Mitchell
 Political Science

GENERIC ELECTIVE I: FEMINISM: THEORY AND PRACTICE

Course Objective: The aim of the course is to explain contemporary debates on feminism and
the history of feminist struggles. The course begins with a discussion on construction of gender
and an understanding of complexity of patriarchy and goes on to analyze theoretical debates
within feminism. Part II of the paper covers history of feminism in the west, socialist societies
and in anti-colonial struggles. Part III focuses a gendered analysis of Indian society, economy
and polity with a view to understanding the structures of gender inequalities. And the last
section aims to understand the issues with which contemporary Indian women’s movements
are engaged with.

I. Approaches to understanding Patriarchy (22 Lectures)

• Feminist theorising of the sex/gender distinction. Biologism versus social constructivism
• Understanding Patriarchy and Feminism
• Liberal, Socialist, Marxist, Radical feminism, New Feminist Schools/Traditions

II. History of Feminism (22 Lectures)

• Origins of Feminism in the West: France, Britain and United States of America

• Feminism in the Socialist Countries: China, Cuba and erstwhile USSR

• Feminist issues and women’s participation in anti-colonial and national liberation
movements with special focus on India

III. The Indian Experience (16 Lectures)

• Traditional Historiography and Feminist critiques. Social Reforms Movement and
position of women in India. History of Women’s struggle in India
• Family in contemporary India - patrilineal and matrilineal practices. Gender Relations in
the Family, Patterns of Consumption: Intra Household Divisions, entitlements and
bargaining, Property Rights
• Understanding Woman’s Work and Labour – Sexual Division of Labour, Productive and
Reproductive labour, Visible - invisible work – Unpaid (reproductive and care),
Underpaid and Paid work,- Methods of computing women’s work , Female headed
households

Essential Readings

I. Approaches to understanding Patriarchy

Geetha, V. (2002) Gender. Calcutta: Stree.

 Geetha, V. (2007) Patriarchy. Calcutta: Stree.

Jagger, Alison. (1983) Feminist Politics and Human Nature. U.K.: Harvester Press, pp. 25-
350.

Supplementary Readings:

Ray, Suranjita. Understanding Patriarchy. Available at:

[Link]

Lerner, Gerda. (1986) The Creation of Patriarchy. New York: Oxford University Press.

II. History of Feminism

Rowbotham, Shiela. (1993) Women in Movements. New York and London: Routledge, Section I,
pp. 27-74 and 178-218.

Jayawardene, Kumari. (1986) Feminism and Nationalism in the Third World. London: Zed Books,
pp. 1-24, 71-108, and Conclusion.

Forbes, Geraldine (1998) Women in Modern India. Cambridge: Cambridge University Press, pp.
1-150.

Supplementary Readings:

Eisentein, Zillah. (1979) Capitalist Patriarchy and the Case for Socialist Feminism. New York:
Monthly Review Press, pp. 271-353.

Funk, Nanette & Mueller, Magda. (1993) Gender, Politics and Post-Communism. New York and
London: Routledge, Introduction and Chapter 28.

Chaudhuri, Maiyatree. (2003) ‘Gender in the Making of the Indian Nation State’, in Rege,
Sharmila. (ed.) The Sociology of Gender: The Challenge of Feminist Sociological Knowledge. New
Delhi: Sage.

Banarjee, Sikata. (2007) ‘Gender and Nationalism: The Masculinisation of Hinduism and Female
Political Participation’, in Ghadially, Rehana. (ed.) Urban Women in Contemporary India: A
Reader. New Delhi: Sage.

III. Feminist Perspectives on Indian Politics

Roy, Kumkum. (1995) ‘Where Women are Worshipped, There Gods Rejoice: The Mirage of the
Ancestress of the Hindu Women’, in Sarkar, Tanika & Butalia, Urvashi. (eds.) Women and the
Hindu Right. Delhi: Kali for Women, pp. 10-28.
Chakravarti, Uma. (1988) ‘Beyond the Altekarian Paradigm: Towards a New Understanding of
Gender Relations in Early Indian History’, Social Scientist, Volume 16, No. 8.

Banerjee, Nirmala. (1999) ‘Analysing Women’s work under Patriarchy’ in Sangari, Kumkum &
Chakravarty, Uma. (eds.) From Myths to Markets: Essays on Gender. Delhi: Manohar.

Additional Readings
Gandhi, Nandita & Shah, Nandita. (1991) The Issues at Stake – Theory and Practice in
Contemporary Women’s Movement in India. Delhi: Zubaan, pp. 7-72.
Shinde, Tarabai (1993) ‘Stri-Purush Tulna’, in Tharu, Susie & Lalita, K. (eds.) Women Writing in
India, 600 BC to the Present. Vol. I. New York: Feminist Press.

Desai, Neera & Thakkar, Usha. (2001) Women in Indian Society. New Delhi: National Book Trust.
 GENERIC ELECTIVE II: GOVERNANCE:
ISSUES AND CHALLENGES
Objectives: This paper deals with concepts and different dimensions of governance highlighting
the major debates in the contemporary times. There is a need to understand the importance of
the concept of governance in the context of a globalising world, environment, administration,
development. The essence of governance is explored through the various good governance
initiatives introduced in India.

1. GOVERNMENT AND GOVERNANCE: CONCEPTS [ 12 lectures ]

Role of State In The Era Of Globalisation State,
Market and Civil Society

2. GOVERNANCE AND DEVELOPMENT [ 12 lectures ]

Changing Dimensions of Development Strengthening Democracy through Good
Governance

3. ENVIRONMENTAL GOVERNANCE [ 12 lectures ]

Human-Environment Interaction
Green Governance: Sustainable Human Development

4. LOCAL GOVERNANCE [ 12 lectures ]

Democratic Decentralisation People's
Participation In Governance

5. GOOD GOVERNANCE INITIATIVES IN INDIA: BEST PRACTICES [ 20 lectures ]

  Public Service Guarantee Acts 

  Electronic Governance 
  Citizens Charter & Right to Information 
 Corporate Social Responsibility 

READINGS

GOVERNMENT AND GOVERNANCE: CONCEPTS

B. Chakrabarty and M. Bhattacharya, (eds.) The Governance Discourse. New Delhi: Oxford
University Press,1998
Surendra Munshi and Biju Paul Abraham [eds.] , Good Governance, Democratic Societies And
Globalisation, Sage Publishers, 2004

United Nation Development Programme , Reconceptualising Governance, New York, 1997

Carlos Santiso, Good Governance and Aid Effectiveness: The World Bank and Conditionality
Johns Hopkins University, The Georgetown Public Policy Review ,Volume VII, No.1, 2001
Vasudha Chotray and Gery Stroker , Governance Theory: A Cross Disciplinary Approach ,
Palgrave Macmillan ,2008
J. Rosenau, ‘Governance, Order, and Change in World Politics’, in J. Rosenau, and E. Czempiel
(eds.) Governance without Government: Order and Change in World Politics, Cambridge:
Cambridge University Press ,1992

B. Nayar (ed.), Globalization and Politics in India. Delhi: Oxford University Press, 2007 pp. 218-
240.

Smita Mishra Panda , Engendering Governance Institutions: State, Market And Civil Society,
Sage Publications,2008

Neera Chandhoke, State And Civil Society Explorations In Political Theory , Sage Publishers,1995

GOVERNANCE AND DEVELOPMENT

B. C. Smith, Good Governance and Development, Palgrave, 2007

World Bank Report, Governance And Development, 1992

P. Bardhan, ‘Epilogue on the Political Economy of Reform in India’, in The Political Economy of
Development in India. 6th edition, Delhi: Oxford University Press, 2005

J. Dreze and A. Sen, India: Economic Development and Social Opportunity. New
Delhi: Oxford University Press, 1995

Niraja Gopal Jayal[ed.], Democracy in India, Oxford University Press, 2007

ENVIRONMENTAL GOVERNANCE

Ramachandra Guha, Environmentalism: A Global History, Longman Publishers, 1999

J.P. Evans, Environmental Governance, Routledge , 2012

Emilio F. Moran, Environmental Social Science: Human - Environment interactions and

Sustainability, Wiley-Blackwell, 2010

Burns H Weston and David Bollier, Green Governance: Ecological Survival, Human Rights, and
the Law of the Commons, Cambridge University Press, 2013

Bina Agarwal, Gender And Green Governance , Oxford University Press, Oxford, 2013

J. Volger, ‘Environmental Issues’, in J. Baylis, S. Smith and P. Owens (eds.) Globalization of

World Politics, New York: Oxford University Press, 2011, pp. 348-362.

A. Heywood, Global Politics, New York: Palgrave, 2011, pp. 383-411.

N. Carter, The Politics of Environment: Ideas, Activism, Policy, Cambridge: Cambridge
University Press, 2007, pp. 13-81.

LOCAL GOVERNANCE
Pranab Bardhan and Dilip Mookherjee, Decentralization And Local Governance In Developing
Countries: A Comparative Perspective, MIT Press, 2006

T.R. Raghunandan, Decentralization And Local Governments: The Indian Experience, Readings
On The Economy, Polity And Society, Orient Blackswan, 2013

Pardeep Sachdeva, Local Government In India, Pearson Publishers, 2011

P. de Souza, (2002) ‘Decentralization and Local Government: The Second Wind of Democracy in
India’, in Z. Hasan, E. Sridharan and R. Sudarshan (eds.) India’s Living Constitution: Ideas,
Practices and Controversies, New Delhi: Permanent Black, 2002

Mary John, ‘Women in Power? Gender, Caste and Politics of Local Urban Governance’, in
Economic and Political Weekly, Vol. 42(39), 2007

GOOD GOVERNANCE INITIATIVES IN INDIA: BEST PRACTICES

Niraja Gopal Jayal , Democracy and the State: Welfare, Secularism, and Development in
Contemporary India, Oxford University Press, 1999

Reetika Khera[ed.], The Battle for Employment Guarantee, Oxford University Press,2011

Nalini Juneja, Primary Education for All in the City of Mumbai: The Challenge Set By Local Actors'
, International Institute For Educational Planning, UNESCO : Paris, 2001

Maxine Molyneux and Shahra Razavi , Gender, Justice, Development, and Rights , Oxford
University Press, 2002

Jugal Kishore, National Health Programs of India: National Policies and Legislations, Century
Publications, 2005

Jean Drèze and Amartya Sen, India, Economic Development and Social Opportunity, Oxford
University Press, 1995

K. Lee and Mills, The Economic Of Health In Developing Countries, Oxford University Press,1983

Marmar Mukhopadhyay and Madhu Parhar (eds.) Education in India: Dynamics of

Development, Shipra Publications, 2007

K. Vijaya Kumar, Right to Education Act 2009: Its Implementation as to Social Development in
India, Akansha Publishers, 2012

Amartya Sen and Jean Dreze, Omnibus: Poverty and Famines, Hunger and Public Action,
India- Economic Development and Social Opportunity, Oxford University Press, 1998

Jean Dreze and Amartya Sen, An Uncertain Glory: India And Its Contradictions, Princeton
University Press, 2013

Reetika Khera- Rural Poverty And Public Distribution System, EPW, Vol-XLVIII,No.45-46,Nov
2013

Pradeep Chaturvedi , Women And Food Security: Role Of Panchayats , Concept Publishing
House, 2002

Bidyut Mohanty, “Women, Right to Food and Role of Panchayats”, Mainstream, Vol. LII, No.
42, October 11, 2014

D. Crowther, Corporate Social Responsibility, Deep and Deep Publishers, 2008

Sanjay K. Agarwal, Corporate Social Responsibility in India, Sage Publishers, 2008

Pushpa Sundar, Business & Community: The Story of Corporate Social Responsibility in India,
New Delhi: Sage Publications, 2013
 Sociology
GENERIC ELECTIVE I: INTRODUCTION TO SOCIOLOGY
This introductory paper intends to acquaint the students with Sociology as a social
science and the basic concepts used in the discipline. It also focuses on the social
processes and the social institutions that man encounters as a member of the
society.
Objectives: After studying these two papers, the student can
 Can get to know the convergence and divergence of Sociology with other
social science disciplines in terms of the subject matter, nature and scope
of the discipline and its approach.
 Develop knowledge about its historicity.
 Can get acquainted with the basic concepts used in the subject.
 Can generate ideas about the social processes and social institutions man
encounters a s a member of the society.
Learning Outcomes: This paper is expected to clarify and broaden the student’s
notion about the subject, the basic concepts used and some universal societal
processes. This will provide a wholesome picture about what the subject is all
about.
Unit-1: Sociology: Definition and Subject matter, Nature and Scope, Emergence
of Sociology, Sociology and its relationship with Anthropology, Political Science,
Economics, and History
Unit-2: Basic Concepts: Society, Culture, Community, Institutions, Association,
Social Structure, Status and Role, Norms and Values, Folkways and Mores,
Associative and Dissociative processes – Cooperation, Assimilation,
Accommodation, Competition, and conflict
Unit-3 : Individual and Society : Individual and society, Socialization, Stages and
Agencies of Socialization, Development of Self – Contributions of George Herbert
Mead, C.H. Cooley’s Looking Glass Self The Concept of Group : Types of Groups
– Primary and Secondary groups, In-Group and Out-group, Reference Group
Unit-4: Social Stratification: Meaning and definition, Dimensions of
Stratifictaion, Theories of Stratification – Functionalist, Marxist, Weberian. Social
mobility and its determinants.
Unit-5: Social Control: Meaning and types, Formal and Informal social control,
Agencies of Social control

Essential readings:
[Link]. T.B. 1972, Sociology: A guide to problems and literature. Bombay
:George Allen and Unwin (India)
[Link], M.1998. Sociology: Themes and perspectives. New Delhi Oxford
University Press
[Link], Alex, 1987. What is Sociology? New Delhi: Prentice-Hall of India
[Link], No. 1988 . What is Sociology .Madras:Macmillan, India :
5. Johnson, Harry M. 1995. Sociology: A Systematic Introduction. New Delhi ,
Allied Publishers
[Link], Richard T. and Robert P. Lamm. 1999 Sociology. New Delhi Tata-Mac
Graw Hill.
 GENERIC ELECTIVE II: INDIAN SOCIETY

Every society has its own peculiar structure and there are some
institutions universal to every society, but with their unique
manifestations in each society. There are some change agents and
initiatives that enable the society to change with the passage of time.
This paper focuses on the structure of the Indian society and the
changing aspects with the processes operating, change agents and
initiatives.

Objectives: After studying these two papers on Indian society, the

student can
 Get an impression about the basic composition of Indian society,
its historical moorings, basic philosophical foundations of the
society and the institutions.
 Learn about the changing institutions, the processes, the agents
and the interventions that bring about change in the Indian
society.
Learning Outcomes: This paper is expected to bring familiarity in a
student about Indian society. It will present a comprehensive,
integrated and empirically –based profile of Indian society. It is hoped
that the structure and processes operative in the society, the change
agents operating in Indian society presented in this course will also
enable students to gain a better understanding of their own situation
and region.

Unit-1 : Composition of Indian Society : Caste, Tribe, Religion,

Language. Unity in Diversities, Threats to national integration
Unit-2 Hindu Social Organisation: Bases of Hindu Social Organization,
Varna, Ashrama and Purushartha. Doctrine of Karma.
Unit-3 : Marriage and Family in India: Hindu marriage as Sacrament,
Forms of Hindu Marriage. The Hindu joint family: Patriarchal and
Matriarchal systems. Marriage and family among the Muslims. Changes
in the institutions of Marriage and Family.
Unit-4 : The Caste system in India: Origin, Features and Functions.
Caste and Class, The Dominant Caste, Changes in Caste system, Caste
and Politics in India
Constitutional and legal provisions for the Scheduled Castes, Scheduled
Tribes.

Unit-5 : Social Change in Modern India : Sanskritization,

Westernization, Secularization, and Modernization
Essential readings:
1. Bose, N.K. 1967, Culture and Society in India. Bombay : Asia
Publishing House
2. Bose, N.K. 1975, Structure of Hindu Society. New Delhi
3. Dube, S.C. 1990, Society in India.(New Delhi: National Book
Trust.)
4. Dube, S.C. 1995, Indian Village (London : Routledge)
5. Dube, S.C. 1958: India’s changing Villages (London: Routledge and
Kegan Paul).
6. Karve, Irawati, 1961 : Hindu Society : An Interpretation(Poona :
Deccan- College) :: Lannoy,
7. Mandelbaum, D.G. 1970 : Society in India (Bombay: Popular
Prakashan)
8. Srinivas, M.N. 1980 : India: Social Structure ( New Delhi:
Hindustan -Publishing Corporation)
9. Srinivas, M.N. 1963: Social Change in Modern India (California,
Berkeley: University of California Press).
10. Singh, Yogendra, 1973: Modernization of Indian Tradition (Delhi:
Thomson Press).
 Sanskrit
GENERIC ELECTIVE I:
MORAL TEACHINGS AND BASICS OF SANSKRIT

1. Hitopodeśa Mitralabha (From Kathāmukha to Gṛdhravidalakatha)

2. Yaksaprasna of Mahabharata(Aranyakaparva, ch.313

from Verses no. 41 to 133)
3. Śabdarupa&Dhaturupa
( ‘a’ karanta, ‘i’ karanta, ‘ī’ karanta, ‘u’ karanta, ‘ū’ karanta, ‘in’
bhaganta, Mātṛ, Pitṛ, Asmad, Yusmad, Tad (sabdarupas).Lat, Laṅ,
Vidhiliṅ, Lṛt, Lot and Litlakaras of Path, Ni, Kṛ, Sev, Han, Pā, Dā,
Śru, Śī and Krīṇ in the form of Ᾱtmanepada, Parasmaipada or
Ubhayapada whichever is applicable. (Dhaturupas)

Books for Reference:

1. Hitopadesah (Mitralabhah) (Ed.) Kapildev Giri, Chaukhamba
Publications, Varanasi.
2. Hitopadesah (Mitralabhah) (Ed.) N.P. Dash and N.S. Mishra,
Kalyani Publishers, New Delhi
3. Vyakaranadarpana, The Odisha State Bureau of Text Book
Preparation and Production, Bhubaneswar, 2013
4. Critical edition of the Mahabharata, (Ed.) V.S. Sukthankar, BORI,
Pune
5. Mahabharata, Gitapress, Gorakhpur (Prescribed Text)
6. Yaksaprasna, T. K. Ramaayiyar, R. S. Vadhyar & Sons. Palkad,
Kerala
 GENERIC ELECTIVE II: POETRY & PROSE WRITING

1. Meghadutam (Purvamegha)
2. Gita ([Link])
3. Prose Writing (Essay in Sanskrit)

Books for Reference:

[Link] (Ed.) S.R. Ray, Sanskrit Pustak Bhandar, 38 Cornwallis
St., Calcutta
[Link] (Ed.) M.R. Kale, Motilal Banarsidass, Delhi
[Link] (Ed.) Radhamohan Mahapatra, Books and Books,
Vinodvihari, Cuttack, 1984
[Link] (Ed.) B.S. Mishra, Vidyapuri, Cuttack, 1st Edn-1999
[Link]-bhagavad-gita (Ed.) S. Radhakrishnan, Bharatiya Vidya
Bhavan
[Link]-bhagavad-gita (Ed.) Gambhirananda, Ramakrishna Mission
[Link]-bhagavad-gita, Gita Press, Gorakhpur
8. Prabandharatnakara, Ramesh Chandra Sukla, Chawkhamba
Publications, Varanasi
9. Nibandhasatakam, Kapildev Dwivedi, Chawkhamba Publications,
Varanasi