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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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  • ThesisItemOpen 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, Abha
    An 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.