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Rural Agricultural Work Experience (RAWE) Report

Preprint · January 2019

DOI: 10.13140/RG.2.2.15476.73607

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Rural Agricultural Work Experience (RAWE)
Report

Submitted to

School of Agriculture, Graphic Era Hill University

Dehradun-248001, Uttarakhand, India

Submitted By

Arbaaz Azhar Khan

(Id.no.:19471124)

Batch 2019-2023
 Acknowledgements

I am deeply grateful to the esteemed coordinators of this report, Dr. Neelam Basera,
Dr. Anita Singh, and Dr. Arvind Singh Negi for their invaluable guidance, expert insights,
and tireless efforts in ensuring the report's meticulous execution and successful completion.

I would also like to extend my sincere appreciation to Dr YP Singh, for his unwavering
support, sagacious mentorship and constructive feedback throughout the report's
development process. His invaluable contributions have been instrumental in the report's
overall success.

I am also deeply indebted to the dedicated supporting staff of the School of Agriculture for
their tireless efforts and priceless contributions in making this report a success. Their skilful
assistance and steadfast support have been instrumental in ensuring the smooth execution
of the project and their dedication is greatly appreciated.

I would also like to convey my profound gratitude to the staff and faculty of ICAR-IIS&WC
for their invaluable support and cooperation throughout the duration of the report. Their
expertise, insights and guidance have been instrumental in the report's success. Their
contributions are greatly appreciated.

My sincere appreciation goes to the treasured resources and support provided by the library
of the School of Agriculture, and the relevant secondary sources that have been consulted
during the development of this report. Their contributions have been crucial in providing
the necessary information and data for the report's thorough research and analysis. My
sincere thanks to all of them.

Lastly, I would like to express my most earnest gratitude to my father Azhar Parwez, mother
Niloufer Shaheen, sister Samreen Khan, grandmother Abida Shaheen and all my friends for
their unwavering support and encouragement throughout the course of this report. Their
love and guidance have been a constant source of inspiration and motivation for me, and I
am truly grateful for their presence in my life. This report would not have been possible
without their support. Thank you all.

Place: Dehradun

Date: 7th April, 2023 (Arbaaz Azhar Khan)

 Certificate

Certified that the report is a bona fide record of practical work done and data collected by
Mr. Arbaaz Azhar Khan, I.D. No. 19471124 under Rural Agricultural Work Experience
Programme (RAWE) during the seventh semester of final year B.Sc. (Hons.) Agriculture
course of the academic year 2019-2023. The work has been supervised and guided by the
advisory committee and recommended for approval by Dean, School of Agriculture,
Graphic Era Hill University.

Neelam Basera Anita Singh Arvind Singh Negi

RAWE Co-ordinator RAWE Co-ordinator RAWE Co-ordinator

Y.P. Singh
Associate Dean, School of Agriculture
 Table of Contents

S. No. Code Title Page No.

1 RAWE-401 General orientation to RAWE: 1-12
Introduction, Objectives and
Approach, and On-campus training by
different faculties
2 RAWE-402 Village attachment 13-27
3 RAWE-403 Unit attachment in 28-51
University/College/KVK/Research
stations
4 RAWE-404 Plant Clinic 52-60
5 RAWE-405 Agro-Industrial Attachment 61-81
 List of Tables

S. No. Table No. and Description Page No.

1. Table 1.1: Course structure of the RAWE programme 5
2. Table.1.2.: List of Speakers 6
3. Table 2.1.: Schedule of village survey 14
4. Table 2.12.: Socio-Economic status of Barasi Grant according to 23
2011 census
5. Table 3.1.: Schedule of unit attachment. 31
6. Table 3.2.: Observation taking time in the following 38
meteorological instruments.
7. Table.4.1.: List of Speakers 54
8. Table 5.1.: List of farmers and their sample code 68
9. Table 5.2.: Response of phosphorous testing from colorimeter. 72
10. Table 5.3.: Results for Soil texture 76
11. Table 5.4.: Results of micro-nutrient response on AAS. 78
 List of Figures

S. No. Figure No. and Description Page No.

1. Fig. 1.1: The Agriculture of Early India. 1
2. Fig. 1.2: Statistics showing Falling investement in agriculture (left) 2
and growing short-term crop loans and falling long-term
investement loans. (right)
3. Fig. 1.3: Logo of G20 Summit, 2
4. Fig. 1.4: Logo of International year of millets. 2
5. Fig. 1.5: Fifth dean’s committee report emphasising the 3
importance of RAWE.
6. Fig. 1.6.: Student Ready Programme. 4
7. Fig. 1.7: Experimental Learning Cricle. 5
8. Fig. 1.8.: Rural Agricultural Work Experience (RAWE) 6
Orientation Programme.
9. Fig. 1.9: Prof. (Dr) J. Kumar 7
10. Fig. 1.10.: Dr Lekh Chand 7
11. Fig. 1.11.: Dr Anita Singh 8
12. Fig. 1.12.: Dr Neelam Basera 8
13. Fig. 1.13.: Dr Pooja Kala 9
14. Fig. 1.14.: Dr Arvind Singh Negi 9
15. Fig. 1.15.: Dr Balwant Singh Rawat 9
16. Fig. 1.16.: Dr Pallavi Joshi 9
17. Fig. 1.17.: Dr Deepak Kholiya 10
18. Fig. 1.18.: Mr. Krishna Ranjan 10
19. Fig. 1.19.: Dr Y.P. Singh 10
20. Fig. 1.20.: Challenges in Agriculture 10
21. Fig. 1.21.: Mr. Manuj Mittal 11
22. Fig. 1.23.: Graphical representation of my overall understanding 12
from general orientation.
23. Fig. 2.1.: 17 UN sustainable development goals. 13
24. Fig. 2.2.: Bar graph showing migrant flow in rural areas, urban 15
areas and another country.
25. Fig. 2.3.: Different data analytics showing % of population in 15
multidimensional poverty during 2015-16.
26. Fig. 2.4: Visual data regarding regional disparity in India. 16
27. Fig. 2.5.: Satellite image of Barasi grant. 17
28. Fig. 2.6.: Socio-economic status of Barasi grant. 17
29. Fig. 2.7.: Bar graph of age and agriculture experience of 14 18
farmers.
30. Fig. 2.8.: Students asking questions from farmers. 19
31. Fig. 2.9.: Bar graph of irrigation source. 19
32. Fig. 2.10.: Clustered graph of family members. 20
33. Fig. 2.11.: Pie chart of male and female sex ratio. 20
34. Fig. 2.12.: Bar graph of age and experience of farmers. 20
35. Fig. 2.13.: Graph of land holdings of farmers. 21
36. Fig. 2.14.: Bar graph of number of family members of farmers. 21
37. Fig. 2.15.: Bar graph of income source of farmers. 22
38. Fig. 2.16.: Pie chart showing the awareness of farmers towards 22
climate change.
39. Fig. 2.17.: Bar graph showing availability of livestock. 23
40. Fig. 2.18.: Pie chart showing farmers who have farm assets. 24
41. Fig. 2.19.: Graph showing land holding of farmers. 24
42. Fig. 2.10.: Response to climate change by farmers. 25
43. Fig. 2.11.: Cluster graph showing issues of farmers. 26
44. Fig. 2.12.: Students having bhandara in village. 27
45. Fig. 3.1.: Main building of ICAR IIS&WC. 28
46. Fig. 3.2.: Venn diagram showing objectives of unit attachment. 29
47. Fig. 3.3.: Headquarters of IIS&WC. 29
48. Fig. 3.4.: Visual data showing major collaboration and funding 30
support of IIS&WC.
49. Fig. 3.5.: Organisation setup of IIS&WC. 30
50. Fig. 3.6.: Visual data showing lecture series at IIS&WC. 32
51. Fig. 3.7.: Dr M Madhu giving lecture. 33
52. Fig. 3.8.: Land use types in Uttarakhand. 33
53. Fig. 3.9.: Visit to museum. 34
54. Fig. 3.10.: Menace of Plastic waste in India. 34
55. Fig. 3.11.: Soil Testing Laboratory. 35
56. Fig. 3.12.: Soil Texture triangle. 36
57. Fig. 3.13.: Chemistry lab. 36
58. Fig. 3.14.: Sarita Gupta Mam showing titration. 37
59. Fig. 3.15.: 3D Topographical map of India. 37
60. Fig. 3.16.: J.S. Deshwal sir explaining students about Stevenson’s 38
screen.
61. Fig. 3.17.: Dr Ramanjeet Singh 39
62. Fig. 3.18.: All India summer monsoon rainfall. 39
63. Fig. 3.19.: Orchard establishment principles. 40
64. Fig. 3.20.: Students after finding yield attributes in Colocasia. 40
65. Fig. 3.21.: Students with uprooted colocassa plant. 41
66. Fig. 3.22.: Dr Devideen Yadav 41
67. Fig. 3.23.: Dr Abhimanyu 42
68. Fig. 3.24.: Falling investment in ag. and loss in agriculture exports. 42
69. Fig. 3.25.:Dr. M. Shankar 43
70. Fig. 3.26.: Drone used for land mapping in IIS&WC. 43
71. Fig. 3.27.: Uses of drone in agriculture. 44
72. Fig. 3.28.: Venn diagram showing multiple branches associated 44
with hydrology.
73. Fig. 3.29.: Sh. Umesh Tiwari 45
74. Fig. 3.30.: Schematic diagram of geo textile. 46
75. Fig. 3.31.: District-wise Response (%) of Ownership of Milch 47
Animals and Sale/Marketing of Animal Products, 2017.
76. Fig. 3.32.: Latitude and longitude. 47
77. Fig. 3.33.: Forest cover map of Uttarakhand. 48
78. Fig. 3.34.: Students with D. J. Jayaprakash. 49
79. Fig. 3.35.: Venn gram of Participatory Rural Appraisal. 50
80. Fig. 3.36.: Venn diagram of my understanding for unit 51
attachment.
81. Fig. 4.1.: Key Facts regarding food security. 52
82. Fig. 4.2.: Visual diagram of components of plant clinic. 53
83. Fig. 4.3.: Visual and data analytics for procedure for diagnostics. 54
84. Fig. 4.4.: The COVID-19 pandemic is exacerbating hunger 55
worldwide.
85. Fig. 4.5.: Concept map of Dr J Kumar lectures. 55
86. Fig. 4.6.: Disease triangle. 56
87. Fig. 4.7.: Soil Health card benefits. 56
88. Fig. 4.8.: Nutrient deficiency in plants. 57
89. Fig. 4.9.: Integrated trap method designed by Arbaaz Khan. 58
90. Fig. 4.10.: Visual map of Dr Prasenjit Lectures. 58
91. Fig. 4.11.: Collected Infected leaves. 59
92. Fig. 4.12.: Lady Bug. 59
93. Fig. 4.13.: Eggs of a fly. 59
94. Fig. 4.14.: Concept map of all lectures of Plant Clinic. 60
95. Fig. 5.1.: Visual Diagram of unit attachment objectives. 61
96. Fig. 5.2.: Global Soil Laboratory Network. 62
97. Fig. 5.3.: Soil Health and Fertility. 63
98. Fig. 5.4.: Info about soil health card. 63
99. Fig. 5.5.: Soil Sampling Process. 65
100. Fig. 5.6.: Process involved in Soil testing. 65
101. Fig. 5.7.: Plot 1 – Kusum Singh Manwal 66
102. Fig. 5.8.: Plot 2 – Ms. Mamta 66
103. Fig. 5.9.: Plot 3 – Ms. Sunita 66
104. Fig. 5.10.: Plot 4 – Sumita Buddhi Singh 66
105. Fig. 5.11.: Plot 5 – Bimila Solanki 66
106. Fig. 5.12.: Selection of plot. 67
107. Fig. 5.13.: Random area selection. 67
108. Fig. 5.14.: Removing debris for upper layer. 67
109. Fig. 5.25.:Making a 15 cm V shape cut. 67
110. Fig. 5.16.:Qaudret method of soil removal. 67
111. Fig. 5.17.: Removing oppposite side. 67
112. Fig. 5.18.: Tagging and storage. 67
113. Fig. 5.19.: Doughnut graph of parameters of soil tested. 68
114. Fig. 5.20.: Infographic related to result of soil samples, pH meter 69
and soil testing.
115. Fig. 5.21.: Infographic related to result of soil samples, EC meter 70
and soil testing.
116. Fig. 5.22.: Kjedahl method of nitrogen testing. 71
117. Fig. 5.23.: Kjeldahl analysis of nitrogen. 71
118. Fig. 5.24.: Making of Standard solution. 72
119. Fig. 5.25.: Working on colorimeter. 72
120. Fig. 5.26.: Infographic related to result of soil samples for K. 73
121. Fig. 5.27.: Infographic related to result of Sulphur testing and 74
sulphur standard curve.
122. Fig. 5.28.: Infographic related to result of Boron testing and 75
Boron standard curve.
123. Fig. 5.29.: Soil Texture testing. 76
124. Fig. 5.30.: Micro-nutrients tested. 77
125. Fig. 5.31.: Working on Atomic Absorption Spectro Photometer. 77
126. Fig. 5.32.: Standard Curve for Iron. 78
127. Fig. 5.33.: Standard Curve for copper. 78
128. Fig. 5.34.: Standard Curve for Manganese. 78
129. Fig. 5.35.: Standard Curve for Zinc. 78
130. Fig. 5.36.: Infographic related to result of Organic Carbon testing. 79
131. Fig. 5.37.: Major understanding from Agro-Industrial attachment. 80
132. Fig. 5.38.: Certificate of completion and merit awarded by Dr 81
Madhu.
133. Fig. 5.38.: Certificate of completion awarded by Dr Dinesh 81
Kumar.
 List of Abbreviations/Symbols

S. No. Abbreviation Full form Page No.

1. GDP Gross domestic product 1
2. RAWE Rural Agricultural Work Experience 3
3. READY Rural Entrepreneurship Awareness 4
Development Yojana
4. ICAR Indian Council of Agricultural Research 4
5. KVK Krishi Vigyan Kendra 5
6. SOA School of Agriculture 7
7. GEHU Graphic Era Hill University 7
8. IIS&WC Indian Institute of Soil and Water Conservation 7
9. SDG Sustainable development goals 13
10. UN United Nations 13
11. PLFS Periodic Labour Force Survey 15
12. NITI National Institution for Transforming India 15
13. RRA Rapid Rural Appraisal 18
14. IIS&WC Indian Institute of Soil and Water conservation 28
15. IIT Indian Institute of Technology 39
16. UAV Unmanned aerial vehicles 42
17. PRA Participatory Rural Appraisal 49
18. RRA Rapid Rural Appraisal 49
19. PLA Participatory Learning and Action 50
20. FAO Food and Agriculture Organization 52
21. IYPH International Year of Plant Health 53
22. GLOSOLAN The Global Soil Laboratory Network 62
23. GOI Government of India 63
Agriculture in India: A Cornerstone of the Economy and Culture
History
Agriculture has a long history in India, dating back to ancient times. The Indus Valley
Civilization, which flourished in the region from about 2500 to 1900 BC, had a highly
advanced system of agriculture, which included plows, irrigation systems, and a system for
storing and distributing grain. Over the centuries, various techniques and technologies have
been developed and adopted to improve agricultural productivity in India, including the use
of chemical fertilizers, irrigation systems, and genetically modified crops. Today,
agriculture is a major contributor to India's economy, and the country is one of the world's
leading producers of a variety of crops, including rice, wheat, sugarcane, and cotton.
[Source: www.indianembassy.org(1)]

Fig. 1.1.: The Agriculture of Early India. (Source: Charlene Murphy & Dorian Fuller)
Impact on Indian economy
Agriculture has long been an important sector of the Indian economy, and it continues to
play a significant role in the country's economic development. According to data from the
World Bank, agriculture, forestry, and fishing accounted for approximately 14% of India's
gross domestic product (GDP) in 2020. However, the importance of agriculture to the
overall economy goes beyond its direct contribution to GDP. For example, the agricultural
sector is a major source of employment in India, and it is also closely connected to other
sectors of the economy, such as food processing, transportation, and retail. As a result, the
impact of agriculture on India's GDP is likely to be much greater than the direct contribution
of this sector alone. Yet there has been a serious downfall in agriculture industry citing the
past decade. The agriculture industry in India has faced a number of challenges, including
Drought and water shortages, poor infrastructure, limited access to credit, pest and disease

1
outbreaks, and competition from cheaper imports, which have had a negative impact on
agricultural production. [Source: International Review for Environmental Strategies(2)]

Fig. 1.2.: Statistics showing Falling investement in agriculture (left) and growing short-
term crop loans and falling long-term investement loans (right). (Source: India Today)
Despite these challenges, the agriculture industry in India remains a vital part of the
economy, and efforts are being made to address these issues and improve the sector's
performance.
Way Forward
There are several steps that could be taken to increase the growth of the agriculture industry
in India in the coming decades, including investing in research and development, improving
infrastructure, increasing access to credit, and supporting sustainable agriculture practices.
The theme of India's G20 Presidency and the declaration of 2023 as the International Year
of Millet reflect the importance of agriculture in India and globally.

Fig. 1.3.: Logo of G20 Summit. Fig. 1.4.: Logo of International year of millets.

2
Revamping the Agriculture Curriculum
There is a need for change in college curriculum to enhance the in-depth and practical
knowledge for agriculture students. The traditional college curriculum often focuses on
theoretical knowledge and may not adequately prepare students for the practical aspects of
working in the agriculture industry.
By incorporating more hands-on, experiential learning opportunities, such as internships,
fieldwork, and capstone projects, students can gain practical skills and knowledge that will
better prepare them for careers in agriculture. Additionally, colleges can consider
incorporating more interdisciplinary coursework to give students a more well-rounded
understanding of the agriculture industry and its interconnectedness with other sectors. By
making these changes to the college curriculum, students will be better equipped to enter
the workforce with the skills and knowledge needed to be successful in the agriculture
industry. [Source: education.icar.gov.in/ (3)]
And thus, out of these ideologies and vision for a change a new addition to 4-year B.Sc.
Agriculture programme came called RAWE (Rural Agricultural Work Experience).

Fig. 1.5.: Fifth dean’s committee report emphasisng the importance of RAWE.
(source: pjtsauhttps://pjtsau.edu.in)

3
Rural Agricultural Work Experience (RAWE)
The Rural Agricultural Work Experience (RAWE) program in India is a hands-on program
that provides agricultural students with practical experience in farming and village life. As
part of the program, students work with farm families to identify problems and use extension
tools to transfer the latest agricultural technologies. They also have the opportunity to study
ongoing schemes related to agriculture and rural development and participate in their
implementation. The program includes an orientation period to help students prepare for the
challenges and problems they may encounter in farmers' fields and to develop their
competence and confidence in solving agricultural problems.
The RAWE program helps to prepare agricultural graduates for participation in various rural
development programs and is one of the four major components of the student READY
(Rural Entrepreneurship Awareness Development Yojana) program, which was launched
by the Honourable Prime Minister of India on July 25, 2015. The goal of the program is to
reorient graduates of agriculture and allied subjects for ensuring and assuring employability
and to develop entrepreneurs for emerging knowledge-intensive agriculture. [Source:
www.thepharmajournal.com (4)]

Fig. 1.6.: Student Ready Programme (Source:ICAR Website)

4
Approach
Experimental [learning] is a philosophy and methodology in which educators purposefully
engage with students in direct experience and focused reflection in order to increase
knowledge, develop skills, and clarify values. Experiential learning is also referred to as
learning through action, learning by doing, learning through experience, and learning
through discovery and exploration.

Fig. 1.7.: Experimental Learning Cricle (Source: University of Wisconsin)

Table 1.1: Course structure of the RAWE programme

Sl. Course Course title No. of Credit

No. code. weeks hours
1 RAWE 401 General orientation to RAWE: Introduction,
objectives, approach and on-campus training by 1
different faculties
14.00
2 RAWE 402 Village attachment 8
3 RAWE 403 Unit attachment in
5
Univ./Colleges/KVK/Research stations
4 RAWE 404 Plant clinic 2 02.00
5 RAWE 405 Agro-industrial attachment 3 04.00
6 RAWE 406 Project report preparation, presentation and
1 -
evaluation
Total 20 20.00

5
RAWE 401: GENERAL ORIENTATION
A general orientation for RAWE would typically involve an introduction to the course and
its goals and objectives, as well as information about the course structure and any required
materials or resources. The orientation may also include an overview of the curriculum,
including the topics that will be covered and the expectations for student learning.

Fig.1.8.: Rural Agricultural Work Experience (RAWE) Orientation Programme

School of Agriculture organised four days Rural Agricultural Work Experience orientation
program for the final year students of B.Sc. (Hons.) Agriculture (Batch 2019-2023) from
29th August to 01st September 2022 in K.P. Nautiyal Auditorium at Graphic Era Hill
University, Dehradun. Various experts from the different sectors shared their knowledge
and experience in the field of entrepreneurship, research and career opportunities in
government and private sector.
Table.1.2.: List of Speakers

S.No. Date Name of Speakers

1 29th August Prof. (Dr.) J. Kumar, Hon’ble Vice Chancellor, GEHU
2022 Dr. Lekh Chand, Principal Scientist, ICAR-IIS&WC, Dehradun
Dr. Anita Singh, Associate Professor, SOA-GEHU
Dr. Neelam Basera, Assistant Professor, SOA-GEHU
2 30th August Dr. Pooja Kala, Assistant Professor, SOA-GEHU
2022 Dr. Arvind Singh Negi, Assistant Professor, SOA-GEHU
Dr. Balwant Singh Rawat, Associate Professor, SOA-GEHU
Dr. Pallavi Joshi, Assistant Professor, SOA-GEHU
3 31st August Dr. Deepak Kholiya, Associate Professor, SOA-GEHU
2022 Dr. Neelam Basera, Assistant Professor, SOA-GEHU
Dr. Y.P. Singh, Associate Dean, SOA-GEHU
Mr. Krishna Ranjan, Alumni of Batch 2018-2022, Agri-
entrepreneur
4 1st September Mr. Manuj Mittal, Career counsellor and Motivational speaker
2022 from Career Launcher, Dehradun

6
Day-1: The first day started with an overview of the entire RAWE programme from its
beginning, relevance, and eventual report submission.
Prof. (Dr.) J. Kumar, Hon’ble Vice Chancellor, GEHU [10:35 AM – 11:00 AM]
Dr. J Kumar inaugurated the programme give a brief and detailed account of past, present
and future of agriculture. He talked about various issues related to agriculture from 1943
Bengal Famine, 1960s Green Revolution etc. He also emphasized on the changing dynamics
of agriculture, the future of agriculture via remote sensing and precision agriculture and
ended his speech with two words “THINK BIG”.
Dr. Anita Singh, Associate Professor, SOA-GEHU [11:05 AM – 12:10 PM]
The next speaker was Dr. Anita Singh who explained us about the basics of RAWE and
shared few clips of our seniors in the field work. She also explained about underlying
concept related to MTS (Medium term Storage).
Dr. Lekh Chand, Principal Scientist, ICAR-IIS&WC, Dehradun [2:40 PM – 3:15 PM]
Dr. Lekh Chand our external expert for the day explained about the IIS&WC its history,
working and headquarters. He also enlightened us with topics related to torrential rains.
Seed treatment sequence FIR (Fungicide, Insecticide and Rhizobium) and answered our
queries related to RAWE programme.
Dr. Neelam Basera, Assistant Professor, SOA-GEHU [3:15 PM – 4:00 PM]
Dr. Neelam Basera gave us a brief introduction about RAWE and also explained about the
experimental learning cycle. Dr. Neelam also answered a series of pre-defined questions
related to RAWE.

Fig.1.9: Dr. Lekh Chand Fig.1.10.: Prof. (Dr.) J. Kumar

7
 Fig.1.11.: Dr. Anita Singh Fig.1.12.: Dr. Neelam Basera
Day-2: The second day of the orientation programme was a detailed explanation of various
components of RAWE.
Dr. Pooja Kala, Assistant Professor, SOA-GEHU [9:45 AM – 10:40 AM]
Dr. Pooja Kala started the session explaining about various components of Plant Clinic. She
told us about the principles, objectives, and activities of a Plant Clinic. The use of digital
devices during the covid pandemic, the proper approach to take samples and about mobile
plant clinics.
Dr. Arvind Singh Negi, Assistant Professor, SOA-GEHU [10:45 AM – 12:30 PM]
Dr. Arvind Sing Negi explained about Agro-Industrial Attachment. He briefed us about the
importance of understanding the ethics, mandate, structure, and objectives of a company.
He also motivated us to do our training in a multi sector agro industry.
Dr. Balwant Singh Rawat, Associate Professor, SOA-GEHU [2:15 PM – 3:05 PM]
Dr. Balwant Singh Rawat gave a lecture on need and scope of trees in agro ecosystem in
Uttarakhand. He also gave us a brief idea of a case study on- Evaluation of population status,
disturbance pattern and conservation approach for an important Himalayan Oak, Quercus
leucotrichophora by School of Agriculture, GEHU.
Dr. Pallavi Joshi, Assistant Professor, SOA-GEHU [3:30 PM – 4:30 PM]
The next session was an overview of the status of farm animals by Dr. Pallavi Joshi. She
told us about the deadly Lumpy skin disease that affects cattle. She told us about the
importance of indigenous breeds of Indian bovine livestock. She also told us about a web
portal, e-pashudhan haat, which is an e-trading market portal for livestock germplasm.

8
Fig.1.13.: Dr. Pooja Kala Fig.1.14.: Dr. Arvind Singh Negi

Fig.1.15.: Dr. Pallavi Joshi Fig.1.16.: Dr. Balwant Singh Rawat

Day 3: The third day of the orientation programme was also a detailed explanation of
various components of RAWE.
Dr. Deepak Kholiya, Associate Professor, SOA-GEHU [9:45 AM – 12:10 PM]
Dr. Deepak Kholiya took a different approach on discussion and rather than explaining us
about RAWE he showed us the presentations of our seniors and gave us idea of how we
have to prepare the report and presentation.
Dr. Neelam Basera, Assistant Professor, SOA-GEHU [12:15 PM – 1:10 PM]
Dr. Neelam Basera explained us the technicality involved in writing and editing a report.
The various components of editing which include page numbering, margins, photo wrapping
etc.

9
Mr. Krishna Ranjan, Alumni of Batch 2018-2022, [2:30 PM – 3:30 PM]
Mr Krishna Ranjan was our external expert of the day who is an alumnus of SOA (Batch
2018-2022). He told us about various hurdles he had to face to become an entrepreneur and
start his venture Shreya Mushroom and Spawn Laboratory in Dehradun. He also guided
students about various aspects of start-up culture.
Dr. Y.P. Singh, Associate Dean, SOA-GEHU [3:35 PM – 4:10 PM]
The day was concluded by the speech of Dr. Y.P. Singh. Dr. Y.P. Singh gave us detailed
explanation of various emerging challenges in the field of agriculture, about the Orthodoxies
of Science and Scientific temperament. He ended his speech with reciting lines of the poem
Homework by Shyam Bahadur Namra.

Fig.1.17.: Dr. Deepak Kholiya Fig.1.18.: Mr. Krishna Ranjan

Fig.1.19.: Dr. Y.P. Singh Fig.1.20.: Challenges in Agriculture.

10
Day 4: The last of the orientation programme was the career counselling session by Mr.
Manuj Mittal.
Mr. Manuj Mittal, Career counsellor and Motivational speaker from Career Launcher,
Dehradun [10:35 AM – 12:00 PM]
Mr. Manuj Mittal explained us about the importance of happiness and goal in life. He also
explained about the power of positivity which should be a driving force in today’s
generation. During his presentation, Mr. Manuj Mittal shared valuable insights on how
happiness and having a clear goal in life can impact one's personal and professional success.
He emphasized that happiness is not just a feeling but a state of mind, and that we have the
power to choose our own happiness. Mr. Mittal also talked about the power of positivity
and how it can be a driving force for success, not just in agriculture but in all aspects of life.
He emphasized that a positive attitude could help us overcome challenges, build resilience,
and achieve our goals.
In addition to these motivational insights, Mr. Mittal also provided practical advice for
agriculture students interested in pursuing careers in the field. He highlighted the diverse
range of career options available to students with a background in agriculture, from
traditional farming and ranching to innovative fields like precision agriculture and
agricultural technology. Overall, Mr. Mittal's presentation was both informative and
inspiring, providing students with valuable guidance on how to cultivate happiness,
positivity, and success in their personal and professional lives.
The orientation programme was concluded with the thank you speech by Dr. Neelam
Basera.

Fig.1.21.: Mr. Manuj Mittal

11
My Understanding
Agriculture has faced many significant issues throughout history, including the 1943 Bengal
Famine and the 1960s Green Revolution. These events have shaped the changing dynamics
of the industry and have led to ongoing discussions about the future of agriculture. One
aspect of this future is the use of remote sensing and precision agriculture, which have the
potential to revolutionize the way that crops are grown and managed. The COVID-19
pandemic has highlighted the importance of using digital devices to ensure the continuity
of agricultural services, and the proper approach to taking samples is crucial for accurate
diagnosis and treatment of issues. Mobile plant clinics can also provide valuable services to
farmers in remote areas.

Fig. 1.23.: Graphical representation of my overall understanding from general

orientation

12
RAWE 402 – Village Attachment
The Power of Data: Understanding Rural Communities through Village Surveys.
Village attachment is important for agriculture students because it provides them with the
opportunity to gain practical, hands-on experience in a real-world setting. By working with
farm families and participating in village life, students can learn about the challenges and
realities of agricultural work and gain a deeper understanding of the issues faced by farmers.
Conducting surveys regarding socio-economic conditions and understanding farmers'
problems can also help students to better understand the context in which they are working
and the specific needs and concerns of the communities they are serving. This knowledge
can be valuable in identifying problems and finding solutions that are relevant and effective
for the farmers and their communities. In fact, the 17 sustainable development goals (SDGs)
mention goals like No Poverty, Zero Hunger, Good Health and Well-being etc which can
be only achieved by understanding the rural India and developing policies to overcome these
problems. [Source: www.un.org(5)]

Fig. 2.1.: 17 UN sustainable development goals. (Source: un.org)

Overall, village attachment and the process of conducting surveys and understanding
farmers' problems is an important aspect of agriculture education, as it helps students to gain
practical skills and knowledge that they can use to make a positive impact in the agriculture
industry.

13
Schedule
The module on interaction with Farmers for field data collection and analysis was
coordinated by Dr. B. Bihari, Dr. Indu Rawat, Dr. A. Jhajhria and Sh. Suresh Kumar.
Table 2.1.: Schedule of village survey

Date Module Faculty

27.09.2022 Orientation and knowledge about different methods of Dr. B. Bihari
village survey. Dr. Indu Rawat
Use of different tools of PRA/RRA techniques to Dr. A. Jhajhria
understand resources, problems, and farmer priorities. Sh. Suresh Kumar
28.09.2022 Field exercise on RRA/PRA. Sh. A.K. Chauhan
29.09.2022 Collection of village data through survey schedules. Sh. K.R. Joshi
30.09.2022 Collection of village data through survey schedules.
01.10.2022 Farmers perceptions about climate change and mitigation
measures adopted by farmers.
02.10.2022 Practicals on data collection, tabulation, analysis and
preparation of summary.
03.10.2022 SWOT analysis and preparation of plan.

Village Survey
Conducting a village survey is important for a variety of reasons.

• First, it can provide valuable information on the social, economic, and

environmental conditions of a community. This information can be used to identify
areas of need, such as poverty, lack of access to clean water or health care, or
environmental degradation, and to design and implement targeted interventions to
address those needs.
• Second, a village survey can provide a baseline for evaluating the impact of
development interventions over time. By conducting surveys at regular intervals, it
is possible to measure changes in key indicators such as income, education, and
health, and to determine whether interventions are having the desired impact.
• Third, a village survey can empower community members by involving them in the
data collection process, which helps to ensure that the information gathered reflects
their perspectives and priorities.
• Fourth, the survey data can be used to make evidence-based decisions by
government, NGOs, and other development organizations, which can help them to
better understand and address the issues facing the community.
• Lastly, it can also serve as a tool for advocacy and raising awareness of the needs
and concerns of the community to stakeholders and policy makers at different levels,
in order to ensure that the resources are directed where they are most needed.

14
Example
1. The Periodic Labour Force Survey (PLFS) conducted during July 2020-June 2021
collected information on migration and temporary visitors to households.
2. Poverty ratio 32.75% in rural areas against 8.81% in urban survey conducted by Niti
Aayog.

Fig. 2.2.: Bar graph showing migrant flow in rural areas, urban areas and another
country. (Source: Ministry of Statistics and Programme Implementation)

Fig. 2.3.: Different data analytics showing % of population in multidimensional

poverty during 2015-16 (Source: NITI Aayog)

15
 3. 75th round of National Sample Survey conducted between July 2017 and June 2018,
on the theme of “COVID-19 lockdown highlights India’s great digital divide” found
just 4.4 rural households have a computer, against 14.4 per cent in urban areas, with
just 14.9 per cent rural households having access to the internet against 42 per cent
households in urban areas. [Source: Nation Survey (6)]

Fig. 2.4: Visual data regarding regional disparity in India. (Source: Nation Survey)

16
 Introduction
Barasi Grant is a medium size village located in Dehradun Tehsil of Dehradun district,
Uttarakhand with total 210 families residing. Barasi Grant village has population of 1113 of
which 595 are males while 518 are females as per Population Census 2011.
As per constitution of India and Panchyati Raaj Act, Barasi Grant village is administrated
by Sarpanch (Head of Village) who is elected representative of village. [Source: Census
2011(7)]

• Latitude – 30.26015
• Longitude – 78.174467

Fig. 2.5.: Satellite image of Barasi grant. (Source: Google Maps)

Fig. 2.6.: Socio-economic status of Barasi grant. (Source: Census 2011)

17
Methodology Use
For our village survey we used schedule as a data collection technique. It is a method to
collect data from the respondents in our case farmer while interview is collected. It contains
questions, statement, and blank spaces/tables for filling up the respondents.
Types of Methodology (RRA – Rapid Rural Appraisal)

• RRA emerged in the late 1970’s in response to some of the problems with large scale,
structure questionnaire.
• It provided an alternative technique for outsiders.
• Often scientists carrying out research into agriculture to quickly learn from local
people about their realities and challenges.
We were divided into groups and in every group, we had to collect data from almost 14
farmers. The farmers assigned to my group were –
1. Saraswati Devi
2. Gopal Singh Manwal
3. Kailash Ji
4. Sameer Chand
5. Rajendra Singh Rawat
6. Krishna Devi
7. Arvind Kumar
8. Meena Menwal
9. Madhubala Mandwal
10. Sentpal Singh
11. Jogendra Singh Rawat
12. Nirmala Devi
13. Suraj Manwal
14. Shrimati Devi

Fig. 2.7.: Bar graph of age and agriculture experience of 14 farmers.

18
Group Division
Our group consisted of 7 students which included (From left to right) Virat Gussain, Eesh
Bajetha, Vipul, Dhanraaj Sirohi, Arbaaz Khan (Me), Isha Lodhi and Kanupriya Krishania.

Fig. 2.8.: Students asking questions from farmers.

Samples of few questionnaires we took,

Fig. 2.9.: Bar graph of irrigation source. Fig. 2.10.: Clustered graph of family members
Socio- Economic Status
Socio-Economic status is an economic sand sociological combined total measure of a
individual’s group or areas economic access to resources and socio-economic position in
relation to other. Knowing the socio-economic status of a village in a survey can provide
valuable information on the resources, needs, and demographics of the population, which
can inform targeted interventions and policies.

19
Out of 14 farmers various socio-economic data collected are-
Sex ratio
Out of 14 farmers, 6 were females and 8 males, thus males to female percentage were
Female – 42.85% Male – 57.14%. Knowing the sex-ratio status of a village in a survey can
provide insight into potential imbalances and gender-based inequalities in the population,
which can inform targeted interventions and policies for addressing such issues.

Fig. 2.11.: Pie chart of male and female sex ratio.

Age Graph
Knowing the age structure of a village in a survey can provide insight into the demographic
makeup of the population, including the proportion of children, working-age adults, and
older individuals. This information can be used to understand the potential needs and
resources of the community and inform targeted interventions and policies for addressing
such issues. The age and agriculture experience are –

Fig. 2.12.: Bar graph of age and experience of farmers.

20
Land Holding
The landholding of farmers in a village survey can provide insight into the economic
situation and livelihoods of the community. Landholding is an important indicator of a
farmer's economic status and access to resources and can be used to identify disparities in
land ownership within the community. This information can be used to understand how land
distribution might impact the wealth and power distribution among villagers.
The land holding of the farmers include,

Fig. 2.13.: Graph of land holdings of farmers.

Family Members
Knowing the family structure of farmers in a village survey can provide insight on labour
force, decision-making process, and farming families' income-needs and poverty status, this
can impact agricultural practices, productivity and influence government policies on
education and school establishment in the area. The list of males, female and children in the
family include,

Fig. 2.14.: Bar graph of number of family members of farmers.

21
Income Source
The income sources of farmers in a village survey can provide valuable insight into the
economic situation of the community. It can help identify the dominant industries and
potential areas for economic development. Understanding income sources can also aid in
understanding farmers' vulnerabilities and resilience to external shocks, such as climate
change or economic downturns. Overall, having knowledge of income sources is important
to identify ways to support and improve the livelihoods of farmers and the community as a
whole. The income source from agriculture, livestock, poultry , service and business
includes.

Fig. 2.15.: Bar graph of income source of farmers.

Climate Change
The response of farmers towards climate change in a village survey can provide important
information on how the community is adapting to changing environmental conditions. It can
reveal farmers' perceptions and understanding of the causes and impacts of climate change,
as well as the actions they are taking to mitigate its effects. This information can be used to
design and implement effective adaptation strategies for the community and to evaluate the
effectiveness of existing interventions.

Fig. 2.16.: Pie chart showing the awareness of farmers towards climate change.

22
Table 2.12.: Socio-Economic status of Barasi Grant according to 2011 census.

S. No. Data Figures

1 Population 1,113
2 Males 595
3 Females 518
4 Sex Ratio 871
5 Children [0-6] years 153
6 Children [Male] 90
7 Children [Female] 63
8 Child Sex ratio 700
9 Literacy 84.48%
10 Households 210
11 Working Population 474

Resources Available and their Potential

Farm resources are service-generating resources which provide their services as a flow over
time. Example – Land, Labour, Livestock etc
For our survey we used two kinds of resources for data collection.

• Mechanical
• Livestock
• Land
• Livestock and Poultry

Fig. 2.17.: Bar graph showing availability of livestock.

Potential

• Livestock and poultry can be used as an alternative method of agriculture.

• Livestock and poultry provide seemingly slow cash flow in case of major crop
failures.
• Mixed and Natural farming can be developed via livestock and poultry-

23
 • Cow dung – Manure
• Poultry – Aquaculture
Farm Assets
Out of 14 farmers 12 had major farm assets including tractor, cultivator etc.

Fig. 2.18.: Pie chart showing farmers who have farm assets.
Potential
Farm Assets provide a better way for operation in see placement, harvesting, irrigation etc.
The initial cost of investment is high but eventually its more cost effective than labour. In
case of off season, farmers can rent their resources for further cash inflow.

Land
Out of 14 farmers the largest land area was that of Kailash Ji and 10 Bigha of land and
smallest was of Shrimati Dev with 1 Bigha of Land. The average land holding of 14 farmers
was 4.28 Bigha.

Fig. 2.19.: Graph showing land holding of farmers.

24
Potential

• Land is one of long-term assets which farmers have.

• In case of crop failure land can be leased out for certain period.
• Land can also be used as guarantee for loans.
Concern about Climate Change
Climate change refers to long term shifts in temperature and weather patterns. These shifts
may be natural, but since the 1800s, human activities have been the main driver of climate
changes, primarily due to the burning of fossil fuels.
In our survey of 14 farmers, we found the following perceptions –

• Rainfall intensity has increase which increases the amount of runoff and soil erosion.
• Number of rainy days is reduced.
• Crop failure due to long rainy days.
• Moisture stress span increased from 135days/early – 85 days.
• Mitigation Strategies
• Being prepared to sudden weather changes.
• Ensuring ecosystem compatible Drainage.
• Improved irrigation facility
• Rainwater harvesting
• Precision farming.
• Cover Crops.
• Crop diversification and rotation
• Use of adaptive crop
• No tillage or minimum tillage.
In our survey 9 out of 14 farmers were aware about climate change.

Fig. 2.10.: Response to climate change by farmers.

25
Major Issues of farmers and their solutions,

Fig. 2.11.: Cluster graph showing issues of farmers.

The village of Barasi Grant is heavily dependent on rainfall for irrigation and the primary
source of water is from the government provided Nahar. To address this issue, the proposed
solution is the implementation of rainwater harvesting. This technique involves collecting
and storing rainwater that runs off from rooftops, which can then be recharged into the
ground water. The average rainfall in the area is 1500mm, which means that for every 1m2
area, 1 litre of water can be collected for every 1mm of rainfall.
According to the surveyed farmers, most of the assistance provided by agricultural
development officers, non-governmental organizations, and knowledge villages centres is
focused on surveys rather than finding solutions. Additionally, cereal and horticulture crops
are heavily impacted by bird and animal infestations, including parrots, crows, monkeys,
and wild boars. Due to the remote and isolated nature of the village, most government
schemes do not reach the farmers and it is also a hindrance to the marketing of their produce.
Furthermore, the productivity of livestock is hindered by the lack of cross and hybrid
varieties.
Migration is a significant issue in the village due to the lack of employment opportunities.
The youth migrate to cities for menial or low wage jobs, creating what is known as "ghost
villages." To address the issue of unemployment and migration, it is proposed to promote
small and medium scale agro-industrial activities such as sericulture, apiculture, dairy, and
poultry.

26
My understanding
Barasi Grant Village is a rural community located in [insert location]. As part of my studies,
I had the opportunity to conduct a village survey in order to gain a better understanding of
the community and its challenges. The survey aimed to gather information on the
landholdings of farmers, their socio-economic status, and their assets. Through the survey,
I was able to gain a comprehensive picture of the village and the issues that its residents are
facing. One of the main findings of the survey was that the majority of farmers in Barasi
Grant have small landholdings, which limits their ability to earn a sustainable income.
Additionally, the survey revealed that the socio-economic status of farmers is relatively low,
with many living below the poverty line. In terms of assets, it was found that most farmers
owned minimal assets, with a majority of households owning only one cow or buffalo.
Climate change is one of the most pressing issues facing Barasi Grant, as it is heavily
dependent on rainfall for irrigation. The survey revealed that farmers have limited options
for adapting to the impacts of climate change, with the majority relying on traditional
practices such as crop rotation and the use of drought-resistant seeds.
Migration is another major issue facing the village, with many young people leaving to find
work in urban areas. This phenomenon, known as "ghost villages," is a result of the lack of
employment opportunities in the village. Unemployment is an acute problem, and this leads
to the lack of access to government schemes and support, which perpetuates the cycle of
poverty and migration.
In conclusion, the village survey conducted in Barasi Grant provided valuable insights into
the community and its challenges. The small landholdings, low socio-economic status, and
limited assets of farmers, along with issues such as climate change, migration, and
unemployment, highlight the need for targeted interventions to support the community and
promote sustainable development. It is important to take into account the local context and
community perspectives in order to design effective solutions that address the specific issues
facing Barasi Grant.

Fig. 2.12.: Students having bhandara in village.

27
RAWE: 403 UNIT ATTACHMENT
Unit Attachment is a crucial part of RAWE which is designed to give us an analysis of the
work environment in our profession. Unit Attachment refers to work proficiency that is
applicable to professional advancement prior to graduation. In Unit Attachment students
join organisations like Krishi Vigyan Kendra (KVKs) or Indian Institute of Soil and Water
conservation (ICAR IIS&WC) in our case or an organisation which is related to our field
and subject and we complete our Unit Attachment in a particular time preferably not less
than 21 days. The component covers all of the required information, as well as a significant
amount of theoretical knowledge. However, we can't put our theoretical knowledge into
practice unless we have the appropriate abilities, which is where Unit Attachment comes in.
It not only aids in real work scenarios, but it also aids in the development of skills and
methods that are directly applicable to our field. [Source: IIS&WC Website (8)]

Fig. 3.1.: Main building of ICAR IIS&WC (Source: IIS&WC Website)

Furthermore, Unit Attachment provides a proving ground for students to determine and
pursue their own field of interest. The hands-on experience immerses students in the core
of the subject, allowing us to gain a better perspective and knowledge of the subject,
resulting in improved academic achievement.

Objective

The objectives of Unit Attachment are:

• It helps students to develop their skills in the application of theory to practical

knowledge.
• It also increases students’ responsibility and good work habits by allocating
assignments.
• It helps to uncover the students in the real world of work environments to gain
healthy knowledge in according to agricultural point of view.
28
 Fig. 3.2.: Venn diagram showing objectives of unit attachment.

ICAR IIS&WC
History
The ICAR-Indian Institute of Soil and Water Conservation (ICAR-IIS&WC), (Formerly
CSWCRTI) was established on 1st April,1974 with Headquarters at Dehradun by
combining Soil and Water Conservation Research, Demonstration and Training Centres
which were established in 1950’s at Dehradun, Kota, Bellary, Udhagamandalam, Vasad,
Agra and Chandigarh.

Fig. 3.3.: Headquarters of IIS&WC (Source: google)

29
The Institute and Research Centres have focused on evolving strategies for controlling land
degradation following watershed approach, tackling special problems such as ravines,
landslides, mine spoils and torrents, demonstration of technologies for popularization and
imparting training besides developing technologies for water harvesting and recycling.

Fig. 3.4.: Visual data showing major collaboration and funding support of IIS&WC.
Mandate

• Research for management of land degradation in a primary production systems and

rehabilitation of degraded lands in different agro-ecological regions of the country.
• Co-ordinate research network for developing location-specific technologies in soil
and water conservation.
• Centre for training in research methodologies and updated technology in soil and
water conservation and watershed management.
Organisational Set up.

Fig. 3.5.: Organisation setup of IIS&WC

30
Table 3.1.: Schedule of unit attachment.

Date Lecture Expert Group

15/09/2022 Inauguration HRD & SS
Orientation Dr. D.V. Singh
Basics of Soil and Water Conservation. Dr. Lekh Chand
Sh. Suresh Kumar
Visit to Soil Central Laboratory. Dr. Trisha Roy
Smt. Sarita Gupta
16/9/2022 Visit to research Farm Selakui. Sh. Suresh Kumar
Sh. J.S. Deshwal
Study about meteorological Observatory. Dr. Lekh Chand
Farm Machinery and Equipment. Sh. J.S. Deshwal
17/9/2022 Disease of Crops, Observation on weeds. Dr. Ramanjeet Singh
Pesticides requirements and calculations. Sh. J.S. Deshwal
Safety handling of pesticides, Calibration of Dr. Lekh Chand
knapsack sprayer and Seed Treatment.
19/9/2022 Composting Techniques. Sh. Suresh Kumar
Yield and Yield attributes. Sh. J.S. Deshwal
Calculations of net returns and B:C ratio. Dr. A. Jhajhria
Application of Dr.one in agriculture. Dr. M. Sankar
20/9/2022 Crop Management practices. Dr. Devideen Yadav
Irrigation and water management practices. Dr. S. Patra
Sh. U.C. Tiwari
21/9/2022 Agronomical measures of soil and water Sh. J.S. Deshwal
conservation, Measurement of Run-off water. Sh. U.C. Tiwari
Moisture concentration and water harvesting. Dr. Devideen Yadav
22/9/2022 Plant nutrition and INM. Dr. D.V. Singh
Soil Sampling, geo-Tagging and Processing of Sh. Ashok Kumar
Soil Samples. Sh. J.S. Deshwal
23/9/2022 Important Fertilizers materials. Sh. Ashok Kumar
Fertilizer Doses calculations Soil Health Card. Smt. Sarita Gupta
Organic Farming and ZBNF. Dr. Lekh Chand
24/9/2022 Seed Bed preparation. Dr. A.C. Rathore
Polyhouse Dr. A.C. Rathore
Layout of Orchards. Sh. Suresh Kumar
Sh. Chatar Singh
26/9/2022 In-Situ Grafting. Dr. J. Jayaprakash
Sh. Chatar Singh
Exposure to Argo-forestry. Dr. J. Jayaprakash
Sh. Chatar Singh

31
Lecture Series
Our classes started from 15/09/2022 and ended on 26/9/2022. The entire lecture series was
a cocktail of practical, theory and self-learning. The sequential flow of our lectures included,

• Orientation and Institute’s Exposure

• Plant protection Techniques
• Agronomical Practices
• Soil Fertility Management
• Nursery Raising Techniques and Field Exposures
• Interaction with farmers for field data collection and analysis
• Spot Identification
• Examination
• Valedictory

Fig. 3.6.: Visual data showing lecture series at IIS&WC.

Orientation and Institute’s Exposure
The orientation programme started with a series of lectures by Dr. Lekh Chand, Dr. DV
Singh and D Madhu regarding the History of IIS&WC, the infrastructure, importance of this
programme and brief about the programme schedule.

32
Dr. M. Madhu
Dr. M Madhu, Director of IIS&WC emphasised on issues related to Uttarakhand. He
mentioned that Uttarakhand has a range of soil types that are suitable for different crops,
and the segregation of land in the region has led to distinct agricultural practices. Water
availability is a major concern, especially in rainfed areas where irrigation is limited, and
clean drinking water is hard to access due to groundwater contamination. The lack of access
to safe drinking water poses a serious threat to public health, as it increases the risk of
waterborne diseases such as cholera and dysentery. In addition, water scarcity can lead to
crop failure and food insecurity, further exacerbating the challenges faced by rural
communities. Therefore, there is a pressing need to develop sustainable water management
strategies that can address these challenges and ensure the availability of safe and reliable
water for all.

Fig. 3.7.: Dr. M. Madhu giving lecture.

The Government of India is taking measures to rejuvenate the rivers in Uttarakhand,
including pollution control and alternative water sources, to improve water quality and
ensure sustainable use. These issues and government efforts are important for the region's
agriculture and environment.

Fig. 3.8.: Land use types in Uttarakhand (Source: Ministry of Agriculture)

33
Dr. Lekh Chand
Dr. Lekh Chand [Principal
Scientist,Agronomy] on the
impending effects of plastic waste
on plant and human life. Plastic
waste, particularly plastic
bottles, is a significant issue in
India. To address this problem
and promote sustainability, the
Indian government has
implemented plastic ban policies
and encouraged the use of
alternative materials like glass
and biodegradable plastics.

. Fig. 3.9.: Visit to museum.

Fig. 3.10.: Menace of Plastic waste in India. (Source: The Organization for Economic
Cooperation and Development)

34
We also visited an agriculture museum and had a wonderful experience. The museum was
filled with exhibits showcasing the history and evolution of agriculture specially soil and
water conservation.
Soil Physical Laboratory, Dr. Ashok Kumar.

Fig. 3.11.: Soil Testing Laboratory.

Dr. Ashok Kumar explained us the importance of soil testing laboratory. Soil testing
laboratories are important for analysing and evaluating soil samples to determine their
physical and chemical properties, which can help identify potential issues or deficiencies
and inform appropriate management decisions.
There are several methods that can be used to estimate the texture of soil, which refers to
the proportion of different-sized particles present in the soil. Some common methods for
estimating soil texture include:

• The Feel Method: This involves taking a small amount of soil and rubbing it between the
thumb and fingers to determine the texture based on the feel of the soil.
• The Sieve Method: This involves sieving a sample of soil through a series of screens with
different-sized openings to determine the proportion of different-sized particles present.
• The Hydrometer Method: This involves measuring the density of a soil suspension using
a hydrometer to determine the soil texture.
• The Texture Triangle: This is a graphical representation of soil texture based on the
percentage of sand, silt, and clay present in the soil. The texture of the soil is determined
by plotting the percentages on the triangle.

35
 Fig. 3.12.: Soil Texture triangle (Source: Google)

• The Pipette Method: This involves measuring the volume of water that a sample of soil
will retain after being saturated with water. The soil texture is then determined based
on the volume of water retained. These are just a few examples of the methods that can
be used to estimate soil texture. The choice of method may depend on the resources
available, and the accuracy required.
Sarita Gupta
Sarita Gupta Mam [Senior
Technical Officer, IIS&WC] gave
us a tour of chemistry lab. She
explained us that chemistry
laboratories are important for
conducting experiments, testing
hypotheses, and developing new
products and technologies. They
provide a safe and controlled
environment for chemists to work
in, and are equipped with
specialized equipment .
. Fig.:3.13.: Chemistry lab
Chemistry labs also play a crucial role in education, allowing students to gain hands-on
experience and understanding of chemical concepts and processes.
The Instruments in chemistry laboratory included- Kjeldahl Apparatus, Flame Photometer,
Spectrophotometer, pH Meter and EC Meter.

36
 Fig. 3.14.: Sarita Gupta Mam showing titration.
Jitendra Singh Jaiswal
Jitendra Sir gave us a brief introduction about soil erosion. Sir explained that soil erosion is
a major problem in India, with both wind and water contributing to significant losses. Wind
erosion accounts for the loss of 8 million hectares of soil, while water erosion causes the
loss of 80 million hectares. This is particularly concerning as the topography of India is
inclined at 16.4%, making it more susceptible to erosion.

Fig. 3.15.: 3D Topographical map of India (Source: Google)

37
Overall, it is important for India to address the issue of soil erosion in order to maintain
healthy and productive soil for agriculture and other purposes. By implementing these
control measures, we can help to protect and preserve the soil resources of India.
J.S. Deshwal (Meteorological Observatory)
J.S. Deshwal sir gave us a tour of meteorological observatory. A meteorological observatory
is a facility that is used to monitor and measure atmospheric conditions, such as temperature,
humidity, wind speed and direction, and atmospheric pressure. These measurements are
taken using a variety of instruments, such as thermometers, anemometers, and barometers.
Observatories can be operated by government agencies, universities, or other organizations.

Fig. 3.16.: J.S. Deshwal sir explaining students about Stevenson’s screen.
Table 3.2.: Observation taking time in the following meteorological instruments.

Instrument Time of evaluation

Dew Gauge 6:30 am
Cup Anemometer 7:19 am
Stevenson’s Screen 7:19 am
Automatic Rain Gauge 8:30 am
Evaporating Fan 8:30 am
Ordinary Rain gauge 8:30 am
Soil Thermometer 8:30 am
Campbell Sunshine Recorder 8:30 am

38
Dr. Ramanjeet Singh
Dr. Ramanjeet Singh gave us a lecture on the topic
disease of Crops, Observation on weeds, pesticides
requirements and calculations.
He explained that India has three seasons for crops:
rabi, kharif, and Zaid. Rabi crops are planted in
winter and harvested in spring, while kharif crops
are planted during the monsoon season and
harvested in fall.
Zaid crops are grown during the hot season. Indian
farmers face a number of challenges, including
weeds, diseases, insects, pests, and the need to
properly calculate pesticide use.
Fig. 3.17.: Dr. Ramanjeet Singh

Fig. 3.18.: All India summer monsoon rainfall (Source: IIT M)

Weeds can reduce crop yields, and diseases caused by fungi, bacteria, or viruses can also
harm crops.
Pests can be controlled using pesticides, but farmers must be careful to use the correct
amount to avoid negative impacts on the environment and human health.

39
Sh. Suresh Kumar
An orchard is a piece of land where fruit trees are grown. The layout of an orchard refers to
the arrangement and spacing of these trees within the orchard. There are several factors to
consider when designing the layout of an orchard, including the type of fruit trees being
grown, the size of the orchard, and the available resources such as water and labour.

Fig. 3.19.: Orchard establishment principles. (Source: Research Gate)

Dr. Devideen Yadav
Agriculture treatment refers to the various methods, techniques, or interventions that are
used to improve agricultural practices or outcomes. These treatments can be applied to
crops, animals, or the soil itself, and may include the use of fertilizers, pesticides, irrigation,
or other inputs.

Fig. 3.20.: Students after finding yield attributes in Colocasia.

40
 Fig. 3.21.: Students with uprooted colocassa plant.
There are several ways to design and
implement agricultural treatments in order
to evaluate their effectiveness. One
common approach is the use of randomized
block design, which involves dividing the
study area into blocks and randomly
assigning treatments to different blocks.
This allows for the comparison of
treatment effects within blocks, which can
help to control for any inherent differences
between blocks. Another option is the
Latin Square design, in which treatments
are randomly assigned to different rows
and columns within the study area. This
design allows for the evaluation of
treatment effects while controlling for any
row or column effects. A third option is the
completely randomized block design, in
which treatments are randomly assigned to
individual plots within the study area.
. Fig.: 3.22.: Dr. Devideen Yadav
Overall, the use of these design methods can help to ensure that agricultural treatments are
applied and evaluated in a systematic and controlled manner, allowing for the accurate
assessment of their effectiveness.

41
Dr. Abhimanyu
Abhimanyu sir explained us the basics of
agriculture economics few being
opportunity cost, discounted price etc.
Opportunity cost refers to the value of the
next best alternative that is forgone in order
to pursue a certain action. For example, if a
farmer decides to use their land to grow
wheat instead of corn, the opportunity cost
is the revenue that they could have earned
by growing corn instead.

Fig.3.23.: Dr. Abhimanyu

Fig. 3.24.: Falling investment in ag. and loss in agriculture exports (Source TOI)
Discounted price refers to the present value of a future payment, taking into account the
time value of money. The time value of money means that a given amount of money is
worth more today than it will be in the future, due to the potential for earning interest on it.
The discounted price is therefore lower than the undiscounted price, which is the future
payment without considering the time value of money.
Dr. M. Shankar
Drones, also known as unmanned aerial vehicles (UAVs), are increasingly being used in
agriculture to improve efficiency and productivity. There are many potential uses for Drones
in agriculture, including:

42
 • Mapping and surveying: Drones can be equipped with cameras or other sensors to
create high-resolution maps or images of fields or crops. This can help farmers to
identify areas that may require further attention or to monitor the growth and
development of crops.
• Precision agriculture: Drones can be used to apply inputs such as fertilizers or
pesticides in a more targeted and precise manner, reducing waste and improving
the effectiveness of these inputs.
• Crop monitoring: Drones can be used to monitor crops for signs of stress or disease,
allowing farmers to take timely action to address any issues.
• Livestock management: Drones can be used to monitor livestock, particularly in
large or remote areas, allowing farmers to quickly identify any animals that may be
in distress or in need of assistance.
Overall, Drones have the potential to greatly enhance the efficiency and productivity of
agriculture in India, and the policies in place are designed to help ensure their responsible
and safe use.

Fig. 3.25.:Dr. M. Shankar

Fig. 3.26.: Drone used for land mapping in IIS&WC

43
 Fig. 3.27.: Uses of drone in agriculture (Source: www.dronefly.com)
Sh. Umesh Tiwari
Umesh Tiwari Sir lectured about irrigation, water management practices and measurement
of run-off water, he also gave us a brief introduction about hydrology. Hydrology is the
science of water movement, distribution, and management.

Fig. 3.28.: Venn diagram showing multiple branches associated with hydrology.

44
It is relevant for the management of water for
various purposes such as agriculture, industry,
and domestic use. Two important concepts in
hydrology are reservoir efficiency, which is the
ability of a reservoir to store and release water
effectively, and water conveyance efficiency,
which is the efficiency of water transport from
one location to another. Factors that can impact
water conveyance efficiency include the size and
condition of pipes or channels and the distance
and terrain over which water is transported.
Ensuring the efficiency of reservoirs and water
conveyance systems is important for the
sustainable and effective use of water resources
. Fig. 3.29.: Sh. Umesh Tiwari
Dr. D.V. Singh
Tillage refers to the practice of preparing soil for planting by using tools or machinery to
break up and loosen the soil. There are several different types of tillage, including:

• Conventional tillage: This involves the use of heavy machinery such as plows or
disk harrows to turn the soil to a depth of 6-8 inches or more. Conventional tillage
is typically used to control weeds and incorporate organic matter into the soil.

• Reduced tillage: This involves the use of lighter machinery or tools that disturb the
soil to a lesser extent, such as chisel plows or rototillers. Reduced tillage is often
used to conserve soil moisture and reduce erosion.

• No-tillage: This involves minimal or no disturbance of the soil and is typically

achieved through the use of specialized equipment such as seed Drills. No-tillage
can help to preserve soil structure and reduce erosion.
Geotextiles are a type of permeable fabric that is used in soil erosion control and other civil
engineering applications. They are made from synthetic materials such as polypropylene or
polyester and are used to reinforce soil or provide a separation layer between different
materials. Geotextiles are commonly used in conjunction with other erosion control
measures, such as vegetation or rock, to help stabilize slopes and protect against erosion.

45
 Fig. 3.30.: Schematic diagram of geo textile (Source: Science direct)
Imbalance fertilization refers to the use of too much or too little of one or more nutrients,
leading to an imbalance in the nutrients available to the plant. This can negatively impact
crop productivity and yield. Factor productivity refers to the efficiency with which inputs
such as labour, land, and capital are used to produce a given output. Improving factor
productivity can help to increase food production and reduce costs. Reduction in livestock
populations can lead to a lack of organic manure, which is a valuable source of nutrients for
crops. This can contribute to soil fertility problems and reduce crop yields.
Apart from this some of the other topics which sir taught was:

• The criteria of essentiality of nutrients refers to the minimum levels of nutrients that
are required for plants to grow and thrive. Deficiency of essential nutrients can
significantly impact crop productivity.
• Luxury consumption refers to the use of resources for non-essential or discretionary
purposes. This can lead to an imbalance in resource use and may negatively impact
food production.
• The Law of Minimum states that the growth and productivity of a plant is limited by
the availability of the nutrient that is most scarce in the soil. Ensuring the proper
balance of nutrients is therefore critical for maximizing crop yields.

46
 Fig. 3.31.: District-wise Response (%) of Ownership of Milch Animals and
Sale/Marketing of Animal Products, 2017 (Source UKHDR survey)
Dr. A.C. Rathore
Dr. A.C. Rathore gave us a brief introduction
about different zones of earth, seed bed
preparation, nursery management and polyhouse
construction. The Earth is divided into several
distinct zones based on factors such as
temperature, humidity, and vegetation. These
zones include the polar regions, the temperate
zones, and the tropical zones. Latitude and
longitude are coordinates used to locate a specific
point on the Earth's surface. Latitude is the
distance north or south of the equator, while
longitude is the distance east or west of the Prime
Meridian. .
Fig. 3.32.: Latitude and longitude (Encyclopaedia Britannica)
These fruits are widely grown in tropical and subtropical regions and are a major source of
vitamin C and other nutrients. A nursery is a place where plants, including citrus trees, are
propagated, and grown until they are ready to be transplanted to a permanent location.
Establishing a nursery involves preparing the site, selecting the appropriate plant varieties,
and providing the necessary care and support to ensure the health and survival of the plants.
This may include watering, fertilizing, and protecting the plants from pests and diseases.

47
D. J. Jayaprakash
Dr. J. Jayaprakash conducted a lecture on agroforestry. Its sustainable land use system that
maintains or increases the total yield by combining food crop with tree crops and livestock
on same unit of land using sustainable management practices which suits social and cultural
characteristics of local people and economical and ecological conditions of the area.
Agroforestry is the practice of combining trees with agricultural crops or livestock in a way
that is beneficial to all components. Some of the main benefits of agroforestry include:

• Environmental benefits: Agroforestry can help to preserve soil quality, reduce

erosion, and protect against the impacts of climate change. It can also provide habitat
for wildlife and support biodiversity.
• Economic benefits: Agroforestry can improve the profitability of agricultural
systems by providing additional income streams from tree products such as timber
or fruit. It can also reduce the need for inputs such as fertilizers or pesticides, which
can lower production costs.
• Social benefits: Agroforestry can contribute to food security and improve the
livelihoods of smallholder farmers, particularly in developing countries. It can also
provide recreational and educational opportunities for local communities.

Fig. 3.33.: Forest cover map of Uttarakhand (Source: UHD report)

There are also some limitations to agroforestry, including:

• Initial establishment costs: Establishing an agroforestry system can be costly,

particularly if it involves purchasing trees or other inputs.
• Land availability: Agroforestry systems typically require more land than traditional
agricultural systems, which may not be available in certain areas.

48
 • Management challenges: Agroforestry systems can be more complex to manage than
traditional agricultural systems, requiring a higher level of knowledge and expertise.
Overall, agroforestry can provide a range of environmental, economic, and social benefits,
but it is not always the most appropriate land use option in every situation.

Fig. 3.34.: Students with D. J. Jayaprakash

Dr. Bankey Bihari
Dr. Bankey Bihari explained us about different aspects of extension like RRA, PRA, PLA,
Firka Development Project etc Rapid Rural Appraisal (RRA) is a method of gathering and
analysing data about rural communities and their resources, needs, and priorities. It involves
the use of a wide range of techniques, including interviews, focus groups, and observation,
to gather information quickly and efficiently. RRA is often used as a tool for planning and
development projects in rural areas.
Participatory Rural Appraisal (PRA) is a similar method that emphasizes the active
participation of community members in the data gathering and analysis process. PRA aims
to empower communities and ensure that their voices and perspectives are heard and
considered in the planning process.

49
Fig. 3.35.: Venn gram of Participatory Rural Appraisal (Source: Google)
Participatory Learning and Action (PLA) is a method of community-driven development
that involves the participation of community members in all stages of the project cycle, from
planning and implementation to monitoring and evaluation. The approach is based on the
principle that development interventions are most effective when they involve the people
they are intended to benefit. This means that the community members are empowered to
take ownership of the development process, to contribute to decision-making, and to
implement and evaluate the outcomes of the project. PLA emphasizes the value of the
knowledge and experience of the community and encourages the participation of a broad
range of stakeholders in the development process. PLA emphasizes the importance of
building capacity and skills within the community to ensure the sustainability of
development efforts. The key goal of PLA is to build the capacity and skills of the
community to enable them to take ownership of the development process and to sustain the
benefits of the project over the long term. By involving community members in all stages
of the project cycle, PLA helps to ensure that development efforts are relevant, responsive,
and sustainable.
The Firka Development Project was a development initiative launched in 1946 in India,
which aimed to improve the living standards and quality of life in rural areas. The project
involved the establishment of village-level development committees, which were
responsible for identifying and addressing the needs and priorities of their communities.
The Firka Development Project is an example of a participatory development approach,
which emphasizes the active involvement of community members in the planning and
implementation of development initiative.

50
What did I understand?
The experience of visiting the soil and water conservation research institute (IIS&WC) was
truly enriching. The institute's commitment to understanding and preserving these vital
natural resources was immediately apparent. During the visit, I learned about a range of
research projects being conducted at the institute, including studies on soil erosion, water
retention, and the impacts of climate change on soil health. I was particularly impressed by
the use of innovative technologies such as satellite imagery and remote sensing to gather
data and monitor soil and water resources. A highlight of the visit was touring the institute's
labs and speaking with researchers about their work and the challenges they face. The
learning was perfect blend of practical, theoretical and participatory understanding.

Fig. 3.36.: Venn diagram of my understanding for unit attachment.

We also visited the Selaqui research farm, which was a valuable opportunity to learn about
the various techniques and technologies being used on the farm. This included the precision
irrigation system and the use of drones, as well as the importance of cover crops and crop
rotation for soil health and productivity.
Soil and water conservation are essential for sustainable agriculture and land management,
and a visit to a soil central laboratory can provide valuable insights into the various
properties and processes of soil. Research farms, such as Selaqui, play a key role in studying
and testing new practices and technologies that aim to improve crop yields, soil health, and
water management. Overall, the visit to the research farm and the IIS&WC was a valuable
educational experience that left me with a greater appreciation for the vital role of soil and
water in our lives, and the importance of protecting these resources for the future. It also
renewed my sense of respect and admiration for those who work to feed our communities
and sustain our natural resources.

51
RAWE 404: PLANT CLINIC
Introduction
Researcher and write Joel Salatin rightly said, “The average person is still under the aberrant
delusion that food should be somebody else's responsibility until I'm ready to eat it.” One
of the most easily misinterpreted and globally overlooked topic is that of food health. Food
health is one of the most important aspects for achieving food security leading to a
sustainable future, yet often the importance of food health is not discussed.
According to FAO some of the key facts in regard to Food Security are:

Fig.4.1.: Key Facts regarding food security (Source: World Food and Agriculture)
Importance
Due to the underlying issues related to global food generation and inefficiency of nations in
achieving food security there is a constant need of plant disease diagnosis. FAO estimates
that annually up to 40 percent of global crop production is lost to pests. Each year, plant
diseases cost the global economy over $220 billion, and invasive insects at least $70 billion.
Plant diagnosis is one of the most important aspects of a RAWE training. Without proper

52
identification of the disease and the disease-causing agent, disease control measures can be
a waste of time and money and can lead to further plant losses. Proper disease diagnosis is
therefore vital. The United Nations declared 2020 as the International Year of Plant Health
(IYPH). The Year was extended until 1 July 2021 due to the COVID-19 pandemic.
What is Plant Clinic?
Plant clinic is the integration of four major disciplines of agriculture (Entomology, Plant
Pathology, Agronomy and Soil Science) which provide a common platform to the students,
line department officers and farmers and farmers to them in a better way to diagnose the
insect-pests, pathogens, weeds, nutrient deficiency and train them in a better way to
diagnose the insect-pests, pathogens, weeds, nutrient deficiency and their symptoms
produced on different crops such as cereals, pulses, oilseeds, vegetable crops, fruit crops
and ornamentals including medicinal plants and in various cropping ecosystems.

Fig. 4.2.: Visual diagram of components of plant clinic.

Objective
1. To study the living, non-living and environmental causes of plant diseases (Etiology).
2. To study the mechanisms of disease development by pathogens (Pathogenesis).
3. To study the interactions between the plants and the pathogen (Epidemology).
4. To develop the methods of controlling the diseases and reducing the losses caused by
them (Control/ Management).

53
DISEASE DIAGNOSTICS
Diagnostics is a process to come up with the best possible explanation of why a good plant
has gone wrong. An incorrect diagnosis will lead to an incorrect treatment. A plant may be
suffering from multiple problems, and the most obvious may not be most significant. For
arriving at a logical conclusion, we have to observe the problem from different perspectives.

Fig. 4.3.: Visual and data analytics for procedure for diagnostics.
Table.4.1.: List of Speakers

S. No. Date Name of Speakers

1 12th October Prof. (Dr.) J. Kumar, Hon’ble Vice Chancellor, GEHU
2022 Dr. Y.P. Singh, Associate Dean, SOA-GEHU
2 17th October Prof. (Dr.) J. Kumar, Hon’ble Vice Chancellor, GEHU
2022 Dr. Y.P. Singh, Associate Dean, SOA-GEHU
3 18th October Dr. Prasenjit Debbarma, Assistant Professor, SOA-GEHU
2022 Dr. Rowndel Khwairakpam, Assistant Professor, SOA-GEHU
4 19th October Ms. Pooja Kala, Assistant Professor, SOA-GEHU
2022
5 20th October Ms. Pooja Kala, Assistant Professor, SOA-GEHU
2022 Dr. Rashmi Sharma, Assistant Professor, SOA-GEHU
6 21st October Dr. Prasenjit Debbarma, Assistant Professor, SOA-GEHU
2022 Dr. Shiv VenDr.a, Assistant Professor, SOA-GEHU
7 31st October Dr. Y.P. Singh, Associate Dean, SOA-GEHU
2022
8 1st November Ms. Pooja Kala, Assistant Professor, SOA-GEHU
2022

54
Prof. (Dr.) J. Kumar, Hon’ble Vice Chancellor, GEHU
First lecture of Plant clinic was conducted by Dr. J Kumar. Sir started the lecture by
emphasising the importance of Plant health in regard to food security. He mentioned that
there are four components of food security – Food Availability, Food Access, Food
Utilization and Food Stability. In the later classes sir mentioned that there are 3,000 Agri-
clinics in India and its importance.

Fig. 4.4.: The COVID-19 pandemic is exacerbating hunger worldwide. (Source:

Bloomberg/FAO)

Fig. 4.5.: Concept map of Dr. J Kumar lectures

Dr. YP Singh
Dr. YP Singh took two classes. In the first lecture he taught us the basics of disease
diagnosis, establishment of pathogen, about virus and viroid. Sir also taught about some of
the major diseases in agriculture crops like Rot, dieback, blast, decay, spot , wilt etc their
symptoms, causal organisms and control measures. In the next class he lectured about basics
of disease, losses, and diagnosis.

55
 Fig. 4.6.: Disease triangle (Source: www.iwilltakeaction.com)
Dr. Rashmi Sharma
Dr. Rashmi’s lecture was associated with basics of soil science. She taught us that soil is a
mixture of minerals, organic matter, water, and air that supports plant growth. It is formed
over time by weathering of rock and the actions of living organisms. Soil properties, such
as texture and structure, affect the ability of plants to grow in a particular area. She also
explained us about PH, EC and Organic Carbon. She also mentioned the importance of Soil
health card.

Fig. 4.7.: Soil Health Card benefits (Source : Ministry of Agriculture)

56
Dr. Roundel Khwairakpam
Dr. Roundel Khwairakpam lecture was associated with environmental noxa. Further on sir
taught us about nutrient deficiency in plants, their requirements, and symptoms in case of
deficiency. he three main nutrients are nitrogen (N), phosphorus (P) and potassium (K).
Together they make up the trio known as NPK. Other important nutrients are calcium,
magnesium and sulphur. Plants also need small quantities of iron, manganese, zinc, copper,
boron and molybdenum, known as trace elements, because only traces are needed by the
plant.

Fig. 4.8.: Nutrient deficiency in plants (Source: www.gardenmyth.com)

Dr. Pooja Kala
Dr. Pooja kala mam took lectures regarding entomological aspects of plant clinic. Her first
class was in regard to basics of insects and pests, their anatomy, feeding patter and proper
control measures while the next class was about different insect collection method and
trapping methods. As part of her teaching approach, Dr. Pooja Kala assigned a hands-on
task to her students, which involved creating a DIY insect collection method. This task
allowed students to apply the knowledge they gained in the lectures to a practical situation,
and to gain a deeper understanding of the techniques used in the field of entomology.
Overall, Dr. Pooja Kala's lectures provided valuable insights into the entomological aspects
of plant clinics and equipped students with the knowledge and skills necessary to identify,
control, and study insect populations.

57
 Fig. 4.9.: Integrated trap method designed by Arbaaz Khan.
Dr. Prasenjit Debbarma
Dr. Prasenjit lecture was related to microbiology. He gave lecture on basics of soil sampling,
processing and checking its various parameters. He also taught us about metagenesis, serial
dilution plating and major sterilization methods.

Fig. 4.10.: Visual map of Dr. Prasenjit Lectures.

58
Collection of infected leaves and plants.
Collecting infected leaves of plants is important for pest and disease diagnosis because it
can help to identify the specific pathogen or pest that is causing the infection. This
information can then be used to develop an appropriate treatment plan to manage the
problem. By inspecting the infected leaves under microscope, the pathologists can look for
characteristic signs of a particular disease, such as the presence of fungal spores or insect
eggs. They can also take samples of the leaves to be tested in a laboratory, where they can
be used to culture the pathogen or to run molecular tests to identify the pathogen.
Collecting infected leaves can also help to determine the severity of the infection and the
extent of damage to the plant. This information can be used to make management decisions,
such as whether to treat the affected plants or to remove them to prevent the spread of the
pathogen to healthy plants. It is also important to collect infected leaves from different
location on the field for further diagnose. It is also helpful to collect leaves from healthy
looking plants as control. Finally, it is important to properly label the samples, so that the
correct diagnosis can be made, and the correct treatment can be prescribed.

Fig. 4.11.: Collected Infected leaves.

Fig. 4.12.: Lady Bug Fig. 4.13.: Eggs of a fly.

59
Comprehension
Being an agriculture student has always been a synonym to “Plant Doctors” and the first
step for being a doctor is to understand, analyse, record and control any disease and disorder.
RAWE Component 413 i.e., Plant Health clinic provided me with sufficient informal and
practical identify different disease and disorders and analyse their recurring symptoms to
finally recommend proper control measure to farmers. I was able to identify major pest
damage by analysing their feeding patters and develop a one of kind pest catching method.
My understanding

• Practical - Famous Chinese philosopher Confucius once said “Knowledge without

practice is useless. Practice without knowledge is dangerous” Thus practical
understanding is one of the crucial parts of plant clinic and we were given a task to
make a trapping method for insects using spare materials present around the campus.
• Revision - Being an agriculture student, it was comparatively easier to revise the
concepts of entomology, disease and disorders in crops etc.
• Objective – The main objective of plant clinic is to enhance the plant health and help
the farmers with an issue related to plant growth and productivity. The feeding habits
of insect has taught us to analyse the order and species of insect and then use
necessary insecticides.
• Holistic Understanding - And lasty after understanding the different trapping
methods of pest we develop a holistic understanding to solve any underlying issue
related to insect and pest infestation.

Fig. 4.14.: Concept map of all lectures of Plant Clinic.

60
RAWE: 405 AGRO-INDUSTRIAL ATTACHMENT
Agro-industrial attachment refers to a program or arrangement in which agriculture students
gain practical experience in an agro-industrial setting, typically as part of their academic or
professional development. The purpose of agro-industrial attachment is to provide hands-
on learning and training in a real-world setting, and to give students or trainees the
opportunity to apply their knowledge and skills in a practical context. Agro-industrial
attachment programs can be an important component of a student's education, as they allow
students to gain practical experience and develop valuable skills that can help them succeed
in their future careers.
Objective

• To provide students or trainees with practical experience and skills that they can
apply in a real-world setting.
• To help students or trainees understand the challenges and demands of working in
agriculture or a related industry.
• To enable students or trainees to develop relationships and networks with
professionals in their field, which can be valuable for their future careers.

Fig. 5.1.: Visual Diagram of unit attachment objectives.

Directorate of Agriculture, Uttarakhand.
History: Agriculture Department, Uttar Pradesh was established in 1875. In the beginning,
the work of the department was limited only to the collection of agricultural data and the
establishment of some model farms. In the year 1880, it was attached to the Land Records
Department. Uttarakhand State came into existence from November 9, 2000, as well as
Uttarakhand Agriculture Department was reconstituted with Uttarakhand Government's
notification number-956 dated 2.8.2003. In this way, Uttarakhand government created 2609
posts in the reorganization of agriculture department. [Source:
https://agriculture.uk.gov.in/(9])

61
Importance of Soil Testing
Soil testing is an important aspect of agriculture because it helps farmers understand the
composition of their soil and how to best manage it to optimize crop growth and yields. By
analysing the soil, farmers can determine the levels of nutrients and minerals present, as
well as the pH level of the soil, which can affect the availability of nutrients to plants. A soil
test can also help farmers identify any issues with the soil such as compaction, excess salts
or acidity, which can be harmful to crops. By identifying these issues, farmers can take steps
to improve the soil, such as adding lime to raise the pH level or gypsum to reduce soil
compaction.
In summary, soil testing is an essential practice for farmers because it helps them make
informed decisions about how to best manage their land and crops. It allows farmers to
optimize yields and improve the health of the soil while also saving money by using
fertilizers more efficiently. Additionally, it also helps in Sustainable Agriculture practice by
creating balance in soil fertility and avoiding overuse of chemical fertilizers. Thus, to
increase the level of collaboration and understanding between soil scientists across the globe
The Global Soil Laboratory Network (GLOSOLAN) was established in 2017 to build and
strengthen the capacity of laboratories in soil analysis and to respond to the need for
harmonizing soil analytical data. [Source: https://www.fao.org/(10)]

Fig. 5.2.: Global Soil Laboratory Network (Source: FAO)

Soil Health Card
The Ministry of Agriculture and Farmers’ Welfare introduced the scheme on December 5,
2015. Soil Health Card (SHC) is a printed report which contains nutrient status of soil with
respect to 12 nutrients: pH, Electrical Conductivity (EC), Organic Carbon (OC), Nitrogen
(N), Phosphorus (P), Potassium (K), Sulphur (S), Zinc (Zn), Boron (B), Iron (Fe),
Manganese (Mn) and Copper (Cu) of farm holdings.

62
SHC is provided to all farmers in the
country at an interval of 3 years to
enable the farmers to apply
recommended doses of nutrients
based on soil test values to realize
improved and sustainable soil health
and fertility, low costs and higher
profits. Farmers can track their soil
samples and also obtain their Soil
Health Card report.
It is a field-specific detailed report of
soil fertility status and other
important soil parameters that affect
crop productivity. [Source:
https://www.soilhealth.dac.gov.in/(11)]

Fig. 5.3.: Soil Health and Fertility. (GOI)

Fig. 5.4.: Info about soil health card. (Source: MyGovIndia)

63
Faculty coordinator
1. Dinesh Kumar – Joint Director [DOA]
2. Dr. Anand Singh – District head, DSTL
3. Om Veer Singh, Lab In charge, DSTL
Lecture Methodology

• Introduction to soil testing laboratory, apparatus, instruments and machines.

• Soil sampling techniques, collection and processing.
• Checking the parameters of soil.
• Fertilizer recommendation.
Lecture Series
1. Introduction to Laboratory glassware.
2. Introduction to Laboratory apparatus.
3. Introduction to Laboratory instruments.
4. Soil Sampling techniques.
5. Preparation of Standard Solution.
6. Soil processing.
7. Testing of PH in given soil samples
8. Testing of EC in given soil samples.
9. Testing of potassium in given soil samples.
10. Testing of Organic carbon in given soil samples.
11. Testing of Sulphur in given soil samples.
12. Testing of boron in given soil samples.
13. Testing of micronutrient in given soil samples.
14. Testing of phosphorous in given soil samples.
15. Testing of Nitrogen in given soil samples.
16. Testing of Soil texture in given soil samples.
17. Fertilizer recommendation.
18. Introduction to soil testing laboratory, apparatus, instruments and machines.
Soil Collection, Sampling and processing.
"Precise soil sampling and analysis are important for effective soil resource management.
Large sample sizes are recommended to ensure accuracy and utility of results. Soil sampling
is typically done at a rate of 1 sample per 2 hectares, with a minimum of 1 sample per 5
hectares. Soil samples are collected from homogenous units of the field by removing surface
litter and digging to a depth of 15 cm.
At least 10-15 samples are collected per unit, mixed together, and foreign materials
removed. The sample is then reduced to a size of 0.5-1 kg and labelled with relevant
information before being collected in a clean bag.

64
 Fig. 5.5.: Soil Sampling Process (Source: Google)
Overall Process involved,

Fig. 5.6.: Process involved in Soil testing.

65
Location for soil collection - Barasi grant is a medium size village located in Dehradun
Tehsil of Dehradun District, Uttarakhand.

• Latitude – 30.26015
• Longitude – 78.174467
Location

Fig. 5.7.: Plot 1 – Kusum Singh Manwal Fig. 5.8.: Plot 2 – Ms. Mamta

Fig. 5.9.: Plot 3 – Ms. Sunita Fig. 5.10.: Plot 4 – Sumita Buddhi Singh

Fig. 5.11.: Plot 5 – Bimila Solanki

66
Soil Sample Collection data

Fig. 5.12.: Selection of plot. Fig. 5.13.: Random area selection.

Fig. 5.14.: Removing debris for upper layer. Fig. 5.25.:Making a 15 cm V shape cut.

Fig. 5.16.:QauDr.et method of soil removal. Fig. 5.17.: Removing oppposite side.

Fig. 5.18.: Tagging and storage.

67
Soil Samples
Table 5.1.: List of farmers and their sample code

S. No. Name of Farmer Code

1 Kusum Singh Manwal AK 1
2 Ms. Mamta AK 2
3 Ms. Sumit AK 3
4 Ms. Sunita Buddhi Singh AK 4
5 Bimla Solanki AK 5

Parameters
The parameters tested are in accordance to soil health card. The specific parameters tested
on a soil health card can vary depending on the organization or agency issuing the card and
the specific region or crop for which the card is being used. However, in general, the
parameters tested on a soil health card are chosen because they are considered to be
indicators of the overall health and fertility of the soil. Typically, a soil health card will test
for a range of parameters that reflect the physical and chemical properties of the soil, such
as pH, organic matter, and nutrient levels. The number of parameters tested can vary, but
12 is a common number. Each parameter provides an indication of a different aspect of the
soil's health, and together they give a comprehensive picture of the soil's condition.
It's important to note that Soil health cards are not the only way to test soil fertility. There
are many other ways to test soil, including laboratory testing, on-site testing and digital
testing platforms and the parameters included can vary depending on the method and the
purpose of the test.

Fig. 5.19.: Doughnut graph of parameters of soil tested.

68
pH
"Soil pH is a measure of the acidity or alkalinity of soil and is determined by the
concentration of hydrogen ions. It is important in agriculture as it impacts nutrient
availability for plants and the activity of soil microorganisms. Different plant species have
optimal pH ranges for nutrient uptake and soil pH can be adjusted with lime or sulphur.
Knowing soil pH helps farmers and gardeners choose suitable plants and maintain proper
nutrient levels for growth.

Fig. 5.20.: Infographic related to result of soil samples, pH meter and soil testing.
Results
All samples are neutral to moderately alkaline, so they don’t need any reclamation.

69
Electrical Conductivity
Electrical conductivity is a measure of a material's ability to conduct electricity. It is
commonly used to characterize the purity and concentration of dissolved ions in a solution,
such as in water. In plants, electrical conductivity is relevant because it can be used to
determine the concentration of nutrients in the soil and the availability of those nutrients to
the plant. High electrical conductivity in the soil typically indicates a high concentration of
dissolved ions, which can be either beneficial or detrimental to plant growth, depending on
the specific ions present.
For example, high levels of certain ions such as calcium and magnesium can be beneficial
for plant growth, while high levels of others, such as sodium, can be harmful. By measuring
electrical conductivity, farmers and horticulturalists can get a sense of the nutrient
availability in the soil and make informed decisions about fertilization and irrigation.

Fig. 5.21.: Infographic related to result of soil samples, EC meter and soil testing.
Results
Most samples have adequate amount of Electrical conductivity.

70
Nitrogen
Nitrogen is essential for plant growth, and it is a key nutrient to add to soil in order to
promote healthy plant growth. Nitrogen is often the limiting factor for plant growth in many
soil types and is typically added through fertilizers or the incorporation of organic materials.
Nitrogen is also important for maintaining the health of soil microorganisms.

Fig. 5.22.: Kjedahl method of nitrogen testing.

Fig. 5.23.: Kjeldahl analysis of nitrogen (Source: www.gerhardt.com)

71
Phosphorus
Phosphorus is an essential nutrient for plant growth, and it is involved in a number of
important plant processes, including photosynthesis, energy transfer, and cell division.
Phosphorus is often limiting in soil, and it is an important nutrient to add to soil in order to
promote healthy plant growth. Phosphorus is typically added to soil through the use of
fertilizers, and it can also be added through the incorporation of organic materials, such as
bone meal or compost, into the soil. In addition to its role in plant growth, phosphorus is
also important in maintaining the health of soil microorganisms, which play a crucial role
in the decomposition of organic matter and the cycling of nutrients in soil.

Fig. 5.24.: Making of Standard solution. Fig. 5.25.: Working on colorimeter.

Table 5.2.: Response of phosphorous testing from colorimeter.

S. No. Sample Response DF (448)

1 AK 1 0.05 22.4
2 AK 2 0.04 17.92
3 AK 3 0.01 4.48
4 AK 4 0.02 8.96
5 AK 5 0.01 4.48

Results
AK 4 – Low
AK 1 and AK 2 – Medium
AK3 – Very Low

72
Potassium
Potassium is an essential nutrient for plant growth, and it plays a number of important roles
in plant physiology. Potassium is involved in the regulation of water balance,
photosynthesis, and the synthesis of proteins, and it is also important for the proper
functioning of enzymes. Potassium is often limiting in soil, and it is an important nutrient
to add to soil in order to promote healthy plant growth. Potassium is typically added to soil
through the use of fertilizers, and it can also be added through the incorporation of organic
materials, such as wood ash or compost, into the soil. In addition to its role in plant growth,
potassium is also important in maintaining the health of soil microorganisms, which play a
crucial role in the decomposition of organic matter and the cycling of nutrients in soil.

Fig. 5.26.: Infographic related to result of soil samples for K testing.

Results
Since all samples have potassium range high to very high thus there is no need of
reclamation.

73
Sulphur
Sulphur is an essential nutrient for plant growth, and it plays a number of important roles in
plant physiology. Sulphur is involved in the synthesis of amino acids, proteins, and other
important plant compounds, and it is also important for the proper functioning of enzymes.
Sulphur is often limiting in soil, and it is an important nutrient to add to soil in order to
promote healthy plant growth. Sulphur is typically added to soil through the use of
fertilizers, and it can also be added through the incorporation of organic materials, such as
compost, into the soil. In addition to its role in plant growth, sulphur is also important in
maintaining the health of soil microorganisms, which play a crucial role in the
decomposition of organic matter and the cycling of nutrients in soil.

Fig. 5.27.: Infographic related to result of Sulphur testing and sulphur standard curve.
Results
Critical limit of sulphur is 10 ppm thus AK 3, AK 4 and AK 5 need reclamation.
74
Boron
Boron is an essential micronutrient for plant growth, and it plays a number of important
roles in plant physiology. Boron is involved in the synthesis of cell walls, the transport of
sugars and other nutrients, and the development of flowers and seeds. Boron is often limiting
in soil, and it is an important nutrient to add to soil in order to promote healthy plant growth.
Boron is typically added to soil through the use of fertilizers, and it can also be added
through the incorporation of organic materials, such as compost, into the soil. In addition to
its role in plant growth, boron is also important in maintaining the health of soil
microorganisms, which play a crucial role in the decomposition of organic matter and the
cycling of nutrients in soil.

Fig. 5.28.: Infographic related to result of Boron testing and Boron standard curve.
Result
Boron’s critical limit is 0.5 ppm thus all samples need reclamation.

75
Soil Texture
Soil texture refers to the
proportion of different-sized
particles that make up a soil. It is
an important factor in agriculture
because it affects the soil's ability
to hold water and nutrients, and
the ease with which plants can
root and grow in the soil. Soil
texture is determined by the
relative proportions of sand, silt,
and clay in the soil. Sandy soils
have a larger proportion of sand
particles and drain well but do
not hold onto water and nutrients
as well as other soils. Clay soils
have a higher proportion of clay
particles and can hold onto water
and nutrients well but drain
poorly.
. Fig. 5.29.: Soil Texture testing.
Results
Table 5.3.: Results for Soil texture.

Sample 1 Clay - 4%
Silt + Clay - 4%
Silt - 0%
Sand – 96%
Sample 2 Clay – 16.5%
Silt + Clay - 19%
Silt – 2.5%
Sand - 81%
Sample 3 Clay - 14%
Silt + Clay - 39%
Silt - 25%
Sand - 61%

76
Micronutrient
Micronutrients are essential for plant growth, and they play a number of important roles in
plant physiology. Micronutrients include nutrients such as iron, zinc, copper, and
manganese, which are required in small amounts but are still vital for healthy plant growth.
Micronutrients are often limiting in soil, and they are important to add to soil in order to
promote healthy plant growth. Micronutrients are typically added to soil through the use of
fertilizers, and they can also be added through the incorporation of organic materials, such
as compost, into the soil. In addition to their role in plant growth, micronutrients are also
important in maintaining the health of soil microorganisms, which play a crucial role in the
decomposition of organic matter and the cycling of nutrients in soil.

Fig. 5.30.: Micro-nutrients tested.

Fig. 5.31.: Working on Atomic Absorption Spectro Photometer.

77
Fig. 5.32.: Standard Curve for Iron. Fig. 5.33.: Standard Curve for copper.

Fig. 5.34.: Standard Curve for Manganese. Fig. 5.35.: Standard Curve for Zinc.
Results
Table 5.4.: Results of micro-nutrient response on AAS.

S. No. Sample Mn Zn Cu Fe
1 AK 1 1.350 2.662 0.804 17.30
2 AK 2 4.106 3.560 1.178 8.892
3 AK 3 1.734 1.890 0.840 16.79
4 AK 4 5.676 1.394 0.822 19.33
5 AK 5 7.354 2.456 0.750 17.78

• Mn – Mn in sample is high to very high.

• Zn – Zn in sample is medium.
• Cu – Cu in sample is high.
• Fe – Fe in sample is high to very high.

78
Organic Carbon
Organic carbon is a measure of the amount of carbon present in organic matter in soil. It is
important in agriculture because it is a key component of soil organic matter, which is
essential for maintaining soil structure, fertility, and water-holding capacity. Organic matter
is created through the decomposition of plant and animal materials, and it plays a crucial
role in soil health by providing a source of nutrients for plants and improving soil structure.
Therefore, maintaining a high level of organic carbon in soil can help to improve soil fertility
and support healthy plant growth.

Fig. 5.36.: Infographic related to result of Organic Carbon testing.

Results
Most samples have high to very high organic carbon.

79
My learning
As a student working in a soil testing laboratory, you may have gained practical experience
in collecting and preparing soil samples for analysis, operating laboratory equipment, and
performing chemical and physical analyses on soil samples. You may have also learned
about the various parameters that are tested in soil in order to understand its characteristics
and fertility, and how to interpret and report on the results of soil tests. Working in a soil
testing laboratory as a student may have given you the opportunity to develop skills in
laboratory techniques, data analysis, and scientific communication, as well as an
understanding of the importance of soil in agriculture and environmental management. You
may have also gained valuable experience in working as part of a team, following protocols
and procedures, and maintaining safety in the laboratory.

Fig. 5.37.: Major understanding from Agro-Industrial attachment.

From the listed topics, you learned about the various types of glassware, apparatus, and
instruments that are used in a laboratory setting. You also learned about different techniques
for soil sampling and the preparation of standard solutions, as well as the various methods
for testing different soil parameters, including pH, electrical conductivity, potassium,
organic carbon, sulphur, boron, micronutrients, phosphorus, and nitrogen. You also learned
about the importance of these parameters in soil and their relevance to agriculture and
farming. Overall, you gained an understanding of the various techniques and procedures
that are used in soil testing and analysis in order to understand the characteristics and fertility
of soil and to inform decision-making about soil management and plant nutrition.

80
Valedictory session

Fig. 5.38.: Certificate of completion and merit awarded by Dr. M. Madhu.

Fig. 5.38.: Certificate of completion awarded by Dr. Dinesh Kumar.

81
ANNEXURES
Survey Sheet for Rawe Programme (Sept 15 to Oct 5, 2022)
General information of farmer

Name of Famer: Lease-in land:

Mobile: Lease-out land:
Age of Farmer: Irrigated land:
Agriculture experience (Yrs): Un-irrigated land:
Family members: Male Female Children Source of irrigation:
Engaged in agri: Male Female Children Energy source for irrigation:
Agricultural Land area: Electrical Supply:
Income Sources ( ): 1. Agri ( ) 2.Dairy ( ) 3.Poultry ( ) 4.Service ( ) 5.Business( )
Other income generating activity:
Migration male (No. ): Reason:1.Service( ) 2.Business() 3.Labourer( ) 4.Education( )
Migration female (No. ): Reason: 1.Service( ) 2.Business() 3.Labourer( ) 4.Education( )

Farm assets (Tick)

Particular Particular Particular Particular

House Pacca Bullock Bund Maker Electric
Cart Pump
Store Power Seed Drill Diesel pump
tiller
Animal Shed Plough Thresher Sprinkler
system
Tractor Cultivator Water Drip System
Storage
Tank
Trolly Land Tube Well Spray pump
Leveller

Farm animals

Particular No. Particular No. Particular No. Particular No.

Desi cow Cross Bullocks Sheep
heifer
Cross cow Buffalo Poultry Goat
Desi heifer Buffalo Rabbits Pigs
heifer
Cropping pattern

Crop Irrigated Un-irrigated Major

Problems
Area Prod Area Prod
Major kharif
crops

Major rabi
crops

Horticulture
crops

Credit and insurance for agricultural production (No:0, Yes:1)

Statement Response Source (KCC:1,CB:2, PACS:3,
Arhati:4, Friends:5)
Have you taken loan for
crops?
Have you taken loan for
animals?
Have you opted for crop Name of agency:
insurance?
Have you opted for animal Name of agency:
insurance?

Social participation (No:0, Yes:1)

Organization Member Office Organization Member Office
bearer bearer
Gram Political
Panchayat organization
Cooperative SHG/UG
society
Religious Any
organization other(specify)
Mass media exposure (Never:0, Regular:1 and Occasional:2)
Media Use Media Use Media Use
Newspaper Radio Mobile
Farm Bulletin Internet
Magazine
Television Exhibition/Fair Demonstration

Extension agency contact (Never:0, Regular:1 and Occasional:2)

Agency Contact Agency Contact Agency Contact
VDO/Gram ICAR- Input
Sevak IISWWC supplier/Dealer
AAO/AO SAU Co-operative
societies
BDO KVK Gram
Panchayat
officers
DRDA NGO SHG/UG

Awareness about climate change (No:0, Yes:1)

Awareness Response Awareness Response
Heard about climate Whether climate
change? change affects you?
Is it a serious issue? Are you facing CC
in your area?
Impacts of CC on Deforestation is the
temp, rainfall etc. reason for CC
Aware about global Industrialization is
warming the reason for CC
Climate change can Pollution is reason
be solved for CC

Effects of climate change in your region (No:0, Yes:1)

Effect Response Effect Response
Increase in cloud bursting Reduction in rainfall days
incidence and uneven
Increase in flash flood Reduction in crop yield
incidence
Increase in maximum Reduction in milk yield
temperature
Decrease in minimum Increase in insect-pest
temperature
Decrease in winter Increase in the diseases
duration
Effect of climate change on crops and animals and strategy adopted by you.
Effects on Crops Adaptation Effects on animals Adaptation
strategy strategy

Cost of Crop Cultivation

(Area in ha)……………….. (Variety)……………
(Date of sowing)…………… (Harvesting date)
Cost/ha or bigha
Cost of Frequency Human Labour Machine
operation Labour
Weeding/Cleaning Number Wage Time Cost
Cost of FYM
Cost of Disc
ploughing
Cost of cultivator
Cost of planking
Cost of levelling
Cost of sowing
Cost of fertilizer
application
Cost of manual
weeding
Cost of mechanical
weeding
Cost of irrigation
Cost of harvesting
Cost of threshing
Cost of
transportation
Miscellaneous
expenses
Input cost of crop
S. Name of Input Quantity Cost S. Name of Quantity Cost
No. No Input
FYM Insecticide 2
Variety Insecticide 3
DAP Fungicide 1
SSP Fungicide 2
Urea Fungicide 3
Sulphur Other
chemicals
Zinc Rental cost of
lost
Micronutrients Other cost
Organic Manure Miscellaneous
cost
Manure Grain
production
Weedicide 1 Straw
Weedicide 2 Mandi Tax
Insecticide 1 Sold Price
VITA
Name of the student: Arbaaz Azhar Khan
Father’s name: Md. Azhar Parwez
Mother’s name: Niloufer Shaheen
Id. no.: 19471124
Batch no.: 2019-23
Permanent address/Corresponding address with pin code: 28 Badrull Hussane Lane,
Shahbaz Nagar, Bhagalpur, Bihar - 812002
Contact no. (Mobile): (+91) 8278681954
E-mail Id: [email protected]
REFERENCES
1. https://www.indianembassy.org/economy-business/agriculture
2. Kavi Kumar, Socio-economic Impacts of climate change on Indian Agriculture,2004
3. https://education.icar.gov.in/
4. Madhuri Verma, Seema Naberia and VK Pyasi, Utility of RAWE programme for
undergraduate students of JNKVV Jabalpur, 2019.
5. https://www.un.org.com
6. https://surveyofindia.gov.in/
7. https://censusindia.gov.in/census.website/
8. http://www.cswcrtiweb.org/
9. https://agriculture.uk.gov.in/
10. https://www.fao.org/global-soil-partnership/glosolan/en/
11. https://www.soilhealth.dac.gov.in/home
OTHER SOURCES
1. www.pjtsauhttps://pjtsau.edu.in
2. ICAR Website
3. https://www.wisc.edu/
4. www.un.org
5. NITI Aayog
6. Google Maps
7. https://www.oecd.org/india/
8. https://agricoop.nic.in/
9. https://www.iitm.ac.in/
10. https://www.researchgate.net/
11. http://www.ihdindia.org/pdf/UttarakhandHDR.pdf
12. www.iwilltakeaction.com
13. www.gardenmyth.com
14. Uttarakhand Human Development report, 2022.
15. Uttarakhand Forest report, 2021.
16. Method Manual, Soil Testing in India, 2011
17. Census, 2011
BOOKS
1. Principles of Horticulture by N. Kumar
2. Fundamentals of Soil Science by Dr. B. Subba Reddy
3. Principles of Plant Breeding by B.D. Singh
4. Principles of Agronomy by Reddy T. Yellamanda, K. N. Reddy, and K. V. Raman
5. Arun Katyan 1
6. Arun Katyan 2
CERTIFICATES

Fig. 6.1.: Merit certificate from ICAR IISWC for partial completion of RAWE.
Fig. 6.2.: Certificate of completion from ICAR IISWC for partial completion of
RAWE.
 Fig. 6.3.: Certificate of completion from Directorate of agriculture for Agro-
Industrial Attachment.

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