MAHAMAYA TECHNICAL UNIVERSITY, NOIDA

Syllabus for
SECOND YEAR

of
MASTER OF BUSINESS ADMINISTRATION

(Effe !"#e fro$ !%e Sess"o&' ()*+,*-.

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S . N . 1 % ! Sub.Co de Sub.Name Ls

MBA Se o&/ Year, Se$es!er, Period Evaluation Scheme

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Total

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Cor#orate $inance (nternation al Trade S#eciali* ation +rou# 1 ,o#ted,Sub.ect S#eciali* ation +rou# 1 ,o#ted,Sub.ect S#eciali* ation +rou# % ,o#ted,Sub.ect S#eciali* ation +rou# % ,o#ted,Sub.ect Sum

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Credit s

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' mer Train in1 A3 5uman % 1 " 1 1 " " !"14 6alues A3 and '"1 Pro7essio %"4 0 ' Tot nal Ethics 12 4 al List of specializations are given on the next page/s. Details of narrations used in the above table: 1. L/T/P: Lecture/Tutorial/Practical 2. CT: Class Test 3. TA: Teacher Assessment: 10 Marks 4. AT: Attendance: 10 Marks

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Note:1 Please read related sections of Ordinances for aster of !usiness "d#inistration $ !"% Progra##e uploaded on &niversit' (ebsite for an' t'pe of clarification regarding exa#ination sche#e/attendance re)uire#ent/ specialization options* etc.+ Note: , -hoose an' t(o $,% .pecialization /roups out of five $0% .pecialization /roups $1* 11* 111* 12 and 2% . 1n each .pecialization /roup* a student shall opt onl' t(o sub3ects during 111 and 12 .e#esters respectivel'. .pecialization /roups once opted in 111 .e#ester shall not be changed in 12 se#ester in an' case. "s per the Ordinances of the &niversit' for !" course* an' specialization can be offered* if #ini#u# 1, students are opting for that .pecialization.

S %e$e of E#alua!"o& MBA Se o&/ Year, Se$es!er,

S.N . 1 % Sub.C ode MB '"1 MB '"% Sub.Nam e Strate1ic Mana1em ent Cor#orat e +overna nce and Business S#eciali* ation +rou# 1 ,o#ted,Sub.ect S#eciali* ation +rou# 1 ,o#ted,Sub.ect S#eciali* ation +rou# % ,o#ted,Sub.ect S#eciali* Perio Lds T P ! ! 1 " 1 " IV To tal 1& " 1& " Credits Evaluation Scheme Sessional End C AT+ T P Sem T P T TA O h ! %" & 1 " " " " ! %" & 1 " " " " ! " %" & " 1 " " 1 " " 1 " " 1 " " 1 "

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! 1 " ! %" & " " ation +rou# % ,o#ted,Sub.ect MB 8issertati ' '"0 Tot on 1 / ' 2 al List of specializations are given on the next page/s. Details of narrations used in the above table: 1. L/T/P: Lecture/Tutorial/Practical 2. CT: Class Test 3. TA: Teacher Assessment: 10 Marks 4. AT: Attendance: 10 Marks

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'

1" " 1" ""

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Note:1 Please read related sections of Ordinances for aster of !usiness "d#inistration $ !"% Progra##e uploaded on &niversit' (ebsite for an' t'pe of clarification regarding exa#ination sche#e/attendance re)uire#ent/ specialization options* etc.+ Note: , -hoose an' t(o $,% .pecialization /roups out of five $0% .pecialization /roups $1* 11* 111* 12 and 2%. 1n each .pecialization /roup* a student shall opt onl' t(o sub3ects during 111 and 12 .e#esters respectivel'. .pecialization /roups once opted in 111 .e#ester shall not be changed in 12 se#ester in an' case. "s per the Ordinances of the &niversit' for !" course* an' specialization can be offered* if #ini#u# 1, students are opting for that .pecialization.

S0ECIALI1ATION 2ROU0S FOR ELECTIVE SUB3ECTS

S4e "al"5a!"o& 2rou4,*' Human esource Mana!ement S6No SUB3ECT SUB3EC 6 * CODE T M" H # 01 Trainin! $ %e&elo'ment 6 M" H #02 )ndustrial elations $ La,our La-s ( 6 M" H #03 Team "uildin! $ Leadershi' + 6 M" H #04 /e!otiation $ Counsellin! 6 S4e "al"5a!"o& 2rou4 7 ( ' MAR8ETIN2 S6No SUB3ECT SUB3EC 6 * CODE M" M0#01 Consumer "eha&iour T 6 M" M0#02 Marketin! esearch ( 6 M" M0#03 +ales $ %istri,ution Mana!ement + 6 M" M0#04 Marketin! o1 ser&ices 6 S4e "al"5a!"o& 2rou4 7 + ' INFORMATION TECHNOLO2Y MANA2EMENT S6No SUB3ECT SUB3EC 6 * CODE T M" )T#01 )n1ormation and Communication Technolo!2 6 M" )T#02 0no-led!e Mana!ement and "usiness ( 6 )ntelli!ence M" )T#03 3nter'rise esource Plannin! and %ata "ase + 6 Mana!ement +2stem M" )T#04 3lectronic Commerce 6 S4e "al"5a!"o& 2rou4 7 - ' FINANCIAL MANA2MENT S6No SUB3ECT SUB3EC 6 * CODE T Ca'ital M" 4M#01 Mana!ement o1 5orkin! 6 M" 4M#02 +ecurit2 Anal2sis and )n&estment Mana!ement ( 6 M" 4M#03 Ta6 Pannin! $ 4inancial e'ortin! + 6 M" 4M#04 Mana!ement o1 4inancial )nstitutions $ +er&ices 6

SEMESTE R ()))* +emester ()))* +emester ().* +emester ().* +emester SEMESTE R ()))* +emester ()))* +emester ().* +emester ().* +emester SEMESTE R +emester ()))* ()))* +emester ().* +emester ().* +emester SEMESTE R +emester ()))* ()))* +emester ().* +emester ().* +emester

S4e "al"5a!"o& 2rou479' INTERNATIONAL BUSINESS MANA2EMENT S6No SUB3ECT SUB3EC SEMESTE 6 * CODE T 3n&ironment R M" )"#01 )nternational "usiness ()))* +emester* )nternational Marketin! 6 M" )"#02 ()))* ( +emester* 6 M" )"#03 )nternational Lo!istics $ +u''l2 Chain ().* + Mana!ement7oint .entures8 Mer!ers and +emester* )nternational 6 M" )"#04 ().* Ac9uisitions +emester* 6 Note :

-hoose an' t(o $,% .pecialization /roups out of five $0%. .pecialization /roups $1* 11* 111* 12 and 2%. 1n each .pecialization /roup* a student can opt onl' t(o sub3ects during 111 and 12 .e#ester in an' case%
.pecialization /roups once opted in 111 .e#ester shall not be changed in 12 se#ester in an' case.

"s per the Ordinances of &niversit' for !" course* an' specialization can be offered* if #ini#u# 1, students are opting for the specialization.

INTRODUCTION AND SCHEME OF MBA COURSE

MASTER OF BUSINESS ADMINISTRATION (M6B6A6. DE2REE (Full T"$e, ( Years Dura!"o&.

The M.".A. 'ro!ram aims at 'ro&idin! &arious elements o1 s2stem o1 education related to M"A de!ree 'ro!ram and addresses issues rele&ant to the &arious 1ormat o1 or!ani:ations i.e. Cor'orate8 ;o&ernment and an2 or!anisation 'er1ormin! internal ,usiness 'rocess to achie&e &arious o,<ecti&es o1 their stake ,2 'ro&idin! solutions to challen!es arisin! there 1rom. A'art 1rom de&elo'in! kno-led!e and skills in di11erent areas o1 mana!ement8 this course also 'ro&ides rele&ant in'uts as 'er the or!ani:ation=s ,usiness/ economic en&ironments. This 'ro!ram 'lace hi!h em'hasis to the o&erall de&elo'ment o1 the 'ersonalit2 o1 the students as mana!er. The structure o1 the 'ro!ram is desi!ned so that students must stud2 the core courses 1rom di11erent 1unctional areas o1 mana!ement su,<ect that are made mandator2 and in the ne6t sta!e &arious s'eciali:ations are o11ered in 1unctional domain areas o1 mana!ement su,<ect areas -here a students can o't 1or t-o s'eciali:ations out o1 the 1i&e o11ered: Human esource Mana!ement Marketin! Mana!ement8 )n1ormation Technolo!2 Mana!ement8 4inance Mana!ement and )nternational "usiness Mana!ement. This course is o1 t-o 2ears di&ided into 1our semesters8 each semester ha&in! com'ulsor2 'a'ers com'osed o1 > units o1 40 sessions each o1 one#hour duration and 1or M" 10?8 14 +ession o1 'racticals and 1or M" 10@8 2@ sessions o1 lecture. The Ani&ersit2 has a s2stem o1 dual s'eciali:ation. The students shall ha&e to o't 1or t-o 1unctional areas 1or their s'eciali:ation8 ha&in! 1our 'a'ers each 1rom +'eciali:ation ;rou': 1 to > (%etails o1 choice is !i&e ,elo- the e&aluation scheme*. The electi&es can ,e o11ered ,2 the de'artment i1 minimum o1 12 students o1 the total class stren!th is o'tin! 1or the same electi&e. +ummer Trainin! 1or @ (ei!ht* -eeks is com'ulsor2 1or e&er2 student 'ursuin! the course8 -hich the2 ha&e to under!o ,et-een second and third semester durin! summer &acation ,reak. SUMMER TRAININ2 0RO3ECT RE0ORT' *6 At the end o1 second semester e6amination8 e&er2 student o1 M"A shall under!o on#the#<o,

'ractical trainin! in or!ani:ation a''ro&ed ,2 %e'artmental Academic +tudent Committee (%A+C* . The trainin! shall ,e o1 @ -eeks duration. The Colle!e/)nstitute shall 1acilitate this com'ulsor2 'rocess (-ithin the means o1 an )nstitution* 1or trainin! 1or students in a''ro&ed or!anisations ,2 %A+C and Trainin! and Placement %e'artment o1 )nstitute/ Colle!e. (6 The student -ho has !one under this trainin! is e6'ected to learn a,out the or!ani:ation and anal2:e 1rom ,oth dee' and -ide 'ers'ecti&e8 1ind a li&e 'ro,lem in the or!anisation and s u ! ! e s t solutions o1 a li&e 'ro,lem. The core o,<ecti&e o1 this trainin! is t o 're'are t h e student -ith the a-areness o1 actual 1unctionin! o1 the or!ani:ation and e6'lore 'ro,lems 1aced ,2 them in a t2'ical socio#economic#'olitical ,usiness en&ironment 1or e6'lorin! 1easi,le solutions and su!!estions. +6 %urin! the course o1 trainin!8 the or!ani:ation (-here the student is under!oin! trainin!* in consultation -ith su'er&isin! 1acult2 shall assi!n a real#li1e 'ro,lem/'ro<ect to the student. -6 3&er2 student8 a1ter the com'letion o1 trainin! shall su,mit a re'ort to the Colle!e/)nstitute and the

or!ani:ation -here the2 ha&e !one their trainin!8 -hich shall 1orm 'art o1 third semester e6amination alon! -ith their trainin!/'ro<ect lo! ,ook containin! the details o1 time schedule and the learnin! content on the stated date in the their trainin! schedule lo!#,ook. Ho-e&er8 the re'ort must ,e su,mitted ,2 the end o1 Au!ust durin! third semester so that it is e&aluated -ell in time and third semester results are not dela2ed. 96 The re'ort (,ased on trainin! and the 'ro,lem/'ro<ect studied* 're'ared ,2 the student shall ,e kno-n as +ummer Trainin! Pro<ect e'ort (+TP *. The re'ort should ordinaril2 ,e ,ased on 'rimar2 e'ort (+TP * should re1lect holistic stud2 o1 data and rele&ant secondar2 data 1rom authentic data,ase a&aila,le in 'u,lic domain and related to trainin! domain. The +ummer Trainin! Pro<ect 'ro,lems 1aced ,2 or!ani:ation -here trainin! -as 'ursued ,2 the student. The +ummer Trainin! Pro<ect e'ort (+TP * s h o u l d su''orted ,2 rele&ant ta,les and ,i,lio!ra'h2. T%e Su$$er Tra"&"&: 0ro;e ! Re4or! (ST0R. s%oul/ o&!a"&' Bne com'rehensi&e cha'ter must ,e included a,out the or!ani:ation -here the student has under!one trainin!. This should deal -ith ,rie1 histor2 o1 the or!ani:ation8 its or!ani:ational structure/Br!ano!ra'hs8 'er1ormance 'roducts/ser&ices and 'ro,lems 1aced. The 'h2sical 1ormat o1 CThe +ummer Trainin! Pro<ect !uidelines: The a&era!e si:e o1 e'ort ordinaril2 shall ,e Minimum ?> and ma6imum to 12> t2'ed 'a!es in e'ort (+TP * should 1ollo- the 1ollo-in!

standard 1ont si:e (12* and dou,le s'acin! t2'ed in A#4 si:e 'a'er (,ack to ,ack*. Three neatl2 t2'ed and so1t ,ound ('a'er#,ack* co'ies o1 the re'ort alon! -ith 3 co'ies o1 C% o1 this re'ort shall ,e su,mitted to the Colle!e/)nstitute. (". The ,2 the e'ort shall ha&e t-o certi1icates. Bne ,2 the Head o1 the )nstitute/Colle!e and the second e'ortin! B11icer o1 the or!ani:ation -here the student has under!one. These t-o certi1icates

should ,e attached in the ,e!innin! o1 the re'ort. ("". The re'ort shall ,e e&aluated ,2 one e6ternal e6aminers8 the uni&ersit2 shall a''oint onl2 one e6ternal e6aminer. )t shall carr2 total o1 100 marks di&ided into -ritten re'ort o1 ?> marks and 1or 'resentation o1 2> marks. Bnl2 such 'ersons shall e&aluate the 'ro<ect re'ort -ho has minimum 3 2ears o1 e6'erience o1 teachin! M"A or related su,<ect classes in a Colle!e/Ani&ersit2 or minimum 3 2ears o1 e6'erience in industr2. 36'erience o1 teachin! M"A classes as !uest 1acult2 shall ,e also allo-ed as a''ro&ed e6aminer ,2 the Ani&ersit2. (""". The de1ence o1 his/her CThe +ummer Trainin! Pro<ect e'ort (+TP *D is o'en house and in camera and all the mem,ers o1 +AC should ,e 'resent. )n the a,sence o1 internal su'er&isor due to an2 e6i!encies8 the HB% o1 the concern de'artment shall nominate one 1acult2 1rom the de'artment. )t is mandator2 that the student shall make 'resentation in the 'resence o1 teachers and students. The student is e6'ected to ans-er to the 9ueries and 9uestions raised in this e6amination.

DISSERTATION' )n 1ourth semester8 students ha&e to su,mit a 4D1..567"71ON8 on a to'ic (1rom the s'eciali:ation areas* t o ,e assi!ned ,2 the %e'artment M"A under the su'er&ision o1 a core 1acult2 mem,er o1 the de'artment. The E%)++3 TAT)B/= re'ort shall carr2 10 0 marks (36ternal*. The e&aluation o1 the 'ro<ect re'ort shall ,e done ,2 one e6ternal e6aminer and shall consist o1 1 o l l o - i n ! : The D1..567"71ON shall contain the 1ollo-in! contents alon! -ith the 'rescri,ed certi1icates 1or this 'ro<ect: i. ii. iii. i&. &. &i. &ii. &iii. i6. 6. )ntroduction B,<ecti&es +co'e o1 the +tud2 Literature e&ie)m'ortance o1 the stud2 esearch methodolo!2 used Anal2sis o1 data collected ecommendations Conclusions Anne6ure/s ()t shall contain rele&ant charts8 dia!rams8 data and ,i,lio!ra'h2*.

A certi1icate o1 the su'er&isor certi12in! the authenticit2 o1 the E%issertation= must ,e attached. The student shall su,mit three co'ies o1 the E%issertation= to the B11ice o1 the Head o1 the %e'artment ,2 their res'ecti&e su'er&isor. The num,er o1 'a!es in the E%issertation= shall not ,e more minimum 1>0 'a!es and ma6imum 12> 'a!es e6cludin! anne6ure 'a!es. The E%issertation= re'ort should ,e t2'ed in A#4 si:e 'a'er8 -ith 1ont si:e 12 t2'ed8 ,ack to ,ack o1 each 'a'er alon! -ith -ritten C% o1 this E%issertation=.

MB +)*' COR0ORATE FINANCE U&"! , I' (< sess"o&s. I&!ro/u !"o& !o Cor4ora!e F"&a& e' Cor'oration# The ole o1 4inancial Mana!er F A!enc2 Pro,lem. N0V as I&#es!$e&! De "s"o& Cr"!er"a' Com'arin! /P. -ith other methods o1 in&estment %ecisions: The 'ro,lems o1 multi'le rates o1 eturn8 Mutuall2 36clusi&e Pro<ects8 Ca'ital ationin!. T%e I&#es!$e&! De "s"o&' The Cash 4lo-8 39ui&alent annual Costs8 Pro<ect )nteractions. U&"! 7 II' (< sess"o&s. Ca4"!al Bu/:e!"&: a&/ R"s=' Com'an2 and Pro<ect Costs o1 Ca'ital8 Measurin! the Cost o1 39uit28 Ca'ital +tructure and the Com'an2 Cost o1 Ca'ital8 isk Ad<usted %iscount ate 8 +ensiti&it2 Anal2sis8 Monte Carlo +imulation8 eal B'tions and %ecision Trees. Al":&$e&! of Ma&a:ers a&/ O>&ers 2oal' Practical as'ects o1 Ca'ital )n&estment Process8 )n1ormation and Ca'ital )n&estment8 )ncenti&es and their role in a!enc2 Pro,lem8 Measurin! and e-ardin! Per1ormance: 3.A8 Pros and Cons o1 3.A. U&"! , III' (? sess"o&s. Mar=e! Eff" "e& y a&/ Cor4ora!e F"&a& "&:' "asics o1 3MH8 The Anomalies8 The lessons 1or the Cor'orate Mana!er. T%e F"&a& "&: De "s"o&' The 4inancin! Process8 The 1inancin! Mi6: Tradeo11s and Theor28 The B'timal 4inancin! Mi68 The 4inancin! Mi6 and Choices U&"! , IV' (@ sess"o&s. T%e D"#"/e&/ De "s"o&' %i&idend Polic28 anal2:in! Cash +'ino11s8 and %i&estures. U&"! , V' (< sess"o&s. Valua!"o&' Princi'les and Practice o1 .aluation8 .alue 3nhancement: Tools and Techni9ues8 Ac9uisitions and Takeo&ers SU22ESTED READIN2S (I& Al4%abe!" al or/er . 1. 2. 3. 4. >. G. ?. "rearl2 F Princi'les o1 Cor'orate 4inance8 Mc;ra-#Hill Co'eland 5eston +hastri: 4inancial theor2 $ Cor'orate Policies84e8 Pearson %amodaran: Cor'orate 4inance8 5ile2 3hrhardt # Cor'orate 4inance# a 4ocused a''roach81e8 Cen!a!e Me!!inson # Princi'les o1 Cor'orate 4inance82e8Cen!a!e oss F 4undamentals o1 Cor'orate 4inance8Mc;ra-#Hill Marne2 F Cor'orate 4inance 1or "usiness8 B61ord Ani&ersit2 Press. eturned to +tockholders8 "u2,acks8

MB +)(' I&!er&a!"o&al Tra/e U&"! , I (*) sess"o&s. I&!er&a!"o&al Tra/e T%eor"es' )ntroduction Mercantilism8 A,solute Ad&anta!e Theor2 Com'arati&e Cost Theor28 Hecksher#Bhlin Theor28 Product C2cle Theor2. )nstruments o1 Trade Polic2# Tari11s8 +u,sidies8 )m'ort Huotas8 .oluntar2 36'ort estraints8 Administrati&e Polic28 Anti#dum'in! Polic2. I&!er&a!"o&al I&s!"!u!"o&s' A/CTA%8 )ts "asic Princi'les and Ma<or Achie&ements8 )M48 ole o1 )M48 )" %8 4eatures o1 )" %8 5TB8 ole and Ad&anta!es o1 5TB. Re:"o&al E o&o$" I&!e:ra!"o&' )ntroduction8 Le&els o1 3conomic )nte!ration8 e!ional 3conomic )nte!ration in 3uro'e8 e!ional 3conomic )nte!ration in A.+.A.8 A+3A/8 +AA C8 )nte!ration 1or "usiness. U&"! 7 II (A sess"o&s. Fore":& EB %a&:e De!er$"&a!"o& Sys!e$s' "asic Conce'ts elatin! to 4orei!n 36chan!e8 .arious t2'es o1 36chan!e ate e!imes8 4actors A11ectin! 36chan!e ates8 "rie1 Histor2 o1 )ndian u'ees 36chan!e ates. F"&a& "al R"s= Ma&a:e$e&!' %eri&ati&es. EB4or! F"&a& e a&/ 0r" "&:' Pre# shi'ment 4inance8 Post#shi'ment 4inance8 +'ecial 4inancial 4acilities8 36'ort )m'ort "ank o1 )ndia8 3.C.;.C. 36'ort Pricin!8 Mechanism o1 Price 4i6ation8 "ene1its to )ndia 36'orts. U&"! 7 III (< sess"o&s. For$al"!"es of Re:"s!ra!"o& a&/ EB4or! Do u$e&!a!"o&: /amin! the 3nter'rise8 1orm o1 B-nershi'8 B'enin! a "ank Account8 ;eneral e!istrations8 e!istrations -ith ")8 e!istration -ith Licensin! Authorities8 e!istration -ith A''ro'riate 3PC= /C"=s %e1inin! 36'ort %ocumentation8 Main Commercial %ocuments8 Additional Commercial %ocuments8 and +tatutor2 %ocuments 1or 36'ort=s Countr28 +tatutor2 %ocuments 1or )m'orts Countr2 and %ocuments 1or Claimin! 36'ort "ene1its. U&"! , IV(< sess"o&s. S!ru !ure of S%"44"&: I&/us!ry a&/ Corl/ Seabor&e Tra/e' %i11erent t2'e o1 +hi's8 +hi''in! outes8 B'eratin! +hi's#Linear and Tram'8 Br!ani:ation o1 a +hi''in! Com'an2. .olume and &alue o1 5orld Trade8 5orld Tonna!e8 4la!s o1 Con&enience8 Con1erence +2stem8 Charterin!. Fre":%! S!ru !ure a&/ Role of I&!er$e/"ar"es: Princi'les o1 4rei!ht ates8 Linear 4rei!ht +tructure8 Tram' 4rei!ht +tructure8 +hi''in! A!ents8 4rei!ht "rokers8 4rei!ht 4or-arders +te&edores. U&"! , V(< sess"o&s. I&/"a& S%"44"&: a&/ Co&!a"&er"5a!"o&: Ports in )ndia8 %e&elo'ments in )ndia +hi''in!8 Ports )n1rastructure %e&elo'ment8 +hi''in! Association8 +hi'ment o1 ;o&t. Controlled Car!o. Conce't o1 Containeri:ation8 Classi1ication o1 Constraints in Containeri:ation8 ).C.%=s. I&!er&a!"o&al A"r !ra&s4or!' Conce't o1 Air Trans'ort8 Ad&anta!es o1 Air Trans'ort8 Constraints8 Air Car!o8 Tari11 +tructure8 ).A.T.A. SU22ESTED READIN2S (I& Al4%abe!" al or/er . 1. 2. 3. 4. >. G. As-atha''a# )nternational "usiness8 Mc;ra-Hill Cherunilam8 4 # )nternational Trade and 36'ort Mana!ement 8Himala2a Hill # )nternational "usiness8 Mc;ra-Hill Muthiah# Lo!istics Mana!ement and 5orld +ea,orne Trade8Himala2a +haran# )nternational "usiness 8 Pearson Mur'h2# Contem'orar2 Lo!istics8 PH)

S4e "al"5a!"o& 2rou4 7 MAR8ETIN2 MB M8 )*' CONSUMER BEHAVIOUR U&"! , I (*) sess"o&s. Consumer ,eha&iour and consumer researchI im'ortance o1 consumer ,eha&iourI e&olution o1 consumer ,eha&iourI methods o1 stud2in! consumer ,eha&iourI customer centric or!ani:ationsI market anal2sisI market se!mentation8 marketin! mi6 strate!iesI &alue o1 ,rands in marketin! strate!2I customer lo2alt2 and retention strate!2I !lo,al marketin! strate!2I !lo,al marketin! strate!2I !lo,al ad&ertisin! e11ecti&enessI consumer decision 'rocess modelI &aria,les a11ectin! the decision 'rocessI t2'es o1 decision 'rocessI 1actors in1luencin! the e6tent o1 'ro,lem sol&in!I 're 'urchase 'rocessesI need reco!nitionI internal and e6ternal searchI 're #'urchase e&aluation. U&"!, II (A sess"o&s. %i11erent t2'es o1 'urchase situationsI retailin! and the 'urchase 'rocessI determinants o1 retail success or 1ailureI 'oint #o1#'urchase materialsI consumer lo!isticsI location ,ased retailin!I direct marketin! consum'tion ,eha&ioursI consum'tion e6'eriences. U&"! , III (A sess"o&s. im'ortance o1 customer satis1actionI 1actors a11ectin! satis1action le&elI demo!ra'hics and consumer ,eha&iourI economic resources and consumer ,eha&iourI 'ersonalit2 and consumer ,eha&iourI 'ersonal &aluesI li1est2le moti&ational con1lict and need 'rioritiesI moti&ational intensit2I moti&atin! consumer U&"!,IV (*) sess"o&s. )m'ortance o1 consumer kno-led!eI t2'es o1 consumer kno-led!eI sources o1 consumer kno-led!eI ,ene1its o1 understandin! consumer kno-led!eI consumer ,elie1sI consumer 1eelin!sI consumer attitudesI consumer intentionsI culture and its e11ect on consumer ,eha&iourI chan!in! &alues and its e11ect on consumer ,eha&iourI chan!in! &alues and its e11ect on marketin!I determinants o1 social classI social class and consumer ,eha&iourI im'ortance o1 1amilies and households on consumer ,eha&iourI role ,eha&iour and its in1luence on the decision 'rocessI 1amil2 li1e c2clesI chan!in! roles o1 -omenI children and household consumer ,eha&iour U&"! ,V (< sess"o&s. ;rou' and 'ersonal in1luences on indi&idualsI re1erence !rou' and its in1luence on indi&idualsI transmission o1 in1luence throu!h d2adic e6chan!esI -ord o1 mouth and o'inion leaders in ad&ertisin! and marketin! strate!2I di11usion o1 inno&ationsI di11usion 'rocessI reachin! the consumerI !ainin! consumer=s attentionI sha'in! consumer=s o'inionI o'inions chan!eI 'roduct=s and ad&ertisin!=s role in sha'in! consumer o'inionI co!niti&e learnin!I retrie&al o1 in1ormationI com'an2=s role in hel'in! consumers to remem,er Su::es!e/ Rea/"&:s'(I& Al4%abe!" al Or/er. 1. "aner<ee # Consumer "ea&iourI 10 e8 Pearson 2. Loudon # Consumer "eha&iourI Tata Mc;ra- Hill 3. /air # Consumer "eha&iour in )ndian Pers'ecti&e I Himala2a 4. Ha-kins Fconsumer "eha&iour8 11e8 Mc;ra-Hill

MB M8 )(' MAR8ETIN2 RESEARCH U&"! , I (< sess"o&s . Marketin! esearch F %e1inition8 +co'e8 +i!ni1icance8 Limitations8 B,stacles in acce'tance. 3thics in marketin! research. Marketin! )ntelli!ence s2stem esearch 'rocess F Mana!ement dilemma ('ro,lem* F decision 'ro,lem F research 'ro,lem F h2'othesis statement F characteristics o1 a !ood h2'othesis F dra1tin! the research 'ro'osal. .arious sources o1 market )n1ormation F Methods o1 collectin! Market )n1ormation # +econdar2 data F sources F 'ro,lems o1 1it and accurac2. +2ndicated ser&ices. U&"! , II (*) sess"o&s . Marketin! research techni9ues: Market de&elo'ment research: Cool huntin! F socio cultural trends8 %emand estimation research8 Test marketin!8 +e!mentation esearch # Cluster anal2sis8 %iscriminant anal2sis. +ales 1orecastin! F o,<ecti&e and su,<ecti&e methods Marketin! Mi6 esearch: Conce't testin!8 "rand 39uit2 esearch8 "rand name testin!8 Commercial e2e trackin! F 'acka!e desi!ns8 Con<oint anal2sis8 Multidimensional scalin! # 'ositionin! research8 Pricin! esearch8 +ho' and retail audits8 Ad&ertisin! esearch F Co'2 Testin!8 eadershi' sur&e2s and &ie-er shi' sur&e2s8 Adtrackin!8 &iral marketin! research. U&"! , III (A sess"o&s . Marketin! e11ecti&eness and anal2tics research: Customer +atis1action Measurement8 m2ster2 sho''in!8 Market and +ales Anal2sis .36'lorator2 desi!ns F %escri'ti&e desi!ns # Lon!itudinal and cross#sectional anal2sis. Hualitati&e research techni9ues F i* "ased on 9uestionin!: 4ocus !rou's8 %e'th inter&ie-s8 Pro<ecti&e techni9ues. ii* "ased on o,ser&ations: ethno!ra'h28 !rounded theor28 'artici'ant o,ser&ation. Causal research F "asic e6'erimental desi!ns F internal and e6ternal &alidit2 o1 e6'eriments6 U&"! , IV (A sess"o&s . Primar2 data F Huestionnaire desi!n # Administration and anal2sis considerations in desi!n # Attitude measurement F scalin! techni9ues. B,ser&ation method o1 'rimar2 data collection. 5e, ,ased 'rimar2 data collection F issues o1 reach8 anal2sis8 accurac2 8 time and e11icienc2. +am'lin! F sam'lin! methods F sam'lin! and non sam'lin! errors F sam'le si:e calculation F 'o'ulation and sam'le si:e # lar!e and small sam'les # 'ractical considerations in determinin! sam'le si:e. U&"! , V (*) sess"o&s . %ata anal2sis F Ani&ariate F "i&ariateF Multi&ariate. +im'le and cross ta,ulation8 sim'le and multi'le re!ression8 4actor anal2sis. H2'othesis testin! F T2'es o1 tests and test selection8 Bne sam'le test8 T-o# )nde'endent +am'le tests8 T-o#related sam'le tests. Chi#s9uare test8 tests 1or lar!e and small sam'les. Su::es!e/ Rea/"&:s'(I& Al4%abe!" al Or/er. 1. %as / Malhotra # Marketin! esearch: An A''lied Brientation8 Ge8 Pearson 2. ; C "eri # Marketin! esearch8 Mc;ra-hill 3. 3as-aran # Marketin! esearch: Conce'ts8 Practices and Cases8 1/e8 B61ord Ani&ersit2 Press 4. Coo'er F Marketin! esearch 8 Mc;ra-hill >. /ar!undkar F Marketin! esearch

S4e "al"5a!"o& 2rou4 7 - ' FINANCIAL MANA2MENT MB' FM )* ' MANA2EMENT OF COR8IN2 CA0ITAL U&"!, I ' I&!ro/u !"o& !o Cor="&: Ca4"!al (*) Sess"o&s. /ature8 +co'e and %e1inition o1 5orkin! Ca'ital8 5orkin! Ca'ital C2cle8 Assessment and Com'utation o1 5orkin! Ca'ital e9uirement8 Pro1ita,ilit2FLi9uidit2 trade#o118 5orkin! Ca'ital Polic2 # A!!ressi&e $ %e1ensi&e. B&er&ie- o1 5orkin! Ca'ital Mana!ement U&"! , II ' Ma&a:e$e&! of Cas% a&/ Mar=e!able Se ur"!"es (< Sess"o&s. Meanin! o1 Cash8 Moti&es 1or holdin! cash8 o,<ecti&es o1 cash mana!ement8 1actors determinin! cash needs8 Cash Mana!ement Models8 Cash "ud!et8 Cash Mana!ement: ,asic strate!ies8 techni9ues and 'rocesses8 com'ensatin! ,alances I Marketa,le +ecurities: Conce't8 t2'es8 reasons 1or holdin! marketa,le securities8 alternati&e strate!ies8 choice o1 securitiesI Cash Mana!ement Practices in )ndia. U&"! , , III' Ma&a:e$e&! of Re e"#ables ( @ Sess"o&s. ecei&a,les: /ature $ cost o1 maintainin! recei&a,les8 o,<ecti&es o1 recei&a,les mana!ement8 1actors a11ectin! si:e o1 recei&a,les8 'olicies 1or mana!in! accounts recei&a,les8 determination o1 'otential credit 'olic2 includin! credit anal2sis8 credit standards8 credit 'eriod8 credit terms8 etcI Collection PoliciesI Credit Mana!ement in )ndia. U&"! , IV' I&#e&!ory Ma&a:e$e&! (@ Sess"o&s. )n&entor2: /eed 1or monitorin! $ control o1 in&entories8 o,<ecti&es o1 in&entor2 mana!ement8 "ene1its o1 holdin! in&entor28 risks and costs associated -ith in&entories8 )n&entor2 Mana!ement: Minimi:in! cost in in&entor28 Techni9ues o1 )n&entor2 Mana!ement # Classi1ication8 order 9uantit28 order 'oint etc. U&"! , V' Cor="&: Ca4"!al F"&a& "&: (< Sess"o&s. /eed and o,<ecti&es o1 1inancin! o1 -orkin! ca'ital8 short term credit8 mechanism and cost#,ene1it anal2sis o1 alternati&e strate!ies 1or 1inancin! -orkin! ca'ital : accrued -a!es and ta6es8 accounts 'a2a,le8 trade credit8 ,ank loans8 o&erdra1ts8 ,ill discountin!8 commercial 'a'ers8 certi1icates o1 de'osit8 1actorin!8 secured term loans8 etcI Pattern and sources o1 5orkin! Ca'ital 4inancin! in )ndia8 -ith re1erence to ;o&ernment 'olicies. SU22ESTED READIN2S (I& Al4%abe!" al or/er . 1. "hattachar2a F 5orkin! Ca'ital mana!ement 8 2e8 PH) 2. Periasam2 # 5orkin! Ca'ital Mana!ement FTheor2 $ Practice8 Himala2a 3. an!ra<an # 5orkin! Ca'ital Mana!ement 8 36cel 4. usta!i # 5orkin! ca'ital Mana!ement8 Ta6mann >. +harma # 5orkin! Ca'ital Mana!ement 8Himala2a

MB FM )(' Se ur"!y A&alys"s a&/ I&#es!$e&! Ma&a:e$e&! U&"! , I (<sess"o&s. O#er#"e> of Ca4"!al Mar=e!: Market o1 securities8 +tock 36chan!e and /e- )ssue Markets # their nature8 structure8 1unctionin! and limitationsI Tradin! o1 securities: e9uit2 and de,entures/ ,onds. e!ulator2 Mechanism: +3") and its !uidelinesI )n&estor Protection. U&"! , II(<sess"o&s. R"s= D Re!ur&: Conce't o1 isk8 Measures o1 risk and return8 calculation8 trade o118 s2stematic and uns2stematic risk com'onents. EEu"!y Valua!"o&' /ature o1 e9uit2 instruments8 39uit2 .aluation Models. A''roaches to 39uit2 .aluation: Technical A''roach F o&er&ie- o1 conce't $ tools used and 4undamental A''roach F econom28 industr2 and com'an2 anal2sis Bo&/ Valua!"o& D Bo&/ 0or!fol"o Ma&a:e$e&!' /ature o1 ,onds8 &aluation8 "ond theorem8 Term structure o1 interest rates8 Con&e6it2 o1 Jield Cur&e8 Macaula2 %uration. U&"! , III (@sess"o&s. Valua!"o& of Der"#a!"#es (O4!"o&s a&/ fu!ures.: Conce'ts8 Pricin! Models F "inomial and "lack $ +choles8 B'tion ;reeks8 B'tions Tradin! +trate!ies U&"! , IV(*) sess"o&s. 0or!fol"o A&alys"s a&/ Sele !"o&' Port1olio conce't8 Port1olio risk and return8 "eta as a measure o1 risk8 calculation o1 ,eta8 EEu"l"br"u$ "& !%e Ca4"!al Mar=e!s D Sele !"o& of 0or!fol"o' 3MH (311icient Market H2'othesis* and its im'lications 1or in&estment decision8 Marko-it:=s Theor28 +in!le )nde6 Model8 Ca'ital market theorem8 CAPM (Ca'ital Asset Pricin! Model* and Ar,itra!e Pricin! Theor2. U&"! , V(@sess"o&s. 0or!fol"o Ma&a:e$e&! a&/ 0erfor$a& e E#alua!"o&' Per1ormance e&aluation o1 e6istin! 'ort1olio8 +har'e and Tre2nor measuresI 4indin! alternati&es and re&ision o1 'ort1olioI Port1olio Mana!ement and Mutual 4und )ndustr2. SU22ESTED READIN2S (I& Al4%abe!" al or/er . 1. "odie F)n&estment8@e8Mc;ra-hill 2. %amodaran # )n&estment .aluation: Tools and Techni9ues 1or %eterminin! the .alue o1 an2 Asset8 3e8 5ile2 3. 4ischer # +ecurit2 Anal2sis and Port1olio Mana!ement8 G/e8 Pearson 4. Hirt F4undamentals o1 )n&estment Mana!ement8@e8Mc;ra-Hill >. 0e&in # +ecurit2 Anal2sis and Port1olio Mana!ement 8PH) G. Pandian P # +ecurit2 Anal2sis and Port1olio Mana!ement (.ikas* ?. an!anatham F +ecurit2 Anal2sis and Port1olio Mana!ement8 2/e8 Pearson @. eill2 4rank F Anal2sis o1 )n&estments and Mana!ement o1 Port1olios8 10/e8 Cen!a!e

Hu$a& Values D 0rofess"o&al E!%" s (Syllabus for !%e Value E/u a!"o& Course !o be "&!ro/u e/ "& MTU Colle:esFI&s!"!u!es. Sub;e ! Co/e,AU,+)*FAU,-)* Course Ob;e !"#e This introductor2 course in'ut is intended a6 To hel' the students a''reciate the essential com'lementaril2 ,et-een E.ALA3+D and E+0)LL+= to ensure sustained ha''iness and 'ros'erit2 -hich are the core as'irations o1 all human ,ein!s. b6 To 1acilitate the de&elo'ment o1 a Holistic 'ers'ecti&e amon! students to-ards li1e8 'ro1ession and ha''iness8 ,ased on a correct understandin! o1 the Human realit2 and the rest o1 36istence. +uch a holistic 'ers'ecti&e 1orms the ,asis o1 &alue ,ased li&in! in a natural -a2. 6 To hi!hli!ht 'lausi,le im'lications o1 such a Holistic understandin! in terms o1 ethical human conduct8 trust1ul and mutuall2 satis12in! human ,eha&ior and mutuall2 enrichin! interaction -ith nature. Thus8 this course is intended to 'ro&ide a much needed orientational in'ut in .alue 3ducation to the 2oun! en9uirin! minds. Course Me!%o/olo:y The methodolo!2 o1 this course is uni&ersall2 ada'ta,le8 in&ol&in! a s2stematic and rational stud2 o1 the human ,ein! &is#K#&is the rest o1 e6istence. )t is 1ree 1rom an2 do!ma or &alue 'rescri'tions. )t is a 'rocess o1 sel1#in&esti!ation and sel1#e6'loration and not o1 !i&in! sermons. 5hate&er is 1ound as truth or realit2 is stated a 'ro'osal and the students are 1acilitated to &eri12 it in their o-n ri!ht ,ased on their /atural Acce'tance and 36'eriential .alidation This 'rocess o1 sel1#e6'loration takes the 1orm o1 a dialo!ue ,et-een the teacher and the students to ,e!in -ith and -ithin the student himsel1/hersel1 1amil2. This sel1#e6'loration also ena,les them to e&aluate their 're#conditionin!s and 'resent ,elie1s.

Hu$a& Values D 0rofess"o&al E!%" s Sub;e ! Co/e,AU,+)*FAU,-)* Total /o.o1 Lectures : 2@ Total /o.o1 Practice +essions: 14 (o1 1 hr. each* Co&!e&! for Le !ures' U&"!,I

L#T#P:2#1#0

Course I&!ro/u !"o& , Nee/, Bas" 2u"/el"&es, Co&!e&! a&/ 0ro ess for Value E/u a!"o& (A. 1. Anderstandin! the need8 ,asic !uidelines8 content and 'rocess 1or .alue 3ducation. 2. +el1 36'loration#-hat is itL # its content and 'rocessI E/atural Acce'tance= and 36'eriential .alidation#as the mechanism 1or sel1 e6'loration 3. Continuous Ha''iness and Pros'erit2#A look at ,asic Human As'irations 4. i!ht understandin!8 elationshi' and Ph2sical 4acilities#the ,asic re9uirements 1or 1ul1illment o1 as'irations o1 e&er2 human ,ein! -ith their correct 'riorit2 >. Anderstandin! Ha''iness and Pros'erit2 correctl2#A critical a''raisal o1 the current scenario G. Method to 1ul1ill the a,o&e human as'irations: understandin! and li&in! in harmon2 at &arious le&els. U&"!,II U&/ers!a&/"&: Har$o&y "& !%e Hu$a& Be"&:,Har$o&y "& Myself (A.

?. Anderstandin! human ,ein! as a co#e6istence o1 the sentient E)= and the material E"od2= @. Anderstandin! the needs o1 +el1 (E)=* and E"od2= # +ukh and +u&idha M. Anderstandin! the "od2 as an instrument o1 E)= () ,ein! the doer8 seer and en<o2er* 10. Anderstandin! the characteristics and acti&ities o1 E)= and harmon2 in E)= 11. Anderstandin! the harmon2 o1 ) -ith the "od2: +an2am and +-asth2aI correct a''raisal o1 Ph2sical needs8 meanin! o1 Pros'erit2 in detail 12. Pro!rams to ensure +an2am and +-asth2a #Practice 36ercised and Case +tudies -ill ,e taken u' in Practice +essions. U&"!,III U&/ers!a&/"&: Har$o&y "& !%e Fa$"ly a&/ So "e!y ,Har$o&y "& Hu$a&,Hu$a& Rela!"o&s%"4 (A. 13. Anderstandin! harmon2 in the 4amil2# the ,asic unit o1 human interaction 14. Anderstandin! &alues in human # human relationshi'I meanin! o1 /2a2a and 'ro!ram 1or its 1ul1illment to ensure A,ha2#tri'tiI Trust (.ish-as* and es'ect (+amman* as the 1oundational &alues o1 relationshi' 1>. Anderstandin! the meanin! o1 .ish-asI %i11erence ,et-een intention and com'etence 1G. Anderstandin! the meanin! o1 +amman8 %i11erence ,et-een res'ect and di11erentiationI the other salient &alues in relationshi' 1?. Anderstandin! the harmon2 in the societ2 (societ2 ,ein! an e6tension o1 1amil2*: +amadhan8 samridhi8 A,ha28 +ah#astit&a as com'rehensi&e Human ;oals 1@. .isuali:in! a uni&ersal harmonies order in societ2#Andi&ided +ociet2 (Akhand +ama<*8 Ani&ersal Brder (+ar&a,haum .2a-astha* # 1rom 1amil2 to -orld 1amil2. #Practice 36ercise and Case +tudies -ill ,e taken u' in Practice +essions.

U&"!,IV U&/ers!a&/"&: Har$o&y "& !%e Na!ure a&/ EB"s!e& e , C%ole eB"s!e& e as Co,eB"s!e& e (9. 1M. Anderstandin! the harmon2 in the /ature 20. )nterconnectedness and mutual 1ul1illment amon! the 1our orders o1 nature#rec2cla,ilit2 and sel1#re!ulations in nature 21. Anderstandin! e6istence as Co#e6istence (+ah#astit&a* o1 mutuall2 interactin! unites in all# 'er&asi&e s'ace. 22. Holistic 'erce'tion o1 harmon2 at all le&els o1 e6istence #Practice 36ercise and Case +tudies -ill ,e taken u' in Practice +essions. U&"!,V I$4l" a!"o&s of !%e abo#e Hol"s!" U&/ers!a&/"&: of Har$o&y o& 0rofess"o&al E!%" s (9. 23. /atural acce'tance o1 human &alues 24. %e1initi&eness o1 3thical Human Conduct 2>. "asis o1 Humanistic 3ducation8 Humanistic Constitution and Humanistic Ani&ersal Brder 2G. Com'etence in 'ro1essional ethicsI a. A,ilit2 to utili:e the 'ro1essional com'etence 1or au!mentin! uni&ersal human order. ,. A,ilit2 to identi12 the sco'e and characteristics o1 'eo'le 1riendl2 eco#1riendl2 'roduction s2stems c. A,ilit2 to identi12 and de&elo' a''ro'riate technolo!ies and mana!ement 'atterns 1or a,o&e 'roduction s2stems. 2?. Case studies o1 t2'ical holistic technolo!ies8 mana!ement models and 'roduction s2stems 2@. +trate!2 1or transition 1rom the 'resent state to uni&ersal Human BrderI a. At the le&el o1 indi&idual: as sociall2 and ecolo!icall2 res'onsi,le en!ineers8 technolo!ies and man!ers. ,. At the le&el o1 societ2: as mutuall2 enrichin! institutions and or!ani:ations Co&!e&! for 0ra !" e Sess"o&s' U&"!,I Course I&!ro/u !"o& , Nee/, Bas" 2u"/el"&es, Co&!e&! a&/ 0ro ess for Value E/u a!"o& 0S *' )ntroduction 2oursel1 in detail. 5hat are the !oals in 2our li1eL Ho- do 2ou set 2our !oals in 2our li1eL Ho- do 2ou di11erentiate ,et-een ri!ht and -ron!L 5hat ha&e ,een 2our achie&ements and shortcomin!s in 2our li1eL B,ser&e and anal2:e them. EB4e !e/ Ou! o$e' the students start e6'lorin! themsel&esI !et com1orta,le to each other and to the teacher and start 1indin! the need and rele&ance 1or the course. 0S (' /o- a da2s8 there is a lot o1 &oice a,out man2 techno#!enic maladies such as ener!2 and natural resource de'letion8 en&ironment 'ollution8 !lo,al -armin!8 o:one de'letion8 de1orestation8 soil de!radation8 etc. # all these seem to ,e man#made 'ro,lems threatenin! the sur&i&al o1 li1e on 3arth# 5hat is the root cause o1 these maladies $ -hat is the -a2 out in 2our o'inionL Bn the other hand8 there is ra'idl2 !ro-in! dan!er ,ecause o1 nuclear 'roli1eration8 arms race8 terrorism8 criminali:ation o1 'olitics8 lar!e scale corru'tion8 scams8 ,reakdo-n o1 relationshi's8

!eneration !a'8 de'ression $ suicidal attem'ts8 etc # -hat do 2ou thin!8 is the root cause o1 these threats to human ha''iness and 'eace # -hat could ,e the -a2 out in 2our o'inionL EB4e !e/ Ou! o$e' the students start 1indin! that technical education -ithout stud2 o1 human &alues can !enerate more 'ro,lems than solutions. The2 also start 1eelin! that lack o1 understandin! o1 human &alues is the root cause o1 all 'ro,lems and the sustained solution could emer!e onl2 throu!h understandin! o1 human &alues and &alue ,ased li&in!. An2 solution ,rou!ht 1ear8 tem'tation or do!ma -ill not ,e sustaina,le. 0S +' 1. B,ser&e that each one o1 us has /atural Acce'tance8 ,ased on -hich one can &eri12 ri!ht or not ri!ht 1or him. .eri12 this in case o1: (i* 5hat is /aturall2 Acce'ta,le to 2ou in relationshi'#4eelin! o1 res'ect or disres'ectL (ii* 5hat is /aturall2 Acce'ta,le to 2ou # to nurture or to e6'loit othersL )s 2our li&in! the same as 2our natural acce'tance or di11erentL 2. But o1 the three ,asic re9uirements 1or 1ul1illment o1 2our as'irations#ri!ht understandin!8 relationshi' and 'h2sical 1acilities8 o,ser&e ho- the 'ro,lems in 2our 1amil2 are related to each. Also o,ser&e ho- much time $ e11ort 2our de&ote 1or each in 2our dail2 routine.

EB4e !e/ Ou! o$e 1. The students are a,le to see that &eri1ication on the ,asis o1 natural acce'tance and e6'eriential &alidation throu!h li&in! is the onl2 -a2 to &eri12 ri!ht or -ron!8 and re1errin! to an2 e6ternal source like te6t or instrument or na2 other 'erson cannot ena,le them to &eri12 -ith authenticit2I it -ill onl2 de&elo' assum'tions. 2. The students are a,le to see that their 'ractice in li&in! is not in harmon2 -ith their natural acce'tance most o1 the time and all the2 need to do is to re1er to their natural acce'tance to remo&e this disharmon2. 3. The students are a,le to see that lack o1 ri!ht understandin! leadin! to lack o1 relationshi' is the ma<or cause o1 'ro,lems in their 1amil2 and not the lack o1 'h2sical 1acilities in most o1 the cases8 -hile the2 ha&e !i&en hi!her 'riorit2 to earnin! o1 'h2sical 1acilities in their li1e i!norin! relationshi's and not ,ein! a-are that ri!ht understandin! is the most im'ortant re9uirement 1or an2 human ,ein!. U&"!,II U&/ers!a&/"&: Har$o&y "& !%e Hu$a& Be"&:,Har$o&y "& Myself 0S -' List do-n all 2our desires. B,ser&e -hether the desire is related to +el1 ()* or "od2. )1 it a''ears to ,e related to ,oth8 see -hich 'art o1 it is related to +el1 ()* and -hich 'art is related to "od2. EB4e !e/ Ou! o$e' the students are a,le to see that the2 can enlist their desires and the desires are not &o!ue. Also the2 are a,le to relate their desires to E)= and E"od2= distinctl2. )1 an2 desire a''ears related to ,oth8 the2 are a,le to see that the 1eelin! is related to ) -hile the Ph2sical 1acilit2 is related to the ,od2. The2 are also a,le to see that E)= and E"od2= are t-o realities 8 and most o1 their desires are related to E)= and not ,od28 -hile their e11orts are mostl2 centered on the 1ul1illment o1 the needs o1 the ,od2 assumin! that it -ill meet the needs o1 E)= too. 0S 9' 1. (a* B,ser&e that an2 'h2sical 1acilit2 2ou use8 1ollo-s the !i&en se9uence -ith time: /ecessar2 $ taste1ul#unnecessar2 $ taste1ul#unnecessar2 $ tasteless#intolera,le

(,*

)n contrast8 o,ser&e that an2 1eelin! in 2ou is either naturall2 acce'ta,le or not acce'ta,le at all. )1 naturall2 acce'ta,le8 2ou -ant it continuousl2 and i1 not acce'ta,le8 2ou do not -ant it an2 moment. List do-n all 2our acti&ities. B,ser&e -hether the acti&it2 is o1 E)= or o1 "od2 or -ith the 'artici'ation o1 ,oth E)= and "od2. B,ser&e the acti&ities -ithin E)=. )denti12 the o,<ect o1 2our attention 1or di11erent moments (o&er a 'eriod o1 sa2 > to 10 minutes* and dra- a line dia!ram connectin! these 'oints. Tr2 to o,ser&e the link ,et-een an2 t-o nodes.

2. 3.

EB4e !e/ Ou! o$e' 1. The students are a,le to see that all 'h2sical 1acilities the2 use are re9uired 1or limited time in limited 9uantit2. Also the2 are a,le to see that in case o1 1eelin!s8 the2 -ant continuit2 o1 the naturall2 acce'ta,le 1eelin!s and the2 do not -ant 1eelin!s -hich are not naturall2 acce'ta,le e&en 1or a sin!le moment. 2. The students are a,le to see that acti&ities like understandin!8 desire8 thou!ht and selection are the acti&ities o1 E)= onl28 the acti&ities like ,reathin!8 'al'itation o1 di11erent 'arts o1 the ,od2 are 1ull2 the acti&ities o1 ,od2 -ith the acce'tance o1 E)= -hile the acti&ities the2 do -ith their sense or!ans like hearin! throu!h ears8 seein! throu!h e2es8 sensin! throu!h touch8 tastin! throu!h ton!ue and smellin! throu!h nose or the acti&ities the2 do -ith their -ork or!ans like hands8 le!s etc. are such acti&ities that re9uire the 'artici'ation o1 ,oth E)= and ,od2. 3. The students ,ecome a-are o1 their acti&ities o1 E)= and start 1indin! their 1ocus o1 attention at di11erent moments. Also the2 are a,le to see that most o1 their desires are comin! 1rom outside (throu!h 'reconditionin! or sensation* and are not ,ased on their natural acce'tance. 0S A' 1. Chalk out 'ro!rams to ensure that 2ou are res'onsi,le to 2our ,od2#1or the nurturin!8 'rotection and ri!ht utili:ation o1 the ,od2. 2. 4ind out the 'lants and shru,s !ro-in! in and around 2our cam'us. 4ind out their use 1or curin! di11erent diseases. EB4e !e/ Ou! o$e: The +tudents are a,le to list do-n acti&ities related to 'ro'er u'kee' o1 the ,od2 and 'ractice them in their dail2 routine. The2 are also a,le to a''reciate the 'lants -ildl2 !ro-in! in and around the cam'us -hich can ,e ,ene1icial in curin! di11erent diseases U&"!,III U&/ers!a&/"&: Har$o&y "& !%e Fa$"ly a&/ So "e!y ,Har$o&y "& Hu$a&,Hu$a& Rela!"o&s%"4 0S @' 4rom small !rou's in the class and in that !rou' initiate dialo!ue and ask the ei!ht 9uestions related to trust. The ei!ht 9uestions are: * a6 %o ) -ant to make m2sel1 ha''2L *b6 Am ) a,le to make m2sel1 al-a2s ha''2L ( a6 %o ) -ant to make the other ha''2L (b6 Am ) a,le to make the other al-a2s ha''2L +a6 %oes the other -ant to make him ha''2L +b. )s the other a,le to make him al-a2s ha''2L -a6 %oes the other -ant to make me ha''2L -b6 )s the other a,le to make me al-a2s ha''2L 5hat is the ans-erL 5hat is the ans-erL )ntention (/atural Acce'tance* Com'etence

Let each student ans-er the 9uestions 1or himsel1 and e&er2one else. %iscuss the di11erence ,et-een intention and com'etence. B,ser&e -hether 2ou e&aluate 2our intention $ com'etence as -ell as the others $ com'etence. EB4e !e/ Ou! o$e' The students are a,le to see that the 1irst 1our 9uestions are related to our /atural Acce'tance i.e. intention and the ne6t 1our to our Com'etence. The2 are a,le to note that the intention is al-a2s correct8 onl2 com'etence is lackin!N 5e !enerall2 e&aluate oursel&es on the ,asis o1 our intention and others on the ,asis o1 their com'etenceN 5e seldom look at our com'etence and others= intentions as a result -e conclude that ) am a !ood 'erson and other is a ,ad 'erson. 0S <' 1. B,ser&e on ho- man2 occasions 2ou are res'ectin! 2our related ones (,2 doin! the ri!ht e&aluation* and on ho- man2 occasions 2ou are disres'ectin! ,2 -a2 o1 under#e&aluation8 o&er# e&aluation or other-ise e&aluation. 2. Also o,ser&e -hether 2our 1eelin! o1 res'ect is ,ased on treatin! the other as 2oursel1 or on di11erentiations ,ased on ,od28 'h2sical 1acilities or ,elie1s. EB4e !e/ Ou! o$e' the students are a,le to see that res'ect is ri!ht e&aluation8 and onl2 ri!ht e&aluation leads to 1ul1illment in relationshi'. Man2 'resent 'ro,lem in the societ2 are and outcome o1 di11erentiation (lack o1 understandin! o1 res'ect*8 like !ender ,iasness8 !eneration !a'8 caste con1licts8 class stru!!le8 dominations throu!h 'o-er 'la28 communal &iolence8 clash o1 isms8 and so on so 1orth. All these 'ro,lems can ,e sol&ed ,2 reali:in! that the other is like me as he has the same natural acce'tance8 'otential and 'ro!ram to ensure a ha''2 and 'ros'erous li1e 1or him and 1or others thou!h he ma2 ha&e di11erent ,od28 'h2sical 1acilities or ,elie1s. 0S ?' 1. 5rite a note in the 1orm o1 stor28 'oem8 skit8 essa28 narration8 dialo!ue to educate a child. 3&aluate it in a !rou' 2. %e&elo' three cha'ters to introduce Esocial science#its need8 sco'e and content= in the 'rimar2 education o1 children EB4e !e/ Ou! o$e' The students are a,le to use their creati&it2 1or education children. The students are a,le to see that the2 can 'la2 a role in 'ro&idin! &alue education 1or children. The2 are a,le to 'ut in sim'le -ords the issues that are essential to understand 1or children and com'rehensi,le to them. The students are a,le to de&elo' an outline o1 holistic model 1or social science and com'are it -ith the e6itin! model. U&"!,IV U&/ers!a&/"&: Har$o&y "& !%e Na!ure a&/ EB"s!e& e , C%ole eB"s!e& e as Co,eB"s!e& e 0S *)' List do-n units (thin!s* around 2ou. Classi12 them in 1or orders. B,ser&e and e6'lain the mutual 1ul1illment o1 each unit -ith other orders. EB4e !e/ Ou! o$e: The students are a,le to di11erentiate ,et-een the characteristics and acti&ities o1 di11erence orders and stud2 the mutual 1ul1illment amon! them. The2 are also a,le to see that human ,ein!s are not 1ul1illin! to other orders toda2 and need to take a''ro'riate ste's to ensure ri!ht 'artici'ants (in terms o1 nurturin!8 'rotection and utili:ation* in the nature. 0S **'

1. Make a chart 1or the -hole e6istence. List do-n di11erent courses o1 studies and relate them to di11erent units or le&els in the e6istence. 2. Choose an2 one su,<ect ,ein! tau!ht toda2. 3&aluate it and su!!est suita,le modi1ications to make it a''ro'riate and holistic. EB4e !e/ Ou! o$e' The students 1eel con1ident that the2 can understand the -hole e6istenceI nothin! is a m2ster2 in this e6istence. The2 are also a,le to see the interconnectedness in the nature8 and 'int out ho- di11erent courses o1 stud2 related to the di11erent units and le&els. Also the2 are a,le to make out ho- these courses can ,e made a''ro'riate and holistic. U&"!,V I$4l" a!"o&s of !%e abo#e Hol"s!" U&/ers!a&/"&: of Har$o&y o& 0rofess"o&al E!%" s 0S *(' Choose an2 t-o current 'ro,lems o1 di11erent kind in the societ2 and su!!est ho- the2 can ,e sol&ed on the ,asis o1 natural acce'tance o1 human &alues. +u!!est ste's 2ou -ill take in 'resent conditions. EB4e !e/ Ou! o$e: the students are a,le to 'resent sustaina,le solutions to the 'ro,lems in societ2 and nature. The2 are also a,le to see that these solutions are 'ractica,le and dra- roadma's to achie&e them. 0S' *+ 1. +u!!est -a2s in -hich 2ou can use 2our kno-led!e o1 Technolo!2/3n!ineerin!/ Mana!ement 1or uni&ersal human order8 1rom 2our 1amil2 to the -orld 1amil2. 2. +u!!est one 1ormat o1 humanistic constitution at the le&el o1 nation 1rom 2our side. EB4e !e/ Ou! o$e' The students are a,le to !ras' the ri!ht utili:ation o1 their kno-led!e in their streams o1 Technolo!2/3n!ineerin!/Mana!ement to ensure mutuall2 enrichin! and rec2cla,le 'roductions s2stems. 0S'*- The course is !oin! to ,e o&er no-. 3&aluate 2our state ,e1ore and a1ter the course in terms o1: a. Thou!ht ,. "eha&ior c. 5ork and d. eali:ation %o 2ou ha&e an2 'lan to 'artici'ate in the transition o1 the societ2 a1ter !raduatin! 1rom the instituteL 5rite a ,rie1 note on it. EB4e !e/ Ou! o$e: The students are a,le to sincerel2 e&aluate the course and share -ith their 1riends. The2 are also a,le to su!!est measures to make the course more e11ecti&e and rele&ant. The2 are also a,le to make use o1 their understandin! in the course 1or a ha''2 and 'ros'erous societ2.

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