presentation about university of dhaka

Top 200 Universities in the World
Top 200 Universities in North America
Top 200 Universities in Latin America
Top 200 Universities in Europe
Top 200 Universities in Africa
Top 200 Universities in Asia
Top 50 Universities in Oceania
Top 200 English-speaking Universities
Top 200 Spanish-speaking Universities
Top 200 Arabic-speaking Universities
Top 200 Universities on Facebook
Top 200 Universities on Twitter
Top 200 Universities on Instagram
Top 200 Universities on YouTube
Top religiously affiliated Universities
Universities in North America
Universities in Latin America
Universities in Europe
Universities in Africa
Universities in Asia
Universities in Oceania
A-Z Guide to University Programs, Courses and Degrees
University Guides and Articles
Universities on Facebook
Universities on Twitter
Universities on Instagram
Universities on YouTube
Universities on TikTok
Universities on LinkedIn
Free online courses by OEG Universities
Higher Education-related Organizations
Directory of University Libraries
Religiously Affiliated Universities
Higher Education Glossary
A-Z list of World Universities

University of Dhaka

Publish your uniRank University Ranking ™ <!-- uniRank University Ranking -- > <iframe src ="https://www.4icu.org/reviews/rankings/university-ranking-230.htm" width="150" height="80" frameborder="0" scrolling="no" > </iframe > <!-- end -- >

Established in 1921, the University of Dhaka is a non-profit public higher education institution located in the urban setting of the large metropolis of Dhaka (population range of over 5,000,000 inhabitants). This institution also has a branch campus in Shahbag and NewMarket. Officially recognized by the University Grants Commission of Bangladesh, University of Dhaka (DU) is a very large-sized (uniRank enrollment range: over-50,000 students) coeducational Bangladeshi higher education institution. University of Dhaka (DU) offers courses and programs leading to officially recognized higher education degrees such as bachelor's degrees, master's degrees and doctorate degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This 103-year-old Bangladeshi higher-education institution has a selective admission policy based on entrance examinations and students' past academic records and grades. The acceptance rate range is 0-9% making this Bangladeshi higher education organization an extremely selective institution. International applicants are eligible to apply for enrollment. DU also provides several academic and non-academic facilities and services to students including a library, housing, sports facilities, financial aids and/or scholarships, study abroad and exchange programs, as well as administrative services.

University Snapshot

Selectivity

University Identity

Name
Name (Non Latin)
Acronym
Founded
Motto
Screenshot
Video Presentation	n.a.; please an official University of Dhaka general video presentation.

University Location

Address	Ramna Dhaka 1000 Dhaka Bangladesh

	+880 (2) 966 1900
	+880 (2) 966 7222
Other locations	Shahbag and NewMarket

Search Engine

Fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following University of Dhaka's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify University of Dhaka's academic range and degree level offering.

University of Dhaka: Fields of Study/Degree Levels Matrix

This University offers courses in at least one of the following subjects:

Applied Arts
Museum Studies
Performing Arts
Religion and Theology
Visual Arts
Other Arts & Humanities Studies
Accounting / Finance
Anthropology / Archaeology
Business / Commerce / Management
Communication and Media Studies
Development Studies
Library and Information Science
Physical Education / Sport Science
Political and International Studies
Social Policy / Public Administration
Social Work
Sociology / Psychology
Tourism / Hospitality
Other Business & Social Science Studies
Aboriginal / Indigenous People Studies
African Studies
American & Caribbean Studies
Ancient and Modern Languages
Asian Studies
English Studies
European Studies
French Studies
Germanic Studies
Indian / South Asian Studies
Italian Studies
Middle Eastern Studies
Portuguese Studies
Russian / Eastern European Studies
Spanish Studies
Other Language & Cultural Studies
Anaesthesia
Biomedical Science
Dermatology
Medicine / Surgery
Natural / Alternative Medicine
Obstetrics / Gynaecology
Optometry / Ophthalmology
Orthopaedics
Otorhinolaryngology
Radiography
Speech / Rehabilitation / Physiotherapy
Other Medical & Health Studies
Aeronautical Engineering
Agricultural Engineering
Architectural Engineering
Biomedical Engineering
Chemical Engineering
Civil and Environmental Engineering
Computer and IT Engineering
Electronic and Electrical Engineering
General Engineering
Geological Engineering
Industrial Engineering
Mechanical / Manufacturing Engineering
Mining and Metallurgical Engineering
Other Engineering Studies
Agriculture / Forestry / Botany
Aquaculture / Marine Science
Architecture
Biology / Biochemistry / Microbiology
Computer / Information Technology
Energy / Environmental Studies
Food Science
Mathematics / Statistics
Neuroscience
Pharmacy / Pharmacology
Textiles and Fibre Science
Zoology / Veterinary Science
Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on University of Dhaka's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of University of Dhaka courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

University of Dhaka: Tuition Fees Range Matrix
	Undergraduate	Postgraduate
Local students
International students

Tip: search for University of Dhaka's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on University of Dhaka's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic University of Dhaka's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has University of Dhaka a selective admission policy? Yes, based on entrance examinations and students' past academic records and grades.

Admission Rate

University of Dhaka's acceptance rate range is 0-9% making this institution an extremely selective higher education institution.

International Students Admission

International students are welcome to apply for admission at this institution.

Admission Office

Tip: search for University of Dhaka's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact University of Dhaka's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for University of Dhaka.

Student Enrollment

University of Dhaka has an enrollment range of over-50,000 students making it a very large-sized institution.

Academic Staff

This institution has a range of over-5,000 academic employees (Faculty).

Control Type

University of Dhaka is a public higher education institution.

Entity Type

University of Dhaka is a non-profit higher education institution.

Campus Setting

This institution's main campus is located in a Urban setting.

Academic Calendar

This institution adopts a Semesters type of academic calendar.

Religious Affiliation

University of Dhaka does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of University of Dhaka's main facilities:

University Library

This institution has a physical Library.

University Housing

This institution provides housing services such as on-campus residences or dormitories.

Sport Facilities/Activities

This institution features sporting facilities and organizes sports activities for its students.

University Services

uniRank provides below an overview of University of Dhaka's main services:

Financial Aid

This institution offers one or more of the following financial aid for eligible students: scholarships, grants, loans, tuition waivers, emergency financial aid etc.

Study Abroad

This institution offers study abroad and exchange program opportunities for its students.

Distance Learning

Not reported

Academic Counseling

This institution offers students academic guidance and support to assist them in their academic pursuits.

Career Services

This institution offers career counseling, career assessments, job and internship postings, career events, alumni networking or other career-related services to assist students transition successfully from academic life to professional life.

Notice : please contact or visit the university website for detailed information on University of Dhaka's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

University of Dhaka is legally recognized and/or institutionally accredited by: University Grants Commission of Bangladesh

Year of first Recognition or Accreditation 1973

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of University of Dhaka's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Tip: search for University of Dhaka's accreditations with the uniRank Search Engine

Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize University of Dhaka as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

Not available; please use the Feedback/Error report form at the end of this page to submit a list of University of Dhaka's official affiliations and memberships to higher education-related organizations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

uniRank shows a structural diagram of the first-level academic divisions of the University of Dhaka 's organizational structure; feel free to submit any relevant missing division.

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some University of Dhaka's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

University of Dhaka's main LinkedIn profile

Free Online Courses

Open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

University of Dhaka's Wikipedia article

Related Resources

Discover uniRank rankings and reviews of all Universities in Bangladesh Search for courses, scholarships and much more anywhere in the world with the uniRank's World Universities Search Engine Read our university guides and articles including:

A-Z Guide to 8,100 University Courses, Degrees and Programs
Where is higher education free?
What are University Rankings?
2023 Guide and Review of World University Rankings

Discover uniRank's world's largest directories of higher education related organizations and university libraries Learn definitions, jargon and acronyms with the uniRank's A-Z Higher Education Glossary

Feedback, Errors and Update

We appreciate your feedback and error reports. University of Dhaka's official representatives can claim this institution and request to update this entire university profile free of charge by clicking on UPDATE ALL

Site last updated: Sunday, 11 August 2024

Disclaimer : please visit University of Dhaka 's official website to review that the information provided above is up-to-date. The uniRank World University Ranking ™ is not an academic ranking and should not be adopted as the main criteria for selecting a higher education organization where to apply for enrollment.

Country Featured Universities

Unlock your University's potential: spotlight your Institution on UniRank for leads, local recognition and branding. Enquiry now to feature your University here .

© uniRank since 2005

University rankings, universities by country, universities on social media, more resources.

©uniRank 2005-2024

My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

University of Dhaka, Bangladesh

Published by Rosamond Ford Modified over 6 years ago

Presentation on theme: "University of Dhaka, Bangladesh"— Presentation transcript:

St Christopher and Nevis

WELCOME HEALTH PROFILE BANGLADESH. MINISTRY OF HEALTH & FAMILY WELFARE (MOHFW)-BANGLADESH MOHFW is responsible to ensure basic health care to the people.

1 Health Care Reform in Hong Kong - Department of Health ’ s Perspective Dr Constance Chan Assistant Director of Health May 2001.

The Canadian Healthcare System Lecture 4 Tracey Lynn Koehlmoos, PhD, MHA HSCI 609 Comparative International Health Systems.

Dr. Christopher Simoonga Director - Directorate of Policy and Planning Ministry of Health, Zambia International Launch of the Zambian National Health Strategic.

General people’s Committee for Health & Environement

National Mental Health Programme. Govt of India integrated mental health with other health services at rural level. It is being implemented since 1982.

Moving towards the goal of Universal Health Coverage (UHC) in Bangladesh Md. Ashadul Islam Director General Health Economics Unit Ministry of Health and.

Pharmaceutical System Strengthening : Bangladesh Perspective Aktari Mamtaz Joint Secretary Ministry of Health and Family welfare (MOHFW), Bangladesh.

Operationalising Right to Healthcare in India Paper presented at the 10 th Canadian Conference on International Health Ottawa 28 th October 2003 Ravi Duggal.

28 – 29 September 2011 Vedic Village Spa Resort Kolkata, India. Mohammad Dauod Khuram MD, MPH National Manager, Health Program Aga Khan Foundation, Afghanistan.

Current status, problems, and challenges in public health in Thailand Dr. Phusit Prakongsai, MD. Ph.D. International Health Policy Program – IHPP Ministry.

Organization of the US Health Services System

Chap 2 – Choked Pipes Health system is defined as ‘comprising all the organizations, institutions and resources that are devoted to producing.

Health System and Health System Strengthening in Nepal Dr BR Marasini, MBBS, MPH Senior Health Administrator Ministry of Health and Population.

A Federal Update on Title VIII Nursing Workforce Development Programs The Ties That Bind: Creating Partnerships and Collaboratives – Education, Practice,

Paper Presented at the XIX International AIDS Conference, July 2012 Ann M.M. Phoya, PhD, RNM,PHN.

Health Care System in Estonia Healthcare Department Ministry of Social Affairs of Estonia.

Health Status in Madhesh, Nepal Ram K Shah Professor Nepal Medical College, Kathmandu.

About project

> > >

History of the Formation of Dhaka University Introduction Dhaka University, being the first of its kind in what is now Bangladesh, has been the most influential institution of the country. Its marks and shadows extend to the pillars of the society, culture and politics of the region. In the 80 years of its history, the graduates of this fine and badly needed institution have been the major driving force in the region's politics. But it took years to lay the bricks and stones for the foundation, a result of the tireless work of the many East Bengal leaders, mainly Muslims. However, its creation is an integral part of the British-Indian history that began around the mid-nineteenth century. This piece will try to walk the readers through its beginning. Prelude Before the 1857 Sepoy Mutiny, East Bengal was far from the hub of commerce. The people, especially the Muslims lagged behind in education, business, and government services. The Hindu dominance and Muslim inferiority were clearly present and felt in the nineteenth and early twentieth century in the region. During the British period, the Muslims alienated themselves from the opportunities opening up for the emerging middle class, by remaining aloof of the western-oriented education. This self-imposed isolation, however, later intensified their awareness of the minority status. After the mutiny Muslims began to realize the importance of education and started to think ways to adapt with the rapidly changing socioeconomic conditions in India. In the late nineteenth century, Sir Syed Ahmad Khan (1817- 98), an well-known Muslim scholar and politician, through his writings helped to reconcile the traditional views of Indian Muslims with the emerging ways. He made Muslims aware of the new ideas and education system being introduced by the British. He was one of the first Muslims to recognize the problems facing his community under a government ruled by a Hindu majority. In response to this need, in 1875, Syed Ahmad Khan founded the Muhammadan-Anglo Oriental College (which was later renamed as the Muslim University of Aligarh in 1921), where Islamic culture and religious instruction were combined with the British university system of education. Indian politics was not steady in the beginning of the twentieth century. The political situation was rapidly changing. The British were beginning to feel uneasy in their colony. Hostility was brewing among the natives. The anger among the people intensified when the British Government failed to organize effective relief during the plague and famine. In order to alleviate the anger, the British played the political trump-card; they used their divide-and-rule political game. From 1870 and on, the British began to provoke the Hindus and the Muslims to form their own political parties to establish their distinct religious identities. That was the beginning of the communal politics in India. In addition, the British also took other various steps to create tension between Hindus and Muslims. Remarkably, the Muslim leadership rose during this time. These leaders knew what they wanted and they pressured the British government to fulfill their demands. British used this opportunity to divide the Bengal in 1905. West Bengal, Orissa and Bihar were on one side and the East Bengal and Assam were on the other. The partition was made along communal lines. However, the Muslims were happy with the partition, realizing that this would help them to build their own destiny without interference from the majority Hindus in Indian politics. But Hindus were not happy with the partition. The partition was a severe blow to the Bengal?s economy. As a result of the partition, All India Muslim League and All India Hindu Mahasabha were formed. Both organizations aimed at fanning communal passions. The partition brought about united opposition from many influential Hindus. Poet Rabindranath Tagore, Sir Gurudas Banerjee, and the Maharajas of Mymensingh and Cossimbazar joined in the protest. The well-known slogans of Swaraj, Swadeshi, Boycott, and National Education, emerged during the anti-partition campaign. Bal Gangadhar Tilak was at the forefront of the vigorous propaganda against the partition and recommended its abolition at the session of the congress held in Calcutta in 1906. Dadabhai Naoroji and other leaders of the Liberal faction supported the proposal and it was adopted. Tilak emerged as the most popular leader, approached national stature from that year. In 1907, various Bengali newspapers were banned. Bande Mataram, Jugantar and a number of other dailies faced the anger of the government. Many Hindu leaders were deported and leaders like Aurobindo Ghosh was arrested in 1908 on a charge of connection with a revolutionary conspiracy. On the face of severe Hindu opposition, in 1911, the British government decided to nullify the order of dividing the Bengal (Bongo Vongo Batil). But the Muslims of East Bengal welcomed the partition of Bengal in 1905. They hoped that the creation of a new province would facilitate their education and make life better. During the pre-partition period, the people of East Bengal had very little opportunity for higher education. Most of the colleges were located in or around Calcutta. Out of the 45 colleges in Bengal Province, only 15 were in East Bengal and Assam. Even in these few colleges, the Hindus predominated. The formation of the province of East Bengal and Assam was a great boon to their people. During the short span of the partitioned period, from 1905 to 1911, the educational progress made by the Muslims was remarkable. Therefore, the declaration of the annulment of partition on December 12, 1911 came as a rude shock to the Muslims of the East Bengal and Assam. The annulment retarded their progress and the Muslims voiced their resentment against the annulment of the partition. Thus, the talk of Dhaka University was born. The Beginning of the Dhaka University The Viceroy Lord Hardinge came for an official visit to Dhaka (then Dacca) to soothe the ruffled feelings of the Muslims, resulting from the annulment of the partition. A Muslim deputation consisting of A. K. Fazlul Haq, Sir Nawab Salimullah, Nawab Syed Nawab Ali Choudhury and several other Muslim leaders, met with the Viceroy on January 31, 1912. The members of the deputation convinced the Viceroy that the annulment of the partition have threatened the education in the East Bengal. The Viceroy promised to recommend to the Secretary of State for the formation of a University in Dacca. On February 2, 1912, Indian government published a communiqué, stating the decision of the government of India to establish the University of Dacca. The Secretary of the State approved the decision of the Government. Government of India invited the government of Bengal, in a letter dated April 4, 1912, to submit a comprehensive scheme with financial estimates for the proposed University. On May 27, 1912, the Government of India appointed a committee ( The Nathan Committee) of 13 members with Mr. R. Nathiel, Bar at Law, as President to frame the scheme of the Dacca University. Other members of the committee were: G. W. Kichler, Director of Public Instruction, Bengal; Dr. Rash Behary Ghose, Advocate of the High Court, Calcutta; Nawab Syed Nawab Ali Chowdhury; Nawab Sirajul Islam; Ananda Chandra Roy, Pleader and Zaminder, Dacca; Mohammad Ali, Aligarh; H. R. James, Principal of Presidency College, Calcutta; W. A. T. Archibald, Principal of Dacca College, Dacca; Satis Chandra Acharji, Principal of Sanskrit College, Calcutta; Lalit Mohan Chatterjee, Principal, Jagannath College, Dacca; C. W. Peake, Professor Presidency College; Samsul Ulama Abu Nasr Muhammad Waheed, Superintendent of Dacca Madrassa. The Government asked that the University be a teaching and residential type and not of the federal type. The committee was also instructed to bind together the colleges of the city and not include any college that was beyond the limits of the town. The Nathan Committee was very effective, prompt and thorough in the formation of the scheme. It obtained advice from 25 special subcommittees and in the autumn of 1912 submitted its report to the government of Bengal with plans of proposed buildings and an estimate of capital expenditure of 53 lakh rupees. The Nathan Committee recommended that: -The University of Dacca should be a state University maintained by the government and staffed by the Government officers. The Director of the Public instruction will have the full authority to inspect all colleges and departments. -The University should be a unitary teaching and residential University. The colleges were to be the units of the university. -The University should have a department of Islamic Studies and suggested that a European Professor should organize the Department. -The existing engineering and medical schools would be raised to the level of colleges and made two departments of the University. -The Eden Girl's School should be become a Women College. -The Teachers' Training College in Dacca should be part of the university constituency. -For Law, the teaching should be done in Dacca University, but the Calcutta University will conduct the examination. The Nathan Committee suggested a magnificent site of about 450 acres in Ramna for the Dacca University. The site was a part of the civil station of the short-lived Government of Eastern Bengal and Assam. The site included the Dacca College, The new Government House, the Secretariat, the Government Press and a number of houses for officers surrounding it. The Nathan committee report was published and public opinion was invited on the scheme in 1913. In December 1913, the final report was submitted and approved by the Secretary of State. The outbreak of the World War I in 1914 and the consequent financial difficulty faced by the government severely disrupted the development of the University and further progress was stalled. In 1916, the Government of India asked the Government of Bengal to submit an estimate of minimum expenditure with reduced scheme of the University. The Government of India approved the modified scheme and suggested that the university should start with only four colleges. The delay in starting the University dismayed the Muslim Leaders. Nawab Syed Nawab Ali Chowdhury raised the issue in the Imperial Legislative Council of India on March 7, 1917. On March 20, he moved a resolution asking the government to introduce a bill for the establishment and incorporation of a University in Dacca. However, upon the assurance from the Government that a bill for the proposed University has already been drafted, he withdrew the resolution. The Government, however, mentioned that for such a bill to be approved, a report from the University of Calcutta would be needed. On January 6, 1917, Lord Chelmsford, Chancellor of the Calcutta University announced the appointment of a 'Calcutta University Commission' to investigate the problems and to formulate recommendations regarding the constitution and management of the proposed Dacca University. The Calcutta University commission agreed that a separate University at Dacca is needed and praised the comprehensive scheme of the Nathan Committee. However, they did not accept the proposal of the Muslim leaders for an affiliating type of University. Muslim Leader advocated for a teaching cum affiliating type. They demanded that the colleges in East Bengal should be affiliated with Dacca University. The Calcutta University Commission insisted on a teaching cum residential type. The Committee also recommended against the direct management of the Dacca University by the Government. Many educators from Dacca wrote to the Commission that the proposed university should be autonomous. Among these were Professor F. C. Turner, Principal Dacca College, Dr. Naresh Chandra Sen, Vice Principal of the Law Department of Dacca College and Professor T. T. Williams, Political Economics department, Dacca College. They believed and stated that complete autonomy is the essence of a university life. The decision that the Dacca University would be teaching cum resident type was made. The colleges in the East Bengal would not be affiliated with the University. However, the University would enjoy complete autonomy and the Governor of Bengal would be the Chancellor of the University. The Vice Chancellor would be appointed by the Chancellor, and would be the Chief Executive Officer. The Vice Chancellor would be responsible for the day to day running of the university. On March 23, 1920, the Indian Legislative Council passed the Dacca University Act. Under this Act Mr. P. J. Hartog C. I. E, the Academic Registrar of the University of London, was appointed the first Vice Chancellor of the new university. His term began on December 1, 1920. For the appointment of teachers, an advisory committee of eminent educators and government officials was formed. The first treasurer (Honorary) of the Dhaka University was Mr. J. H. Lindsay, I. C. S. Ten selection committees, consisting of distinguished scholars, were formed to identify and recommend suitable heads for each of the departments. The University inherited the old buildings of the Dacca College (that included the Curzon Hall) and most of the buildings and estates in Ramna that were created for the short-lived government of Eastern Bengal and Assam. The former Government House was designated as the private residence of the Vice-Chancellor, but Mr. Hartog declined the offer and chose a residence close to the University. The University of Dacca formally opened its door on July 1, 1921 with three faculties, the Arts, the Science and the Law, and 12 teaching Departments: English, Sanskrit and Bengali, Arabic and Islamic Studies, Persian and Urdu, History, Economics and Politics, Philosophy, Mathematics, Physics, Chemistry, Law and Education. Mr. F. C. Turner was appointed as the first provost of the Dacca Hall (now Shahidullah Hall), Mr. (later Sir) A. F. Rahman provost of the Muslim Hall and Dr. Naresh Chandra Sen provost of the Jagannath Hall. Unlike any other university in India, the Dacca University started as a new model University being a teaching cum residential university with the provision of the tutorial system. All students were required to be affiliated with one of the resident halls and the Provost and the House Tutors would be responsible for helping the students with their education. The organizers of the University had a high hope that the model University would develop as a great seat of learning. This was clearly reflected in the comment of Lord Lytton, the first Chancellor of the university. He said, in his speech at the first graduation ceremony, that, in his opinion, the University was Dacca's greatest possession and, that the fame of Dacca University would spread beyond the boundaries of Bengal. The first 25 years of the University was, undoubtedly, the most glorious period of the University. Teachers were recruited based on their proven scholarship. They were brought from different parts of India and from abroad. Most, if not all, of the teachers were well known internationally for their research and publication. During this period, Professor S. N. Bose became internationally known for his Bose-Einstein Theory. Besides, attracting these scholars and providing homes for their research, the Dhaka University also incorporated several programs for the teachers and students to keep them abreast of the outside world. Every department formed an association of its own to promote research activities in its specific area. These associations met frequently and invited scholars from outside to discuss current developments and published research papers. There were Popular and Public Lecture series. Many national and international scholars participated in these lectures. Conclusion The period, 1921 through 1940, may be considered as the formative phase of the University. During these years, astonishing internal developments were made. This development of the University and the enthusiasm among the teachers and students continued to flourish till the World War II ensued. After the war, rapid changes began in the University in consonance with the political development in the continent. But that deserves another independent look under a separate headline. Error processing SSI file

Message from the Chairman

As the founding department of the University of Dhaka, the Department of Bangla has own glory and heritage. Renowned scholar M.M. Haraprasad Shastri graced the department as the Professor and Head of the Department from the very beginning. Dr. Muhammad Shahidullah who started teaching as Lecturer of Bangla at the same time. Dr. Muhammad Shahidullah became the Head of the Department of Bengali when it was separated from Sanskrit in 1937. For the last one hundred years the teachers, students and related personals played literally central role in the academic, cultural-political and social arena of Bangladesh.

Currently, the Department of Bangla offers a four-year B.A. (Honours) course and a one-year Master’s course. It also provides M.Phil and Ph.D Programmes. A four-year semester system of teaching and letter grade system of evaluation has been introduced at the B.A. Honours level from the Academic year 2006-2007.

The website of the department contains necessary notices, information of the activities, syllabus, publications etc., and hence plays very necessary role to disseminate the past of the department as well as present activities. I hope that the educational activities of the department will be further enhanced in joint efforts by teachers and students of the Department. In this case, this website will play a collaborative role.

Thanks to the dedication of the teachers, students, researchers, staff, the University authority, our friends and partners in various sectors, and very special thanks to those who properly maintain the site.

Fatema Kawser, PhD Professor & Chairman, Department of Bangla

New & Program

২০২২-২০২৩ শিক্ষাবর্ষে ১ম বর্ষ ১ম সেমিস্টারের শিক্ষার্থীদের প্রাতিষ্ঠানিক ই-মেইল ফরম October 8, 2023
২০২২-২০২৩ শিক্ষাবর্ষে ১ম বর্ষ ১ম সেমিস্টারের ক্লাস রুটিন August 21, 2023
২০২১-২০২২ শিক্ষাবর্ষে ১ম বর্ষের শিক্ষার্থীদের প্রাতিষ্ঠানিক ইমেইল আইডির জন্য ফরম পূরণ সংক্রান্ত November 13, 2022
২০২১-২০২২ শিক্ষাবর্ষে ১ম বর্ষ সম্মান শ্রেণিতে ভর্তি সংক্রান্ত বিজ্ঞপ্তি August 29, 2022
২০১৯-২০২০ শিক্ষাবর্ষে শিক্ষার্থীদের ভর্তি, পরিবহণ ও আবাসিক ফিস মওকুফের আবেদন ফরম August 7, 2022
২০২২-২০২৩ শিক্ষাবর্ষের এমফিল প্রোগ্রামে ভর্তি বিজ্ঞপ্তি April 6, 2022
২০২০-২০২১ শিক্ষাবর্ষে এম.এ. ১ম সেমিস্টারে ভর্তি বিজ্ঞপ্তি January 20, 2022

B.A. Honours

Students are admitted to Bangla Departments under the Faculty of Arts as per the university approved admission rules.

Programme M.A

M.phil./ph.d program, academic programs.

A listing of the over 400 programs offered at the University

বাংলা বিভাগের প্রতিষ্ঠাবার্ষিকী উদযাপন ও হরপ্রসাদ-শহীদুল্লাহ্ দ্বিতীয় স্মারক বক্তৃতা ২০১৯

bdepartmentadmin 2019-12-09T09:04:06+00:00 December 4th, 2019 |

ঢাকা বিশ্ববিদ্যালয় ও বাংলা বিভাগের প্রতিষ্ঠাবার্ষিকী উদ্-যাপন-২০১৮ । হরপ্রসাদ- শহীদুল্লাহ্ স্মারক বক্তৃতা-২০১৮

bdepartmentadmin 2019-12-04T16:44:02+00:00 March 3rd, 2019 |

শতবর্ষের পথে বাংলা বিভাগ পুনর্মিলনী-২০১৮, ঢাকা বিশ্ববিদ্যালয় বাংলা অ্যালামনাই

bdepartmentadmin 2019-12-04T16:51:06+00:00 March 15th, 2016 |

LATEST NEWS

Undergraduate Program

Bachelor of Social Sciences in Women & Gender Studies

Curriculum & Courses
All Syllabus

Program Description

The BSS programme is comprised of total 32 mandatory courses with 4 credit hours in each, which results in total 128 credit hours. The total credit hours shall be evaluated on the basis of 3200 total marks, of which 3000 marks shall be for 30 taught courses, 100 marks for monograph/ field research/ project work/ internship and 100 marks for written and oral comprehensive examination.

List of Courses(Year/Semester)

First year | 1st semester, course title: introduction to women and gender studies.

Course Credit: 4

WGS 101: Introduction to Women and Gender Studies

Introduction to the Course

Women and Gender Studies transforms the study of women within disciplines into a process by which women’s own experiences become the referent for examining and analyzing the world as well as questioning what we learn. Consequently, this introduction to Women and Gender Studies takes at its starting point the history and development of feminist thought in the context of women’s actual lives. The course introduces students to the central texts and debates in academic and ‘real life’ feminism to provide a theoretical framework for further courses in Women and Gender Studies curriculum and to courses in a wide variety of disciplines.

Specific Learning Objectives

This course aims:

To introduce the students to the historical development of Women and Gender studies as a multi-disciplinary field of study.
To introduce students to the different concepts and terms used in studying gender-related courses.
To focus on the issue of subordination, inequality and discrimination of women in all spheres of life.
To help students’ understanding of the different development models and their relation to gender issues and concerns.

Instructional Strategies

The course instructor will use lecture using white board, multimedia presentation, you tube/video and internet sources, presentation by the students, discussion and seminar, in-class and home exercises, reading and writing assignments, review of movies and documentaries, group and individual presentations, field visits, collection of primary data and information, data management and presentation by the students, focus group and participatory discussion as and wherever appropriate.

Course Contents

Section 1: Introduction to Women and Gender Studies: History and Development

This introductory section will provide students with an overall idea of women and gender studies as a multi-disciplinary subject. It will focus on what is women’s studies, the history and development of women and gender studies, women’s movement and the interconnection between women’s studies and gender studies.

No of Classes: 3 classes

Required Readings

Najma, C. (2010). Of mangroves and monsters: Women’s political participation and women’s studies in Bangladesh. Dhaka, Bangladesh: Department of Women and Gender Studies, Dhaka University and PathhakShamabesh.
Robinson, V. & Richardson, D. (Eds.). (2015). Introducing gender and women's studies . London: Palgrave Macmillan.
Islam, M. (1994). Wither women’s studies in Bangladesh? Dhaka, Bangladesh: Women for Women.
Raj, M. K. (1986). Women's studies in India: Some Perspectives . Bombay: Popular Prakashan.

Course Title: Introduction to Anthropology

WGS 102: Introduction to Anthropology

Anthropology, as an academic discipline with various sub-disciplines, is devoted to the study of human life throughout history and in all its variations. Anthropological theories and concepts are not limited to the pre-modern or pre-industrial period of human civilization. This course is designed to prompt imaginative, critical thinking using the insights anthropology provides to make this world a better place. The focus is to explore and understand the differences and similarities and the incredible diversity of human experience,

Introduction to Anthropology introduces the meaning, definition and scope of Anthropology and provides an overview of its historical formation with particular emphasis on cultural anthropology. It discusses the various stages of the evolution of human civilisation, technology and resource management. The course addresses the issue of ethnocentric and colonial views of mainstream anthropology. The course highlights the feminist critique of mainstream anthropology and the contribution of particular feminist thinkers. With regard to the debate on culture vs. biology as determinants of gender and sexuality, Introduction to Anthropology emphasizes the impact of culture. Gender roles are conceptualised through discussions on various social and cultural institutions, like kinship, marriage, family and household, religion in pre-industrial as well as in the contemporary globalised world.

Students will be acquainted with:

Anthropology as an academic discipline.
The processes that shape the gendered position of men and women, both in the pre-industrial and the contemporary world.
An understanding of culture and cultural constructions of gender and sexuality from an anthropological perspective.
The ability to place debates on women and gender in a historical perspective relating to women’s contribution throughout different stages of the evolution of human civilisation as well as various social and cultural institutions, and the ability to analyse linkages between pre-industrial and industrial/contemporary societies with reference to Bangladesh.

Section 1: Introduction, Concepts, Definition and Scope of Anthropology

The students will be given an overview of the central issues and the major approaches to be covered in the course. Anthropology will be introduced as a discipline that explores the origin and development of human civilisation. Its branches, scope, methods and relevance (not limited to pre-industrial societies), the issue of colonialism and ethnocentrism will be elaborated with a particular focus on cultural anthropology. This section will involve students to make profile presentations on pioneers and key anthropologists and their contributions.

No of Classes: 4 classes

Miller, D. B. (1999). Cultural anthropology. USA: Allyn and Bacon Publications.
Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.).Boston: McGraw-Hill.
Harris, M. (1971). Culture, people and nature: An introduction to general anthropology. USA: Thomas Y. Crowell Company.
Frances, E. Mascia-Lees (2010). Gender and difference in a globalizing world: Twenty-First century anthropology. Illinois: Rutgers University, Waveland Press, Inc, Longrove
Bilton, T. (2002). Introductory sociology (4th ed.) New York: Palgrave Macmillan.
Ahmed, R. & Chowdhury, M. (2003). Naribiggyanerprothom path (The first lesson for women and science).Dhaka: Ekushey Publications.
Monaghan, J. & Just, P. (2000). Social and cultural anthropology: A very short introduction. UK: Oxford University Press.
Asad, T. (Ed.). ( 1973). Anthropology & the colonial encounter . USA: Ithaca Press.
Abu-Lughod, L. (1993). Writing women’s world. USA: University of California Press.
Lewis, D. (1973). Anthropology and colonialism. Current Anthropology,14 (5), 581-602.

Section 2: Culture as the Central Concept to Cultural Anthropology

This section will elaborate on culture as the central theme for cultural anthropology with particular emphasis on culture and cultural dimensions of society, basic tenets of culture, its nature and variability.

No of Classes: 2 classes

Kottak, C. P. (2018). Anthropology: Exploration of human diversity (14th ed.).Boston: McGraw- Hills.
Harris, M. (1971). Culture, people and nature: An introduction to general anthropology. USA: Thomas Y. Crowell Company.

Section 3: Group Presentation, Assignments, Seminar and Discussion, Exercises and Field Visits, Movie Analysis Covering the Following Areas but not Limited to it

The topics for this section may vary in each semester ranging from movie analysis ( A tentative list of movies added in the end), exploring the indigenous people of Bangladesh and the world, visual presentation of disappearing tribes of the world, Book/chapter review, addressing contemporary issues like UN heritage declaration (Mongol shobhajaatra, jamdani, Cox’s Bazar sea beach and Sundarban, Curzon Hall, old Dhaka, 2017-18), IPR (Neem, Basmati, Spirulina), New Anthropological andarchaeological discoveries, changing patterns of kinship system in Bangladesh context, visual analysis of religious architecture, idols and symbols, museum visit, contemporary/contextual issues from global to Bangladesh etc.

A list of movies is appended in the end for review. In the absence of published documents, this section will draw upon internet sources, memos, pamphlets, site and field visits, interview and primary data collection, compilation, presentation and analysis.

Burling, R. (1997). The strong women of Modhupur . Dhaka: University Press Limited.
Schendel, W.V., Mey, W., &Dewan, A. K. (2001). The Chittagong hill tracts: Living in border land. Dhaka: University Press Limited
Dey, S. (2016). New agriculture, new knowledge and new gender roles: Sharing the experiences of an indigenous community. Social Sciences Review , 33 (2).

Section 4: Anthropology and Feminism

The feminist critique of traditional, male, western biases and colonialist views in Anthropology will be discussed. The section will focus on the contributions of early feminist anthropologists such as Elsie Clews Parsons, Ruth Benedict, Margaret Mead, Sherry Ortner etc. This section will highlight the critique and contribution of feminist anthropology to the mainstream traditional anthropology. As this is the mainstay of this course, students will be introduced with the idea of sex, gender, sexuality. The following section is closely connected to this and to be considered as the subsection of section four.

Moore, H. L. (1988). Feminism and anthropology. Minneapolis: University of Minneapolis.
Dube, L. (2001). Anthropological explorations in gender: Intersecting fields. New Delhi: Sage Publications.
Tong, R. P. (1998). Feminist thought. Oxford, UK: Westview Press.
Strathern, M. (1987). An awkward relationship: The case of feminism and anthropology. The University of Chicago Press Signs , 12 (2), 276-292.

Section 5: Culture and Cultural Dimensions of Society: Cultural Constructions of Gender and Sexuality

In this section, the cultural dimensions of society with a special focus on gender and sexuality, its construction , variability, expression and diversity across culture from an anthropological perspective will be discussed. Examples will be drawn from both non-industrial and industrial societies. The theory of the muted group and the debates around nature vs. culture, gender as a cultural construction, origin of patriarchy and debates are elaborated with examples from pre-industrial societies. The section focuses on feminist critiques, challenges, deconstructions and redefinitions of anthropological issues related to work, motherhood and reproduction as well as the status of women in pre-industrial societies.

Reiter, R. R. (1975). Toward anthropology of women. New York & London: Monthly Review Press.
Bhasin, K. (2000). Understanding gender. New Delhi, India: Kali for Women.
Hager, D. L. (1997). Women in human evolution. London: Routledge.
Miller, D. B.(1999). Cultural anthropology. USA: Allyn and Bacon Publications.
Kotalova, J. (1993). Belonging to others: Cultural construction of womanhood among Muslims in a village in Bangladesh. Sweden: Almqvist & Wiksell International.
Blanchet, T. (1984). Women, pollution and marginality: Meanings and rituals of birth in rural Bangladesh. Dhaka: University Press Limited.
Mead, M. (1973). Coming of age in Samoa: A psychological study of primitive youth for western civilisation . USA: Harper Collins Publishers.
Benedict, R. (1995). Patterns of culture. USA: Mariner Books.

Section 6: Women in Social Organisations: Kinship System

Issues covered in this section include kinship dynamics in relation to descent, marriage, family, dowry and bride price, legitimacy and incest taboo, household and intra household dynamics and women’s status, position, autonomy and power. This section will highlight the comparative advantage of the matrilineal and patrilineal system of descent from a feminist perspective. Special emphasis will be given to the matriarchy controversy from an anthropological perspective. K inship patterns and contemporary changes in Bangladesh context will also be discussed.

Required Readings

Course Title: Introduction to Political Science and Public Administration

WGS 103: Introduction to Political Science and Public Administration

The course will be divided into two major sections. The first section of this course introduces the basic theories and methodological concepts of women and gender studies in politics and recognize the significance of gender as an intersectional category. This section will also discuss the functioning of political institutions, such as the constitution, the forms and organs of governments etc. This course then describes the different methodological and theoretical approaches of feminist political science and be taught to apply these on a theoretical and empirical basis in the various sub-disciplines.

The next section introduces the basic principles of public administration. Major concepts like bureaucracy, decision-making, leadership and decentralization will be discussed. Theories of management and organization with the relevant impact on public administration will be explored. All these theories will be discussed in the context of the situation in Bangladesh and of women in administration in Bangladesh.

Students will be acquainted with:

An understanding of different Western political theories, selected classical political thinkers and their contributions to the field of political science.
An understanding of the different principles of public administration to conceptualize government mechanisms and women’ s position and status in the system of governance , especially in the context of Bangladesh .
An ability to intersect Women and Gender Studies with politics and administration.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the time, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided into small groups to share their views.

Section 1: Basic Concepts of Political Science

This section will introduce students to political science as an academic discipline and will discuss the nature and scopes of the subject matter. Then students will be informed why studying political science is important for the students of women and gender studies. At the end of the section, students will learn about the gender issues and gendered politics of political science.

Hanisch, C. (1969). The personal is political. In B. A. Crow (Ed.), Radical feminism: A documentary reader (pp. 113-116). New York, USA: New York University Press.
Agarwal, R. C. (2000). Political theory principles of political science . New Delhi: S. Chand & Company Ltd.
Sharan, P. (2002). Political theory and institutions. New Delhi: MeenakshiPrakashani.
Glichsist, R. N. (1964). Principals of political science. Madras: Orient Longman.
Bhattercharjo, A. (1992). An introduction to political theory. Calcutta: New Central Book Agency Pvt Ltd.

Section 2: Nationalism

This section will start with the definition of the nation, nationalism, patriotism and the rise of nation-states. Besides, it will start at the rise of nationalism in Europe during the French revolution and since then how it has changed its shape throughout the world. This section will also elaborately discuss the power and the rise of fundamentalist nationalism across the world.

No of Classes : 2 classes

Brubaker, R. (2004). In the name of the nation: Reflections on nationalism and patriotism. Citizenship Studies , 8 (2), 115-127.
Sharan, P. (2002). Political theory and institutions. New Delhi: MeenakshiPrakashani.
Bhattercharjo, A. (1992). An introduction to political theory. Calcutta: New Central Book Agency).
Goodin, R. (1993). A companion to contemporary political philosophy . Oxford: Blackwell.

Section 3: The State, Society and Civil Society

This section will mainly focus on the basic four elements of a state. Besides, it will also discuss the definitions, similarities, and differences between state/government/nation/society. This section will then focus on the various theories about the origins of the state system, as well as will discuss Aristotle's classification of states

Carothers, T., &Barndt, W. (1999). Civil society. Foreign Policy , 117 , 18-29.
Randell, V. K. &Waylen, G. (1998). Gender, politics and the state. New York: Routledge.
Vickers, J. (1997). Reinventing political science: A feminist approach. Canada: Fernwood Publishing.
Russell, B. (1994). Political idol. London: Routledge.

Section 4: Citizenship

The main focus of this section is the definition and various aspects of citizenship in the modern world. This section intricately focuses on the relationships among gender, citizenship, constitution, nations and nationality. Besides, it focuses on the concepts of liberty, equality, and rights from a gender perspective and ends with the discussions of feminist contributions to the rethinking of citizenship.

Lister, R. (2001). Citizenship: Citizenship and gender. In A. Scott & K. Nash (Eds.), The wiley-blackwell companion to political sociology (pp. 372-382). New-jersey, USA: John-wiley& sons.

Section 5: Government and Its Branches

This section basically discusses the different forms of the government along with the three basic organs of the government: Legislature, Executive, and Judiciary. This section also argues about gender stereotypes and attitudes of people towards the gender balance in government.

Dolan, K., &Sanbonmatsu, K. (2009). Gender stereotypes and attitudes toward gender balance in government. American Politics Research, 37 (3), 409-428.

Section 6: Gender Issues in Ancient Western Societies and Western Political Thought

This section starts with the discussion of gender being the most important axis of political representation. Then the focus goes back to the evaluation of women ’ s situation in Athens and Sparta along with the evaluation of women’ s situation in the ories of Aristotle and Plato. This section then focuses on the conditions of women in the political thoughts of Queen Elizabeth I, Jean-Jacques Rousseau, John Stuart Mill and Mary Wollstonecraft etc.

Sowad, A. S. M. (2018). Is gender a more important axis of representation than race, ethnicity or class in politics?. International Journal of Social Ecology and Sustainable Development, 10( 2), 29-36.
Abraham, T. (2002). Women and the politics of violence. New Delhi: Shakti books.
Randell V. K. &Waylen, G. (1998). Gender, politics and the state. New York: Routledge.
Friedrich Ebert Stiftung. (1993). Women in politics – forms and processes. New Delhi: Har-Anand Publications.
Sheldon, G. W. (Ed). ( 2001). Encyclopaedia of political thought. New York: Facts on File .

Section 7: Politics and Women’ s Political Participation in Bangladesh

Course Title: Introduction to Psychology

WGS 104: Introduction to Psychology

Course Credit: 4

The course familiarizes students with the central concepts and theories of the discipline and the empirical methods and tools that psychologists use in assessing human behaviour and mental processes. This course will also introduce students to the psychological literature on women and gender. This course examines psychoanalysis, social psychological theories and research on how gender roles shape self-conceptions and social interactions. Topics discuss both basic biological aspects and development psychological issues to examine the prospects for continued change in gender roles, stereotypes, hierarchy, and sex differences in social behaviour. Course topics include gender stereotypes, the development of gender roles, gender comparisons, relationships, women's mental health, violence against women and psychological issues and the bio-psycho-social process of dealing with those issues.

A general overview of what psychologists have learned about the role of gender in people’s daily lives.
Psychological research and theories on gender-related topics.
The psychological approach to studying gender and designing and presenting practical psychological experiments on a gender-related issue.
The biosocial aspects of psychology to understand an individual’s development through the life span and gender socialization.
To be aware of gender specific psychopathologies and their healing and prevention process.

Section 1: Introduction

The introductory section covers the following topics:

Definition of Psychology: Nature of psychology as a science and characteristics of Psychology as a biosocial science. Major approaches: biological approach; behavioural approach; psychodynamic approach; humanistic approach; cognitive approach.
Subfields of psychology: Bio-psychology; experimental and cognitive psychology; developmental psychology; social psychology; clinical and counseling psychology; educational and school psychology; industrial and organizational psychology; psychology of women and gender relationship.
Methods of studying behaviour: Observation; experimental method; survey; case studies; clinical methods; psychological testing, psychological research methods, gender focused research and Apply various research methods and empirical findings to study behaviour.

Number of Classes : 3 classes

Feldman, R. S. (2011). Understanding psychology (10th ed.) . USA : McGraw-Hill.
Myers, D. G. (2013). Psychology (10th ed.) . New York, USA: Worth Publishers.
Crider, A. B., Kavanaugh, R. D., &Goethals, G. R. (1989). Psychology. USA: Addison-Wesley.
Hergenhahn, B. R. (2008). An introduction to the history of psychology (6th ed.). USA : Wadsworth.

First Year | 2nd Semester

Course title: introduction to sociology.

WGS 105: Introduction to Sociology

The course covers detailed sociological key concepts and basic theoretical knowledge that provide ample opportunity to think critically and apply sociology to the students’ personal experiences. This course also includes the history of the emergence of sociology in the West and in the East.

It covers basic facts and concepts such as culture and society, socialization, groups and organizations, deviance, social stratification, race and ethnicity, family and religion, factors influencing social life, urbanization, environment and society, social change and collective behaviour and gender and sexuality. The course will also provide the students with a feminist critique of mainstream sociology.

Students will:

Learn about the emergence and development of sociology as basic discipline of the social sciences.
Acquire knowledge about the processes of human social life through the basic concepts, major theories, methods, and research findings of sociological inquiry.
Develop perspectives that will enable better understanding of the social environment, both globally and locally.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, small scale fieldwork to do sociology and classroom discussions where students will be divided into small groups to share their views.

Section 1: The Emergence, Definition and Scope of Sociology

This section introduces the foundations of sociology and its emergence as a discipline in the West and the East and aims to provide an introduction to the main area of sociology, key concepts, historical debates and basic approaches to the discipline. It covers the definitions, nature, scope and importance of sociology and its interrelations with other social science disciplines. The relationship between Sociology and women and gender studies as well as feminist perspectives will be introduced in this section.

The section spotlights sociological investigation and explains how to use science to study human society. The topics examined are: Sociology as a point of view, its emergence as an academic discipline under social science, sociology and science, scientific methods.

Giddens, A., & Sutton, P.W. (Eds.). (2010). Sociology: Introductory readings . Oxford: Polity.
Giddens, A. (2001). Sociology (4th ed.).Oxford: Blackwell Publishers.
Bilton, T. (2002). Introductory sociology (4th ed.). New York: Palgrave Macmillan.
Schaefer, R. T. (2013). Sociology: A brief Introduction. New York: McGraw-Hill.
Fletcher, R. (1981). Sociology. New York: Simon & Schuster.
Abbott, P, & Wallace, C. (1997). An Introduction to sociology: Feminist perspectives. London: Routledge.
Madan, G.R., & Gupta, V.P. (Eds). (2005). The social structure of values: Collected works of Dr. RadhakamalMukerjee. New Delhi: Radha.
Browne, K. (2005). An introduction to sociology. Oxford: Polity.
Bassis, M. S., Gelles, R. J., &Lavine, A. (1990). Sociology: An introduction. New York: McGraw-Hill.
Smelser, N. (1993). Sociology. New Delhi: Prentice Hall of India.
Stewart, E. W., & Glynn, A. (1992). Introduction to sociology. New York: McGraw-Hill.

Section 2: The Development of Sociological Thinking

Students will be introduced to the major theoretical approaches and social theorists, focusing on the founders of sociology, especially the contributions of Comte, Spencer and Marx. This section highlights not only the functionalist, conflict and symbolic interactionist perspectives but also incorporates developments in the newer post-modern theories, including feminist sociology, where different voices can be heard. It also focuses on the sociological perspective of Weber and Durkheim. Additionally, this section sets out to provide insight into theories of gender and sexuality, explaining how societies transform the distinction of biological sex into systems of gender stratification and look at the ways sexuality is produced. This section will also discuss the feminist critique of mainstream sociology.

Ritzer, G., &Stepnisky, J. (2017). Modern sociological theory . USA: SAGE Publications.

Section 3: Basic Concepts of Sociology: Family, Marriage, Religion, Culture and Socialization, Social Control, Crime and Deviance, Race and Ethnicity

This section primarily discusses the basic concepts and major institutions of sociology. It will examine the many changes taking place around our ways of living together in the modern world, looking at family, marriage, religion, social control, crime and deviance, gender and sexuality etc. Major topics include: family diversity, families and social change, transitions and problems in family life, the post-modern family, families in the twenty-first century, theoretical perspectives on family. The issues of deviance and conformity, agencies of social control will also be discussed. Concepts in relation to sex, gender and sexuality, and public and private dichotomy will also be discussed. The section also addresses how religious beliefs are linked to other dimensions of social life. The following topics are covered: varieties of religion, types of religious organizations, gender and religion, religion and social change, new religious movements, changing religions in the global village.

The section will also introduce the definition and classification of races, race and ethnic relations, prejudice, discrimination, explaining racism and ethnic discrimination.

Students will also take a micro-level look at the patterns of social interactions and the socialization processes that make up our everyday lives. Major topics include: social interaction and socialization, types of social interaction, agencies of socialization and the dimensions of human development.

Giddens, A. (2001). Sociology (4th ed.). Oxford: Blackwell Publishers.
Schaefer, R. T. (2003). Sociology. New York: McGraw-Hill.
Karim, N. (1998). Samajbigganshomikkhon [Social science survey].Dhaka: NoyrojKitabistan
Bassis, M. S., Gelles, R. J., Lavine, A. (1990). Sociology: An introduction. New York: McGraw-Hill.

Section 4: Social Structure and Stratification: Different Types of Societies

Discussions focus on social structure and stratification and examine how this fits into a society’s system of wealth, property and class. In this section, we show the unequal positions occupied by individuals in society. This includes the definition and nature of social structure, the stratification system, the dimensions of social stratification and social mobility.

This section continues to look into the concept of stratification, linking it to the concept of society. It analyses the main types of society that existed in the past and/or are found today: primitive communism, slavery, feudalism, capitalism, socialism and communism. It also presents the theories of class and stratification developed by Marx and Weber, which form the basis of most sociological analyses of class and stratification. The social structure and social stratification of Bangladesh will also be highlighted in this session.

Giddens, A. & Sutton, P. W. (Eds.), (2010). Sociology: Introductory readings . Oxford: Polity.
Smelser, N. (1993). Sociology. New Delhi: Prentice Hall.
Stewart, E. W. & Glynn, A. (1992). Introduction to sociology. New York: McGraw-Hill.

Section 5: Theories of Social Change

Course Title: Women's Movement from the Global Perspective

WGS 108: Women’s Movement from the Global Perspective

Course Credits: 4

The course will discuss the meaning of women’s movement, reasons for its emergence and its linkage with the broader socio-political movement. It will provide a critical understanding of the interconnection between the feminist knowledge framework and the women’s movement. It investigates if there is a global women’s movement and how is it defined. It evaluates the political context in the emergence of global character of women’s movement, the linkage between the local struggles of women with the global movement. Focus is made on the articulation of the power of ‘global sisterhood’ towards creating an environment for global movement. Different waves of women’s movement will be reviewed to place their relevance to the emergence, growth and nature of global one. The course highlights the debates on socio-economic development during the UN Development Decade of 70s, which shaped the UN Decade for Women. It evaluates how Decade opened space for women from all over the world, covering races, ethnicity, classes, cultures, countries and occupational backgrounds. It builds capacity to assess the significance of the Decade for global women’s movement. It also provides scope to relate the gains achieved and challenges ahead derived out of global women’s movement, to Bangladesh keeping in view the role of the state, activism and academia, particularly the women and gender studies.

The meaning of the women’s movement: why it emerges, its linkages with the broader socio-political movement and the interconnection between the feminist knowledge framework and the women’s movement.
The skills to perceive if a global women’s movement exists, how it can be defined and the local-global dynamics.
The ability to analyse the global context for an emerging movement, a decade for women, the significance of the decade for the global women’s movement.
The ability to relate the gains achieved and challenges ahead in Bangladesh, highlighting the role of the state, academia, particularly women and gender studies.

The course will be a combination of lectures and discussions through white board and multimedia. A mixture of learning styles will be used in this class. Most of the times, lectures will be supported by PowerPoint presentations. There will also be assignments, group presentations, assigned readings, and classroom discussions where students will be divided into small groups to share their views through class activity, participatory games and by conducting small scale research.

Section 1: Introduction to Women’s Movement: Global Perspective

The section will describe the topics to be discussed, methodologies to be used and relevance of the course with women & gender studies. The purpose of the section is also to receive responses of the students and assess their exposure to the subject. It attempts to understand how and why women’s movements emerge. This section analyses how women’s movement is linked with broader socio-political movement and also discusses the influence of feminist thoughts in shaping women’s movement.

Antrobus, P. (2004). The global women’s movement: Origin, issues and strategies. London: Zed Books.
Humm, M. (Ed.). (1992). Feminism: a reader. UK: Routledge.
Basu, A. (Ed.). (1995). The challenges of local feminisms. Colorado, USA: Westview Press.
Rowley, M., &Antrobus, P. (2007). Feminist visions for women in a new era: An interview with Peggy Antrobus. Feminist Studies, 33 (1), 64-87.
Weldon, S. L. (2006). Inclusion, solidarity and social movements: The global movement against gender violence. Perspectives on Politics, 4 (1), 55-75.

Section 2: Women’s Movement: Historical Process

The section looks at the women’s movement as a process starting from the 19 th century. It gives a brief introduction on the nature of women’s movement: changing scenario, analysis of the issue dichotomy between men as social reformers and women as participants in the movements. Issues like women’s voting rights and suffrage movements in the North (especially UK, USA) will be discussed.

McMillen, S. (2009). Seneca falls and the origins of the women's rights movement. Oxford: University Press.
Antrobus, P. (2004). The global women’s movement: Origin, issues and strategies. UK: Zed Books.
Jayawardena, K. (1986). Feminism and nationalism in the third world . UK: Zed Books.
Kullar, M., &Taehakkyo, I.Y. (2005). Writing the women's movement: A reader . New Delhi: Zubaan.
Basu, A. (Ed.). ( 1995). The challenges of local feminisms. Colorado: Westview Press.
Liddle, J., & Joshi, R. (1989). Daughters of independence: Gender, caste and class in India. USA: Rutgers University Press.

Section 3: Political Context of Global Women’s Movement: Linking Local to Global

The section will discuss the concept and context of global women’s movement, why and how global shaping of women’s movement at local level analyses the political context of it- what kind of political environment is behind the emergence of global women’s movement. The discussion will also focus on the boundaries of local struggle for women’s liberation and its linkage with global one. Cases from East and West (with special emphasis on Asia, Latin America, Africa and the Middle East) will be discussed.

Basu, A. (Ed.). (1995). The challenges of local feminisms. Colorado: Westview Press.
Margolis, D.R. (1993). Women's movements around the world: Cross-cultural comparisons. Gender and Society,7 (3), 379-399.
Smith, B. G. (2000). Global feminisms since 1945. UK: Routledge.
Davis, F. (1999). Moving the mountain: The women’s movement in America since 1960. Illinois: University of Illinois Press.
Davies, M. (1987). Third world, second sex: Women’s struggles and national liberation. UK: Zed books.

Sections 4: Development Decades 70s, Decade for Women and Women’s Movement

This section will explain the economic growth model of development and United Nations Decade for Women and shift in approaches to women’s development. Concepts like WID, WAD and GAD as historical emergence and world women’s conferences as the outcome of global women’s movement will be discussed with references to South Asia, especially Bangladesh perspectives.

Emmanuel, A. (2010). Feminist movements in global perspective united nations & the rights of the women. The Indian Journal of Political Science, 71 (3), 837-852.
Kabeer, N. (1994). Reversed realities: Gender hierarchies in development. USA: Verso.
Tinker, I. (Ed.) (1990). Persistent inequalities: Women and world Development. Oxford: Oxford University Press.
Karl, M. (1995). Women and empowerment, participation & decision making. UK: Zed Books Ltd.
Elson, D. (Ed.). (1991). Male bias in the development process. Manchester: Manchester University Press.
United Nations (1980). Report of the world conference of the UN decade for women: Equality, development and peace. Retrieved from https://digitallibrary.un.org/record/36306?ln=en.
United Nations (1989). World survey on the role of women in development. Retrieved from https://www.unwomen.org/en/digital-library/world-survey-on-the-role-of-women-in-development.
United Nations (1989). Elements of an international development strategy for the 1990s. Retrieved from https://digitallibrary.un.org/record/87171?ln=en.
IsIs International (1986). Women, struggles and strategies. Rome: Isis International.
United Nations Division for the Advancement of Women (UNDAW) (1992). Public life: women makes a difference. Retrieved from https://www.ohchr.org/documents/issues/women/WG/PublicPoliticalLife/WG_Globa.docx.

Section 5: Significance of the Decade for Global Women’s Movement: Women’s Movement and Women’s Lives: Gains and Challenges

The section will include the contribution of the United Nations and The Decade for Women towards global movement; gains for women of the world and actions for future, commitment of the governments and world bodies for women’s empowerment; how Decade created opportunities for women and a difference in their lives.

United Nations (2001). Beijing declaration and platform for action with the Beijing + 5: Political declaration and outcome document . Retrieved from https://www.unwomen.org/en/digital-library/publications/2015/01/beijing-declaration.
Khan, S. (1994). The UN machineries for the advancement of women: CEDAW, its strength, potential and challenges.

Second Year | 3rd Semester

Course title: introduction to economics: gender perspectives.

WGS 201: Introduction to Economics: Gender Perspectives

The course is designed to introduce the students to the basic concepts of economics, related to both microeconomics and macroeconomics. The microeconomic section(s) focuses on the economic principles, including demand, supply, production and market equilibrium. The macroeconomic section provides students with an understanding of how national income, consumption, savings and investments are determined and how macroeconomic policies such as fiscal, monetary and trade policies are related to the development of the country. The course examines the basic economic concepts from gender perspectives and discusses the emergence of feminist economics as a critique to traditional economic theories. The gender focus brings discussion on the wage gap, occupational segregation in the labour market, gender inequality within the household at the micro-level and critically analyse gender biases within the national and international macroeconomic policies at the macro level. The last part of the course provides an overview of women’s involvement in various economic sectors of Bangladesh, including the rural economy.

Upon completion, the students will be able to:

Gain an understanding of the basic economic concepts, both from microeconomics and macroeconomics field of study.

'Dhaka university' presentation slideshows

Dhaka university - powerpoint ppt presentation.

Welcome. Asit Kumar Das ID No- 08 Assistant Teacher Bhatiapara High School Kasiani , Gopalgoanj. Subject :- English 1 st Paper Class :- Nine Unit:-Three Lesson:-Three Time :- 50 minutes. Date:-03/05/2014. Look at the pictures and tell about them.

359 views • 21 slides

Earthquake Studies And Earthquake Monitoring in Bangladesh

Earthquake Studies And Earthquake Monitoring in Bangladesh. Syed Humayun Akhter Dhaka University Earth Observatory Department of Geology, University of Dhaka, Dhaka 1000, Bangladesh Email: [email protected]. IRIS Metadata Workshop

225 views • 19 slides

243 views • 19 slides

Good Morning Student

245 views • 15 slides

TRAINING NEEDS Assessment

TRAINING NEEDS Assessment. Dr. M. Akhter Hossain Director, Training, NIPORT Ph. D. (Organization Development and Management (UK) M. A. (Population Research), Exeter University, England Master Trainer, Connecticut University, USA M. Sc. (Statistics), Dhaka University, Dhaka

366 views • 7 slides

View Dhaka university PowerPoint (PPT) presentations online in SlideServe. SlideServe has a very huge collection of Dhaka university PowerPoint presentations. You can view or download Dhaka university presentations for your school assignment or business presentation. Browse for the presentations on every topic that you want.

University of Kentucky

Presentation Practice

Human resources.

Policies and Procedures
myUK Online Guide
UK HealthCare Enterprise Learning
Unemployment

Main Office Mandrell Hall 635 S. Limestone Lexington, KY 40508 Phone: (859) 257-9555 Fax: (859) 323-8512 [email protected]

All locations Directory

Schramm Presents at Summer Institute

Written by Staff

August 19, 2024

Andreas Schramm, Professor Emeritus, gave a 2-hour linguistics presentation to Adult Basic Education teachers and administrators at the 2024 Minnesota LAN Summer Institute. The presentation titled “Language in a Nutshell” gave a brief synopsis of English grammar for practicing teachers.

1536 Hewitt Ave

Saint Paul, MN 55104

General Information

Undergraduate Admission

Public Safety Office

Graduate Admission

ITS Central Service Desk

In association with Mitchell | Hamline School of Law ®. Mitchell Hamline School of Law ® has more graduate enrollment options than any other law school in the nation.

On-Campus Transfer
Online Degree Completion
International
Admitted Students
How to Apply
Grants & Scholarships
First-Year and Transfer Aid
Online Degree Completion Aid
Graduate Aid
International Aid
Military & Veteran Aid
Undergraduate Tuition
Online Degree Completion Tuition
Graduate Tuition
Housing & Food Costs
Net Price Calculator
Payment Info
Undergraduate
Continuing Education
Program Finder
Faculty by Program
College of Liberal Arts
School of Business
School of Education & Leadership
Mitchell Hamline School of Law
Academic Bulletin
Academic Calendars
Bush Library
Registration & Records
Study Away & Study Abroad
Housing & Dining
Counseling & Health
Service, Spiritual Life, & Recreation
Activities & Organizations
Diversity Resources
Arts at Hamline
Meet Our Students
The Neighborhood
The Hamline Academic Experience
Student Research Opportunities
Paid Internships
Career Development Center
Alumni Success Stories
Center for Academic Success & Achievement
Writing Center
Why Hamline?
Mission & History
Fast Facts and Rankings
University Leadership
Diversity, Equity & Inclusion
Alumni and Donors
Request Info

IMAGES

presentation dhaka university
THE UNIVERSITY OF DHAKA: “Oxford of the East” or the “Mecca University
University of Dhaka
Dhaka University Must Retain Its Glory and Prove Centre of Excellence
University of Dhaka (DU) (Dhaka, Bangladesh)
University of Dhaka, Bangladesh

COMMENTS

University of Dhaka
It exists to represent Dhaka University students in the university's decision-making, to act as the voice for students in the national higher education policy debate, and to provide direct services to the student body. [35] [36] [37] It was established in the academic year of 1922-23 as Dhaka University Student Union. Its first constitution ...
University of Dhaka Ranking & Overview 2024
2024 University of Dhaka ranking & overview including study areas, degrees, programs & courses, tuition, admission, acceptance rate, accreditation & more. ... n.a.; please submit an official University of Dhaka general video presentation. University Location. Address : Ramna Dhaka 1000 Dhaka Bangladesh: Location Map and Satellite View +880 (2 ...
University of Dhaka PowerPoint Presentation, free download
Jul 12, 2014. 900 likes | 1.56k Views. Mobile Phone Technology in Academic Library Services: A Public University Students' Perceptions and Paradigm Md. Anwarul Islam Assistant Professor Department of Information Science and Library Management University of Dhaka, Dhaka-1000, Bangladesh E-mail: [email protected]. Download Presentation. prologue.
University at a Glance
University of Dhaka - the highest echelon of academic excellence . DU Login Student Login Online Services AIS Dashboard Citizen's Charter; Web People. About About University Historical Outline; University at a Glance ...
A group Presentation || Dhaka University
It is just a group presentation that was instructed to do by one of our course instructor. It may give you a brief overview of a group video presentation.
University of Dhaka, Bangladesh
Presentation on theme: "University of Dhaka, Bangladesh"— Presentation transcript: 1 University of Dhaka, Bangladesh Presented by Ahmed Raihan Abir PhD Student Department of Biomedical Physics and Technology University of Dhaka. 2 Bangladesh: Land of 160 million people June 10, 2015 HTM Seminar, Toronto, ON, Canada. 3 ...
History of the Formation of Dhaka University
Introduction. Dhaka University, being the first of its kind in what is now Bangladesh, has been the most influential institution of the country. Its marks and shadows extend to the pillars of the society, culture and politics of the region. In the 80 years of its history, the graduates of this fine and badly needed institution have been the ...
Home :: Dhaka University
University of Dhaka - the highest echelon of academic excellence. Create a world-class educational ecosystem that enables individuals to act as dynamic human capital and ethical leaders for a sustainable future.
Home :: Dhaka University
Welcome to University of Dhaka. On the first day of July 1921 the University of Dhaka opened its doors to students with Sir P.J. Hartog as the first Vice-Chancellor of the University. The University was set up in a picturesque part of the city known as Ramna on 600 acres of land.The University started its activities with 3 Faculties,12 ...
Home :: Dhaka University
A Bangladeshi microalgae species makes a successful nano-filter paper for removal of bacteria and virus from water - a joint research of Dhaka University with Uppsala University, Sweden. Transgenic salt tolerant Rice produced by Dr. Zeba Islam Seraj and her team at Biochemistry and Molecular Biology Department, University of Dhaka.
Department of Bangla University of Dhaka
As the founding department of the University of Dhaka, the Department of Bangla has own glory and heritage. Renowned scholar M.M. Haraprasad Shastri graced the department as the Professor and Head of the Department from the very beginning.Dr. Muhammad Shahidullah who started teaching as Lecturer of Bangla at the same time. Dr. Muhammad Shahidullah became the Head of the Department of Bengali ...
Home :: Dhaka University
Program Description. The Department of Mass Communication and Journalism at the University of Dhaka is regarded as the top-ranking Department of its kind in the country. Over the years it has produced brilliant graduates who are now working in the leading national newspapers and electronic media, government and nongovernmental organizations ...
Home :: Dhaka University
The course instructor will use lecture using white board, multimedia presentation, you tube/video and internet sources, presentation by the students, discussion and seminar, in-class and home exercises, reading and writing assignments, review of movies and documentaries, group and individual presentations, field visits, collection of primary ...
Presenting the...
ACS Student Chapter, University of Dhaka · March 31, 2021 · Presenting the winners of the "Intra Department Poster Presentation Competition 2021" of Primary Level. Their effort and enthusiasm was truly commendable that was backed up by noteworthy research data. They faced very good competition from the rest of the teams and came out on top.
Psychology Presentation
Hello everyone! If you like this video please free to subscribe my channel and hit the bell icon for more updates. Thank you!Fb- Glam Sparkle by TowwnimaaaIn...
How Dhaka University, Founded When Bangladesh Was Part of India ...
Historical Context. Established in 1921, Dhaka University's establishment began with efforts dating back to 1912, when Bangladesh was part of East Bengal and the larger entity of United India.
100+ Dhaka university PowerPoint (PPT) Presentations ...
Syed Humayun Akhter Dhaka University Earth Observatory Department of Geology, University of Dhaka, Dhaka 1000, Bangladesh Email: [email protected]. IRIS Metadata Workshop 243 views • 19 slides
Independent University, Bangladesh
It is located in Bashundhara of Dhaka, Bangladesh. Founded in 1993 under the Private University Act, 1992. [1] [2] The university awards bachelor's degrees, master's degrees in a wide variety of subjects within business, humanities, social sciences,information technology, engineering, medicine and space and astronomy. [3] [4]
King Presents at National Council on Problem Gambling
Professor Serena King (Psychology) presented at the National Council on Problem Gambling Conference in July in San Diego, California. The presentation was co-authored by math professors, Katharine Adamyk and Jasper Weinburd. The title of the presentation was "Gambling Among Minnesota Public School Students from 2019 to 2022."
Presentation Principles
Contact Us. Main Office Mandrell Hall 635 S. Limestone Lexington, KY 40508 Phone: (859) 257-9555 Fax: (859) 323-8512 [email protected]. All locations
Vanderbilt University presents campus plan in West Palm Beach
Plans for a Vanderbilt University campus in West Palm Beach may be coming to a head, ... The presentation envisions $519.6 million in direct spending on a campus facility of over 300,000 square ...
Presentation Practice
Contact Us. Main Office Mandrell Hall 635 S. Limestone Lexington, KY 40508 Phone: (859) 257-9555 Fax: (859) 323-8512 [email protected]. All locations
Schramm Presents at Summer Institute
Andreas Schramm, Professor Emeritus, gave a 2-hour linguistics presentation to Adult Basic Education teachers and administrators at the 2024 Minnesota LAN Summer Institute. The presentation titled "Language in a Nutshell" gave a brief synopsis of English grammar for practicing teachers.