An attempt has been made to illustrate the evolution of pelitic granulite from south of the Balaram-Abu road, which lies in the South Delhi Terrane (SDT) of the Aravalli-Delhi Mobile Belt (ADMB), using geochemistry and geochronology. The current work offers a plausible explanation for the protolith of pelitic granulite, nature of the sediments and its provenance. The elemental geochemistry of the pelitic granulites reveals that the protolith is an arkosic to shaley type. The rare earth elements pattern shows that there is a negative Eu anomaly and a small excess of LREE over HREE. This means that the source of sediments probably has the same elements as the upper crust. However, the amounts of Sr, Nd and Pb vary a lot, which shows that the sediments supplied from two different types of sources (felsic and mafic) in different proportions from a Proterozoic terrain. The monazite geochronology indicates that the metamorphic overprint occurred between 797 Ma and 906 Ma. Additionally, the ages correlate to the debris that was formed between the 1188 Ma and 1324 Ma from magmatic/sedimentary sources for pelitic granulite. The present research provides a more in-depth understanding of the evolutionary history of the pelitic granulite that comprises the SDT in the ADMB region during the Proterozoic era.

The shift in learning environments due to the COVID-19 pandemic necessitates a closer look at course design, faculty approaches to teaching, and student interaction, all of which may predict learner achievement and satisfaction. Transitioning to an online environment requires the reinvention, reimagining, and applying of “e-flavors” of general learning theory. With this shift to online learning comes the opportunity for misunderstandings and “myths” to occur, which may stand in the way of faculty embracing online learning and fully realizing its potential. This article seeks to address several myths and misconceptions that have arisen in higher education during the rapid shift to online teaching and learning. While not comprehensive, these myths represent a snapshot of common challenges. These are we can transfer our in-person course design to online; adult learners do not need an empathetic approach; and online teaching and learning is socially isolating. Through an appreciative inquiry framework, we present each myth in the context of relevant literature and invite faculty with varied online teaching experience to share their own case studies that illustrate how they have “busted” these myths with the goal to identify existing examples of locally effective practices for the express purpose of replication that leads to positive change.