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Govind Ballabh Pant University of Agriculture and Technology, Pantnagar

After independence, development of the rural sector was considered the primary concern of the Government of India. In 1949, with the appointment of the Radhakrishnan University Education Commission, imparting of agricultural education through the setting up of rural universities became the focal point. Later, in 1954 an Indo-American team led by Dr. K.R. Damle, the Vice-President of ICAR, was constituted that arrived at the idea of establishing a Rural University on the land-grant pattern of USA. As a consequence a contract between the Government of India, the Technical Cooperation Mission and some land-grant universities of USA, was signed to promote agricultural education in the country. The US universities included the universities of Tennessee, the Ohio State University, the Kansas State University, The University of Illinois, the Pennsylvania State University and the University of Missouri. The task of assisting Uttar Pradesh in establishing an agricultural university was assigned to the University of Illinois which signed a contract in 1959 to establish an agricultural University in the State. Dean, H.W. Hannah, of the University of Illinois prepared a blueprint for a Rural University to be set up at the Tarai State Farm in the district Nainital, UP. In the initial stage the University of Illinois also offered the services of its scientists and teachers. Thus, in 1960, the first agricultural university of India, UP Agricultural University, came into being by an Act of legislation, UP Act XI-V of 1958. The Act was later amended under UP Universities Re-enactment and Amendment Act 1972 and the University was rechristened as Govind Ballabh Pant University of Agriculture and Technology keeping in view the contributions of Pt. Govind Ballabh Pant, the then Chief Minister of UP. The University was dedicated to the Nation by the first Prime Minister of India Pt Jawaharlal Nehru on 17 November 1960. The G.B. Pant University is a symbol of successful partnership between India and the United States. The establishment of this university brought about a revolution in agricultural education, research and extension. It paved the way for setting up of 31 other agricultural universities in the country.

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Subject: Fish Nutrition × End date: 2019 × Start date: 2010 × Type: Thesis × Thesis Type: M.Sc ×
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    ThesisItemOpen 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, Ritu
    Mental 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.