Browsing by Author "Singh, Ritu"
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ThesisItem Open Access Comparative analysis of quality of education, caregiving and development among preschoolers under private and public schools of selected blocks of distt. U.S. Nagar, Uttarakhand, India(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2019-09) Nautiyal, Himani; Singh, RituThe earliest years of a child’s life are critical. These years determine child’s survival and thriving in life, and lay the foundations for her/ his learning and holistic development. Concept of Early Years Education (EYE) refers to a philosophy of providing opportunities and experiences to preschoolers in order to promote their holistic development, as well as arranging and providing services and support systems to communities and families to meet the needs of their young children. In India two types of preschool structures vis. private preschools and public preschools. This study was undertaken with a view to assess the differences existing across private and public preschools in terms of infrastructure and curriculum, child caregiver interaction and age specific development. The study was carried out purposively in two blocks of Distt. Udham Singh Nagar, Uttarakhand namely- Rudrapur and Gadarpur. Firstly, a list of private peschools under the block Rudrapur and Gadarpur was procured by the researcher online. The researcher also used snowball sampling method to locate some of the private preschools which were not available online. In selection of public preschools the researcher procured the list from District Programme Office of the District Udham Singh Nagar. 10 private and 18 public preschools served as the sample for the current study. In which 31 caregivers and 351 preschoolers were from private preschools whereas, 27 caregivers and 291 preschoolers were from public preschools. Mixed methods involving non-participatory observations and survey method was used for data collection. To assess the assumed objectives following tools were used: Early Childhood Education Quality Assessment Scale (CECED, 2011), Child Caregiver Interaction Scale (Carl, 2010) and Ages and Stages Questionnaire (Squires and Bricker, 2009). Non participatory observation method was used to assess infrastructure and curriculum differences existing across private and public preschools using Early Childhood Education Quality Assessment Scale and the same method i.e. non participatory observation was used to assess hild Caregiver Interaction across private and public preschools using Child Caregiver Interaction Scale. To assess age specific developmental differences existing among preschoolers enrolled in private and public preschools the researcher distributed Ages and Stages Questionnaire to the parents of the preschoolers. On comparing the data for infrastructure and curriculum private preschools were significantly higher than public preschools on dimensions of- physical settings, meal time, learning and play aids, classroom management and organisation, personal care, hygiene and habit formation, language and reasoning experiences, fine and gross motor activities, social development, child care worker’s disposition. Furthermore on assessing caregiving across private and preschools it was found that private preschool caregivers were significantly high on all the three domain of the scale which were:- emotional, cognitive/physical and social. On assessing the age specific developmental differences among preschoolers across private and public preschools it was found that private preschoolers were significantly higher than public preschoolers in communication, problem solving and personal social domains. Whereas, public preschoolers were higher than private peschoolers in two domains which were: - fine and gross motor domain. Similar results were found between boys and girls of private and public preschools.ThesisItem Open Access A comparative study of educational aspirations & achievement motivation of visually impaired & sighted adolescents enrolled under inclusive & exclusive education(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2015-08) Joshi, Neha; Singh, RituAn individual receives impressions of the world through his sense organs. Senses are said to be the gateway to knowledge. More impressions reach the brain through the sense of sight than through all other senses combined. It has been thus, said that “eyes are the windows of the soul”. Thus, lack of sight makes the individual blind and aloof from the physical world. The present study was undertaken to assess the difference, if any, exists in the levels of educational aspirations and achievement motivation of visually impaired and sighted enrolled under inclusive and exclusive education in Uttarakhand. It has been realized that, there is a need to identify whether educational aspirations and motivation in inclusive and exclusive settings of visually impaired adolescent and sighted adolescent does make any differences. The sample for the present study comprised of four groups viz. a) visually impaired adolescents from exclusive educational settings b) visually impaired adolescents from inclusive educational settings c) Sighted adolescents from inclusive educational settings d) Sighted adolescents from exclusive educational settings .50 respondents were randomly selected under each group of sample from the identified locale so as to make a total sample of 200 respondents for the study. Educational aspiration and achievement motivation of the population under study was assessed by employing two tools viz. Level of Educational Aspiration Test (LEAT) developed by Dr. Yashmin Ghani Khan.(1999) and Achievement Motivation Scale (n-Ach) developed by Prof. Pratibha Deo and Dr. Asha Mohan(1985). The present study revealed that Education aspiration was found to be significantly higher in visually impaired adolescents of exclusive education as compared to visually impaired adolescents of inclusive education in all the domains of educational aspiration except reality of aspired goals. In sighted adolescents education aspiration was found to be significantly higher in inclusive education in family support and pupil’s view domain. However for the pupil’s effort and reality of aspired goals domains in sighted adolescents from exclusive education were found to be higher. Achievement motivation was found to be significantly higher in visually impaired adolescents of exclusive education as compared to visually impaired adolescents of inclusive education Socio –demographic and socioeconomic variables also influenced the levels of educational aspiration and achievement motivation. Significant difference was observed in terms of level of educational aspiration across gender in inclusive education of visually impaired adolescents and sighted adolescents of exclusive education, across birth order in inclusive and exclusive education of sighted adolescents, across number of siblings in inclusive and exclusive educational settings of visually impaired adolescents, across visual impairment in exclusive education, across visual impairment onset in inclusive education, across father’s and mother’s education in inclusive and exclusive education of visually impaired adolescents and sighted adolescents. No Significant difference was observed across family income and parent’s occupation. Significant difference was observed in terms of level of achievement motivation of visually impaired adolescents from inclusive education across number of siblings . Across father’s and mother’s education in inclusive and exclusive education of visually impaired adolescents and sighted adolescents, across father’s occupation of visually impaired adolescents under inclusive education, across family income visually impaired adolescents from exclusive education significant difference were found and no significant differences was observed in other variables under level of achievement motivation.ThesisItem Open Access A comparative study of martial quality, parent adolescent relationship and psychological health among living apart together couple and proximal couple families of distt. U.S. Nagar Uttarakhand(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2019-07) Johari, Shikha; Singh, RituRelationships in which intimate partners do not share a household (living apart together) are gradually becoming more noticeable in the modern sphere. Living apart together couples (LATC) is a newly arrived family form and these couples are not registered in official census statistics. In the modern day world, the female counterparts are getting monetary freedom, independence and egalitarianism; which in turn have both positive and negative influence on marital adjustment. The parent-child relationship is one of the most important, influential, and supreme relationships in an individual's life. Any changes in family equilibrium and relationships results in change in responsibilities, rules, and boundaries, as well as the degree of power, authority and control exerted by parents. The comparative study was undertaken to assess the marital quality, parent-adolescent relationship and psychological health of members in living apart together couple families and proximal couple families. The study was carried out in Distt. Udham Singh Nagar of Uttarakhand. Snowball sampling technique was used to identified the prospective families (150) under two populations i.e 75 living apart together couple families and 75 proximal couple families. Total sample comprised of 450 respondents (150 husbands and wives from living apart together couple families, 150 husbands and wives from proximal couple families and 150 adolescents). To assess the assumed objectives following tools were used, Seven Dimensions of Exceptional Relationships (Szekely, 1980), Dyadic Adjustment Scale (Spanier, 1976), Romantic Partner Conflict Scale (Zacchilli, 2009), Trust in Close Relationships Scale (Rempel, 1985), Parent -Child Relationship Scale (Rao, 1989) and Anxiety, depression and Stress Scale (Bhatnagar, 1971). Tools were distributed and explained to individual members and were requested for honest, unbaised and true response with assurance of confidentiality. During the follow up non-participatory observations were recorded and registered to cross verify data collected through survey method. On comparing the data for exceptional marital relationship of couples in living apart together couple and proximal couple families, it was evident that couples from living apart together couple families were significantly higher on three dimensions of exceptional relationship which is commitment, passion and team work in comparison to couples in proximal couple families. Furthermore, on assessing dyadic adjustment, couples from living apart together couple families were seen to be significantly more affectionate towards their partner. At the same time couples from living apart together couple families practiced separations, whereas couples from proximal couple families practiced avoidance as a strategy for conflict resolution. Interestingly it was observed that couples from living apart together couple and proximal couple families showed no significant difference in trust. On assessing parent-child relationship, it was apparent that parents from living apart together couple families practiced significantly more symbolic reward, object reward and were more loving. On the contrary, parents from proximal couple families followed more symbolic punishment and were more demanding. Simultaneously it was found that couples from living apart together couple families were significantly more anxious and stressed. However, it turned out that adolescents from living apart together couple families and proximal couple families showed no difference in anxiety, depression and stress.ThesisItem Open Access A comparative study of social and emotional maturity of senior school adolescents of Pantnagar(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2009-08) Pant, Kusha; Singh, RituThe term adolescence comes from the Latin verb adolescere, which simply means to grow to maturity. By the end of adolescence period, the adolescent is expected not only to be physically and cognitively mature but also be socially and emotionally mature, that is, he must be ready to face the world alone without his parents or teachers to act as buffers, as they did when he was a child. It is so, as emotional maturity and social maturity are vital for attaining success and happiness in adult life. The 21st century is an era of technological revolution. Due to changes in technology, the environment today is changing as never before. Adolescent today is exposed to vast, unlimited and uncensored information along with increased pressure due to high competitiveness, expectation from family and peers. In this dynamic environment, adolescents are finding it difficult to adjust themselves, and sometimes even getting succumbed to the environmental pressure. This is quite evident from the increase in number of criminal, suicidal, drug abuse and rape cases where adolescents are involved. In some extreme cases, adolescents are used by terrorist groups as a weapon of terror as it is very easy to influence them due to their low social and emotional maturity levels. The present study was undertaken to assess if the senior school adolescents of Pantnagar have successfully attained the developmental milestones of adolescence especially social and emotional maturity and are ready to face this fast changing and demanding world efficiently, courageously and responsibly as an ideal citizen of the society. All the adolescents studying in class XI of Campus School, GGIC and PIC were selected for the present study making a total of two hundred & seventy seven (277) respondents. The self-designed socio-demographic questionnaire was used to study the socio-demographic characteristics of class XI students of the selected schools. Social maturity and emotional maturity of the students was assessed through Rao‟s Social Maturity Scale by Nalini Rao and Emotional Maturity Scale by Y. Singh and M. Bhargava, respectively. The present study revealed that girls were more socially adequate than boys whereas boys were more socially adjusting than girls. Adolescents having three or more siblings were also observed to be more personally adequate than those having one or no sibling. However, adolescents having one or no sibling were significantly higher on emotional progression and personality integration component of emotional maturity than those having two siblings. Another observation was that adolescents who were 1st born were significantly more socially mature, emotionally stable and socially adjusting than 2nd born. Adolescents whose fathers were educated upto intermediate or above were significantly more personally adequate than those whose were either illiterate or educated only upto matric but father‟s level of education did not influence the emotional maturity of adolescents. On the other hand, respondents whose mothers were PG or above were significantly more personally adequate than those whose mothers were illiterate or educated upto matric. They were also observed to be significantly higher on emotional progression than the rest. Respondents whose fathers and mothers were Class 1 or Class 2 employee were significantly more socially and emotionally mature than those whose were Class 3 and Class 4 employee. Adolescents of non-working mothers were also seen to be significantly more socially and emotionally mature than of Class 3 and Class 4 employee. Higher and upper middle class adolescents were seen to be significantly more personally adequate than those from rest of the classes but higher class adolescents were significantly low on social adequacy than others. Adolescents from higher class were also observed to be more socially adjusting and independent than those from lower class and on the whole more emotionally mature than those from rest of the classes. Respondents from joint family were more personally, interpersonally and socially adequate and thus, socially mature than those from nuclear family. Similarly they were significantly higher on emotional stability, emotional progression, social adjustment, personality integration and independence component of emotional maturity than those from nuclear family. Social maturity and emotional maturity was found to be significantly positively correlated across gender, number of siblings, birth order, family income, family type, parent‟s education and occupation.ThesisItem Open Access An exploratory study of romantically involved young adults on love attitude; parent and peer attachment; conflict resolution; social influence and college learning(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2019-07) Dutt, Aditi; Singh, RituHumans are social being who are driven by their need to belong in society. Young adulthood is a stressful yet another important stage of life offering different life-changing experiences. It opens the door for different goals, responsibilities, priorities, role and competence that helps young adults in developing attachment behaviour for example, in terms of how much emotional support is requested and from whom the support is sought. Parent and peer relationship are the most important, influential, and supreme relationships in an individual's life but when transition from school to college takes place the breaking away process from the primary attachment bonds occur at a slower pace before young adults can develop new relationship with others. Therefore, young adults tend to seek emotional security from the opposite sex by entering into romantic relationship, in order to fill the void of parental warmth. Therefore, it is fair to say that younger individuals experience a need to be attached to their counterparts through the bond of love. Love is a feeling of strong emotional attachment and attraction. It covers a wide range of positive and strong emotional and mental state, from the most sublime virtue or good habits, the deepest interpersonal affection and to the simplest pleasure. Thus comparative study was undertaken to assess the love attitude of romantically involved young adults; parent and peer attachment; conflict resolution; social influence and college learning. The study was carried out in - G.B.P.U.A.& T., Pantnagar and P.A.U., Ludhiana. Snow-ball sampling technique was used by the researcher to identify the prospective respondents (400) under two populations i.e 200 romantically involved young adults from G.B.P.U.A.&T., Pantnagar and 200 romantically involved young adults from P.A.U., Ludhiana.To assess the assumed objectives following tools were used, Love attitude Scale (Hendrick & Hendrick, 1986), Behavior System Questionnaire (Furman, Simon, Shaffer,& Bouchey, 2002), Romantic Partner Conflict Resolution Scale (Zacchilli, Hendrick, & Hendric, 2009), and The College Learning Effectiveness Inventory (Newton, Kim, Wilcox, & Beemer, 2008) and Social Influence on Romantic Relationship Scale (Ganth, 2013). Tools were distributed and explained to individual respondents and were requested for an honest, unbiased and true response with the assurance of confidentiality. On comparing the data for romantically involved young adults of G.B.P.U.A.& T., Pantnagar and P.A.U., Ludhiana, it was evident that romantically involved young adults of P.A.U., Ludhiana were having significantly higher Ludus (game-playing) love style whereas; Eros love style were significantly higher in romantically involved young adults of G.B.P.U.A.& T., Pantnagar. Furthermore, on assessing parent and peer attachment of romantically involved young adults it was found that there was no significant difference in parent and peer attachment of GBPUA&T, Pantnagar, and PAU, Ludhiana. At the same time, it was also evident that there was no significant difference in areas of conflict and conflict resolution strategy of GBPUA&T, Pantnagar and PAU, Ludhiana. Interestingly it was observed that there was no significant difference in social influence on romantically involved young adults of GBPUA&T, Pantnagar and PAU, Ludhiana. On the contrary, it was evident that the respondent’s age and duration of their romantic relationship made significant contribution in various domains of college learning.ThesisItem Open Access Functioning of families with mentally challenged children: an exploratory study(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2015-07) Ashneet Kaur; Singh, RituMental challenge is a bio-psychosocial problem. It is a condition of arrested or incomplete development of the mind, which is characterized by impairment of skills manifested during the developmental period, which contribute to the overall level of intelligence, i.e. cognitive, language, motor, and social abilities. To a parent, every child is special in his or her own way. But some children have special needs that challenge parents to find ways to best prepare these children for the future and to handle any problems that may surface. It often requires a reorientation and re-evaluation of family goals, responsibilities and relationships. The presence of a member with mental challenge irrevocably changes the family environment and affects family as a unit. Within the family system itself, subsystems such as; marital, parental, and sibling subsystems exist. Thus change in family environment affects the immediate relationships in family. It is a unique shared experience for families and can affect all aspects of family functioning The present study was undertaken to assess the family functioning of mentally challenged children, by exploring the sibling relationship, marital adjustment between couples as well as family environment of mentally challenged children. Mentally challenged children from the three RCI recognized institutes of Delhi (NIMH, Manovikas and CBS Memorial) were purposively selected. Total 150 mentally challenged children and their families were selected as respondents from these 3 special schools either through census method or lottery method. The self designed questionnaire was used to assess the socio-demographic (personal) & socio-economic (family) characteristics of children and their families. Sibling relationship was assessed by employing Sibling Relationship Questionnaire (SRQ) by Wyndol Furman and Duane Buhrmester, Marital adjustment between couples and Family environment of mentally challenged children were assessed using Dyadic Adjustment Scale by Spanier and Family Environment Scale by Rudolf H. Moos and Bernice S. Moos, respectively. The present study revealed sibling relationship, marital adjustment between couples and family environment of mentally challenged children was influenced by various socio-demographic (personal) variables and socio-economic (family) variables like gender, number of siblings, degree of mental challenge, parent’s education, father’s occupation, family type and family income. It was found that sibling relationship among mentally challenged children and mentally normal siblings varied across same sex dyads having highest warmth/closeness and relative status/power than opposite sex dyads. Families with severely mentally challenged children and two children including one mentally challenged child were found to have highest warmth/closeness and relative status/power and lowest conflict and rivalry. Higher the education of fathers and mothers, significantly more warmth/closeness and relative status/power and less conflict and rivalry was observed between their children. Middle income families and fathers who were in service were found to have highest warmth/closeness and relative status/power and lowest conflict and rivalry among mentally challenged and mentally normal siblings. Assessment of marital adjustment between parents revealed that parents who had mildly mentally challenged children, two children including one mentally challenged child and fathers who were involved in service were found to have higher consensus in decision making and affection; cohesion in activities and discussion and higher stability in their marital relations. Parents from middle income families and who had higher level of education (U.G./P.G.) showed higher marital adjustments on decision making, values, affection, stability, activities and discussion than those less educated. Assessment of family environment revealed that families with mildly challenged children had better cohesion, expressiveness, independence, achievement orientation, intellectual- cultural orientation, active-recreational orientation, organization and control and lesser conflict and moral – religious emphasis. Middle income families and families who had two children including one mentally challenged child and parents with higher level of education (U.G./P.G.) were observed to have healthier family environment on cohesion, expressiveness, independence, achievement-orientation, intellectual-cultural orientation, active recreational orientation, organization and control and low conflict whereas moral religious emphasis was the same in above three families. Mentally challenged child’s gender and their birth position didn’t influence the family subsystems except for warmth/closeness and relative status/power in sibling relationship.ThesisItem Restricted Impact Of Marital Adjustment And Parent-Child Relationship On Urban Family Environment(Punjab Agricultural University; Ludhiana, 2005) Singh, Ritu; Thind, SThesisItem Open Access Socio-economic status of milk supplier of village, millk co-operative society to JSDSM, Jabalpur(JNKVV, Jabalpur, 2004) Singh, Ritu; Idnani, N. L.ThesisItem Open Access STUDIES ON THE SHELF LIFE EXTENSION OF BELL PEPPER(2011) Singh, Ritu; Panda, Manoj KumarThe study was carried out to investigate the effect of different modified atmosphere packaging (MAP) techniques for extending the shelf-life of bell pepper (capsicum annum L.) kept at ambient and 8oC with 75-80% and 85% RH respectively.. MAP carried out consisted of: polyamide 20 μm-PE 70 μm with EVA sealant layer extrusion laminated, film B: polyamide 40 μm – polyethylene 120 μm extrusion laminated and film C: polyamide 30μm- PE 110 μm mit EVA Siegelschicht Extrusions Koschierte Qualitat O2 permeability of 50, 25 and 30 cm3/m2d.bar respectively having Qualitat and 4 gas concentration: (2% O2 + 3% CO2), (3% O2 +3% CO2), (4% O2 +3% CO2) and atmospheric composition. Periodical observations were collected on headspace gases for CO2 and O2 concentration (%), moisture content, weight loss, firmness (kg), colour (L, a, b value), total soluble solid (TSS) and sensory evaluation. It was observed that it took 3-4 days and 11to 12 days to reach equilibrium oxygen concentration of 0.4% for MAP stored at ambient and 8oC respectively. It was also observed that weight loss was minimum in 8oC in comparision to ambient condition. “a”-value was maximum (-11.6) in MAP having O2 permeability of 25 cc/m2 d.bar with initial O2 level of 3%. The maximum (1.173 kg) was observed in MAP having O2 permeability of 30 cc/m2d.bar with initial O2 level of 2%. Total soluble solid was observed to had maximum changes in. MAP having O2 permeability of 30 cc/m2d.bar with initial O2 level of 3% and O2 permeability of 30 cc/m2 d.bar with initial O2 level of 21% while it was minimum in MAP having O2 permeability of 30 cc/m2d.bar with initial O2 level of 3% and O2 permeability of 30 cc/m2 d.bar with initial O2 level of 21% .pH was observed to had changed maximum (2.13) and minimum (4% ) having O2 permeability of 30 and 25 cc/m2 d.bar respectively with initial O2 level of 3% and 4% respectively. It was observed that the samples packed with polyamide 40μm-polyethelene 120μm extruded laminated having O2 permeability of 25 cc/m2 d.bar with initial O2 level of 3%, stored at 8oC had the maximum shelf life of 18 days with overall acceptability quality. Keywords: MAP, O2 permeability, colour, firmness, weight loss, TSS, pH, sensory evaluation, gas concentrationThesisItem Open Access A study on parent-adolescent relationship and its impact on adolescents’ personality among families of G.B.P.U.A &T, Pantnagar(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2017-06) Arti Kumari; Singh, Ritu