SG 1331 SOCIAL GERONTOLOGY

Semester	: 3	Type of course	: Complementary
Credit	: 3	Hrs/ Week	: 3

Aim
To acquaint the students with the need for addressing the issues and familiarizes with the polices of elderly

Objectives

• To inculcate in students an understanding about the ageing process
• To familiarize the demographic profile of elderly
• To familiarize the major problems faced by the elderly and  to make them aware of the various measures and policies of elderly

Module I  Social Gerontology 
Emergence and scope of Gerontology, historical perspective. Ageing process - Biological, Psychological and Sociological. Demographic Profile of Elderly. - Global, National and State level.

Module II. Perspective on Ageing
Biological Theories – wear and Tear Theory, declining Energy theory and Mutation theory. Psychological theories- theory of Loneliness and Theory of Isolation. Sociological Theories- Disengagement theory and Activity theory.

Module III Problem of Elderly   and Social support Mechanism
Physical, Psychological, Social and Economic problems, Schemes and Programmes of elderly, Institutional and Non institutional support

 Essential Reading

• Ajay Kumar sahoo, Gavin and Irudaya Rajan (ed) (2009), Sociology of Ageing A Reader, Rawat Publications, New Delhi
• Sarah Harper, (2006), Ageing Societies: Myths, Challenges and Opportunities, Hodder Arnold, New Delhi
• Krishnanand Sanwal, (2008) Fundamentals of Gerontology, Akansha Publishing, New Delhi
• James M H and Robert F A (ed) (2003), Care of the aged: Bio medical ethics reviews, Human Press Totowa.
• John B & Shelin (ed) (2003), Ageing  in society , sage New Delhi
• Leslie M and Suzanne K (2001), Ageing the social context, Pine Forge Press, New Delhi.
• Micheal R R (1991), Evolutionary Biology of Age, OUP , New York
• Phoebe S L & Irudaya Rajan (ed) (2005), an Ageing India, Perspective, Prospects and   Policies, Rawat publications, New Delhi
• Bose A B (2006), Social Security for the old: Myth and Reality, Concept Publishing Company, New Delhi
• Harry R M, (1994), Ageing : Concepts and Controversies, Pine Forge Press , New Delhi

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SG 1431 WOMEN AND SOCIETY

Semester	: 4	Type of course	: Complementary
Credit	: 3	Hrs/ Week	: 3

Objectives:

• This paper intends to make students realize the significance of women’s studies
• This paper will impart conceptual and theoretical understanding on women’s studies
• The paper aims to sensitize the students towards the broader social reality, women’s struggles and aspirations.

Module I:   Introduction to Women’s Studies
Nature, Scope and objectives of women’s studies in India. National Committees and Commissions for women, Women’s movement in Post Independent India, Women’s Studies- An International perspective

Module II: Concepts and Theoretical perspectives
Social construction of Gender, Gender and Sex, Gendering, Patriarchy ,Liberal feminism-Rationality, Freedom, Marxist feminism-Production, reproduction, Class, Alienation, Radical Feminism-gender, patriarchy, reproductive Technology, Socialist feminism-Class and gender, Division of Labor, Exploitation.

Module III:  Major Issues of women in contemporary India 
Issues Related to Female children: Female foeticide, Female Infanticide, child marriage, Issues Related to Women: Dowry, Divorce, Widowhood, Female commercial sex workers, Domestic violence, problems of Elderly and single women, Issues Related to marginalized Women: Problems of Dalit and Tribal Women; Devadasis- discrimination and exploitation in the name of tradition.Problems of Women prisoners, Women living with HIV/AIDS and women who are physically and mentally challenged.

Student activity: Prepare a street play on violence against women and children

Essential Readings:  

• S. Jackson & Jones (Ed).Contemporary Feminist Theories, Edinburgh: Univ. Press. 1998.
• Veena Majumdar, Emergence of women’s question in India & the Role of Women’s
• Studies, CWDS Occasional Paper-7, 1985.
• Kamla Vasin, Patriarchy. New Delhi: Kali for Women,1994.
• Tong. R, Feminist Thought, Sydney. Unwin, 1989.
• Engendering Development. A Co-publication of Oxford Univ. Press & World Bank. 2002.
• Radha Kumar, History of Doing, Kali for Women, 1998.
• Neera Desai and M Krishnaraj, Women and Society in India.
• Centre for Women’s Development, Shifting Sands: Women’s Lives and Globalization,
• Calcutta, Stree, 2003.
• Davis, Kathy. Handbook of Gender and Women’s Studies 2006.
• Misra, Kamal K. Recent Studies on Indian Women. New Delhi: Rawat Publications, 2007

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LIFE SKILL EDUCATION

Objective

• To provide basic understanding of Life skill education
• To identify different elements of soft skills and how to enhance capabilities
• To analyze the relationship between self and society 

Module I   INTRODUCTION TO LIFE SKILL EDUCATION
Definition and Components of life Skill, Life Skills based education. Life Skill approach.  Four pillars of Life Skill Education—learning to know , learning to be, learning to leave together, learning to do- , Enhancing capabilities through life skill education.

Module II   SELF AND SOCIETY
Self esteem, Self control, Emotional intelligence Emotional quotient, Personality, Personality determinants-Physical, Psychological and Social- Healthy Personality and Sick personality, Conflict resolution, Positive thinking and Assertiveness.

Module III   SOFT SKILL DEVELOPMENT
Definition of Soft Skill.  Elements - Communication skill, Critical thinking and problem solving, Team work, Management, Professional skills ,Ethical and moral values , leadership skills - Importance and the need  for the promotion of soft skill, competency matrix, techniques to improve soft skills, Hard skills and its importance.

Essential Readings:  

1. Abernathy, R and Reardom, Hot tips for Teachers, Zephyr Press, 2002
2. Amerthya Sen, Development as Freedom, Oxford University Press, 1999
3. Anna Maria Hoffman; a. m. hoffman @ unesco.org
4. Behm, C A People skills; The core of performance Improvement, International
5. Performance Improvement Networker News letter 19, p 1-11
6. Delors Jacques, Learning; The Treasures within, UNESCO, Paris.
7. Elizabeth B Hurlock, Personality Development, Tata Mc Graw Hills, Newyork 1976.
8. World Development Report 2007.
9. WHO. Partners in Life skill Education, Geneva.
10. www.unesco.org
11. https://en.wikipedia.org/wiki/Soft_skills
12. www.google search “Soft skill”