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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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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 A comparative study on moral judgment ability of Sri Sathya Sai Bal Vikas and Non Bal Vikas Children from the capital cities of Uttarakhand and Uttar Pradesh(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2009-07) Priyanka; Ahuja, AbhaAn attempt has been made to study the status of moral judgment ability of Sri Sathya Sai Bal Vikas and Non Bal Vikas children aged 6- 11 years, in capital cities of Uttarakhand i.e. Dehradun and Uttarpradesh i.e. Lucknow. Moral judgment test was administered on a randomly selected sample of 360 children i.e. 180 Bal Vikas children (90 from Uttarakhand, 90 from Uttarpradesh) and 180 Non Bal Vikas children (90 from Uttarakhand, 90 from Uttarpradesh, divided into three age groups i.e. 6- 7 years, 8- 9 years and 10- 11 years, having 30 children in each age group. A questionnaire eliciting self report on daily habits and moral behavior of children was given to 40 Bal Vikas children (20 from Uttarakhand and 20 from Uttarpradesh) and 40 Non Bal Vikas children (20 from Uttarakhand and 20 from Uttarpradesh) selected randomly from the 360 children studied for The moral judgment ability. Thirty sessions of 40 minutes each Bal Vikas and Non Bal Vikas classes were observed using observation schedule for teaching techniques used in teaching. Results revealed significant difference in the moral judgment ability of Sri Sathya Sai Bal Vikas children and Non Bal Vikas children. Almost half (52.27%) Bal Vikas children had very high and 35% Bal Vikas children had high ability of moral judgment, whereas, only 12.22% Non Bal Vikas children had very high and 12.77% had high ability of moral judgment. A great percentage of Non Bal Vikas children (29.44%) had low moral judgment ability as compared to only 3.88% Bal Vikas children. 23.88% Non Bal Vikas children showed very low ability of moral judgment, whereas none of the Bal Vikas children had very low moral judgment ability. A significant relation was found between ages and moral judgment ability of children at 0.01 level of significance (df 16.81). Gender differences were observed as 38.33% girls had very high ability of moral judgment as compared to boys (26.66%) whereas more number of boys (21.11%) showed low moral judgment ability as compared to the girls (12.22%). Majority of Bal Vikas children reported desired moral behavior in most of the given situations as compared to Non Bal Vikas children through the questionnaire eliciting daily habits and moral behavior. The most interesting thing observed in Sri Sathya Sai Bal Vikas classes was teaching techniques used by Bal Vikas gurus i.e. prayer, story telling, silent sitting, group activities, role playing, and value games to inculcate values of truth, righteous conduct, love, peace and non violence in children. Whereas, in Non Bal Vikas classes teachers mainly focused on completing syllabus through lectures using blackboards as the teaching material. A sound interaction of gurus with every child was observed in Bal Vikas classes, but in contrast, there was a good interaction of Non Bal Vikas teachers with only the brighter students of the class. Findings of the present study suggest that Sri Sathya Sai Bal Vikas Programe be added in schools for one hour session at least once a week, preferably on Saturdays, so that children will be able to get exposure of varied teaching techniques for inculcating moral values in them and it would also add to their academic performance by better discipline and commitment.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 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 Capacity building through life skill education to adolescent girls of youth SHGs: an experimental development in Vijaynagar Gram Panchayat, Gadarpur block, Udham Singh Nagar(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2006-05) Ojha, Jaya Kritika; Ahuja, AbhaYoung generation has tremendous potential and calibre towards life. Adolescence is the second decade of life and should be developed so that they can lead an empowered and healthy future. It is necessary to invest in young girls especially, so as to make them future guardians of the nation‟s development. Girls have rights to make choices to determine and decide their future. The present research study was taken up with the objective to implement life skill education among adolescent girls of youth SHGs in Chitranjanpur II village of Gadarpur block of Udham Singh Nagar. The qualitative research has been conducted with the total sample size of 30 respondents. A questionnaire consisting of different modules was used to assess the pre and post levels of awareness and change in views regarding life skills. After the training exposure on life skill education, it was found that adolescent girls with guidance and capacity building can enhance their self esteem and self concept which was reflected in their responses in the area of self image, family and personal relationships, family roles and responsibilities, image of an ideal person and gender equality. Empowering adolescent girls and young women presupposes a positive change in the perception of our society. Study suggested that girls and women require such training programmes which will provide them a platform of equal opportunities in all areas of life and make them capable to participate, as equal partners of society.ThesisItem Open Access Capacity building in managerial ability and self concept of youth SHGS: an experimental development on Pantnagar university campus, Udham Singh Nagar(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2006-06) Saxena, Pooja; Ahuja, AbhaThe youth constitutes largest population in India and are potential human resources with abundant energy and enthusiasm. Youth, a stage which bridges the transition between adolescence and adult and is the most appropriate section of the society to participate in development activities. The future of the country lies in the hands of their youth. SHGs can be promising tool in capacity building of rural poor. So the study on Capacity Building in Managerial Ability and Self Concept of Youth SHGs: An Experimental Development on Pantnagar University Campus, Udham Singh Nagar was carried out. The sample size of 30 members was taken from three SHGs (each group having 10 members). The result indicated that training programmes directly or indirectly has positive effect on self concept and capacity building of poor. Managerial skills related to entrepreneurial activities have positive effect on capacity building and self concept. After receiving training most respondents realized their potentials, skills and abilities and the scores on their self concept were increased. As youth self employment has been become the foremost need of all developing countries. The present study has its implication in term of suggestions that youth should be given trainings for their capacity building and guided in the right direction through government and nongovernmental efforts.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 Capacity building and strengthening self-concept of members of youth SHGs: an experimental development on Pantnagar university campus of District Udham Singh Nagar(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2005-06) Khurana, Chhavi; Ahuja, AbhaIndia having one of the largest youth population in the world is facing the problem of youth employment and need that extra thrust to integrate self made entrepreneurs into the economic mainstream. The rural youth have potentials and abilities but they need a motivational force and opportunity to express themselves. As a result in recent years, Self Help Groups are emerging as alternative development strategy to promote the common interest of weak and vulnerable sections of the society. So the study on Capacity Building and Strengthening Self-Concept of members of Youth SHGs: An Experimental Development on Pantnagar University Campus of District Udham Singh Nagar was carried out. The sample size of 30 members was taken from three SHGs (Each group having 10 members) for the study. The results reveal that after imparting trainings to the SHGs, the self-concept of members is raised. The findings reveal that youth require such training programmes which can improve their skill in different income generating activities, capacity building and strengthening self-concept.ThesisItem Open Access Educating youth SHGS on family life education issues: an experimental development in district Udham Singh Nagar(G.B. Pant University of Agriculture and Technology, Pantnagar - 263145 (Uttarakhand), 2005-06) Saxena, Ruchi; Ahuja, AbhaIt has been proved beyond that the goal of population stabilization may not be attained by simple promoting the use of family planning measures. While such a campaign has its own merits, it is essential to create certain favourable conditions by treating population as an aspect of development and no as an obstacle to development. There is a need to make people appreciate sustainable development as the best pragmatic option. Gender equality and equity, family planning information and improvement in reproductive and nutritional health of mother and child are the key contributors to population stabilization. The preset investigation was taken up with the objective of educating youth Self Help groups on family life education issues in the village named Chitranjanpur-2 of Gadarpur block of District Udham Singh Nagar. The qualitative research has been done, taking total sample of 50 female respondents (25 married and 25 unmarried). To assess the pre and post knowledge and opinion regarding family life issues, interview schedule was used. After experimentation through education sessions, it was found that the there were gains and changes in opinion of both the unmarried and married respondents regarding family life issues.
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