Course title: Climate Change and Water

Course code: NRC 138 No. of credits: 3 L-T-P: 32-8-10 Learning hours: 50
Pre-requisite course code and title (if any):
Department: Natural and Applied Sciences
Course coordinator(s): Course instructor(s): Dr C K Singh
Contact details: chander.singh@terisas.ac.in
Course type: Elective Course offered in: Semester 2
Course description
Water, apart from supporting life on earth and valuable as a resource, plays a major role in affecting
climate. Water cycling has a decisive impact on regional and global climate patterns. Global warming is
changing the distribution and intensity of precipitation. With shifts in hydro-meteorological trends (dry
regions becoming drier and wet areas wetter), increased variability and increased risk of extreme events
in most regions. The importance of water resources will intensify under climate change as more
frequent and intense climate extremes will increase variability in precipitation, soil moisture and surface
water, eventually influencing water availability, food and energy production. Improved understanding
of our water resources is needed to ensure more efficient and judicious allocation to improve access to
water and reduce risks from climate change.

This course will focus on managing systemic risk and dealing with uncertainty due to climate change
impacts on water resources, including monitoring known risks as well as reducing the unknown risks,
through management solutions and policy interventions. The course will also focus on the identification
of adaptation measures with emphasis on freshwater resources under climate change and the possible
strategies to close the gap between water supply and demand to control and resolve future water
resource conflicts.
Course objectives
 To understand different processes and interplay between climate system and the global water cycle
 To understand the climate change influences on water resources and the associated vulnerabilities
and risks
 To understand the concept of Integrated Water Resources Management in relation to climate change
 To understand the necessity for integrated assessment, alternative policy and innovative
management solutions, framework for water policy guidelines; building resilience; adaptation
strategies and interventions needed in sustainable response to changing climate
Course content
Module Topic L T P
1. General Overview of Climate Change and Global Water Cycle: 6 2
Hydrological Cycle Review, Revisiting Air circulation, Ocean surface
currents, ITCZ concepts, Water budget, Chemical Budget
Climate variability, drivers of climate change; Observed and future
changes in global patterns of precipitation and evaporation;
Understanding the water cycle, global water distribution and quantitative
and qualitative spatio-temporal changes
2. Hydrological Impacts of Climate Change and Variability: 6 2 4

Estimating impacts of climate change on precipitation variability,

extreme precipitation events, droughts, floods, evapotranspiration, soil
moisture, surface and sub-surface water resources, runoff and river
discharge, glacial hydrological regime, fluvial landforms
3. Modelling Impacts on Hydrological Systems: 12 4 6

Modelling climate-induced changes in hydrology; Water resource

 availability and demand, modelling runoff, CN method, soil erosion;
concepts, factors, spatial modelling of soil erosion
Socio-economic and environmental impacts; indicators of climate risks
to water resources; vulnerability; Factors affecting the vulnerability of
water resources
4. Mitigation and Adaptation Strategies for water management: 8

Scale dependent vulnerability-local, regional, global; Vulnerability

assessment and adaptation framework – all intra-national governance
levels, transboundary water resources; critical knowledge gaps
Importance of IWRM for adaptation; Integrated drought management;
Potential water resource conflicts, Implications for policy and
sustainable development; Risk management
Total 32 8 10
Evaluation criteria
 Test 1: Written Test [at the end of module 1 and 2] 20%
 Test 2: Written Test [at the end of module 1,2 and 3] 20%
 Tutorial: Literature review of climate scenarios through different models, different models for
climate dependent processes, IPCC reports related to hydrological systems 20%
 Test 3: Written Test and Practical Exam [at the end of syllabus] 40%
Learning outcomes
By the end of the course, students will:
 Ability to perform risk assessment and suggest necessary policy interventions at various levels to
improve resilience
 Apply knowledge to design or modify water management plans as an adaptation to demand
management in response to supply fluctuations in future
Pedagogical approach
- The course requires understanding of modelling techniques and thus prediction scenarios
- It summarizes the impacts of climatic variability of hydrological system components
- Case Studies to design interventions under different climatic scenarios to preserve hydrological
system
Materials
Compulsory Readings
1. Bates, B.C., Kundzewicz, Z.W., Wu, S. and Palutikof, J.P., Eds. (2008) Climate Change and Water,
Technical Paper of the Intergovernmental Panel on Climate Change VI (IPCC), IPCC Secretariat,
Geneva.
2. Vörösmarty, C.J., Green, P., Salisbury, J. and Lammers, R.B. 2000. Global water resources:
vulnerability from climate change and population growth. Science, 289(5477), pp.284-288.
3. Xu, J., Grumbine, R.E., Shrestha, A., Eriksson, M., Yang, X., Wang, Y.U.N. and Wilkes, A., 2009.
The melting Himalayas: cascading effects of climate change on water, biodiversity, and
livelihoods. Conservation Biology, 23(3), pp.520-530.
4. Immerzeel, W.W., Van Beek, L.P. and Bierkens, M.F., 2010. Climate change will affect the Asian
water towers. Science, 328(5984), pp.1382-1385.
5. Milly, P.C., Betancourt, J., Falkenmark, M., Hirsch, R.M., Kundzewicz, Z.W., Lettenmaier, D.P.
and Stouffer, R.J., 2008. Stationarity is dead: Whither water management? Science, 319(5863),
pp.573-574.
6. Arnell, N.W., 1999. Climate change and global water resources. Global environmental change, 9,
pp. S31-S49.
7. Arnell, N.W., 2004. Climate change and global water resources: SRES emissions and socio-
economic scenarios. Global environmental change, 14(1), pp.31-52.
8. Gosling, S.N. and Arnell, N.W., 2016. A global assessment of the impact of climate change on
water scarcity. Climatic Change, 134(3), pp.371-385.

Suggested readings
1. Aerts, J. and Droogers, P., Eds. (2004) Climate Change in Contrasting River Basins: Adaptation
Strategies for Water, Food, and Environment. Wallingford, OX, UK Cambridge, MA, USA: CABI
Pub.
2. Baba, A., Tayfur, G., Gündüz, O., Howard, K.W.F., Friedel, M.J. and Chambel, A., Eds. (2011)
Climate Change and its Effects on Water Resources: Issues of National and Global Security.
Dordrecht: Springer, pp. 303
3. Biswas, A. and Tortajada, C., Eds. (2016) Water Security, Climate Change and Sustainable
Development. Singapore New York: Springer.
4. Dai, A., 2011: Drought under global warming: A review. Wiley Interdisciplinary Reviews: Climate
Change, 2, 45-65.
5. Field, C.B., Barros, V.R., Dokken, D.J., Mach, K.J., Mastrandrea, M.D., Bilir, T.E., Chatterjee, M.,
Ebi, K.L., Estrada, Y.O., Genova, R.C., Girma, B., Kissel, E.S., Levy, A.N., MacCracken, S.,
Mastrandrea, P.R. and White, L.L., Eds. (2014) IPCC, 2014: Summary for Policymakers. In:
Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part A: Global and Sectoral
Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental
Panel on Climate Change. Cambridge University Press, Cambridge, United Kingdom and New
York, NY, USA, pp. 1-32.
6. National Research Council & Committee on Population (2012) Himalayan Glaciers: Climate
Change, Water Resources, and Water Security. National Academies Press.
7. Pelling, M. 2011. Adaptation to Climate Change: From Resilience to Transformation. London and
New York: Routledge.
8. Quevauviller, P., Borchers, U., Thompson, K.C. and Simonart, T., Eds. (2011) The Water
Framework Directive: Action Programmes and Adaptation to Climate Change. Cambridge: RSC
Publishing.
9. Shrestha, S. (2014) Climate Change Impacts and Adaptation in Water Resources and Water Use
Sectors: Case Studies from Southeast Asia. Cham: Springer.
10. Taniguchi, M. and Holman, I.P., Eds. (2010) Groundwater Response to Changing Climate. Boca
Raton Fla. London: CRC Press.

Case studies/Websites
1. http://www.waterandclimatechange.eu
2. http://www.unwater.org/water-facts/climate-change

Journals
1. Climatic Change
2. Global Environmental Change
3. Journal of Water and Climate Change
4. Nature Climate Change
5. Regional Environmental Change
6. Water (MDPI)
7. Water Resources Research
Advanced Reading Material
Journal papers on case specific scenarios of different components of hydrological system
Additional information (if any)
Student responsibilities
The students are expected to submit assignments in time and come prepared with readings when
provided
Course Reviewers

1. Prof. S Mukherjee, School of Environmental Sciences, Jawaharlal Nehru University. New Mehrauli
Road, New Delhi.
2. Dr. Javed Mallick, King Khalid University, Saudi Arabia, Asir – Abha, P.O.Box: 960 - Postal Code :
61421.
Course title: Minor Project
Course code: NRE 103 No. of credits: 2 L-T-P: 0-0-56 Learning hours: 56
Pre-requisite course code and title (if any):
Department: Energy and Environment
Course coordinator(s): Course instructor(s): Dr CK Singh
Contact details:
Course type: Core Course offered in: Summer Break
Course description:
The minor project is a 2-credit summer project (8 weeks), designed for MSc students and is
positioned at the end of the first year of studies. Students are expected to submit a dissertation
and present his/her work in the university before a committee which will evaluate the work based
on the minor project guidelines
Course objectives:
The purpose of minor project is
 To widen the student‟s perspective by applying fundamental knowledge and skill sets and
to provide an exposure to problem solving for an environmental concern/problem.
 To construct, build, execute and innovate unified systems that include stakeholders,
skills, knowledge, resources taking account of socio-economic and environmental
perspectives.
 Appreciate the need and continue to develop aptitude and expertise to incorporate
understanding of climate, environment, and resource management issues.
Course content
Module Topic L T P
1. The student will carry out the minor project dissertation/thesis 0 0 56
either in an organization or internally within TERISAS. The
student will choose a topic based on mutual interests, the
student‟s research aspirations and affiliated organisations
goals. The student will continuously be supervised by the
assigned mentor/supervisor in the affiliated organisation.

1.Evaluation criteria:
An evaluation committee will be formed to assess the minor project. The distribution of marks
for the evaluation would be as per the following criteria (marks of each component is indicated
in parenthesis)

1.1 Evaluation distribution

1. Meeting timeline (10 %) (Consisting of:
a. Joining report (20%),
b. Two progress reports (20% each),
c. Feedback form (20%),
d. Final thesis (20%).
2. Minor project report (20%)
3. Minor project presentation (30%)
4. Question & answers/viva voce (30%)
5. Response/feedback from the host organization/supervisor (10%)

2. Grading criteria
 1. The students scoring less than or equal to 40% (or ≤ 40%) overall marks in the evaluation
would be considered unsuccessful and would be graded F (Fail).
2. If the student fails to appear for the Minor project presentation as per the schedule
assigned by the TERI-SAS then the candidate will be assigned zero marks for the
presentation and will be graded accordingly.
3. It is responsibility of the student to meet the timeline for the minor project as mentioned
above.
4. It is the responsibility of the student to get the response/feedback duly filled from the
affiliated organization/supervisor and email the same through the supervisor to Minor
Project Coordinator/ department assistant as per the date mentioned in the guideline.
5. Attending presentation is mandatory for all the students. An attendance for this will be
maintained.
6. Grade „F‟ may be awarded if the student does not abide with the aforesaid points.
7. Grading of the Minor Project would be done as per the table 1:

Table 1. Minor project part – grading

>90 A+
>80≤90 A
>70≤80 B+
>60≤70 B
>50≤60 C+
>45≤50 C
>40≤45 D
≤40 F

3. Plagiarism

Plagiarism is unacceptable and the institute has a very strict policy to deal with it. If a student
engages in plagiarism, it could attract serious penal actions. All reported cases of plagiarism
would be dealt as per the process mandated by Departmental Academic Integrity Panel (DAIP)
and Institutional Academic Integrity Panel (IAIP).

4. Non-adherence to timelines

1. Reports must be uploaded on the portal as per the date mentioned in timeline.
2. Monthly progress report: No monthly progress report will be accepted until its is
complete and signed/approved by mentor/supervisor.
3. Submission of draft and final report for evaluation: The softcopy for draft and final
report must be uploaded as per the timeline. Report that is submitted after the
mentioned date will not be considered for evaluation and “0” marks will be awarded
for the same. Further, the regulations of the TERI-SAR apply as laid down in the
student handbook (available at the TERI School of Advanced Studies web page).
4. Minor Project Report: The Minor project is completed after the plagiarism free report
is submitted as mentioned in the guidelines. Any non-compliance regarding
certificate, formatting instructions as suggested for different sections of the report and
any other requirement as mentioned in the guidelines will be considered incomplete
and would lead to non-submission of the dissertation/thesis. Thus, students are
advised to follow all the guidelines of Minor project.
5.Learning outcomes: At the end of this course, the student should be able to –
 To appreciate the impact of sustainable solutions in a societal and environmental
framework and to express the knowledge of, and need for sustainable development.
 To understand ethical principles and commitment to professional ethics and
responsibilities.
 Work effectively as an individual, and team member in multidisciplinary settings.
 Communicate effectively on complex environmental problems/concerns with community
and society at large, to comprehend and transcribe effective results resulting into reports
and documentation.
 Recognize the need for, and have the preparation and ability to engage in independent
and life-long learning in the broadest context of climate change, environmental resource
management and meet the societal needs and demands in sustainable manner.
6.Pedagogical Approach: Minor project is hands-on internship at the host institution. Specific
pedagogy will be as per the requirements of the Dissertation thematic and research questions
pursued therein.
7.Course Reading Materials:
1. Topic relevant books and published papers and reports. Sources can be found on but not
limited to –
www.scopus.com
www.sciencedirect.com
www.springer.com
www.wiley.com
www.jstor.com
www.taylorandfrancis.com
Additional Information:
1. A Minor project guideline indicating timeline of different activities and other details will
be issued by the department before the start of the semester.
2. If students are doing a combined project, they are required to seek approval from the
Minor project coordinator by writing a justification for the joint/combined work. Only if
the approval is given by the minor project coordinator the student will be allowed for
joint work. However, the students are required to upload separate progress reports and
other documents on their portal. The individual reports should not be verbatim copy of
each other.
3. Feedback form – Follow-up with the respective mentor/supervisor is to be done by the
student and any delay due to technical reasons should be informed before final
submission with a copy to external supervisor. It is solely the responsibility of the student
to get the feedback submitted by external before the deadline.
4. Plagiarism report would be shared with the mentor/supervisor and the students

Mentor/Supervisor:
1. Each student has one mentor/supervisor from her/his host organization.
Mentor/supervisor is to be identified by the host organization. Guest/visiting faculty can
act as mentor/supervisor, if mutually agreed upon it.
Student responsibilities:
Following the issued instructions and guidelines of the minor project in entirety.
Regular updating the progress of work to the mentor/supervisor.
Timely submission of all required documents through portal.
Course Reviewers:

1. Prof. Pawan Kumar Joshi, School of Environmental Sciences, Chairperson, Special

Centre for Disaster Research, Jawaharlal Nehru University
2. Dr. Anshumali, Associate Professor, Department of Environmental Science and
Engineering, Indian Institute of Technology (Indian School of Mines)
3. Prof. Umesh Kumar Singh, Head of the Dept., Centre for Environmental Sciences,
Central University of South Bihar
Course title: Major Project
Course code: NRE 104 No. of credits: 15 L-T-P:0-0-420 Learning hours: 15 weeks
Pre-requisite course code and title (if any):
Department: Energy and Environment
Course coordinator(s): Course instructor(s): Dr CK Singh
Contact details:
Course type: Core Course offered in: 4 semester
Course description:
It is an opportunity for the students to apply knowledge and skillsets, which they have obtained
during classroom teaching, practical course work and field visits, spread over three semesters.
The major project is conceptualized to independently think and engage in research to provide
sustainable solutions based on learning during the master’s degree course work. It requires a
deeper understanding of the development process, the driving factors, and the inter-linkages
within the earth system science, climate change issues, sustainable development challenges,
renewable energy, community engagement, legal frameworks, among others. The students are
required to hypothesize a research problem and carry out detailed and substantial amount work
with their original thoughts and frameworks. At the end of the major project, students are
expected to submit a dissertation/thesis, which is reflection of knowledge acquired in previous
studies and demonstrates the prospect to probe profoundly into a research question and integrate
the learning while findings the answer. Along with the dissertation/thesis the students are
required to present the entire work before an evaluation committee based on the major project
guidelines (see additional information).

Course objectives:
The purpose of major project is
 To enable the student to develop deeper knowledge, understanding, capabilities and
attitudes in the context of the climate science, environmental resource, its management,
policy implications, development issues, community engagement, holistic approach for
energy, environment and sustainable development and providing them
opportunity/exposure to real environmental issues.
 To enhance skills, capacity and techniques needed for efficient utilization and
management of resources to ensure sustainable development.
 To independently emphasize on technical/scientific/socio-behavioral aspects of the
environmental resource management/ environmental problems/ community-based
interventions/ adaptations and to develop critical and analytical thinking towards
simplifying and solving such problem/issue.
Course content
Module Topic L T P
1. The students carry out the major project dissertation/thesis 0 0 420
either in an organization/institution/industry or internally within
TERISAS. The students choose a topic based on their research
interests while associating with an organization. The students
are continuously supervised by their external and internal
supervisors, and the progress is monitored jointly. Students
working in TERISAS might have only one supervisor (having
roles of both external and internal supervisors).
1.Evaluation criteria:
An evaluation committee will be formed to assess the major project. The distribution of marks
for the evaluation would be as per the following criteria (marks of each component is indicated
in parenthesis)
1.1Evaluation distribution
1. Timeline adherence (10 %) consisting of:
a. joining report (10%),
b. synopsis and topic (10%),
c. four progress reports (5% each),
d. feedback form (10%),
e. final dissertation/thesis (5%).
2. Feedback from the Host Organization/Supervisor (20 %)
3. Dissertation/thesis (40 %)
4. Presentation and viva (30 %) - The presentation will be evaluated based on the contents,
delivery (structure and flow), research components and timing of the presentation)
2. Grading criteria
1. The students scoring less than or equal to 40% (or ≤ 40%) overall marks in the evaluation
would be considered unsuccessful and would be graded F (Fail).
2. Grading of the Major Project will be done as per the Table 1:

Table 1. Major project part – grading

>90 A+
>80≤90 A
>70≤80 B+
>60≤70 B
>50≤60 C+
>45≤50 C
>40≤45 D
≤40 F

3.Plagiarism
Plagiarism is unacceptable and the institute has a very strict policy to deal with it. If a student
engages in plagiarism, it could attract serious penal actions. All reported cases of plagiarism
would be dealt as per the process mandated by Departmental Academic Integrity Panel (DAIP)
and Institutional Academic Integrity Panel (IAIP).

4.Learning outcomes: At the end of this course, the student should be able to –
 Conceptualise research questions, objectives, methodology and conduct appropriate
analysis for a chosen research/development project.
 Independently demonstrates/display the knowledge and capability to conduct research
and contribute to large scale research and development works.
 Approach and analyse a problem holistically, and to recognize, formulate and deal with
complex issues critically, independently, and innovatively.
 Integrate knowledge critically and systematically, and clearly present and discuss the
findings in addition to the knowledge and arguments, which constitute the basis for the
findings.
 Identify, analyse, and critically evaluate the environmental issues that must be addressed
within the framework while taking account of all dimensions of sustainable development.
 Realize the ethical and moral aspects of research work while learning and applying the
techniques.
5.Pedagogical Approach: Major project is hands-on internship at the host institution. Specific
pedagogy will be as per the requirements of the Dissertation thematic and research questions
pursued therein..
6.Course Reading Materials:
1. Topic relevant books and published papers and reports. Sources can be found on but not
limited to –
www.scopus.com
www.sciencedirect.com
www.springer.com
www.wiley.com
www.jstor.com
www.taylorandfrancis.com
Additional Information:
1. A separate Major project guideline indicating timeline of different activities, and other
details will be issued by the department before the start of the semester.
2. Only students meeting the CGPA criteria of 6, for third semester, as defined in Students
Handbook will be allowed to take up Major Project course, failing which under no
circumstance’s student would be allowed to carry out Major Project. It can only be
allowed in exceptional circumstances duly approved by the competent authority, where
the student must have secured SGPA of 6 in the third semester.
3. The students who need to repeat the major project due to exceptional circumstances with
due approval by the competent authority, would be allowed to carry out the major project
only in the semester meant for the major project dissertation/thesis. Student should
ascertain that the work carried out during repeating the major project should either be an
extension of the research done in the previous major project or should be entirely a
different topic of research.

Internal Supervisor
1. Each student is required to have one internal supervisor from TERI-SAS (exceptions on
the number can be granted if agreed upon and verified); the student must provide a list of
three faculty members of TERI-SAS preferred as supervisor along with the joining report.
Failure to provide the three choices of supervisor will be considered as non-compliance to
major project guidelines and the major project coordinator would be assigning the
internal supervisor based on the area of dissertation/thesis proposed matched with
expertise of faculty at TERI-SAS.
2. The students should choose the internal supervisor from the Department or outside the
Department from TERI-SAS. In case the preference is given for the faculty from any
other department, the student should communicate with the concerned faculty well in
advance and inform major project department assistant about it by marking a email copy
to internal supervisor.
3. The preference for a supervisor should be purely based on research domain/expertise
required for the work during major project. The students are required to give the
preferences of the internal supervisor within a week of joining the
organization/institution. Department will nominate one of the faculty members as
supervisor to the student by 2nd week of January. Only in extra-ordinary circumstances
the department may nominate faculty other than the preference list as supervisor to the
student. The decision for the internal supervisor would be final and no requests should be
made for the change of supervisor.
External Supervisor
1. Each student must have one external supervisor from her/his host organization. External
supervisors are to be identified by the host organization. Guest/visiting faculty can act as
internal/external supervisor, if mutually agreed upon it.
 2. External supervisor is not required, if a student is doing his/her major project under direct
supervision of a faculty from TERI-SAS. In such cases faculty at TERI-SAS will be
acting as external and internal supervisors.
Student responsibilities:
Following the issued instructions and guidelines of the minor project in entirety.
Regular updating the progress of work to the mentor/supervisor.
Timely submission of all required documents through portal.

Course Reviewers:

Prof. Pawan Kumar Joshi, School of Environmental Sciences, Chairperson, Special Centre
for Disaster Research, Jawaharlal Nehru University

Dr. Anshumali, Associate Professor, Department of Environmental Science and

Engineering, Indian Institute of Technology (Indian School of Mines)

Prof. Umesh Kumar Singh, Head of the Dept., Centre for Environmental Sciences, Central
University of South Bihar
Course title: Advanced Geosciences
Course code: NRE 170 No. of credits: 3 L-T-P: 38-07-0 Learning hours: 45
Pre-requisite course code and title (if any): Environmental Geosciences
Department: Natural and Applied Sciences
Course coordinator: Dr CK Singh/ Course instructor: Dr CK Singh/
Dr. Chandrashekhar Azad Vishwakarma Dr. Chandrashekhar Azad Vishwakarma
Contact details: chander.singh@terisas.ac.in / chandrashekhar.vishwakarma@terisas.ac.in
Course type: Elective Course offered in: Semester 2
Course Description
Contemporary geology driven environmental issues such as geological episodic events, geogenic
pollution, depletion of natural resources and global climate change are intrinsically linked with the
various components of the Earth’s systems and its processes. Thus, for effective management of the
environment and its resources, knowledge on the Earth’s physical functioning and its inter-linkages with
the various developmental aspects are essential.
This course will provide the students with a advance understanding of the key processes of the Earth’s
system and its linkages with natural disasters and anthropogenic interferences. Different aspect of earth’s
processes and natural resources will be discussed in the context of environmental challenges.
The course will provide the necessary knowledge and skillsets to the students for analyzing the trends in
Earth’s environment and the causative agents.
Course objectives
- This course will provide a detailed understanding of the key processes of the Earth’s system
related to the developments and current environmental challenges.
- It will enable them to understand the effects of anthropogenic interferences on Earth’s
functioning, and its impact on geological/geomorphological changes.
Course content
Module Topic L T P
1. Introduction 4
Earth structure; Geologic Time Scale; Dynamics of Geological Processes;
2. Earth processes (interior and surface) 14 3
Tectonic Geomorphology - geomorphic indicators of tectonic activity and
paleoseismicity
Mass movement – classification; Hillslope evolution and stabilization
Floodplains – channel and flood plain evolution; Streams - processes of
transport, depositional features, drainage patterns
Coastal zones and processes – nature of coastline (emergent and submergent
coastlines), coastal erosion and stabilization
Deserts and desertification, wind action (erosional and transport processes),
semiarid regions - features and processes
Glaciers – classification and dynamics, erosional features and deposits
Weathering – mechanical, chemical and biological weathering,
weathering of silicate minerals
3. Natural Resources 7
Groundwater – hydrogeology, storage and mobility, withdrawal and its
consequences, aquifer characteristics, aquifer types, porosity, permeability
Surface water – reservoirs, processes, management
Soil – high temperature geochemistry, genesis, classification, degradation,
soil survey and land use planning,
Issues related to over-exploitation and pollution, geogenic
 contaminants.

4. Mineral resources 6
Metal and non-metal mineral deposits, Hydrocarbons and Radioactive
mineral deposits for energy; Global mineral supplies; Ore deposits in India,
National mineral policy.
5. Field and Laboratory Methods in Environmental Geoscience 8 4
Interpretation of geologic maps; Geophysical logging and interpretation;
Data mining and data analysis/interpretation in geosciences; Map reading,
Geological cross-section preparation, Use of Brunton compass to read the
attitude and dip of the geological formation. Hand specimens of rocks and
minerals.

Total 38 7 0
Evaluation criteria
Test 1: Written Test [at the end of module 1 and 2. The enhanced understanding of earth’s interior and
how does it control of impact the surface processes will be evaluated. How these internal processes shape
the earth’s exterior would be expected to be learnt] 20%
Test 2: Written Test [at the end of module 3,4 and part of module 5. The students learn about the
components which how earth system components drive or control the earth processes specifically in
terms of resources such as soil, water, mineral. The subsurface information collection through different
techniques would also provide insights on data collection and its interpretation] 20%
Test 3: Written Test [at the end of entire syllabus, module 1-5. Integrating all the knowledge gathered
about surface and sub-surface processes to understand interdependence of geological processes in
shaping the earth] 40%
Assignment: 20% [Case study based on holistic understanding of earth surface and subsurface
processes. The students would be required to submit case studies by integrating the knowledge gained
through the course and identify major geological processes that shape the earth system. 20%
Learning outcomes
 The student will have enhanced understanding of earth’s interior and surface processes (Test 1)
 Understand the earth’s geological processes, mineral formations and infer the subsurface
information using field techniques (Test 2)
 Overall in-depth understanding techniques to gather geological information and to apply
knowledge in understanding processes that shape the earth. (Test 3 and assignment)
Pedagogical approach
Pedagogical approach consists of classroom teaching enriched with theories, frameworks, and methods
combined with hands on exercises on application of tools and techniques, discussion of case studies,
presentation of case studies by students.
Materials
Required text
1. H. Chamley (2003). Geosciences, Environment and Man. Elsevier Science.
2. C. Montgomery (2020) Environmental Geology. McGraw-Hill Education
3. E.A. Keller (2012) Introduction to Environmental Geology. Pearson Education.
4. K.S. Valdiya (2013). Environmental Geology: Ecology, Resource and Hazard Management. Tata
McGraw-Hill Education
5. B.R. Frost and C.D. Frost (2019). Essentials of Igneous and Metamorphic Petrology, Cambridge
University Press.
6. S. Boggs Jr. (2012) Principles of Sedimentology and Stratigraphy. Pearson Education.
7. J.I. Drever (1997) The Geochemistry of Natural Waters: Surface and Groundwater Environments.
Prentice-Hall Publishers
8. K.M. Hiscock and V.F. Bense (2014) Hydrogeology: Principles and Practice. Wiley-Blackwell.
9. N. Lu and J.W. Godt (2013) Hillslope Hydrology and Stability. Cambridge University Press.
10. R.J. Huggett (2017). Fundamentals of Geomorphology. Taylor & Francis.
11. D.L. Turcotte and G. Schubert (2014). Geodynamics. Cambridge University Press.
12. R.S. Anderson and S.P. Anderson (2010) Geomorphology: The Mechanics and Chemistry of
Landscapes. Cambridge University Press.
13. Edwards R. and Atkinson K. (1986); Ore Deposit Geology, and its Influence on Mineral Exploration.
Chapman and Hall.
14. M.L. Jenson and A.M. Bateman (2013), Economic Mineral deposits. John Wiley
15. S. Marshak and G. Mitra (2017). Basic Methods of Structural Geology. Pearson Education.
16. A.L. Coe (Ed.) (2010) Geological Field Techniques. Wiley-Blackwell.

Suggested readings
Case studies
 Schiappa, T.A. and Smith, L., 2019. Field experiences in geosciences: A case study from a
multidisciplinary geology and geography course. Journal of Geoscience Education, 67(2),
pp.100-113.
 Dolphin, G., Dutchak, A., Karchewski, B. and Cooper, J., 2019. Virtual field experiences in
introductory geology: Addressing a capacity problem but finding a pedagogical one. Journal of
Geoscience Education, 67(2), pp.114-130.
 Gilley, B., Atchison, C., Feig, A. and Stokes, A., 2015. Impact of inclusive field trips. Nature
Geoscience, 8(8), pp.579-580.
 Hallar, A.G., McCubbin, I.B., Hallar, B., Levine, R., Stockwell, W.R., Lopez, J.P. and Wright,
J.M., 2010. Science in the mountains: A unique research experience to enhance diversity in the
geosciences. Journal of Geoscience Education, 58(2), pp.95-100.

Journals
 Nature Geoscience
 Journal of Structural Geology
 Geoscience Frontiers
 Geosciences Journal, Springer
Advanced Reading Material
Additional information (if any)

Student responsibilities
The students are expected to submit assignments in time and come prepared with readings when provided
Course reviewers:
Dr. Jayant Kumar Tripathi, Professor, School of Environmental Science, Jawaharlal Nehru University,
New Delhi

Dr. Umesh Kumar Singh, Professor, Department of Environmental Science, School of Earth, Biological
and Environmental Sciences, Central University of South Bihar, Bihar

Dr. Saumitra Mukherjee, Professor, School of Environmental Sciences, Jawaharlal Nehru University,
New Delhi
Course title: Digital Image Processing and Information Extraction
Course code: NRG 172 No. of credits: 4 L-T-P: 34-10-32 Learning hours:60
Pre-requisite course code and title (if any): NRG 178 Principles of remote sensing
Department: Department of Natural and Applied Sciences
Course coordinator: Dr Chander Kumar Singh Course instructor:
Contact details:
Course type: Core Course offered in: Semester 2
Course Description
This course will introduce fundamental technologies for digital image, compression, analysis, and
processing. Students will gain understanding of algorithm, analytical tools, and practical
Implementations of various digital image applications.
Course objectives
1. Fundamental technologies for digital image, compression, analysis, and processing
2. Gain understanding of algorithm, analytical tools, and practical implementations of various
digital image applications
Course content
Module Topic L T P
Introduction to Digital Image Processing & Information 2
1. Extraction
Digital Data Formats; Image data storage and retrieval; Concepts 2
about digital image and its characteristics, Spectral, Spatial,
2.
Radiometric and Temporal resolution,
Types of image displays, Colour port and spectral band, B/W 2
3. image, Grey Image, True/Pseudo Image and Standard FCC.
Radiometric and Geometric correction technique, Atmospheric 2 2
4. correction
Interpolation methods – linear and nor linear transformation for 4
5. geometric corrections. Spatial and Spectral interpolation
Look-up Tables (LUT) and Image display, Radiometric 2 2
enhancement techniques, Spatial profile and Spectral profile,
6.
Spatial enhancement techniques,
7. Contrast stretching: Linear and non-linear methods. 2 2
Low pass filtering: Image smoothing, High pass filtering: Edge 4
enhancement and Edge detection, Gradient filters, Directional
8.
and non-directional filtering.
9. Band ratio, NDVI, NDBI, VCI, EVI, SAVI, NDSI etc, TCA 2
10. Principal component analyses; Texture analysis 2 2
Concept of pattern recognition, Multi-spectral pattern 4
recognition; Spectral discrimination, Signature bank, Parametric and
11.
Non-Parametric classifiers
Unsupervised classification methods, Supervised classification 2
12. techniques, Limitations of standard classifiers
Artificial intelligence, Fuzzy logic, Neural networks, Expert 2
13. systems
Accuracy Assessment: User and Producer accuracy, Kappa 2 2
14. accuracy.
 List of Experiment
Lab 1. Study of the various contrast enhancement techniques 2
Lab 2. Haze and Noise reduction 2
Lab 3. Stacking, Mosaic and Subset of imagery, geometric and 4
radiometric correction
Lab 4. Perform the various band ratio calculation 2
Lab 5. Low Pass Filter: Compression of the high frequency 2
component and enhancement of the low frequency component
Lab 6. High Pass Filter: Compression of the low frequency 2
component and enhancement of the high frequency component
Lab 7. Data compression techniques 1
Lab 8. Resolution merging 1
Lab 9. Supervised classification 3
Lab 10. Unsupervised classification 3
Lab 11 Knowledge base classification 6
Lab 12. Accuracy Assessment 3
Lab 13. Visualisation and presentation 1
Total Hours 34 10 32

Evaluation criteria
▪ Minor test 1 : 10% (Learning outcomes 1) [Module no.s 1, 2, 3, 4] % [End of 4thweek]
▪ Minor test 2 : 10% (Learning outcomes 1) [Module no.s 5, 6, 7, 8, 9] % [End of 10thweek]
▪ Major test : 40% (Learning outcomes 1 and 2) [Module no.s 10, 11, 12, 13, 14] % [End of
16th week]
▪ Practical : 40% (Learning outcomes 1 and 2) [End of 16thweek]
Learning outcomes
1. Gain knowledge and practical experience in digital image processing [Module1-7]
2. Learn practical skills and analytical background for information extraction from digital data and
its application [Module8-14]
Pedagogical approach
The course will be delivered through class lectures, lab exercise and tutorials.
Materials
Required text
[All Modules]
1. Jensen J.R. (2016) Introductory Digital Image Processing: Remote Sensing Perspective New
Jersey, Prentice Hall.
[All Modules]
2. Umbaugh S.E. (2005) Computer Imaging: Digital Image Analysis and Processing.
[All Modules]
3. Schowengerdt R.A. (2007) Remote Sensing: Models and Methods for Image Processing,
Academic Press, Elsevier
Suggested readings
1. Bart M.R. (2003) Front-End Vision and Multi-Scale Image Analysis.
2. Campbell J.B. (2002) Introduction to Remote Sensing, 3rd ed., The Guilford Press.
3. Lillesand T.M. Kiefer R.W. and Chipman J.W. (2003) Remote Sensing and Image Interpretation,
5th ed.,Wiley.
4. William K.P. (1978) Digital Image Processing.
 Case studies
Websites
Journals
1. International Journal of Applied Earth Observation and Geoinformation
2. ISPRS Journal of Photogrammetry and Remote Sensing
3. Remote Sensing of Environment
Additional information (if any)
Magazines
1. Coordinates
2. GIS World
3. GIS@development
4. Geospatial today
Student responsibilities
Attendance, feedback, discipline, guest lecture etc

Course Reviewer:
▪ Prof. Javed Mallick, King Khalid University, Saudi Arabia
▪ Prof. Saumitra Mukherjee, Jawaharlal Nehru University
Course title: Principles of Remote Sensing
Course code: NRG 178 No. of credits: 3 L-T-P: 26-4-30 Learning hours: 45
Pre-requisite course code and title (if any): None
Department: Department of Natural and Applied Sciences
Course coordinator: Dr Chander Kr. Singh Course instructor:
Contact details:
Course type: Core Course offered in: Semester 1
Course Description
It introduces the participant to the basic concepts and the operational skills necessary to acquire
remote sensing data and extract geo-information from them. The course links the theoretical physical
principles and its visualization in form of remote sensed images and thereafter develop understanding
of it use for different applications of resource management.
Course objectives
1. To congregate the basic concepts and fundamentals of physical principles of remote sensing
2. To create a firm basis for successful integration of remote sensing in any field of
application.
Course content
S.No Topic L T P
1. Introduction to Remote Sensing, History of Remote Sensing;
History of Space programs of India and World; 2

2. EMR wavelength regions and their applications, Atmospheric

windows, Interaction of EMR with matter; 4

3. Fundamentals of Radiometry: Concept & Laws, radiance,

reflectance 4 2

4. Resolutions–spatial, spectral, radiometric, temporal

2
5. Remote Sensing Systems (Active & Passive; Imagining &
Non-imaging), Orbit and Platforms of earth Observation,
sensors and scanners; Cameras and Sensor classification: 4
Opto-Mechanical & Push-broom; Sensor for Infrared, Thermal
and Microwave bands

6. Introduction to commonly used multi-spectral remote

sensing satellite systems: IRS Series of satellites,
LANDSAT, SPOT, IKONOS, QUICKBIRD, MODIS, 4 2
RADARSAT, NOAA, TERRA, SENTINEL Family,
RISAT, RESOURCESAT etc
 7. Ground Truth Collection, Visual Interpretation, Digital and
analog methods of Image Interpretation 4

8. Spectral signature and its response for Soil, Vegetation

2
and Water

PRACTICALS
1. Lab 1. Introduction to ERDAS IMAGINE 2011 4

2. Lab 2. Plotting Spectral Signature using 2

spectroradiometer data
3. Lab 3. Exploring different websites for sensor and data 4

4. Lab 4. Satellite image; season, location, sensor 4

5. Lab 5. Display, analysis and interpretation of black & 2

white images, grey image, pseudo image and FCC

6. Lab 6. File formats. Import / Export of files using 2

ERDAS IMAGINE

7. Lab 7. Pre-processing satellite data (stacking, subsetting, 2

mosaicking)

8. Lab 8. Map rectification of Toposheet using Keyboard or GPS 4

data and Geo-referencing of the toposheet and imageries

9. Lab 9. Collection of GPS points. Ground data collection. 2

10. Lab 10. Study of the Spectral Signature of water, Built- up, 4
Bare Soil, Vegetation, Plantation, Crop land, Snow
and Cloud.
Total 26 4 30
Evaluation criteria
▪ Minor test 1 :Written Test 15% (Modules 1-3)
▪ Minor test 2 :Written Test 15% (Module 4-6)
▪ Major test :Written Test 40% (All modules)
▪ Practical: Lab Exercise +Viva 30%
The major exam will be covering the syllabus in its entirety.
Learning outcomes
Upon completion of this course, student will be able to
1. Apply different type of remote sensing systems for various applications [Minor test 1, Minor test 2
and Major test]
2. Operational skills necessary to acquire remote sensing data and learn to extract
information from them.[Practical]
3. Develop skill set to deal with different types and forms of satellite data [Minor test 1, Minor
test 2 and Major test]
Pedagogical approach:
The course will be delivered through class lectures, lab exercise, videos and tutorials.

Materials Required
text
Campbell J.B. (2002) Introduction to Remote Sensing, 3rd ed., The Guilford Press.
Curran P.J., Principles of Remote Sensing, UK, ELBS.
Jensen J.R. (2007) Remote Sensing of the Environment: An Earth Resource Perspective, 2nd ed.,
Pearson.
Suggested readings
Jensen J.R. (2005) Digital Image Processing: A Remote Sensing Perspective, 3rd ed., Prentice Hall.
Joseph G., Fundamentals of Remote Sensing, Universities Press India.
Kondratyev K.Y., Buznitov A.A. and Pokrovoky O.M., Global Change and Remote Sensing, John
Wiley and Sons.
Lillesand T.M., Kiefer R.W. and Chipman J.W. (2003) Remote Sensing and Image Interpretation, 5th
ed., Wiley.
Muralikrishna V., Geographical Information Systems and Remote Sensing Applications, Allied
Publishers Private Limited.
Sabins F.F., Remote Sensing: Principles and Interpretation New York: WH Freeman and
Company.
Case studies
Websites
Journals
1. Geocarto International
2. International Journal of Remote Sensing
3. ISPRS Journal of Photogrammetry and Remote Sensing
4. Journal of Indian Society of Remote Sensing
5. Remote Sensing of Environment

Additional information (if any)

Magazines
1. Coordinates
2. Geospatial today
3. GIM International
4. GIS World
5. GIS@development
6. GPS World

Student responsibilities
Attendance, feedback, discipline
Course Reviewers:

1. Prof. Saumitra Mukherjee, JNU

2. Prof. P K Joshi, JNU
3. Prof. Javed Mallick, King Khalid University, ABHA
4. Prof. Sunil Bhaskaran, Professor and Director, Geospatial Center of the CUNY CREST
Institute(BGCCCI)
Course title: Geoinformatics for land resources
Course code: NRG 182 No. of credits: 3 L-T-P: 16-10-38 Learning hours: 45

Pre-requisite course code and title (if any):

Department: Department of Natural and Applied Sciences
Course coordinator(s): Dr Chander Kr. Singh Course instructor(s):
Contact details:
Course type: Elective Course offered in: Semester 3
Course description
This course is designed for students to learn applications of geospatial technology for land resources. The
course is designed to quantify different landscape elements using remote sensing. It also introduces
mapping of agriculture, forest, soil and minerals using remote sensing and GIS.
Course objectives:
1. To gain broad understanding of the geospatial approaches for detecting and characterizing
landscape pattern and the causes of landscape pattern
2. To study utility of geospatial technology for agriculture, forest, soil and minerals detection
Course content (max 15)
Module Topic L T P
1. Introduction: Landscape, landscape characterization, patterns and changes, 4
Concepts of landscape Elements and quantification analysis
2. Quantification of landscape using landscape metrics and remote 2
sensing, Scale issues in landscape observation,
3. Applications of Geoinformatics (Case studies): land use/land cover 2 3
mapping, vegetation mapping: Forest type, density and biomass
assessment, Change detection, crop type, crop stress due to disaster, habitat
suitability mapping
4. Introduction to soils, soil formation models/processes, soil profile, soil 4 4
classification, spectral reflectance of soil, models of radiation
scattered by soil, factors affecting soil spectra, soil mapping
5. Spectroscopy; emission and reflectance spectra, Spectroscopic processes, 4 3
electronic and vibrational processes, spectral library of minerals; silicates,
carbonates, sulphides, arsenates, etc and spectral library of rocks; igneous,
sedimentary and metamorphic rocks, alteration minerals

LABS

1. Defining Landscape 2

2. Quantifying patch mosaic: landscape metrics using FragStats 4

3. Quantifying point and pattern in landscape 2

 Group project: 30
4. This will be hands-on training for students. Students will do group project with
group size of 2-3 on relevant topics taught in the course
Total 16 10 38

Evaluation criteria:

 Assignments/Tutorials: 20% (All learning outcomes)

 Minor test 1 [Module 1, 2, 3]: 20% (Learning outcome 1 and2)
 Minor test 2 [Module 4, 5]: 20% (Learning outcome 3 and4)
 Concept Note for research project:10%

(a) Title:5%
(b) Introduction:15%
(c) Literature review: 20%
(d) Aim and objectives, research questions:25%
(e) Data and method:15%
(f) Potential outcomes:15%
(g) References:5%

 Final Presentation:10%

(a) Defining the problem (10%)

(b) Objectives are framed to address the problem (10%)
(c) Methodology addresses the issue (15%)
(d) Results orient towards the problem (10%)
(e) Appropriate findings (15%)
(f) Presentation (formatting/style/clarity) (10%)
(g) Viva (30%)

 Final Report:20%

a) Abstract (clarity and comprehensiveness)(5%)

b) Introduction (scientific background and rationale of study is properly stated, statements are
referenced properly)(15%)
c) Literature review (Structure and logic of argument, statements are properly referenced) (15%)
d) Objectives (Logic of argumentation, justification of hypothesis/research questions, Link to
actual scientific knowledge)(15%)
e) Material and method (Choice of methodology and their appropriate application Structure, link
to objectives, Referencing and use of methodology outlined in literature) (15%)
f) Results (Completeness and clarity, Structure, link to objectives, Tables and figures and their
link to the text)(15%)
 g) Discussion and Conclusion (Linkage with previous sections, clarity in findings from the study
and based on literature, proper interpretation, understanding of limitation of study) (15%)
h) List of references (proper formatting) (5%)
Learning outcomes (Connect with the evaluation criteria mentioned above)
The student will be able to
1. Able to apply different landscape metrics to quantify land scape pattern
2. Use geospatial technology for vegetation mapping
3. Understand spectral properties of soil and mineral geological applications
4. Apply Advanced techniques for soil and mineral mapping
5. Ability to conceptualize and perform a research project
Pedagogical approach:
Lectures, Lab exercises, Tutorials
Course Reading Materials (* = compulsory readings)
Module 1:
Gergel, Sarah E., and Monica G. Turner, eds. Learning landscape ecology: a practical guide to concepts
and techniques. Springer, 2017.
Turner, M. G., Gardner, R. H., O'neill, R. V., Gardner, R. H., & O'Neill, R. V. (2001). Landscape ecology
in theory and practice (Vol. 401). New York: Springer.
Module 2:
Gergel, Sarah E., and Monica G. Turner, eds. Learning landscape ecology: a practical guide to concepts
and techniques. Springer, 2017.
Turner, M. G., Gardner, R. H., O'neill, R. V., Gardner, R. H., & O'Neill, R. V. (2001). Landscape ecology
in theory and practice (Vol. 401). New York: Springer.
Module 3:
Gergel, Sarah E., and Monica G. Turner, eds. Learning landscape ecology: a practical guide to concepts
and techniques. Springer, 2017.
Turner, M. G., Gardner, R. H., O'neill, R. V., Gardner, R. H., & O'Neill, R. V. (2001). Landscape ecology
in theory and practice (Vol. 401). New York: Springer.
Module 4:
Wulder, M. A., & Franklin, S. E. (Eds.). (2012). Remote sensing of forest environments: concepts and case
studies. Springer Science & Business Media.
Steven, M. D., & Clark, J. A. (Eds.). (2013). Applications of remote sensing in agriculture. Elsevier.
Module 5:
Diwedi, R.S. (2017). Remote Sensing of Soils. Springer
Module 6:
Prost, G. L. (2002). Remote sensing for geologists. A guide to image interpretation. CRC Press
Borengasser,M.,Hungate,W.S.andWatkins,R.,2007.Hyperspectralremotesensing:principles and
applications. CRC press.
Advanced Reading Material
Lu, D., Chen, Q., Wang, G., Liu, L., Li, G., & Moran, E. (2016). A survey of remote sensing- based
aboveground biomass estimation methods in forest ecosystems. International Journal of Digital Earth,
9(1), 63-105.
White, J. C., Coops, N. C., Wulder, M. A., Vastaranta, M., Hilker, T., & Tompalski, P. (2016). Remote
sensing technologies for enhancing forest inventories: A review. Canadian Journal of Remote Sensing,
42(5), 619-641.
Tang, L., & Shao, G. (2015). Drone remote sensing for forestry research and practices. Journal of
Forestry Research, 26(4), 791-797.
Healey,S.P.,Cohen,W.B.,Yang,Z.,Brewer,C.K.,Brooks,E.B.,Gorelick,N.,...&Loveland,
T. R. (2018). Mapping forest change using stacked generalization: An ensemble approach. Remote
Sensing of Environment, 204,717-728.
Cohen, W. B., Yang, Z., Healey, S. P., Kennedy, R. E., & Gorelick, N. (2018). A LandTrendr
multispectral ensemble for forest disturbance detection. Remote Sensing of Environment, 205, 131-140.
Khanal, S., Fulton, J., & Shearer, S. (2017). An overview of current and potential applications of thermal
remote sensing in precision agriculture. Computers and Electronics in Agriculture, 139, 22-32.
Gago, J., Douthe, C., Coopman, R., Gallego, P., Ribas-Carbo, M., Flexas, J., ... & Medrano, H. (2015).
UAVs challenge to assess water stress for sustainable agriculture. Agricultural water management, 153, 9-
19.
Mulder, V.L., De Bruin, S., Schaepman, M.E. and Mayr, T.R., 2011. The use of remote sensing in soil and
terrain mapping—A review. Geoderma, 162(1-2), pp.1-19.
Metternicht, G.I. and Zinck, J.A., 2003. Remote sensing of soil salinity: potentials and constraints. Remote
sensing of Environment, 85(1), pp.1-20.
Clark, R.N. and Roush, T.L., 1984. Reflectance spectroscopy: Quantitative analysis techniques for remote
sensing applications. Journal of Geophysical Research: Solid Earth, 89(B7), 6329- 6340.
Van der Meer, F.D., Van der Werff, H.M., Van Ruitenbeek, F.J., Hecker, C.A., Bakker, W.H., Noomen,
M.F., Van Der Meijde, M., Carranza, E.J.M., De Smeth, J.B. and Woldai, T., 2012. Multi-and
hyperspectral geologic remote sensing: A review. International Journal of Applied Earth Observation and
Geoinformation, 14(1), pp.112-128.
Cracknell, M.J. and Reading, A.M., 2014. Geological mapping using remote sensing data: A comparison
of five machine learning algorithms, their response to variations in the spatial distribution of training data
and the use of explicit spatial information. Computers & Geosciences, 63,pp.22-33.
Recommended journals for reference
Remote Sensing of Environment Computer
andGeosciences
Geoderma
Additional information (if any)
Student responsibilities

Course reviewers:

Dr. Benidhar Deshmukh, IGNOU, New Delhi

Dr. P. L. N Raju, NESAC