CURRICULUM FOR FOUR YEARS BS IN SOCIOLOGY

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CURRICULUM FOR FOUR YEARS

BS IN SOCIOLOGY

DEPARTMENT OF SOCIOLOGY, POLITICAL

SCIENCE AND EDUCATION

BACHA KHAN UNIVERSITY CHARSADDA

2020

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PREFACE

Curriculum development is an organized and systematic process, involves a lot number of

process and procedures. The curriculum for four years BS in Sociology has been framed under the

HEC and Bacha Khan University Charsadda guidelines. The needs and requirements of the modern

age, human and financial recourse of the locality, and the basic learning and teaching techniques

were kept in consideration, while developing the courses.

These courses are especially designed for the purpose to promote and enhance the thirst of

getting knowledge, completed in all aspect of sociological approaches. Keeping in mind the level

of students a wide range of teaching methods will be used for delivery of sociological knowledge

e.g. small group discussion, use of computers, lectures, debates, seminars, field work, tests,

presentation, oral and written examination.

Sociology deals with the structural and functional aspects of the society. It also talks about

the major institutions (such as Family, Education, Political, Economic, and Religion), values and

patterns of human association that shape modern identities. Through these courses the students

will come to know that how different social institutions came into being and evolved in different

periods. While developing this curriculum, an effort was made to cover most of the subject matter

of sociology and its related areas to a possible extent. That’s why this curriculum includes variety

of areas in the domain of sociology i.e. society and community, social interaction, social process,

social control, social problems, psycho-social problems, social theory, social change, social

movement, social welfare, women problems, health and medicine, policy and planning, crime and

deviance, gender and sex, hazards and disaster, culture caste, class, race, ethnicity, ageing,

globalization, environment, field work and dissertation.

These course will help students to develop a knowledge base in the subject of sociology.

This will enable them to understand basic sociological concepts and various dimensions of society.

They will be able to comprehend and explain different challenges we are facing today in a

globalized world. After studying these courses students will also become aware about the basic

sociological research methods and application of computer in sociological research. Along with

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the above it will also enable students to identify different social evils and its causes and work as a

change maker for its solution to apply sociological knowledge for analyzing various social

phenomena.

Chairman

Department of Sociology, Political Science

and Education

Bacha Khan University Charsadda

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CURRICULUM FOR

FOUR YEARS BS IN SOCIOLOGY YEAR 1: SEMESTER –I S. No TITLE OF COURSES COURSE

CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

1 English I: Functional English ELL-311 3 03

2 Islamic Studies IS-312 03 06

3 SS-1 (Citizenship Education and community

Engagement)

SOC -313 3 09

4 NS-1 (General Science) EDU-312 3 12

5 Principles of Sociology SOC-311 3 15

6 Social Anthropology SOC-312 3 18

TOTAL 18 18

SEMESTER –II

S. No TITLE OF COURSES COURSE

CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

7 English II: Composition Writing ELL-321 3 21

8 Pakistan Studies* PS-321 3 24

9 QR-1 (Introduction to Computer) CS-311 3 27

10 Arts and Humanities-I (Languages) 3 30

11 Social Problems of Pakistan SOC-321 3 33

12 Social Psychology SOC-322 3 36

TOTAL 18 36

YEAR 2: SEMESTER –III


CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

13 English III: Academic Reading and Writing ELL-411 3 39

14 Social Sciences - II 3 42

15 Natural Sciences-II 3 45

16 Pakistani Society and Culture SOC-411 3 48

17 Human Rights SOC-412 3 51

TOTAL 15 51

SEMESTER -IV

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CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

19 Arts and Humanities-II 3 54

20 QR-II (Logic and Quantitative Reasoning) PHIL-312 3 57

21 Gender and Development SOC-421 3 60

22 Population Studies SOC-422 3 63

23 Project Management SOC-423 3 66

24 Internship Non Credit

Entrepreneurship/Youth Club/ Sports Non Credit

TOTAL 15 66

YEAR 3: SEMESTER –V


CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

25 Disaster Management SOC-511 3 69

26 Rural Sociology SOC-512 3 72

27 Community Development SOC-513 3 75

28 Medical Sociology SOC-514 3 78

29 Criminology SOC-515 3 81

30 Social Philosophy SOC-516 3 84

TOTAL 18 84

SEMESTER -VI


CODE CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

31 Social Welfare Management and Administration SOC-521 3 87

32 Social Change & Development SOC-522 3 90

33 Basic Research Methods SOC-523 3 93

34 NGO Management SOC-524 3 96

35

Sociology of Education

SOC-525

3 99

TOTAL 15 99

YEAR 4:

6

SEMESTER –VII


CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

36 Classical Sociological Theories SOC-611 3 102

37 Research Methodology SOC-612 3 105

38 Environmental Sociology SOC-613 3 108

39 Industrial Sociology SOC-614 3 111

40 Field Work SOC-615 3 114

TOTAL 15 114

SEMESTER -VIII

S. No TITLE OF COURSES COURS

E CODE

CREDIT

HOURS

CUMMULAT

IVE CREDIT

HOURS

41 Contemporary Sociological Theory SOC-621 3 117

42 Sociology of Development SOC-622 3 120

43 Sociology of Pukhtun Society and Culture SOC-623 3 123

44 Research Report SOC-624 6 129

TOTAL 15 129

GRAND TOTAL 129

Arts and Humanities (AH) I. Pashto, Urdu, Arabic, Turkish, Chinese or any other language

II. Islamic History and Culture, Philosophy, History, Education, Home Economics or any other approved course of BKUC

Social science II (SS) Political Science, Sociology, Psychology, Economics, Law, or any other approved Basic course of BKUC

Natural Sciences II (NS) Mathematics, Statistics, Botany, Zoology, Chemistry, Physics (or any other approved Basic Course of BKUC)

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FIRST YEAR: FIRST SEMESTER

COURSE

CODE COURSE TITLE

Course Type CREDIT

HOURS

ELL-311 English I: Functional English Gen Ed 03

IS-312 Islamic Studies Gen Ed 03

SOC -313 SS-1 (Citizenship Education and

community Engagement)

Gen Ed 03

EDU-312 NS-1 (General Science) Gen Ed 03

SOC-311 Principles of Sociology Subject-Specific 03

SOC-312 Social Anthropology Subject-Specific 03

Total Credit Hours 18

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COURSE TITLE: ENGLISH-I: FUNCTIONAL ENGLISH COURSE CODE: ELL-311 CREDIT HOURS: 03

COURSE OBJECTIVES: To enhance and develop language skills and critical thinking.

COURSE CONTENTS:

Grammar

Basics of Grammar

Parts of speech and use of articles

Sentence structure, active and passive voice

Practice in unified sentence

Analysis of phrase, clause and sentence structure

Transitive and intransitive verbs

Punctuation and spelling

Comprehension

Answers to questions on a given text

Discussion

General topics and every-day conversation (topics for discussion to be at the discretion of

the teacher keeping in view the level of students)

Listening

To be improved by showing documentaries/films carefully selected by subject teachers

Translation skills

Urdu to English

Paragraph writing

Topics to be chosen at the discretion of the teacher

Presentation skills

Introduction

Note: Extensive reading is required for vocabulary building

COURSE RECOMMENDED BOOKS:

1. Langan, John. (2004). College Writing Skills. London: Mc-Graw-Hill Higher Education.

2. Laurie G. Kirszner and Stephen R. Mandell.(2001). Patterns of College Writing. St.

Martin’s Press.

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3. Marie, Brinand, and Grellet.(1993). Oxford Supplementary Skills.London: Oxford

University Press.

4. Nolasco, Rob. (1992). Oxford Supplementary Skills: Fourth Impression.

5. Tomlinson, and Ellis. Rod. (1992). Oxford Supplementary Skills. London: Oxford

University Press.

COURSE TITLE: ISLAMIC STUDIES

COURSE CODE: IS-312

CREDIT HOURS: 03

Course Objectives:

This course is aimed at:

1 To provide Basic information about Islamic Studies

2 To enhance understanding of the students regarding Islamic Civilization

3 To improve Students skill to perform prayers and other worships

4 To enhance the skill of the students for understanding of issues related to faith and religious

life.

Course Contents:

Introduction to Quranic Studies

Basic Concepts of Quran

History of Quran

Uloom-ul -Quran

Study of Selected Text of Holly Quran

Verses of Surah Al-Baqra Related to Faith(Verse No-284-286)

Verses of Surah Al-Hujrat Related to Adab Al-Nabi(Verse No-1-18)

Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse No-1-11)

Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)

Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)

Study of Selected Text of Holly Quran

Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6,21,40,56,57,58.)

Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of Judgment

Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)

Seerat of Holy Prophet (S.A.W) I

Life of Muhammad Bin Abdullah ( Before Prophet Hood)

Life of Holy Prophet (S.A.W) in Makkah

Important Lessons Derived from the life of Holy Prophet in Makkah

Seerat of Holy Prophet (S.A.W) II

Life of Holy Prophet (S.A.W) in Madina

Important Events of Life Holy Prophet in Madina

Important Lessons Derived from the life of Holy Prophet in Madina

Introduction ToSunnah

Basic Concepts of Hadith

History of Hadith

Kinds of Hadith

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Uloom –ul-Hadith

Sunnah& Hadith

Legal Position of Sunnah

Introduction To Islamic Law & Jurisprudence

Basic Concepts of Islamic Law & Jurisprudence

History & Importance of Islamic Law & Jurisprudence

Sources of Islamic Law & Jurisprudence

Nature of Differences in Islamic Law

Islam and Sectarianism

Islamic Culture & Civilization

Basic Concepts of Islamic Culture & Civilization

Historical Development of Islamic Culture & Civilization

Characteristics of Islamic Culture & Civilization

Islamic Culture & Civilization and Contemporary Issues

Islam & Science

Basic Concepts of Islam & Science

Contributions of Muslims in the Development of Science

Quranic& Science

Islamic Economic System

Basic Concepts of Islamic Economic System

Means of Distribution of wealth in Islamic Economics

Islamic Concept of Riba

Islamic Ways of Trade & Commerce

Political System of Islam

Basic Concepts of Islamic Political System

Islamic Concept of Sovereignty

Basic Institutions of Govt. in Islam

Islamic History

Period of Khlaft-E-Rashida

Period of Ummayyads

Period of Abbasids

Social System of Islam

Basic Concepts of Social System of Islam

Elements of Family

Ethical Values of Islam

COURSE RECOMMANDED BOOKS:

1. Bhatia, H.S. (1989). Studies in Islamic Law, Religion and Society.New Delhi: Deep & Deep

Publications.

2. Hasan, Ahmad. (1993) .Principles of Islamic Jurisprudence.Islamabad: Islamic Research

Institute, IIU.

3. Waliullah, Mir. (1982). Muslim Jrisprudence and the Quranic Law of Crimes. Lahore:

Islamic Book Service.

4. Zia-ul-Haq, Muhammad. (2001). Introduction to Al Sharia Al Islamia. Islamabad:Allama

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Iqbal Open University.

COURSE TITLE: CITIZENSHIP EDUCATION AND COMMUNITY ENGAGEMENT

COURSE CODE: SOC-313

Contact Hours: Credit Hours:

Theory = 16 Theory = 1.0

Practical = 64 Practical = 2.0

Total = 80 Total = 3.0

_____________________________________________________________________

Course Objectives:

The overall objectives of this course are to:

Teach students the importance and role of active citizenship in promoting a productive,

harmonious and developed society/world

Educate students about the importance of concepts, skills and philosophy of community

linkages in developing a sustainable society

Inculcate the importance of community involvement for ensuring an improved, tolerant

and generative society/world

Provide an opportunity to the students to develop their relationship with the community

Learning Outcomes:

The primary outcome is inclusive development through active citizenship locally and globally,.

Moreover, the following are the detailed outcomes of the course based on the three domains of

Bloom’s Taxonomy i.e Affective, Psychomotor and Cognitive. The students will be able to:

Understand the overall organization of the society

Recognize and exercise their rights, responsibilities and the significance of active

citizenship in positive societal development

Identify and critically evaluate social issues and implement practicable community based

solutions

Understand the concept of human rights and its significance

Appreciate diverse viewpoints and inter-cultural harmony

Course Outline:

Introduction to Citizenship Education and Community Engagement

Meaning & History

Attributes of Active Citizenship

Different Approach

i. Republican Approach

ii. Liberal Approach

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iii. Cosmopolitan Approach

Dimensions of Active Citizenship

i. Rights

ii. Membership

iii. Participation

iv. Identity

Identity, Culture, and Social Harmony

Sociological Theories of Self Formation

i. Sigmund Freud Theory

ii. George Herbert Mead Theory

iii. Charles Horton Cooley Theory

Cultural & Religious Harmony

Pluralism & Diversity

Democracy & Democratic Norms

Concept and Development of Identity

Components of Cultural and Social Harmony

Inter-Cultural Dialogue (me versus you)

Principles & Purpose

Ability to Support, learn and share through dialogue

Policy Dialogue (encourage young people to share their opinion and perspective with

policy makers and opinion makers.

Local & Global Communities

Concept of Community

Needs, Issues & Conflicts

Conflict Resolution

Communication & Networking

Social Cohesion

Social Capital

Social Networking

Advocacy

Social Entrepreneurship & Partnership

Social Action Planning

Skills in Project Planning & Management

Project Cycle

Stakeholder Analysis

Problem Identification

Writing Project Plan

Monitoring & Evaluation

Risk Analysis

Population Dynamics in Pakistan

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Population Growth Pakistan

Factors Behind High Fertility Rate

i. Legislative Actions

ii. Dearth of Medical Facilities

iii. Delayed VS Early Age Marriages

iv. Poverty

v. Women Empowerment

vi. Spreading Awareness

vii. Providing Incentives

Population Theory

How to Control Population Growth

Text and Reference Books:

Core Readings:

Larsen, A. K., Sewpaul, V., & Hole, G. O. (Eds.). (2013). Participation in community

work: International perspectives. Routledge.

Alan, T. (2008). Community work, London: Palgrave Macmillan.

British Council, (2017) Active Citizen’s Social Action Projects Guide (Scotland: British

Council.

Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to

engage students in civic responsibility, academic curriculum, & social action. Free

Spirit Publishing.

Hans, R. (1993). Population Studies, Indian Council of Social Science Research, New

Delhi.

Demeny, P., McNicoll, G., & Hodgson, D. (2003). Encyclopedia of population.

Hodgson, Dennis (2003). Contemporary Population Thought.

Peterson, W. (1975). Population, New York, Macmillan.

Srinivasan, K. (1998). Basic demographic techniques and applications. SAGE

Publications Pvt. Limited.

Todaro, M. P. (1977). Economic Development in the Third World: An introduction to

problems and policies in a global perspective. Pearson Education.

United Nations Economic Commission for Europe – Official Web site

UNO (2000). Population Trends, World Population Monitoring, Population growth

Structure and Distribution 1999. Department of Economics and Social Affairs,

Population Division, UNO.

Weeks, J. R. (1992). Population: An Introduction to Concepts and Issues, Belmart

California, Wadsworth Publishing Company.

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COURSE TITLE: GENERAL SCIENCE

LEVEL: BS 1st

COURSE CODE: EDU-312

CREDIT HOURS: 03

COURSE TYPE: GENERAL

Course Outline

Unit 01: Nature of General Science

1.1 Definition and nature of General Science

1.2 Importance of General Science in Daily Life

1.3 Contributions of Muslim Scientists in Different Areas of Science

1.4 Scope of General Science

Unit 02: Introductions to Physics

2.1 Introduction to Physics

2.2 Branches of Physics

2.3 Islam and Physics

2.4 Scientific Method

Unit 03: Measurements

3.1 Concept of Physical Quantities

3.2 Different Systems of Units

3.3 Relationship of Different Quantities

3.4 Pre-fixes and Scientific Notation

Unit 04: Introduction to Chemistry

4.1 Meaning and Importance to Chemistry

4.2 History of Chemistry

4.3 Braches of Chemistry

4.4 Chemistry and its Applications

Unit 05: Basic Concepts of Chemistry

5.1 Atom, Molecule, Valence Simple formulae

5.2 Atomic Number, Atomic Weight, Formulae weight

5.3 Structure of Atom

5.4 Different Atomic Theories

Unit 06: Introductions to Biology

6.1 Introductions to Biology

6.2 Quran and Biology

6.3 Branches of Biology

6.4 Biology and Human Welfare

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Unit 07: Basic Concepts of Biology

7.1 Cell, Tissue, Organs and System

7.2 Parts and Structure of Plant Cell

7.3 Parts and Structure of Animal Cell

7.4 Difference Between Animal and Plant Cell

Unit 08: Concept of Physical Chemistry

8.1 Ideal Gas Equation

8.2 Vander Waals Equations

8.3 Thermodynamics

8.4 Free Energy and Chemical Equilibrium

Unit 09: Waves

9.1 Concept of Wave

9.2 Types of Waves

9.3 Simple Harmonic Motion

9.4 Derivation of Equation

Unit 10: Conservation of Energy

10.1 Conservation laws in Physical World

10.2 Conservation of Energy

10.3 Conservative Forces

10.4 Conservation of Linear Momentum

Unit 11: Diversity

11.1 Taxonomy of Plants

11.2 Taxonomy of Animals

11.3 Fauna and Flora

Unit 12: Systems in plants Transportation

12.2 Excretion

12.3 Photosynthesis

Recommended Books

Harlen, W. (2003). Teaching of Science, London: David Fulton.

Hassard J. (2004) Minds of Science: Middle and secondary methods, New York: Harper Collins

Publishers.

Monler Martin (1999) Learning to teach science, London, the Falmer Press

Nellist, J. & Nicholl, B. (2004). Science Teachers Handbook. London: the Association of Science

Education

Rehman M. (2004).Teaching of science and Mathematics. Ijaz Printer Peshawer Pakistan.

Lewis Eikenberry, W. (2008) The teaching of general science, The University of Chicago Press

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COURSE TITLE: PRINCIPLES OF SOCIOLOGY


CREDIT HOURS: 03

COURSE OBJECTIVES: The course is designed to introduce the students with sociological concepts and the discipline.

The focus of the course shall be on major concepts like social systems and structures, socio-economic

changes and social processes. The course will provide due foundation for further studies in the field of

sociology.

COURSE CONTENTS:

Introduction

Definition, History, Scope, Nature, and Subject Matter of Sociology

Sociology as Science.

Relationship of Sociology with other Social Sciences

Sociological perspectives in Sociology.

Role of Sociologists.

Group, Community and Society

Definition, elements, characteristics of community and society.

Difference between society and community.

Various types of societies.

Difference between rural and urban community.

Definition and types of social group.

Role and Status

Definition and types of role.

Definition and types of status.

Socialization through role and status

Social roles and personality development.

Culture

Definition, aspects, characteristics, elements, and types of Culture

Norms, values and social sanctions

Cultural Universality, Variability, Relativism, Ethnocentrism and Xenocentrism

Cultural Lag

Sub and counter Culture

Socialization & Personality Development

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Meaning, definition and Agencies of Socialization.

Meaning and definition of self.

Meaning and definition of Personality

Responsible Factors in Personality Formation.

Theories of socialization, self and personality development.

Social Processes

Social interaction and forms of social interaction

Cooperation

Competition

Conflict

Assimilation and acculturation

Accommodation

Social Stratification and Mobility

Introduction, Definitions, Determinants and types of social stratification.

Difference between caste and class.

Theories of social stratification.

Introduction, meaning and definition of social mobility.

Dynamics and types of social mobility

Difference between mobility and migration

Advantages and disadvantages of social mobility.

Collective Behaviors and Social Movements

Meaning, definitions, types and nature of collective behaviors.

Meaning, definitions, types and theories of Crowed.

Meaning, definitions, kinds, theories, and life cycle of social movements


1. Ballantine, Jeanne H. and Roberts, Keith A. (Condensed Version) 2010. Our Social World. California:

Pine Forge Press/Sage Publication.

2. Brown, Ken 2004. Sociology. United Kingdom: Polity Press

3. Brym, Robert J. and Lie, John. Sociology: Your compass for a new world (Brief Edition) 2007 Belmont:

Thomson Wadsworth.

4. Colander, David C. and Hunt, Elgin F. (Thirteenth Edition) (2010) Social Sciences: An introduction to

the study of Society. India: Pearson Education/Dorling Dindersley.

5. Gidden, Anthony 2002. Introduction to Sociology. UK: Polity Press.

6. Rao, C. N. Shankar (2008) ‘Sociology: Principles of Sociology with an Introduction to Social Thoughts’

New Delhi: S. Chand & Company.

7. James M. Henslin. (2004). Sociology: A Down to Earth Approach. Toronto: Allen and Bacon.

8. Macionis, John J. (2006). 10th Edition Sociology New Jersey: Prentice-Hall

9. Montuschi, Eleonora. (2006). The Objects of Social Sciences New York: Continuum.

Hortun, Paul B. and Hunt, Chester L. 1984. Sociology. New York: McGraw-Hill,

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COURSE TITLE: SOCIAL ANTHROPOLOGY


CREDIT HOURS: 03

COURSE CONTENTS:

Introduction

Introduction, definition, aims, fields, scope, nature, and subject matter of social

anthropology.

Relationship of anthropology with other social sciences.

Anthropological Approaches Holistic Approach, Comparative approach, Relativistic Approach

Kinship System

Definition, constituents or elements of kinship,

Incest and taboo.

Consanguinity, affinity.

Parallel and cross cousin.

Kinship tree or diagram.

Family System

Introduction, definition and functions,

Characteristics of primitive family.

Types of family system.

Theories about the origin of family

Marriage System

Introduction, definition of marriage.

Aims of marriage.

Forms and types of marriage in Pakistani and Indian tribal areas e.g. (cousin marriage,

levirate marriage, sorrorate marriage. Ghost marriage, marriage by purchase, marriage by

elopement, marriage by trial, marriage by consent, marriage by love, marriage by force,

marriage in swara, marriage by test, group marriages ).

Territorial Groups and Associations

Meaning and definition of territorial groups and societies with special reference to age set

system of Karimojong, Kung, and Ashanti societies.

CULTURE

Definition, Introduction

Sources of cultural knowledge

Cultural vs biological determinism

Economics Systems

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Meaning, Definition of primitive economic system, labors division, exchange of goods and

service reciprocity, redistribution, primitive economics principals. Kula ring exchange in

primitive societies.

Political System

Definition politically centralized and decentralized societies, state and its elements, primitive

govt: primitive law and its forms patterns of evidence. Punishment in primitive societies.

Religious System

Explanation, introduction to religion, elements of religion, Indian tribal religions, magic and

its difference from religion

Various rites and ceremonies in relation to particular occasions.

Difference between science and magic.

Various types of magic e.g. black and white magic, totem, amulets, shamanism, ancestor

worships etc.


1. Adamsons, Hobble. E. (1979). Culture and social anthropology.New Delhi: McGraw

hill publishing co.

2. Barnard, Alan. (2007). Social Anthropology: Investigating Human Social Life. New

Delhi: Viva Book Private Limited.

3. Morton,H. Fried.(1973). Exploration in anthropology: Reading in culture, manand

nature, New York: Cromwell Company.

4. Nanda, Serena and Warms, Richard. L. (2007). Cultural Anthropology. USA. Thomson

Wadsworth.

5. Park, Michael Alan. (1986). Anthropology: an introduction. New York: Harper and

Row

6. William, Havilland. (1975). Culture anthropology. Holt Rinehart and Winston.

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FIRST YEAR: SECOND SEMESTER

Note:* The medium of instruction for the subject of Pakistan Studies and Islamic Studies may

be Urdu or English language.

COURSE

CODE COURSE TITLE

Course Type CREDIT

HOURS

ELL-321 English II: Composition Writing Gen Ed 03

PS-321 Pakistan Studies* Gen Ed 03

CS-311 QR-1 (Introduction to Computer) Gen Ed 03

Arts and Humanities-I (Languages) Gen Ed 03

SOC-321 Social Problems of Pakistan Subject-Specific 03

SOC-322 Social Psychology Subject-Specific 03


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ENGLISH-II: Composition Writing

COURSE CODE: ELL-321

CREDIT HOURS: 03

Course Objectives: Enable the students to meet their real life communication needs.

Course Contents:

Paragraph writing

Practice in writing a good, unified and coherent paragraph

Essay writing

Introduction

CV and job application

Translation skills

Urdu to English

Study skills

Skimming and scanning, intensive and extensive, and speed reading, summary and précis

writing and comprehension

Academic skills

Letter/memo writing, minutes of meetings, use of library and internet

Presentation skills

Personality development (emphasis on content, style and pronunciation)

Note: documentaries to be shown for discussion and review



2. Laurie G. Kirszner and Stephen R. Mandell.(2001). Patterns of College Writing. St. Martin’s

Press.

3. Marie, Brinand, and Grellet.(1993). Oxford Supplementary Skills.London: Oxford University

Press.

4. Nolasco,Rob. (1992). Oxford Supplementary Skills: Fourth Impression.

5. Tomlinson, and Ellis. Rod. (1992). Oxford Supplementary Skills. London: Oxford University

Press.

6. Thomson,and Martinet. (1997). Practical English Grammar. London: Oxford University Press.

22

COURSE TITLE: PAKISTAN STUDIES (COMPULSORY)

COURSE CODE: PS-321

CREDIT HOURS: 03

COURSE OBJECTIVES:

Develop vision of historical perspective, government, politics, contemporary Pakistan,

ideological background of Pakistan and to Study the process of governance, national development,

issues arising in the modern age and posing challenges to Pakistan.

COURSE CONTENTS:

Historical Perspective

Ideological rationale with special reference to Sir Syed Ahmed Khan, Allama Muhammad Iqbal

and Quaid-i-Azam Muhammad Ali Jinnah.

Factors leading to Muslim separatism

People and Land

i. Indus Civilization

ii. Muslim advent

iii. Location and geo-physical features.

Government and Politics in Pakistan

Political and constitutional phases:

1947-58

1958-71

1971-77

1977-88

1988-99

1999 onward

Contemporary Pakistan

Economic institutions and issues

Society and social structure

Ethnicity

Foreign policy of Pakistan and challenges

Futuristic outlook of Pakistan


1. Amin, Tahir. (1999). Ethno-National Movement in Pakistan. Islamabad: Institute of Policy

Studies, Islamabad.

2. Burke,S.M and Ziring,Lawrence. (1993). Pakistan’s Foreign policy: An Historical analysis.

Karachi: Oxford University Press,

3. Mehmood, Safdar. (2001). Pakistan KayyunToota. Lahore: Idara-e-Saqafat-e-Islamia. Club Road

Press.

4. Mehmood, Safdar. (1994). Pakistan Political Roots & Development. Lahore.

5. Waseem,Muhammad. (1987). Pakistan Under Martial Law. Lahore: Vanguard.

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COURSE TITLE: INTRODUCTION TO COMPUTER

COURSE CODE: CS-311

CREDIT HOURS: 03

COURSE OBJECTIVE: This course will enable students to understand different terms associated

with computer and will enable them to identify various components of computer system. Along with

this the course will also be helpful in understanding MS Office

COURSE CONTENTS:

Introduction:

Definitions and Importance of Computer

Basic Concepts of the Computer

Input and Output Devices

Classification of Computers

Functions of Computer

Storage Devices

Software:

Concept of Software

Operating System

Programming and Application Software

Word Process and Document Handling:

Creating a Document

Composing Educational Documents

Internet Browsing

Plagiarism

Email

Spreadsheet (Excel):

Charts and Graphs

Sum/Subtractions/Multiplication/division

Sorting.

Database

Simulating and Modeling Change

PowerPoint:

Composing Presentations

Delivering Presentations

Data Communication:

The Internet: Browsers and Search Engines

Making and Opening Net ID

Email

E. Commerce


1. Faden, P.D. and Vogel, RM. (2003). Methods of Teaching.Boston:Mc-GrawHills.

2. Norton, Peter. (2003).Introduction to Computers. New York:McGraw-Hill BookCo.

3. Norton, P. and Spragu, D. (2001). Technology for Teaching.Boston: Allyn and Bacon.

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COURSE TITLE: SOCIAL PROBLEMS OF PAKISTAN


CREDIT HOURS: 03

COURSE AIMS AND OBJECTIVES:

To help students understand the multiple causes of the social problems of the society and

possible ways to solve these problems.

COURSE OUTLINES:

Social problems:

Definition and meaning of social problems

Importance of Social Problem

Difference between problems & social Problems

Sociological Perspectives on Social Problems:

Social Pathology Perspective

Social Disorganization Perspective

Value Conflict Perspective

Deviant Behavior Perspective

Labeling Perspective

Critical Perspective

Social Constructionism Perspective

Causes, Consequences and Sociological Explanation of the following Social Problems of Pakistani

Society:

Over Population

Illiteracy

Poverty

Unemployment

Crime and Juvenile Delinquency

Child Labor

Drug Addiction

Faction and Feuds

Sectarian Violence

Terrorism

Prostitution

Corruption

Bad Governance


Earl,Rubington and Martin, S. Weinberg. (2003). the Study of Social Problem: Seven

Perspectives. London: Oxford University Press.

Eitzen,D. Stanley &Mazine, Baca Zinn. (1996). Social Problems. Boston: Allyn& Bacon.

Horton, Paul.B& Gerald, R. Leslie. (1978). the Sociology of Social Problems. New Jersey:

Prentice-Hall Inc., Englewood Cliffs.

Kenneth, J. Meubech. (1991). Social Problems: A critical approach 3rd Edition. London:

McGraw Hill, 1991.

25

COURSE TITLE: SOCIAL PSYCHOLOGY


CREDIT HOURSE: 03


The course aims at familiarizing the students with the historical emergence, concepts, methods

and theories of social psychology. It also focuses on highlighting the impact of culture on the personality

development. The course would enable the students to conceptualize the dynamics and structure of social

self.

COURSE OUTLINE:

Introduction

Introduction, Meaning, Scope and Subject matter of social psychology.

Historical background of social psychology

Relationship between sociology and social psychology

Methods of social psychology.

Social relationship

Prejudice

Aggression

Attraction

Stereotyping and Discrimination.

Conflict

Emotions

Psychological explanation of Human Behaviour

Introduction to human behaviour

Psycho-Analytic theory

Social Learning theory

Cognitive or information process theory

Evolutionary theory

Behaviourism

Cognition, Perception and Attitude

Attitude

Components of attitude

Characteristics of attitude

Formation of attitude

Attitude Change.

Introduction to cognition and perception

Person perception and object perception

Nonverbal mediators person perception

Accuracy of person perception

Personality and Environment

Individual and environment

Individual motivation

Effect of environment on personality

Socializations

Personality

Measurement

Recommended Book:

26

1. Baren, Robert A, Byrne, Donn and Branscobe, Nyla R. 2006 (11th Ed). Social Psychology, New

Delhi: Pearson.

2. Baren, Robert. 2008. Social Psychology, New Delhi: Pearson.

3. Parkash, Dr. Dev. 2010. Social Psychology, New Delhi: Lotus Press.

4. Winnicott, D. W. 2006. The Family and Individual Development. New York, Rutledge.

5. Zastrow, Charles and Kirst-Ashman, Karen K. Understanding Human Behaviour and the Social

Environment. Belmont: Thomson Higher Education.

27

SECOND YEAR: THIRD SEMESTER

COURSE

CODE COURSE TITLE

Course Type CREDIT

HOURS

ELL-411 English III: Academic Reading and

Writing

Gen Ed 03

Social Sciences - II Gen Ed 03

Natural Sciences-II Gen Ed 03

SOC-411 Pakistani Society and Culture Subject-Specific 03

SOC-412 Human Rights Subject-Specific 03


28

COURSE TITLE: ENGLISH-III: ACADEMIC READING AND WRITING

COURSE CODE: ELL-411

CREDIT HOURS: 03

COURSE OBJECTIVES: Enhance language skills and develop critical thinking

COURSE CONTENTS

Presentation skills

Methods and Techniques

Essay Writing

Descriptive

Narrative

Discursive

Argumentative

Academic Writing

How to write a proposal for research paper/term paper

How to write a research paper/term paper (emphasis on style, content, language, form, clarity,

consistency)

Technical Report Writing

Progress Report Writing

Note: Extensive reading is required for vocabulary building



2. Laurie G. Kirszner and Stephen R. Mandell.(2001). Patterns of College Writing. St. Martin’s

Press.

3. Marie, Brinand, and Grellet.(1993). Oxford Supplementary Skills.London: Oxford University

Press.

4. Nolasco,Rob. (1992). Oxford Supplementary Skills: Fourth Impression.

5. Tomlinson, and Ellis. Rod. (1992). Oxford Supplementary Skills. London: Oxford University

Press.

6. Thomson,and Martinet. (1997). Practical English Grammar. London: Oxford University Press

29

COURSE TITLE: PAKISTANI SOCIETY AND CULTURE


CREDIT HOURS: 03

COURSE OBJECTIVES:

The course aims to make students learn about the nature and structure of Pakistani society. It aims to

impart knowledge about national culture and sub-cultures of Pakistan. The course will develop

understanding about the integrated function of various social institutions in the country.

COURSE OUTLINE:

Introduction

Definition of Society

Characteristics of Pakistani Society

Social Stratification, Cast, Class and Ethnicity

Social Institutions in Pakistan

Family

Religion

Economy

Politics

Education

Recreational

Educational Dynamics

Illiteracy

Literacy

Universal Primary Education Concept

Schools; Technical and Higher Education

Status of Formal and Informal Education

Historical Perspective of Pakistani Culture

Provincial Culture

Culture of Punjab

Culture of Sindh

Culture of Khyber Pakhtunkhwa

Culture of Balochistan

Culture of Kashmir and Northern Areas

Urban and Rural Division of Pakistan

Rural Society

Urban Society

Rural Power Structure

Minority and Their Belief

Major Social Problems

Major Occupation and Production Activities


30

1. Ahmad, S. A. (1980). Pukhtun Economy and Society. Traditional Structure and Economic

Development in a Tribal Society. London: Routledge and Kegan Paul.

2. Alam A. (2004). Rural Sociology. Peshawar, Pakistan. Saif Printing Press.

3. Gluckman, M. (1971). Politics, Law and Ritual in Tribal Society. Basil Blackwell, Oxford.

4. Lindholm, C. (1996). Frontier Perspective: Essay in Comparative Anthropology. Karachi:

Oxford University Press.

5. Spain, W. J. (1963). The Pathan Border Line. Mouton, The Hague.

Tagga A (2005). Pakistani Society. Lahore. Pakistan. Tagga Publication.

31

COURSE TITLE: HUMAN RIGHTS


CREDIT HOURS: 03

COURSE CONTENTS:

Conceptual framework of human rights

Definition and nature

Theories of human rights

Classification of human rights

Collective rights

Fundamental rights

Legal and moral basis of human rights in Islam

Selected human rights problems

Privacy

Women rights

Rights of children

The Nations’ rights

Labor rights

Role of NGOs and their contribution

NGOs: nature and scope

Major human rights NGOs: Amnesty International, Asia Watch

Scenario of human rights in developed and developing nations


1. Antonio, Cassese .(1990). Human Rights in the Changing World. London: Policy Press.

2. Attracta,Ingram .(1994). A Political Theory of Rights. New York: Clarendon P. Press, Oxford.

3. Enejiofor, Gavie.(1964). Protection of Human Rights under the Law. London: Butterwoths.

4. Forysthe, David. B. (1982). Human Rights and Development. London: Macmillan.

5. Gingranelli, David. L. (1988). Juman Rights Theory and Measurement. London: Machmillan

Press, Policy Study Organization.

6. Haider, S.M. (1978). Islamic Concept of Human Rights. Lahore: Book House.Khurshid, Ahmed

and Ahmed, Said. Khan .(1976). Human Rights in Islam (Translations). Islamic Foundation.

7. Robertson, A.H. and Merrils, J.G. (1989). Human Rights in the World. London: Manchester

University Press.

Vinoent, R.J. (1988). Human Rights and International Relations.London: Cambridge University Press

32

SECOND YEAR: FOURTH SEMESTER

COURSE

CODE COURSE TITLE

Course Type CREDIT HOURS

Arts and Humanities-II Gen Ed 03

PHIL-312 QR-II (Logic and Quantitative

Reasoning)

Gen Ed 03

SOC-421 Gender and Development Subject-Specific 03

SOC-422 Population Studies Subject-Specific 03

SOC-423 Project Management Subject-Specific 03

Internship General Non-Credit Hour

Entrepreneurship/Youth Club/ Sports General Non-Credit Hour


Arts and Humanities I. Pashto, Urdu, Arabic, Turkish, Chinese or any other language

II. Islamic History and Culture, Philosophy, History, Education, Home Economics or any other approved course of BKUC

Social science II Political Science, Sociology, Psychology, Economics, Law, or any other approved Basic course of BKUC

Natural Sciences II Mathematics, Statistics, Botany, Zoology, Chemistry, Physics (or any other approved Basic Course of BKUC)

33

COURSE TITLE: LOGIC & QUANTITATIVE REASONING

LEVEL: BS 4th

COURSE CODE: PHIL-312

CREDIT HOURS: 03

COURSE TYPE: COMPULSORY

Course Contents

Basic Concept of Quantitative Reasoning:

Definition of Quantitative Reasoning

The logic of Quantitative Reasoning.

The scope of quantitative Logic

Propositions, Arguments in quantitative Reasoning

Conclusion-indicators and Premise-indicators

The Laws of Thought

Induction and Deduction in Quantitative Logic

Language and Quantitative Reasoning:

The basic uses of language

Discourse serving multiple functions

The forms of discourse

Kinds of agreement and disagreement

Quantitative Reasoning and Symbolic Logic:

Quantitative Reasoning and Symbolic Language

The symbols for Conjunction, Negation, and Disjunction

The precise meaning of Valid and Invalid

Testing arguments on Truth Table

Categorical Propositions and Quantitative Reasoning:

Classes and Categorical Propositions

The four kinds of Categorical Proposition

Quality, Quantity and Distribution

The traditional square of opposition

Obversion, Contraposition

Symbolism and Diagrams of Categorical Proposition

Quantitative Reasoning and Categorical Syllogism:

Standard form of Categorical Syllogism

The formal nature of Syllogistic arguments

Venn diagram technique for testing Syllogism

Syllogistic Rules and Fallacies

Exposition of the 15 Valid forms of Categorical Syllogism

Syllogistic Arguments

Dilemma

Disjunctive and Hypothetical Syllogism

34

Recommended Books:

1. Stewart, David and Blocker, Gene. H. (2006). Fundamentals of Philosophy. New Delhi:

Pearson Education.

2. Copi, Iring. M. And Cohen, Carl. (2009). Introduction to Logic. New Delhi: Pearson

Education.

Copi, Iring. M., Cohen, Carl. Jetli, Priyadarshi. and Prabhakar, Monica. (2009).Introduction to Logic.

New Delhi: Dorling Kindersley Pvt, Ltd

35

COURSE TITLE: GENDER AND DEVELOPMENT


CREDIT HOURS: 03


The concepts about gender relations will be learnt. The historical movements and feminist perspectives about

gender relations will be explored. The course will provide understanding about globalization and its role

towards changing gender relation in various societies around the world. Special emphasis shall be given to

Muslim and Pakistani societies. Specific areas of gender discrimination (both for men and women) will also

be learnt.

COURSE CONTENTS:

The concept of gender & feminists’ concept of gender inequality:

The meaning and Definition of Gender & related concepts

Sociological Perspectives on Gender

Differences between Gender and Sex

Feminist Movements: Review of the assumptions of various feminist movements & their critique

Gendered Critique of Development Theories

Putting ‘gender’ on the development agenda:

Brief History & Characteristic functions of IMF & The World Bank

IMF-World Bank and the History of Development Interventions

The Movement of ‘Women in Development (WID)’ through ‘Women & Development (WAD)’ to

‘Gender & Development (GAD)’

The Gendered nature of Structural Adjustment Policies (SAPs): men’s and women’s poverty

under SAPs

The Feminization of Poverty?

Documentary Film Showing: ‘Storyville: Life and Debt in Jamaica’

Gender, poverty and livelihoods in the developing world:

The meaning and definition of Poverty: Analyzing the indicators used for the definition of

Poverty

Causes of Poverty

A Gendered Perspective on the definition & Critique of Poverty

Strategies of Poverty Alleviation

Critique of Poverty Alleviation from Gendered Perspective

Differences and Commonalities between men’s and women’s experiences of poverty in The

‘North’ and the ‘South’

Gender, environment, and globalization:

The rise of ‘environment’ on the Development Agenda: From Environmentalism to ‘Our

Common Future’

Feminists’ notions about Environmental crisis: The ‘Women Environment and Development’

(WED)

Globalization: its meaning and context for the ‘South’

Global Industrial developments: outsourcing and women’s labor in industries

Gender-analysis of development project:

Gender-based analysis: assumptions, applicability and critique of various Gender Framework

Analyses

Key components of gender-based project proposal writing and planning

36


Bernstein, H. (2000). Colonialism, Capitalism , Development in Allen, T. & Thomas, A. (eds.)

Poverty and Development in to the 21st Century. Oxford: O.U. Press.

Connelly, M.P., MacDonald,M. and Parpart, J. L. (2000). ‘Feminism And Development:

Theoretical Perspectives’ in Parpart, J. L. Connely, M. P. and Barriteau, V. E. (Eds.), Theoretical

Perspectives on Gender and Development. Ottawa: International Development Research Centre

(IDRC).

Crow, B. (2000). Understanding Famine and Hunger in Tim Allen, & Alan Thomas (eds.), Poverty

and Development into the 21st Century. Oxford: Oxford University Press.Henslin, J M. (1997).

Sociology: A Down-to-earth Approach. Boston: Allyn and Bacon.

Hewit, T. (2000). Half a Century of Development in Allen, T. & Thomas, A. (eds.) Poverty and

Development in to the 21st Century. Oxford: O.U.Press.

Thomas, A. (2000). Meanings and Views of Development’ (Chapter – 2) in Tim Allen & Alan

Thomas (eds), ‘Poverty and Development into the 21st Century. Oxford: Oxford University Press.

37

COURSE TITLE: POPULATION STUDIES


CREDIT HOURS: 3

COURSE OBJECTIVES: Relevant concepts of population dynamics shall be explored. The theories in relation to population

growth will be shared. The concept of culture and social values regarding population growth will be

emphasized. The variables including fertility, mortality, and migration shall be studied with reference

to change in population in a given area. Population policies about growth and control will be learnt.

COURSE OUTLINE:

Introduction

The significance of population study

Scope of Population studies

Sources of population data

Theories of Population

Theory of demographic transition

Malthusian population trap and its criticism

Ibn-e-Khaldun theory.

Population growth in Pakistan

Historical trends

Present population situation

Future prospects.

Demographic processes

Nuptuality

Fertility: socio-economic variables affecting fertility

Migration:

Social Mobility:

Mortality: Socio-economic variables affecting mortality

The structure of Pakistan's population

Geographic distribution

Age and Sex structure

Education, Dependency burdens. Birth rates: their relationships to GNP growth rates and

income distribution.

Family Planning

Social Acceptance

Status of Family Planning in Rural and Urban Areas

Strategies by Government and NGOs to create awareness

Population related problems of Pakistan

Economic factors behind high fertility rate

Social, cultural and, ethnic factors behind high fertility rates

Mortality especially maternal and Infant mortality.

The population debates

Some conflicting opinions

The micro-economic theory of fertility

The demand for children in developing countries

PRACTICAL

38

Students have to submit a comprehensive research report demonstrating various dimensions of Pakistan

population based on data collected from different relevant government and non-government

organization

Suggested Readings:

1. Hans, R. (1993). Population Studies, Indian council of Social Research sciences New Delhi;

2. Paul, D. (2003). Geoffrey Mcnicoll Encyclopedia of Population, Macmillan Reference U.S.A

(Thomson/Gale);

3. Peterson, W. (1975). Population, New York, Macmillan.

4. Srinivasan, K. (1998). Basic Demographic Techniques and Applications, Sage Publication.

Andrew Hinde. Demographic Methods, Oxford.

5. Todero, M. P. (2000). Economics Development in the Third World. Longman, London.

6. United Nations (2004). Population Division, Department of Economic and Social Affairs.

Retrieved February 13, 2004.

7. United Nations Economic Commission for Europe - Official Web Site

8. United States Census Bureau (2005). Census Bureau - Countries Ranked by Population. Retrieved

February 13, 2005.

9. UNO. (2000). Population Trends, World population Monitoring, Population Growth Structure

and Distribution 1999. Department of Economics and Social Affairs, Population Division.

U.N.O.

Weeks, J. R. (1992). Population: An Introduction to Concepts and Issues.Belmart California,

Wadsworth Publishing Company.

http://en.wikipedia.org/wiki/United_Nations

http://www.un.org/esa/population/

http://en.wikipedia.org/wiki/February_13

http://en.wikipedia.org/wiki/2004

http://www.unece.org/pau

39

COURSE TITLE: PROJECT MANAGEMENT


CREDIT HOURS: 03


This subject will focus on the concept and implementation of the project cycle as a means of managing

change in the human and physical environment. The introductory section will introduce students to the stages of the

project cycle and to the associated terminology. Some of the tools used in implementing the cycle will be examined

and appraised in the context of different approaches to project management. The emphasis in this subject will be on

issues arising from project development and implementation, evaluating tools. The learning outcomes of this subject

and syllabus will be that student will have a critical awareness of and some experience of project management tools

suitable for a range of developmental projects.

COURSE OUTLINES:

What is a Project?

What are project for? Why use the project approach? How do projects relate to the process of policy

implementation? How have approaches to projects project management Project initiation, life cycle of

typical projects, Risks, estimates and contracts, Planning/Building and leading the team,

Project Fundamentals

to promote an understanding of the key principles, concepts and strategies of project management.

To examine the broad project environment and apply project management tools and techniques to a real

project).

Approaches and Typology:

The different styles and types of project and alternative approaches to project management.

Project typology, management style, the question of scale. Choosing an appropriate project style,

Participatory approaches in project management and implementation.

The partnership approach.Project Cycle.Its role in the achievement of developmental goals and its different

stages in detail.

Impact Assessment (IA):

What is the role of impact assessment? Strategies for carrying out an Impact Assessment.

Different types of impact assessment – gender impact, social impact, environmental impact.

Problem Identification and Participatory need assessment pus SWOT Analysis and Stakeholder Analysis.

Project Formulation and Proposal Project Design, Concept Note, and Budget, The Logical

Frameworkapproach to management.

Project Implementation:

Budgeting, planning work schedules, Record keeping, reporting, Human Resource Management,

Training, Group building, Capacity building.

Monitoring and Evaluation: How to develop monitoring and evaluation systems, Indicators etc, Sustainability

issues, Ending a project failure and success.

Project Organization and Behavior

Project Planning and Control

Risk and Safety Management (To develop a professional working understanding of the principles and applications of risk and safety

management as they apply in project management.)

Project Strategy and Leadership (To undertake a critical appraisal of an organization’s project operations using the models theories and

principles of project management and to understand the importance of strategy and leadership to the

successful delivery of projects. In particular, the module is concerned to identify ways in which strategic

objectives are translated into decision-making within projects and project portfolios.)

http://www.rgu.ac.uk/BSM084

40

Professional Body of Knowledge for Project Management (Synthesize and relate essential knowledge in project management to the required professional

standard of project management practice.

Apply project management knowledge within the requirements of the project management profession.)

Supply Chain Management (To promote an understanding of the contribution of the integrated supply chain to the achievement of

organizational effectiveness.

Performance, Planning and Decision Making

Leadership And Strategic Management (1) Access and analyze the roles that leaders and managers play in formulating, implementing and

evaluating strategy in public service organizations; and

(2) To apply the principles and techniques of strategic management in a range of public service contexts.)

Individual Project (To integrate project management and research skills through planning an independent research

project.

2. To provide an opportunity for the evidencing of research skills in the context of an approved topic

of professional concern in Project Management.

3. To present findings in a project management research plan format.)


DETR booklet- A guide to good practice in managing environmental projects.

Bond Guidance Notes No 4 on LFA (http://www.bond.org.uk

Cusworth JW and Franks TR (1993) Managing Projects in developing countries. Longman

D Lock (2000) Project Management. Gower, USA.

D Eade (1997) Capacity building – an approach to people centered development. Oxfam.

Geneva Group (1992) How to run a small development project.

P Healy (1997) Project management- Getting the job done in time and in budget. Oxford, Butterworth-

Heinemann

C Kirkpatrick (1991) Project rehabilitation in developing countries, Longman.

C Kirkpatrick (1996) Cost Benefit analysis and project appraisal in developing countries. Edward Elgar.

D Lewis (2001) the management of non-governmental organisations. Earthscan, London.

C March, I Smyth & M Mukhopadyay (1999) A guide to gender analysis frameworks, Oxfam.

D Potts (2002) Project planning and analysis for development. Lynne Rienner, London.

P Williams (1995) Getting a project done on time: Managing people, time and results. AMACOM.

S Burkey (1996) People first- a guide to self-reliant participatory rural development. Zed Books.

R Chambers (1997) whose reality counts. ITDG.

S Bell & S Morse (1999) Sustainability Indicators. Earthscan

F Analoui (1991) Project management in the context of change, in Project rehabilitation in developing

countries, ed. C. Kirkpatrick.

C Barrow (1997) Environmental and social impact assessment. Arnold, London.

G Channan, C Garrett and A West (2000) The new community strategies: how to involve local people,

London, Community Development Foundation. www. Cdf.org.uk

D Eade (1997) Capacity building – an approach to people centred development. Oxfam.

A K Biswas and S B C Agarwala (1992) Environmental impact assessment for developing countires.

C Roche (1999) Impact Assessment for Development Agencies, Oxfam, Oxford.

CIDA (1995) Handbook on Environmental assessment of NGO Programs and Projects.

V Gianotten et al (1994) Assessing the gender impact of development projects. Oxfam, Oxford

Edwards M and Fowler an Eds. (2002) The Earthscan reader in NGO management.

http://www.bond.org.uk/

41

THIRD YEAR: FIFTH SEMESTER

COURSE

CODE COURSE TITLE


SOC-511 Disaster Management Subject-Specific 03

SOC-512 Rural Sociology Subject-Specific 03

SOC-513 Community Development Subject-Specific 03

SOC-514 Medical Sociology Subject-Specific 03

SOC-515 Criminology Subject-Specific 03

SOC-516 Social Philosophy Subject-Specific 03


42

COURSE TITLE: DISASTER MANAGEMENT


CREDIT HOURS: 03


More and more the need to consider ‘natural’ disasters and their impacts as part of the wider

development discourse is recognized. While aiming to introduce students to the contemporary disaster

debates, the course will also use concrete examples and evidence from recent events to highlight ‘good

practice’ in relief and reconstruction efforts from a gendered vulnerability perspective. The oft-ignored issues

of emotional trauma, increased violence and spatial and social dislocation that disasters may provoke will

also be considered in some depth, alongside discussion of the possibilities for change that large-scale disaster

offer.

More specifically, the students of this course will get an understanding of the underlying causes of

‘natural’ disasters and their links with present developmental processes. Additionally, basic knowledge of

relief and reconstruction initiatives and gender frameworks for their implementation.Plus understanding of

the possible wider implications of disasters both ‘negative’, the trauma and violence that may follow, and

the possibilities for positive social transformation.

Course Outlines:

What is disaster and Hazard and the difference between disaster and hazard,

Types of disasters-Natural disasters and Man-made disaster including Famine, Biological hazards, Floods,

Storms, Earthquakes, Volcanic Eruptions, Accidents, Political and complex emergencies

Points of debate and myths about disaster and development

What is relief, emergency response (Sphere Project) , and rehabilitation

What is vulnerability and risk

The role of local, national and international agencies in disaster response

The role of media in disaster response

Secondary disasters: Trauma or Psycho-social aspect and Violence

Community based disaster risk management, importance of community-based

Global Policy Framework: Hyogo framework For Action 2005-2015

RECOMMENDED READINGS:

1. Alley, E et al (1993) Combating the vulnerability of communities in P. Meriman and C. Browitt (eds) Natural

Disasters: Protecting vulnerable communities Thomas Telford, London.

2. Alexander, D (2000) Confronting Catastrophe: New perspectives on Natural Disasters. New York: Oxford

University Press.

3. Anderson, M. and Woodrow, P. (1999) Rising from the Ashes: Development Strategies in Times of Disasters,

2nd ed. London, IT Press.

4. Blaikie, Piers et al (1994) At Risk: Natural Hazards, People’s vulnerability and DisastersRoutledge, London

and New York

5. Enarson, E and Morrow, B (eds) (1998) The Gendered Terrain of Disaster: Through Women’s Eyes.Westport

6. Godschalk, D. et al, 1999 Natural Hazard Mitigation: Recasting Disaster Policy and Planning. Washington,

D.C.; Island Press.

7. Lewis, J (1999) Development in Disaster-prone Places: Studies of vulnerability. Intermediate Technology

Publications, London.

8. Maskrey, A (1989) Disaster Mitigation: A Community Based Approach. Oxford: Oxfam.

9. Wood, A et al (eds) (2001) Evaluating International Humanitarian Action: reflections from practitionersZed

Books: London and New York

Varley, A (ed) (1994) Disasters, Development and Environment, Chichester: Wiley

43

RURAL SOCIOLOGY


CREDIT HOURS: 03


The course aims at providing knowledge of basic concepts of rural sociology to the students.

Moreover an in-depth understanding of structure of rural society will be carried out. The course focuses

on issues relating to the study of rural people and places, as well as rural related issues in both advanced

and developing countries. This course is designed to explore the changing nature of rural development

in the global economy.

COURSE OUTLINE:

Introduction:

Introduction and meaning.

Definition and development of rural sociology

Scope and impotence of rural sociology.

The role of rural sociologist.

Subject matter of rural sociology

Rural sociology as a science.

Rural social organization:

Social stratification

Rural castes and classes,

Estates, the biradiri, clan and tribes and the jirga system

Social Institution in Rural Society:

Family, introduction, characteristics, functions, types of family system in rural

Pakistan.

The changing pattern of rural family system and the impact of urbanization Migration,

Modernization and rapid social change.

Education, introduction, meaning, definition and its various types of education e.g. –

Informal, formal and the non-formal. The role of mosques and madras’s in rural

Education.

The problem in the way of rural education with reference to female education in Pakistan.

Political institution, its meaning, definition and functions. Forms of authority and its

basis in rural areas of Pakistan.

Local government, structure, historical development of local government in Pakistan. The

role of local government in people political education and in the development of rural physical

and social infrastructure.

Religious institution, its meaning and functions in rural society.

Economic institution, its structure, functions, and the role of agriculture in rural economy.

The concept of reciprocity and exchange in rural areas of Pakistan.

Technological development and the rural economy. The problems faced by rural economy.

Social Process of Rural Society

Co – operation and its forms, forms of cooperation in rural areas.

Conflict, its types and the basis of conflicts in rural areas of Pakistan.

Competition and its forms, the various sources of competition in rural areas of Pakistan.

Accommodation and the settlement of disputes. The role of Jirga, beraderi, in the settlement

of disputes.

44

Faction, feuds and the resolution of conflict in Pakistan.

Physical Development in Rural Society:

Physical infrastructure development

Basic needs and Approaches in rural development.

Agricultural development.

Means of communication, roads, and market development.

Health and recreation facilities.

Rural Society in Transition:

Meaning of change and transition.

Rural poverty and rural development.

Field of agriculture

Field of education

Economics problems

Factionalism

Development, Change and Rural Women and Problems in Pakistan

Changing status of women

Rural women as an agent for development

Economics status of rural women

Participation of rural women in the protection of environment

Role of women as manager of domestic energy

Income generation scheme s for rural women


1. CHITAMBER, J.B. (2003). An introduction to rural sociology. New Delhi: Balley Eastern

Limited.

2. Dalal, B. (2003). Rural Planning in Developing Countries, New Delh: Earthscan.

3. Khan, Nowshad. (2000). Rural Poverty Alleviation. Islamabad:National Book Foundation.

4. Kolb, John. H.L. (1989). A Study of Rural Sociology (4th Edition). London: Houghton Mifflin.

5. Sahibzada, MohibulHaq. (1997). Poverty Alleviation. Islamabad: Institute of Policy Studies.

6. Social Policy and Development Centre.(2000). Social Development in Pakistan.New York:

Oxford University Press.

45

COURSE TITLE: COMMUNITY DEVELOPMENT


CREDIT HOURS: 03


The course aims at acquainting the students with the basic concepts of community development,

approaches, strategies and theories. The emphasis will be placed on community mobilization and

organization. The course will also cover the participatory development and different models of

community development.

COURSE OUTLINE:

Introduction:

Meaning, definition, aims, objectives, history, elements and characteristics of Community

Development.

Basic principles and philosophy of community development.

Functions of community development worker.

community Participation and its types

community organization and its types

Essentials of community

Community – based organizations

Community capacity building and empowerment

Sociological criteria of good community

Socialization

Social control

Conflict resolution

Techniques of community development

(Social organization, resource mobilization, process of social mobilization, barriers to community

development and Techniques to community development)

Theoretical approaches to development (diagrams of socio economic development)

Community Development Approaches:

Participatory Approach

Rights-Based Approach

Planning/ Social Planning:

Planning meaning and definition.

Kinds of planning

Principles of planning

Importance of planning

Basic steps of planning

Social planning

Various steps for social planning

46

Non-Governmental Organizations & Community Development:

The Meaning, variety & Typologies of NGOs

Legal status of NGOs in Pakistan: Laws, acts concerning NGOs

Profile of NGOs in Pakistan: Figures & facts about NGOs; Government’s stance

Analysis, Planning & Evaluation in Community Development:

Stake-holder Analysis Techniques

Participatory Rural Appraisal (PRA)

Participatory mapping, Institutional mapping, problem, wealth & preference

Ranking, seasonal calendars & daily activity charts

Participatory Monitoring & evaluation: Resource mobilization and fundraising

Social worker roles

Community Development Programs:

Village Aid

Basic Democracy

People Works Program

Integrated Rural Development Program

Benazir Income Support Program.


D, Josselin and W, Wallace (Eds.). (2001). Non-State Actors in World Politics. Houndmills:

Palgrave.

Edwards, Michael and Fowler, Alan. (2006). the Earthscan Reader on NGO Management.

Londo: Earthscan.

Grosser, Chales. F. (1973). New Direction in Community Organization. London: Pareger

Publisher.

Rafique, Zari. (1985). Techniques And Methods In Community Development. University Of

Peshawar: Department Of Social Work.

Edwards, Michael. (2000). NGO Rights and Responsibilities: A new deal for global governance.

London: Foreign Policy Centre.

47

COURSE TITLE: MEDICAL SOCIOLOGY


CREDIT HOURS: 03


Medical sociology is one of the important aspects of sociology. The aim of medical sociology is to

create awareness among the masses in general and students in particular regarding health and illnesses.

COURSE OUTLINES:

Introduction:

Meaning and definitions of health and illness.

Development of medical sociology.

Sociological perspectives on health and illness.

Constructing ideas about health and social behaviour.

The Social Demography of Health:

Age.

Gender.

Race.

Socioeconomic status.

Health and Illness Behavior:

Health life style

Health preventive care.

Self-care.

Socio-demographic variables.

Social-psychological model of illness behavior.

Sick Role:

Illness and deviance.

The functional approach to deviance.

Sick role.

Criticism of the sick role.

Labeling theory.

Sickness as social deviance.

Doctor-Patient Interaction:

Models of interaction.

Misunderstanding in communication.

Cultural differences in communication.

Patient compliance.

Doctor-patient relations and technology.

Hospitals:

The development of the hospitals as a social institution.

The organization of general hospitals.

48

The hospital-patient role.

Types of hospitals.


1. Blackwell, Elizabeth. (1902). Essays in Medical Sociology. London: Ernest Benn.

2. Somers, Anne. R. (1969). Hospital Regulations: the Dilemma of Public Policy. New York:

Princeton University.

Cockerham, William, C. (1998). Medical Sociology. New Jersey: Prentice Hall

49

COURSE TITLE: CRIMENOLOGY


CREDIT HOURS: 3


To help students develop understanding of the dynamics, origins and cause of Social Deviation,

Delinquency and Crime, especially among adolescents and youth. To impart knowledge about the increasing

incidence of crime within the context of our socio- economic and cultural environment.

COURSE OTLINE:

Introduction

Introduction to criminology

Scope, Nature and subject matter of criminology

Criminology and criminal law

Definition(Legal and Non Legal), meaning and concept of Crime

Elements of crimes

Deviance and Crime.

Explanation of Crime in social and cultural context

Crime and Criminal

Types of the crime and criminals

(Violent crimes, property crimes, business crimes and Organized crimes)

Causes of crimes

Remedies of the crimes

Approaches to Criminal Behavior

Biological approaches of Crime (Lambroso, Sheldon)

Sociological approaches (Sutherland, Durkheim, Robert K Merton, Karl Marx)

Psychological approaches (Sigmund Freud, Skinner )

Islamic point of view

Agencies Controlling Crime

Formal and informal control of crime and criminal behavior

Role of Social institutions in prevention and detection of crime, like family, school peer group etc.

Structure and Role of formal institutions e.g.

Police, F.I.A C.I.A C.I.D etc.

The criminal justice system

Juvenile Delinquency

Introduction and Definition

Causes and remedies

Juvenile reformatories

Theories of Punishment

Retributive.

Deterrence.

Reformative.

Islamic concept of crimes and its punishment

50


1. (Eighth Edition) W.W.W Wads Worth com;

2. Aulak, AnMafid. Criminal Justice, Martin, Ramdy, 1991. Criminological Thnought- Pioneers,

Past and Present. Macmillan and Co.

3. Cavan, Ruth Shonle (1962). Criminology, New York: Thomas Y. Growel Co.

4. Curra, John, Understanding Social Deviance: From the Near Side to the outer limits, NewYork,

Harper Collins, 1994.

5. Cyndi Banks (2004) Criminal Justice Ethics Theory & Practice

6. Farrington, David P. (1986). Understanding and Controlling Crime, New York: Springer-Verlag.

7. Fox, Vernon (1985). Introduction to Criminology, New Jersey: Prentice Hall.

8. Hagon, John Modern (1987), Criminology , New York, McGraw Hill.

9. Hagon, John Modern (1987). Criminology, New York: McGraw Hill.

10. Heidensohn, Frances (1989). Crime and Society, London: Mcmillan and Co.

11. Jupp, Victor, (1989). Methods of Criminological Research, London: Unwin, Hyman.

12. Jupp. Victor (1989), Methods of Criminological Research, London, Macmillan and Co.

13. Larry J Siegel (2004) Criminology Theories, Patterns & typologies

14. Larry J Siegel(2005). Criminology: The Core.(2nd edition).

15. PrafullahPadhy (2006) organized Crime Isha Books Delhi;

16. Rachel Boba (2005) Crime Analysis & Crime maping sage Publication Lahore ;

17. Reckless, Walter C. (1961). Crime Problem, New York: Appleton-

18. Resen Berg M.M.: An Introduction to Sociology, Methven, New York, 1983.

19. Sage Publication;

Sanford H Kadish (1983) Encyclopeadia of Crime & Justice, The Free Press A Division of

Macmillan.

51

COURSE TITLE: SOCIAL PHILOSOPHY COURSE CODE: SOC-516

CREDIT HOURS: 03

Objective: The course will provide familiarity about the philosophical background of the development of social Thoughts. The course will emphasize the most recent development in the field of social philosophy.

Course Outline

1. Metaphilosophy: Social Philosophy, Ideology and Truth

2. Democracy as a Practical Goal of Critique: From Ideology to Social Facts

Critique of Liberalism to the Dialectic of Enlightenment

The Structural Transformation of Democracy: Habermas on Politics and Discursive Rationality

3.Pragmatic Epistemology and the Social Sciences

Critics, Observers, and Participants: Two Forms of Critical Theory

Social Inquiry as Practical Knowledge

Pluralism and Critical Theory

Reflexivity, Perspective Taking and Practical Verification

4. Phenomenology and Social Philosophy

The Discipline of Phenomenology

From Phenomena to Phenomenology

The History and Varieties of Phenomenology

Phenomenology and Ontology, Epistemology, Logic, Ethics

Phenomenology and social Consciousness

5. Existential Philosophy and its Socio-Cultural Implications

Existentialism

Existence Precedes Essence

The Absurd

Authenticity and Facticity

6. COMMUNICATIVE ACTION AND SOCIAL CONSENSUS

Post Metaphysical world

Theory of communicative actions

Recommended Books 1.Ahlu,K.2014.Existantialism:AnIntroduction.Cambridge.Polity Press

2.Copi, Iring. M. And Cohen, Carl. (2009). Introduction to Logic. New Delhi: Pearson Education.

https://plato.stanford.edu/entries/critical-theory/#1


https://plato.stanford.edu/entries/critical-theory/#2.1







https://plato.stanford.edu/entries/phenomenology/#DiscPhen

https://plato.stanford.edu/entries/phenomenology/#PhenPhen

https://plato.stanford.edu/entries/phenomenology/#HistVariPhen

https://plato.stanford.edu/entries/phenomenology/#PhenOntoEpisLogiEthi

52

3.Copi, Iring. M. , Cohen, Carl., Jetli, Priyadarshi. and Prabhakar, Monica. (2009).Introduction to

Logic. New Delhi: Dorling Kindersley Pvt, Ltd.

4..Descartes,R.1641,Meditition,In Descartes: Selected Philosophical

Writings,Trans.JohnCottingham,RobertStoothoff,andDugald Murdoch, Cambridge :Cambridge

University Press,1988.

5.Descartes,R.1644,Principles of Philosophy,In Descartes: Selected Philosophical

Writings,Trans.JohnCottingham,RobertStoothoff,andDugald Murdoch, Cambridge :Cambridge

University Press,1988.

6.Habermas,J.1984.Theory of Communicative Actions.Trans.T.Mcarthy .Boston:Beacon.

7.Hume,D.1739,A Treatise of Human Nature,Oxford:Oxford University Press,1941.

8.Kant,I. 1787,Critique of Pure Reason ,Oxford:Oxford university Press,1930.

9.Rawls,J.!971,A Theory of Justice,Oxford:Oxford Press,1996.

10.Stewart, David and Blocker, Gene. H. (2006).Fundamentals of Philosophy. New Delhi: Pearson

Education.

11.Sim,s. &Van Loon,B,2009.Introducing Critical Theory:A Graphic Guide.Icon Book Limited. 12.Sartre,J.1993,Existantialism is Humanism,Oxfrod:Oxford Press

53

THIRD YEAR: SIXTH SEMESTER

COURSE

CODE COURSE TITLE


SOC-521 Social Welfare Management and

Administration

Subject-Specific 03

SOC-522 Social Change & Development Subject-Specific 03

SOC-533 Basic Research Methods Subject-Specific 03

SOC-524 NGO Management Subject-Specific 03

SOC-525

Sociology of Education

Subject-Specific 03


54

COURSE TITLE: SOCIAL WELFARE MANAGEMENT & ADMINISTRATION


CREDIT HOURS: 03

COURSE OBJECTIVES:

1. To acquaint the student with the concept of Social welfare policy planning and administration

2. To familiarize the student with the government’s development plans and with the processes and

methods of social planning

3. To provide the students the importance of administration and enable them to learn skills and

techniques of administration and supervision roles.

COURSE CONTENTS:

Social welfare administration

Definition meaning and scope of social welfare administration

What is administration

Who are administrator

Nature and functions of administration

Administration process (planning, organizing leading and coordination and controlling

decision making

Planning:

Why plan

Planning process

Types of plans

Objective setting

Forecasting

Steps in planning

Principles of planning

Organizing:

Definition, nature and purpose of organizing

Process of organizing

Steps for organizing

Principles of organizing

What is an organizing

Characteristics of organization

Formal and informal organization

Classification of organization

Meaning & definition of authority

Sources of authority

Types of authority

Delegation and decentralization of authority

Leading:

Definition, meaning, importance

Administrator versus leader

55

Theories of leadership

Trait theories

Behavioral theories

Contingency theories

Transformational theories

Staffing:

Definition, meaning, and importance

Recruitment:

Job description,

Job specification,

Training

Motivation theories

Retirement, Pension and other benefits

Supervision:

Definitions,

Goal

Aspects and functions of supervisor,

Supervision vs. Inspection

Controlling:

Definition and meaning

Controlling process

Budgeting:

Definition, meaning and scope

Types of budgeting

Decision making:

Meaning and definition of decision making

Steps in decision making

Decision making styles: Directive, Analytical, Conceptual and Behavioral

Management by objective (MBO) definition, advantages and disadvantages.


1. Donnison, D.V. Social Policy and Administration. London: Allen &Unwin.

2. Jenkins, s. (ed.) Social Security in International perspective. New York: Columbia University

Press.

3. Khan, Alfred J. Studies in Social policy and planning. New York: Russell Sage Foundation.

4. Government of Pakistan 5 year Development Plan. Islamabad Planning and Development.

56

COURSE TITLE: SOCIAL CHANGE & DEVELOPMENT


CREDIT HOURS: 03


Concepts and terms related to the issues of development shall be learnt. The students will learn

about relevant theories about change and progress. Models of development related to local, regional, and

global levels will be examined. Comparisons will be drawn among political, social, and economic factors of

development in a variety of perspectives.

COURSE OUTLINE:

Introduction

Change, development, and progress

The meaning ‘development’

Development and underdevelopment

Critiques of development: Eurocentric, populist stances, anti-development and post- modernity

Problems in development:

Non availability of physical resources

Lack of technical know how

Availability of appropriate human resources

Socio-cultural and psychological constraints/barriers in the way of socio- economic development

Remedial measures and planning for development

The Role of Non-government Organizations in Development

Social Change

Introduction

Various dimensions of social change

Magnitude, rate and direction of social change

Identification of social change.

Factors affecting social change

Theories of social change

The Modernization School

The evolutionary school of thought

The conflict based evolutionary theories

Cyclical theories

Social Change and Development in Global Perspective

The Politics of Development: Economy, Policy, Culture

Corporations, Classes and Consumerism

Gender and Development

Transitional Practices in the Third World

Globalization, development and underdevelopment

What does globalization mean?

57

Globalization and Development: for and against/solution or problem?

Global transformations: a shrinking world or a more unequal world?

Globalization and the information society: the digital divide and an unequal world

Economic aspects of globalization: industrialization, world cities and global shifts

Economic change and global divergence

Global convergence? Perspectives on cultural globalization

Political aspects of globalization: the anti-capitalist movements

Globalization and unequal development

Recommended Books

1. Boas, Morten. 2004. Global Institutions and Development: Framing the World? London: Routledge.

2. Chambers, Robert. 2005. Ideas for Development. London: Earthscan.

3. Danne M waddell (2007) Organization Thoms G Cummings Christopher G Worley Development &

Change Asia Pacific

4. Debora heade (2005) Development NGO & Civil Society Rawat Publications Jaipur New Delhi

5. Griffiths, Robert j. 2004. Developing World. Guilford: McGraw-Hill.

6. Jha, A.K. 2006. Globalization & Human Resource Development in 21st Century. Lucknow: Institute for

Sustainable Development.

7. Katie Willis. 2005. Theories and Practices of Development. London: Routledge.

8. Kothari, Uma. 2002. Development theory and Practice: Critical Perspectives. New York: Palgrave

Macmillan.

9. Pietese, Jan Nederveen. 2001. Development theory: Deconstruction/Reconstruction new Delhi: Vistaar

Publishers.

10. Sahni, Pardeep. 2003. Governance for Development: Issues and Strategies. New Delhi: Prentice Hall.

11. Schech, Susanne. 2002. Development: A cultural Studies Reader. Australia: Blackwell Publishing.

12. Singh, Sita Ram. 2005. Poverty Alleviation in the third world. New Delhi: APH Publishing Corporation.

Thirlwall, A.P. 2006. Growth and Development with special reference to developing economies 6th

ed.

58

COURSE TITLE: BASIC RESEARCH METHODS


CREDIT HOURS: 03

COURSE AIMS AND OBJECTIVE:

The course aims to learn about the basic concepts of social research, various research

methodologies, both quantitative and qualitative. The students will learn about the usage of various

methodologies while conducting research on different topics. The main tools and research techniques will be

studied. It is assumed that the students have a background in basic social statistics and in social theories. The

students will also learn about certain specific computer software like SPSS, NUDIST and Ethnograph.

COURSE OUTLINES:

Introduction

Introduction and Definitions of Social Research.

Types/ Dimensions of Social Research.

Characteristics of Social Research.

Scope and Importance of Social Research.

Ethical Considerations in Social Research.

Qualities of a good Social Researcher.

The Meaning of Methodology

Positivist Social Sciences.

Interpretive Social Sciences.

Critical Social Sciences.

Feminist Research.

Postmodern Research

Review of relevant literature.

Place of literature in research

Sources of literature

Functions of literature review.

Types of review.

Hypothesis

Meaning and Definitions of Hypotheses

Functions of Hypothesis

Characteristics of hypothesis

Types of Hypothesis

Null Hypothesis

Alternative Hypothesis

Type-I and type-II error

Sampling

Meaning and Definitions of Sampling

Sampling and sample size

Principles of samples

Types of Sampling.

Sampling related terminologies.

59

Ethics in Social Research

The concept of ethics

Stakeholders in research

Ethical issue to consider concerning research participants

Ethical issues to related to the researcher

Ethical issues regarding sponsoring organization


Alwin, Duene .F. (2007). Margins of Error; A Study of Reliability in Survey Measurments.

U.S.A : John Wiley & Sons, Inc.

Babbie, Earl. (2004). The Practice of Social Research. 10th Edition. Belmont: CA Words

Worth Publishing.

Bridge, Semekh&Culhy. (2005). Research Methods in the Social Science. New Delhi:

VistaarPubliser.

Christopher, Winship. (2003). Sociological Methods and Research. London: Sage

Publications.

Dooly, David. (2001). Social Research Methods. New Delhi: Prentice- Hall Private Limited.

Jackson, Sherri.L. (2008). Research Methods: A Modular Approach. USA: Thomson Higher

Education.

Kumar, Ranjit. (2009). Research Methodology: A Step by Step Guide for Beginners. New

Delhi: Pearson Education.

Neuman, W. Lawrence. (2006). Social Research Methods: Qualitative & Quantitative

Approaches. New Delhi: Pearson Education

60

COURSE TITLE: NGO MANAGEMENT COURSE CODE: SOC-524

CREDIT HOURS: 03

COURSE OBJECTIVES:

The main objectives of present course are to understand the role of NGOs in socio-economic

development across the globe. But more specifically we will discuss the cases from Pakistan. In this

class we will underline why we need NGOs and how effective this network is? On other hand we will

also evaluate the developmental performances of different NGOs in Pakistan.

COURSE OUTLINES:

Strategic management of NGOs

Management of NGOs, NGOs and social change

Involvement of NGO in civil society

Role of NGOs in global civil society

NGOs and democracy

Regulations to corporations, Government NGO co-operation, NGOs in planning and development

NGOs and global governance

Role of Global Governance in NGO Management

Advocacy of NGOs

NGOs advocates of good governance

Financing NGOs

Risks of bank-NGO relations, Funding NGOs, Role of IMF, Financial and technical activities of

IMF

NGOs: issues and opportunities

NGOs’ policy towards international criminal court

Managing NGOs in Developing Countries: Experiences from Pakistan

Managing People and Organizations

Case Study 1

Case Study 2

Case Study 3

Project Management in Pakistani NGOs

Case Study 1

Case Study 2

Case Study 3

Managing Change

Case Study 1

Case Study 2

Case Study 3

61

COURSE BOOKS RECOMMENDED:

1. Blank. (2000). The Natural Laws of Leadership. Karachi, Royal Book Company.

2. Goel, O. P. (2004). Strategic Management and Policy Issues of NGOs.

3. Khan, I. A. (1998). Changing Pattern of Rural Leadership and their Characteristics. Pakistan

academy for rural development, Peshawar, Pakistan

4. Qureshi, Z. I. (Ed) (2005). Managing NGOs in Developing Countries. Oxford University Press.

Karachi. (5 Volumes)

62

COURSE TITLE: SOCIOLOGY OF EDUCATION


CREDIT HOURS: 03

COURSE OBJECTIVE:

The course provides students with the sociological insight of education. Core concepts, levels,

educational institutions, theories, educational policies and reforms will be studied. Relationship of

education with socio-economic development will also be discussed.

COURSE CONTENTS:

Introduction:

The Concept of Education

Origin and Development of Education

Forms of Education, Formal, Non-formal

Contemporary Education System.

Sociological Theory and Education:

Education and Socialization

Social Stratification and Education

Roles of Education:

Education and Social Mobility

Functions of Education

Population growth and social change,

Education and Population Control.

. The Role of Education in the prevention and control of social disorganisation.

Theoretical perspectives on schools and society:

Classic sociological theory

Critical theory

The Sociology of School as an Agent of Change:

The Social Construction of Curriculum

Education and Development

Relationship between Education and the Economy:

Reconstructions Views of Education and Economic Development

Manpower Planning

Demand and Supply of Educational Institutions in Developing Countries.

Education and other social institutions:

Education Policy and Reforms

Private and Public Sectors of Education

Education Problems

Quality of Education

Investment in Education

Status of Education in Pakistan

63


1. Ballantine, Jeanne. H. (1993). The Sociology of Education: A Systematic Analysis. New Gercy:

Prentice Hall.

2. Banks, Olive .(1971). The Sociology of Education. London: B. T. Batsford Ltd.

3. Best, John. W. (1992). Research in Education. New Delhi: Prentice Hall.

4. Brubacher, L.S. (1970). Modern Philosophies of Education. New Delhi: Macgraw-Hill Publishing

Co. Ltd.

5. Cosin, B.R. (latest ed.). School and Society: A Sociological Reader. London: Routledge and

Kegan Paul.

6. Dale, R.G. Eland and M. MacDonald .(1976). Schooling and Capitalism. London: Routledge and

Keg a Paul.

7. David, Levinson, Peter, W. Cookson, Alan, R. Sadovnik. (2002). Education and Sociology: An

Encyclopedia

8. Evetts, J. (latest Ed). The Sociology of Educational Ideas. London: Rutledge and Kegan Paul.

9. Hirst, P.H. and R.S. Peter .(1970). The Logic of Education. London: Routledge and Keg and Paul.

10. Ottaway, A. K .Cosway. (2003). Education and Society: International Library of Sociology.

http://books.google.com.pk/books?id=mfj5a6Z3le4C&printsec=frontcover&dq=Sociology+of+Education&lr=

64

TOURTH YEAR: SEVENTH SEMESTER

COURSE

CODE COURSE TITLE


SOC-611 Classical Sociological Theories Subject-Specific 03

SOC-612 Research Methodology Subject-Specific 03

SOC-613 Environmental Sociology Subject-Specific 03

SOC-614 Industrial Sociology Subject-Specific 03

SOC-615 Field Work Subject-Specific 03


65

COURSE TITLE: CLASSICAL SOCIOLOGICAL THEORIES


CREDIT HOURS: 03


The course provides a review of classical sociological theorists to contemporary sociological

thinking. It focuses on the content and utility of classical theories in terms of understanding social world.

While the course provides a general history of sociological theory, the focus remains on examining how

classical theories have provided the basis for a better understanding of the character and dynamics of societies

around the world. The contents of the course also help understand the nature of contemporary sociological

theories.

COURSE OUTLINES: Background and Development of Sociological Theory:

Introduction, Meaning and Definition of sociological theory.

Development of Sociological theory: (Social Forces, Intellectual Forces, French Revolution,

Enlightenment)

Theory and Knowledge.

Process of Theorizing.

Types of Sociological Theories.

August Comte

Positivism

The law of Human Progress

Hierarchy of the Sciences

Social Static & Dynamic

Emile Durkheim

Social facts and its types.

Division of Labour in society.

The elementary forms of religious life.

Theory of Suicide.

Theory of religion.

Karl Marx

Communist Manifesto

Socialism

Class Struggle.

Dialectical Method.

Human Potential.

Labor.

Alienation.

The Structures of Capitalist Society.

Materialist Conception of History.

Cultural Aspects of Capitalist Society .

Herbert Spencer

The law of Social Evolution

Concept of Society

Concept of ethical state

Max Weber

History and Sociology.

66

Verstehen.

Causality.

Ideal Types.

Values.

Sociology of Religion

Bureaucracy

Ideal Type

Social Action theory

Structure of authority.


1. Blalock, Hubert. M. (1969) .Theory Construction from Verbal to Mathematical Formulation (Ed). N.J.

Prentice Hall Inc.

2. Bronner, Stephen.Erick .(latest ed.). Critical Theory and Society: A Reader. London; Routledge and

Keganpaul.

3. Calhon, Craig. (2007). Contemporary Sociological Theory. (2nded). Malden, USA: Blackwell

Publishing.

4. Cooley, C.H. (1962). Social Organization, New York: Scrichnes Books.

5. Farganis, James (2000). Readings in Social Theory: The Classic Tradition to Post-Modernism (3rd

Ed.). Boston: McGraw Hill.

6. Kinloch, Graham. C. (1977). Sociological Theory: Its Development and Major Paradigms. New

York: McGraw Hill.

7. Ritzer, George. (2002). Sociological Theory (10th edition). New York: McGraw Hill.

8. Ross, H. Laurence .(1963). Perspectives on the Social Order. New York: McGraw-Hill Book

Company, Inc.

9. Waters, Malcolm. (1994). Modern Sociological Theory. London: Sage Publications

67

COURSE TITLE: RESEARCH METHODOLOGY


CREDIT HOURS: 03

COURSE AIMS AND OBJECTIVE:

The course aims to learn about the basic concepts of social research, various research

methodologies, both quantitative and qualitative. The students will learn about the usage of various

methodologies while conducting research on different topics. The main tools and research techniques will

be studied. It is assumed that the students have a background in basic social statistics and in social theories.

The students will also learn about certain specific computer software like SPSS, NUDIST and Ethnograph.

COURSE OUTLINES:

Formulation of Research Problem

Importance of Research Problem.

Sources of Research Problem.

Consideration in Research Problem.

Steps in Research Problem.

Review of Literature.

Formulation of objectives.

Establishing of Operational Definitions.

Variables

Introduction and Definitions of Variables.

Concept, Indicators, and Variables

Difference between Concept and Variables.

Types of Variables.

Measurement Scale

Why Measurement.

Qualitative and Quantitative Measurement.

Levels of measurements.

Scale and Types of Measurement Scale.

Validity and Reliability:

10. Meaning, Definitions and Concepts of Validity

11. Types of Validity

12. Meaning, Definitions and Concepts of Reliability

13. Factors effecting reliability of a research instrument

14. Methods of determining the reliability of an instrument

15. How to improve reliability

16. Types of reliability

Methods/Tools of Data Collection:

Interview Schedule

Questionnaire.

Focus Group Discussion.

Observation.

Survey method

68

Experimental method

Case study method

Case History Methods

Content Analysis

Focus Group Discussion

Report Writing:

Writing a research report

Developing an outline

Referencing

Writing bibliography


1. Alwin, Duene .F. (2007). Margins of Error; A Study of Reliability in Survey Measurments. U.S.A :

John Wiley & Sons, Inc.

2. Babbie, Earl. (2004). The Practice of Social Research. 10th Edition. Belmont: CA Words Worth

Publishing.

3. Bridge, Semekh&Culhy. (2005). Research Methods in the Social Science. New Delhi: VistaarPubliser.

4. Christopher, Winship. (2003). Sociological Methods and Research. London: Sage Publications.

5. Dooly, David. (2001). Social Research Methods. New Delhi: Prentice- Hall Private Limited.

6. Jackson, Sherri.L. (2008). Research Methods: A Modular Approach. USA: Thomson Higher Education

69

COURSE TITLE: ENVIRONMENTAL SOCIOLOGY


CREDIT HOURS: 03


Ecology is often described as the study of natural communities while sociology is described as

the study of human communities. Environmental sociology is the study of both together, the study of the

“community” in the broadest sense–people, water, land, plants, animals etc. Indeed, society and the physical

environment are tightly linked in various ways.

During this course, we will explore these linkages at various levels from the local to the global.

Environmental sociology raises questions that contemporary “mainstream” sociology has been very

concerned with, too, these last 30 years or so. Indeed, environmental sociology is highly emblematic for

the challenges the “modernity” project is facing. Since the modernist dichotomy between social systems

and natural systems becomes less and less tenable, new ways to account for the real and socially entangled

world have to be found.

The course is mainly oriented towards a theoretical discussion and is geared towards getting students

acquainted with different schools of thought not only in the discussion around ‘environmental sociology’

but also the discussions and cases from cognate areas of development theory, i.e. rural and urban

development (including sustainable development), Sociological theory, modernity etc. The concepts,

theories and paradigms of the discipline will be mainly derived from the (Rich) North’s academic tradition.

Each time, empirical examples will be provided to support the discussion, primary by analyzing examples

from both the ‘North’ & the ‘South’

COURSE OUTLINES:

Introduction

Definition and explanation of Environmental Sociology

The Birth and Growth of Environmental Sociology-Historical Background

Environmental sociology and the larger discipline

Current trends and point of debates in environmental sociology

Major paradigms in environmental sociology and discourse

a. Human Exemptionalism Paradigm (HEP)

b.New Ecological Paradigms (NEP)

Basic concepts and terms of environmental sociology

a. Existential dualism

b.Societal-environmental dialectic

c. Treadmill of production

d.Ecology

e. Biosphere

f. Ecosystem

g.Environmental Justice

Major Sociological Perspectives on Environmental Problems

Structural-Functionalism

Conflict

Symbolic interactionism

Environmental Problems

Societal-Environmental interactions

Evolution of Environmental Problems

70

Three Main functions of environment

Societal response to environmental problems

Causes of environmental Problems

Impacts of Environmental Problems

Possible solutions of environmental problems.

Major Environmental Issues and Problems

Resources – flow and stock resources, resource depletion

Waste and Pollution

Environmental Sinks

Waste Assimilation systems

Population growth and the environment

Biodiversity

Quality of life

Environmental problems or human problems

Theoretical Underpinnings for the Explanation of Environmental problem

The biological nature of the human species-Nature Vs Nurture. Sociobiology

The nature of human needs and wants and satisfiers-Human needs and environmental capital, Maslow

Hierarchy of needs theory, needs and satisfiers, needs in post-modern society

The conflict between individual and larger scale interests – The ‘Tragedy of the commons’ model and

‘Life-boat’ model

The role of values in determining attitudes and behaviour – Extrinsic and Intrinsic values, values and the

greens

Sustainable Development and the Goals of Environmental Policy

The predicament off humankind: Malthusianism

The Limits to Growth thesis

What sustainable development means?

Assessing Sustainability: the three key criteria, The Capital Approach, Environmental Space

approach,

Resources and the Environment

The importance of resources in development

Resource constraints and the development process

Environmental impacts of development

The search for sustainable resource management


1. Dobson, Andrew (Edited) 2003 ‘Fairness and Futurity: Essays on Environmental Sustainability and

Social Justice’ Oxford, Oxford.

2. Hannigan, J. (2nd Ed) 2006. ‘Environmental Sociology’,London: Routledge

3. Humphry, C. R. and Buttel, F. R. (1982), ‘Environment, Energy, and Society’, California: Wadsworth,

Inc.

4. Moore, F. (1st Ed.) 2003. ‘Environment and society’, New Delhi: Dominant Publishers and Distributors

5. Potter, R. B. Binns, T. A. E. Jennifer and Smith, D. 1999. ‘Geographies of development’, Singapore:

Addison Wesley Longman Limited

71

6. Roberts, J. (2004), ‘Environmental Policy’, London: Routledge

7. Sharp, A. M. Register, C. A. &Leftwich, R. H. (9th Ed.) 1990. ‘Economics of Social Issues’, Boston:

Richard D. Irwin, Inc.

8. Shrivastava, A. K. 2004. ‘Population development, environment, and health’, New Delhi: A P H

Publishing Corporation.

9. Wright, R. (ed.) 2004. ‘Controversies in Environmental Sociology’, New York: Cambridge University

Press

10. Wright, R. T. and J. N. Bernard. (8th Ed.) 2002. ‘Environmental Science: Toward a sustainable future’

New Delhi: Prentice Hall, Inc.

72

COURSE TITE: INDUSTRIAL SOCIOLOGY


CREDIT HOURS: 03

COURSE OBJECTIVE:

The course will provide familiarity about the basic concepts, theories and process of industrial

sociology.

COURSE CONTENTS:

Introduction:

Industry and Society

Industry and Social Stratification

Work, Occupation, Industry, Organization, Factory and Management

Industrialization:

Social Theory of Productive System

Antecedent of Industrialization in west

Theoretical Contributions on Industrialization

Formal Organization:

Bureaucracy

Organizational Charts (Structure)

Trade Union, and theories of Unionism

Work ethics in Islam

Division of Labor

Work ethics

Distribution of Wealth

Industrialization in Pakistan

Historical view of Industrial Development

Problems and Prospects of Industrialization in Sociological Perspective

Industrial Relationship in Pakistan

Trade Unionism in Pakistan

Labor Movement

Trade Unionism

Union Leadership and Collective Bargaining

Labor Policies in Pakistan

Historical Perspective and social change

Analysis of wages


1. Hall, R.H. (1995). Organization: Structure, Process and Outcomes.California: prentice Hall.

2. Health, Christian and luff, Pual. (2000). Technology in action. Cambridge: University Press.

73

COURSE TITLE: FIELD WORK


CREDIT HOURS: 03

Aims and Objectives of the Field Work:

The Field Work is aimed at providing practical experience to gain professional knowledge and

develop skills and attitudes appropriate to the practice of Sociology. It is designed to give students “real

world” experience to complement and enhance their classroom studies. An academic complements the work

experience. The students of Four Years BS (Hons) in Sociology (Seventh Semester/Final year) classes will

carryout Block Field Work under the supervision of a faculty member (who is experienced/ trained in

fieldwork activity, and have enough knowledge about the tools and techniques of the fieldwork) in a any

social set up or community level.

Details/Description:

The minimum requirements for the Field Work will be 04 credit hours of Sociology field work

practice in the field for an academic year. The Block Field Work will be a minimum period of 10 days and

maximum 15 days. The student of Field Work will be assessed and graded on the following criteria by faculty

member supervising the field work:-

General capacity for understanding and translating in effective practice the concepts of ethnographic field

work and leadership ability in sociology in terms of the following qualities:

a). Degree of initiative.

b). Ability to interpret the aims of study.

c). Ability to develop co-operation among people.

d). Quality of relationship with individual and groups.

e). Consistency and persistency in terms of goals and objectives.

f). Administrative ability.

g). General sense of responsibility about the job.

h). Ability to work constructively in a team.

I). Response to individual potentiality for further growth

j). Use of professional literature and its application fieldwork.

Before assigning the agency for their Field Work Practice, the students will be provided with proper

orientation. They will be informed that an observational plan will be followed after classroom orientation for

fieldwork. The students will have to visit different agencies during the orientation phase and will have to

write comprehensive reports on each visit by using guidelines given to them on the observation visit

proforma.

For the assessment of student’s performance and grading the following items have to be taken in

considerations: -

S. No Item

1 Participation in filed work orientation classes

2 Participation in fieldwork activity

3 Daily presentation in the field

4 Report writing

5 Final presentation of the fieldwork activity.

74

TOURTH YEAR: EIGHTH SEMESTER

COURSE

CODE COURSE TITLE


SOC-621 Contemporary Sociological Theory Subject-Specific 03

SOC-622 Sociology of Development Subject-Specific 03

SOC-623 Sociology of Pukhtun Society and

Culture

Subject-Specific 03

SOC-624 Research Report Subject-Specific 06


75

COURSE TITLE: CONTEMPORARY SOCIOLOGICAL THEORY


CREDIT HOURS: 03


The course provides a philosophical review of contemporary sociological theorists. It focuses on

the content and utility of contemporary theories in terms of understanding social world. While the course

provides a general history of sociological theory, the focus remains on examining how contemporary

theories and philosophies have provided the basis for a better understanding of the character and dynamics

of societies around the world.

COURSE OUTLINES:

1. Structural Functionalism, Neo Functionalism And Conflict Theory

1.1 Structural Functionalism

1.1.1 The Functional Theory of Stratification and its Critics

1.1.2 Talcott Parson’s Structural Functionalism

1.1.3 Robert Merton’s Structural Functionalism

1.2 Neo Functionalism

1.3 Conflict Theory

1.3.1 The Work of Darhrendorf

1.3.2 The Major Criticism

1.3.3 The Contribution of Karl Marx

1.4 Neo-Marxiam Theory

1.4.1 Economic Determinism

1.4.2 Critical Theory

1.4.3 George Lukacs

1.4.4 Antonio Gramsi

1.4.5 JergenHabermas

1.4.6 Structural Marxism

1.4.7 Post Marxist Theory

2. Symbolic Interactionism

2.1 The Major Historical Books

2.1.1 Pragmatism

2.1.2 Behaviorism

2.1.3 Between Reductionism and Socialism

2.2 The Ideas of George Herbert Mead

2.3 The Basic Principles

2.4 Symbolic Internationalism and Cultural Studies

3. Other Perspectives 3.1 Phenomenological Sociology

3.2 Ethno methodology etc.

4. Exchange Theory and Behavioral Sociology 4.1 Skinner and Behaviorism

4.2 Behavioral Sociology

4.3 Exchange Theory

4.4 Homan and Durkheim

4.5 Homan and Levi Strauss

4.6 Blau’s Integrated Exchange Theory

5. Recent Integrative Developments in Sociological Theory 5.1 Micro Macro Integration

76

5.1.1 George Ritzer’s Integrated Sociological Paradigm

5.1.2 Jeffery Alexander’s Multidimensional Sociology

5.1.3 James Colinns’ Micro-Macro Model

5.1.4 Randal Collins’s Micro Foundations of Macro Sociology

6. From Modern to Post Modern Social Theory 6.1 Classical Theorists on Modernity

6.1.1 The Juggernaut of Modernity

6.1.2 The Risk Society

6.1.3 Hyper Rationality, McDonaldization and Americanization

6.2 Post Modernism Social Theory

6.2.1 Fredric Jameson’s Moderate Post Modern Social Theory

6.2.2 Jean Bandrilled’s Extreme Post Modernism Social Theory

6.2.3 The Ideas of Michal Foucault

6.2.4 Moderate post-Modern social theory

6.2.5 Extreme Post-Modern social theory

6.2.6 Post Modernism Social Theory and Sociological Theory

7. Contemporary Feminist Theory 7.1 Theories of Gender Differences

7.2 Theories of Gender Inequality

7.3 Theories of Gender Oppression

SUGGESTED READING

Goudsblom, Johan. (1977) Sociology in Balance: A Critical Essay. New York: Columbia University

Press.

Hall, Richard. (1983) Theoretical Trends in Sociology of Occupations.Englewood Cliffs, N. J:

Prentice Hall,

Kurzewil, Edith. (1980) The Age of Structuralism: Levi Strauss to Foucault. New York: Columbia

University Press.

Mitchell, Jack N. (1978) Social Exchange, Dramaturgy and Ethno Methodology: Towards a

Paradigmatic Synthesis. New York: Elseiver,

Morris Charlies W. (1962) Introduction. In George Herbert Mead, Mind Self and Society. Chicago:

University of Chicago Press: IX-XXXV

Ollman, Bertall. (1976) Alienation.Cambridge: Cambridge University Press

Parsons, Talcott. (1960) A Sociological Approach to the Theory of Organization: New York: Free

Press.

Podgorecki, Adam, and Los, Maria.(1979) Multi-Dimensional Sociology.London: Roultedge and

Kegan Paul

Pop, Whitney. (1973) Durkheim’s Suicide.Chicago: University of ChicagoPress.

Rattansi, Ali. (1982) Marx and Division of Labor.London: MacMillan Press

Ritzer, George. (1988) Sociological Theory.Singapore: McGraw Hill Book Co.

77

COURSE TITLE: SOCIOLOGY OF DEVELOPMENT


CREDIT HOURS: 03

COURSE OBJECTIVES:

Concepts and terms related to the issues of development shall be learnt. The students will learn about

relevant theories about change and progress. Models of development related to local, regional, and

global levels will be examined. Comparisons will be drawn among political, social, and economic

factors of development in a variety of perspectives.

COURSE OUTLINE:

1. Introduction

Change, development, and progress

Development and underdevelopment

2. Theories of development

The Modernization School

Marxist and Socialist Models

Development and Underdevelopment-Dependency

Structural Adjustment

3. Determinants of Development

Social determinants

Cultural

Economic

4. Technology and Development

Technology

Adoption of technology

Role of technology in development

5. Social Change and Development in Global Perspective

The Politics of Development: Economy, Policy, Culture

Corporations, Classes and Consumerism

Gender and Development

Transitional Practices in the Third World

6. The Role of Aid in Development

The Role of Non-government Organizations in Development

Development in Pakistan: A Case Study

Suggested Readings:

13. Adams, W. M. (1990). Green Development: Environment and Sustainability in the Third World,

London, Routeledge.

14. Auty, R. M. (1995). Patterns of Development Resources, Policy and Economic growth, London,

Edward Arnold.

15. Boas, M. (2004). Global Institutions and Development: Framing the World? London: Routledge.

78

16. Booth, D. (1994). Rethinking Social Development. Theory, Research and Practice. England,

Longman Scientific and Technical.

17. Chambers, R. (2005). Ideas for Development. London: Earthscan.

18. Danne, M. W. (2007). Organization Thoms G Cummings Christopher G Worley Development

and Change Asia Pacific

19. Debora, H. (2005). Development NGO and Civil Society. New Delhi, Rawat Publications, Jaipur.

20. Epstein, T. S. (1962). Economic Development and Social Change in South India. Manchester

University Press.

21. Etzioni, A., and Etzioni, E. (1964 eds.). Social Change - Sources, Patterns and Consequences,

New York: Basic Books, Inc.

22. Gardez, H. N. (1991). Understanding Pakistan the Colonial Factor in Social Development,

Lahore, Maktab-e-Fikr-O-Danish.

23. Ghimire, K. B., and Pimbert, M. P. (1997). Social Change and Conservation, London, Earthscan.

24. Gouldner, A. W., and Miller, S. M. (1965 eds.). Applied Sociology; Opportunities and Problems,

New York: Free Press.

25. Griffiths, R. J. (2004). Developing World. Guilford: McGraw-Hill.

26. Hunter, G. (1969). Modernizing Peasant Societies, London: Oxford University Press.

27. Katie, W. (2005). Theories and Practices of Development. London: Routledge.

28. Kothari, U. (2002). Development Theory and Practice: Critical Perspectives. New York:

Palgrave Macmillan.

29. Laxmi, D. (1998). Encyclopedia of Women Development and Family Welfare Institute of

Sustainable Development.Lukhnow, Anmol Publications Pvt.

30. Pietese, J. N. (2001). Development theory: Deconstruction/Reconstruction. New Delhi: Vistaar

Publishers.

31. Sahni, P. (2003). Governance for Development: Issues and Strategies. New Delhi: Prentice Hall.

32. Schech, S. (2002). Development: A cultural Studies Reader. Australia: Blackwell Publishing.

33. Sharma, N. K. (2000). Economic Growth and Development. Jaipur: RBSA Publishers.

34. Singh, S. R. (2005). Poverty Alleviation in the Third World. New Delhi: APH Publishing

Corporation.

35. The World Bank. (2007). World Development Report. Development and the Next Generation.

Washington, D.C: The World Bank.

36. Thirlwall, A. P. (2006). Growth and Development with Special Reference to Developing

Economies (6thed.).

37. Webster, A. (1990). Introduction to the Sociology of Development, (2nded.). London: Macmillan

Education Ltd.

38. Webster, A. (1990). Introduction to the Sociology of Development. Hongkong, McMillan

Education Ltd.

79

COURSE TITLE: SOCIOLOGY OF PAKHTUN SOCIETY AND CULTURE


CREDIT HOURS: 03


Sociology is a study of relationship between human beings with others in a society including the

relationship with the culture. To open the ability of holistic thinking, the students of sociology have to learn

social value system of others’ society as well as their own.

The social value system of Pakhtun is chosen because Pakhtun people have proven to the world that they

could be a developed society without neglecting the value of tradition. However, in the recent past, due to

some global events, the perception of people around the world has changed and is getting more and more

biased towards Pakhtun. The true Pakhtun culture and social system and their values systems are hidden

from the world community as well as from their own fellow nationals. Therefore this course aims to

introduce and depict the accurate and real culture and society to the wider audience and students of

sociology. Moreover, the course will help students of sociology to do research on the different dimension

of traditional value systems of Pakhtun and the socio-cultural changes happening in the Pakhtun region.

Also it will help to sort out problems faced by Pakhtun in all sphere of life and will clarify the

misconceptions about them.

COURSE OUTLINE:

Introduction

History and origin of Pakhtun

Tribes, races and ethnicities among Pakhtun

Different school of thoughts on the origin of Pakhtun

Description of the Pakhtun belt and region and the impact of geography on Pakhtun culture and identity.

Pakhtun Social Institutions

Hujra, its structure and functions

Jirga, structure, functions and its significance

Joomat (mosque) its importance and functional necessity

Madrassa, functions and its educational value for Pakhtun

Pakhtun Culture-Pakhtunwali

Introduction to Pakhtunwali

Melmastya(Hospitality)

Badal (Revenge)

Nanawaty

Gherat (Honour)

Nang/Sharam/Patt

Purdah

Khegarah

Malamastya

Teega

Rogha

Thora and Topak

Satt

Peghoor

Customs and Dresses

80

Swara, Tore and Tora, Honour Killing

Lopata, Sadar, Patkey, Wasketetc

Pakhtun Art, Music and Literature

Musical Instruments, Sittar, Rabab, Mangai, Shpelai

Folk Literature,Tappa, Misra, Charbaita, Badala, Rubaai, Nimakai

Poets, Rahman Baba, Khushaal Baba, Hameed Baba, Hamza Baba, Ghani Khan(LewaneyFalsofy),

AjmalKhattak

Pakhtun Social Stratification

Khan/Naik

Mullah

KasabGhar, Nai, Tarkan, Jola, Kolal, Henger (Lohar), Nandaf, Mazdoor,Dehqaan

Pakhtun Social Movements

KhudaiKhidmatgaarTehreek

Khushaal against Mughal

Pakhtun Freedom movements Against British(Turangzai Haji)

TehreekReshmiRoomal

COURSE RECOMMANDED BOOKS: 1. Ahmad, Aijaz. 2005. Frontier Gandhi: Reflections on Muslim Nationalism in India. Social Scientist 33

(Jan-Feb). 22-39.

2. Banerjee, Mukulika. 2002 The Pathan unarmed: opposition and memory in the North West Frontier.

Santa Fe, N. M.: School of American Research Press

3. Caroe, O. K. 1965 ThePathans, London: Macmillan and Co.

4.Glatzer, Bernt 2002 The Pashtun Tribal System. Chapter No. 10. in G. Pfeffer and D. K. Behera (eds.):

Concepts of Tribal Society (Contemporary Society: Tribal Studies, Vol 5), New Delhi: Concept Publishers.

[Accessible on: www.afghanic .de/images/whatiswhat/tribal_system.pdf.]

5.Picco, Giandomenico and Palmisano, Antonio Luigi. 2007 Afghanistan: How much of the past in the new

future. Istituto di SociolgiaInternazionale de Gorizia (I.S.I.G) Stampa: GraficaGoriziana.

6.Spain, J. W. 1963 People of Khyber, London:

20. Spain, J. W. 1973 ThePathan Borderland. (2nd Ed.) London:

81

COURSE TITLE: RESEARCH REPORT/INTERNSHIP


CREDIT HOURS: 06

AIMS AND OBJECTIVES OF THE RESEARCH REPORT:

As part of Four Years BS (Hons) in Sociology, students are required to complete a thesis under the

supervision of a supervisor or faculty member, who has a related scholarly interest. The thesis is seen as a

capstone experience for majors in that it allows them both to explore research and analytical skills that they

have learned earlier and to develop these skills with direct application. In addition, in the process of research

and writing, the student develops new skills for the analysis that grow out of the first-hand research tasks.

Finally, the thesis process allows the department to assess how well it is doing in preparing students for

critical and creative thinking, and for professional or allied careers using their major.

The topic of thesis research is chosen in consultation between the student and the faculty. Hands-

on empirical research is encouraged, sometimes using available data sets -- including those developed

through the surveys carried out in the Research Methods course in the department -- and sometimes requiring

the full initiation and carrying out of data gathering in the form of a survey, participant observation project,

content analysis or other research method.

Format Guidelines for Four Years BS (Hons) in Sociology research report:

Arrangement of dissertation.

Each thesis must be arranged in the following order. Italicized pages are optional.

2. Signature Page Include this page in the pretext page count, but do not place a page number on it.

3. Title Page Include this page in the pretext page count, but do not place a page number on it.

4. Dedication and/or Epigraph. Include this page in the pretext page count, but do not place a page number

on it.

5. Acknowledgements and/or Preface. Begin placing pretext lowercase Roman numerals at the bottom of

this page, counting all preceding pretext material except for the fly page. Page numbers are centered one

inch from the bottom of the page.

6. Abstract Continue pretext page numbering with lowercase Roman numerals.

7. Table of Contents. Continue pretext page numbering with lowercase Roman numerals.

8. List of Tables. Continue pretext page numbering with lowercase Roman numerals.

9. List of Figures. Continue pretext page numbering with lowercase Roman numerals.

10. List of Illustrations/Maps/Slides. Continue pretext page numbering with lowercase Roman numerals.

11. Text. All pages from the first page of text through the Vita are numbered consecutively in Arabic

numerals, beginning with Arabic numeral “1” on the first page of the thesis or report text.

12. Appendix.Continue page numbering with Arabic numerals.

82

13. Glossary.May, instead, be placed after the Table of Contents in the area with the Lists of Tables, List of

Figures, etc. Continue page numbering with Arabic numerals.

14. Bibliography. Other possible titles are “References” or “Works Cited.” Continue page numbering with

Arabic numerals.

PAGE FORMAT AND LAYOUT

a. Font

A single font must be used throughout the thesis, the only exceptions being in tables, graphs, and appendices.

Headings may be bolded and no more than 2 points larger than the rest of the text.

b. Margins

All theses and reports must have consistent margins of at least 1.25 inches at the top, bottom, left, and right

edges of the page. Page numbers must be placed at least one inch from the bottom of the page. Margins which

are larger than those required are acceptable, but smaller margins are not.

c. Spacing

The thesis or report must be double-spaced or 1.5-spaced. Single spacing may be used only in the Table of

Contents, footnotes and endnotes, charts, graphs, tables, quotations, captions, glossary, appendices, and

bibliography. Prose quotations over three lines long should be in block quote, double or single-spaced, and

indented on the left. Do not use quotation marks in the block quote except when indicating quotations within the

block quote.

d. Numbering of Pages

Beginning with the first page of the Acknowledgements or Preface, if used, all preliminary pages preceding

the actual text must be numbered in lowercase Roman numerals; e.g., iii, iv, v, etc. These numerals must be

centered under the text with at least one inch of space between the number and the bottom of the page. If no

optional pages are used, the page numbers must begin on the Abstract. Do not number the copyright page,

signature page, title page, or dedication, but do include each of them in the pretext page count. The first page

of the text begins at Arabic numeral 1. All pages within the text must contain an Arabic page number, bottom-

centered, at least one inch from the bottom edge of the page. The first page of every major section (chapters,

appendices, bibliography, Vita, etc.) must begin on a new page.

e. Tables and Illustrations

Pages carrying illustrative material must be given page numbers appropriate to their place in the document.

Illustrative material may not be inserted after the document has been numbered and given numbers such as

“10a.” All tables, figures, illustrations, and other types of examples included and referenced in the text of the

dissertation should be numbered for identification. There should be no duplication of these numbers; i.e., no

two tables should be assigned the same number. Figures may be numbered in one of two ways: consecutively

throughout the document (Table 1, Table 2, Table 3, etc.), or double-numbered so that illustrations’ numbers

reflect their locations in the document (Figure 9.3 is the third figure in Chapter 9, or Figure A2 is the second

figure in Appendix A.) Captions and legends must be placed on the same page with the figure, graph, table

or illustration they describe. In order to fit both figure and caption on the same page, captions may be single-

spaced, margins may be decreased to one inch, and figures may be reduced in size to fit. If the figures are

reduced from their original size, then the page number must be added after the reduction so as not to alter its

size. If there is no other way to manage the amount of material to be shown, the caption and figures should

be side-by-side in continuous view. This method should only be used in the rare instance where all of the

pertinent material will not fit on the same page. Figures, captions, and page numbers must be easily readable

when the electronic document is viewed at 100 percent.

83

Footnotes and Bibliography

A Bibliography, or Reference, section must immediately precede the Vita at the end of the thesis or report,

even in theses where chapter end notes have been used. Bibliographies may be omitted only in wholly

original theses such as novels or musical compositions. The bibliography must include materials used

including the edition, if not the first, so the citation can be readily verified. Footnote citations must be

sufficiently exact to enable the reader to find the source with ease. Any standardized form for footnotes and

bibliography approved by your supervisor is acceptable if followed consistently. Several useful manuals for

selecting a footnote/bibliography format include the Chicago Manual of Style.

Copies required:

All students who successfully accomplished writing up dissertation are required to submit at least four copies

in hard and one copy in soft to the supervisor or chairmen or head of department.

Viva voice:

For a student to be eligible for the award of BS (Hons) in sociology, it is necessary and compulsory element

and requirement for his/her dissertation assessment to appear before a panel of internal supervisor and

external examiner for a viva voice.

Recommended Books:

1. Denscombe, M (1998) the good research guide. Open University, Buckingham

2. Cryer, P. (1996) The Research students guide to success. OU Press

3. Kane, E. (1985) Doing your own research. Marion Boyars

4. Rudestam, K.J. & Newton, R.R (1992) Surviving your dissertation, Sage, London

5. Murray, R (2002) How to write a Thesis. Open University Press

6. Bell, J (1999) Doing your Research Project: A guide for first-time researchers in Education and

Social Science, 3rd edition. Open University Press