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Chaudhary Charan Singh Haryana Agricultural University, Hisar

Chaudhary Charan Singh Haryana Agricultural University popularly known as HAU, is one of Asia's biggest agricultural universities, located at Hisar in the Indian state of Haryana. It is named after India's seventh Prime Minister, Chaudhary Charan Singh. It is a leader in agricultural research in India and contributed significantly to Green Revolution and White Revolution in India in the 1960s and 70s. It has a very large campus and has several research centres throughout the state. It won the Indian Council of Agricultural Research's Award for the Best Institute in 1997. HAU was initially a campus of Punjab Agricultural University, Ludhiana. After the formation of Haryana in 1966, it became an autonomous institution on February 2, 1970 through a Presidential Ordinance, later ratified as Haryana and Punjab Agricultural Universities Act, 1970, passed by the Lok Sabha on March 29, 1970. A. L. Fletcher, the first Vice-Chancellor of the university, was instrumental in its initial growth.

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2010 - 20152
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Subject: Human Development and Family Studies × Author: Anita × End date: 2015 ×
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    ThesisItemOpen Access
    Impact of Intervention Programme on Thinking Skills of Institutionalized Adolescents
    (CCSHAU, 2015) Anita; Duhan, Krishna
    The present investigation was conducted purposively in Haryana and Delhi state. Two hundred adolescents, i.e., 100 boys and 100 girls in the age group of 13 to 19 years were selected randomly from the selected institute of Faridabad (Haryana) and institute of Bawana (Delhi). The thinking skills of adolescents were assessed by Life Skills Assessment Scale (LSAS) developed by Nair et.al (2010). Beck depression inventory (BDI-II) developed by Beck et.al (1966) was used to estimating depression among adolescents. Test anxiety scale (TAS) developed by Sharma (1978) was used to measure the anxiety level of adolescents. A life stress scale developed by Aggarwal and Naidu (1986) was used to study the level of stress among adolescents. After assessing the existing thinking skills, adolescents were further assigned to experimental group (50) and control group (50) from each Institute. Intervention package on thinking skills was developed and imparted to the experimental group adolescents. Results of the study highlighted that institutionalized adolescents had average level of thinking skills in all four dimensions i.e. problem solving, creative thinking, decision making and critical thinking skills. Age, gender and relationship with peers were found significantly associated with thinking skills among adolescents. Majority of adolescents had moderate level of depression, anxiety and stress and exhibited negative and significant correlation with all dimensions of thinking skills. Intervention program enhanced the thinking skills of institutionalized adolescents to a great extent. A significant improvement was found in the mean scores of adolescents after imparting intervention program. The study demands to get aware the parents, teachers and others who are concerned with adolescents to explore and enhance their thinking skills.
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    ThesisItemOpen Access
    Social problem-solving skills of 6 to 8 years old children in relation to intelligence quotient
    (CCSHAU, 2010) Anita; Balda, Shanti
    The present study was conducted in Kaimri village of Hisar Block 1 of Hisar district. There were two government schools in Kaimri village, one for boys and one for girls. From these two schools, 94 boys and 85 girls in the age range of 6-8 years were assessed for their IQ with the help of Stanford-Binet Intelligence Scale (1973). Children were divided into low, average and high IQ categories. Ninety children including 45 boys and 45 girls, 15 boys and 15 girls from each IQ group were selected. The objectives of the study were - first, to identify low, average and high IQ children in the age group of 6 to 8 years; second, to assess social-problem solving skills of low, average and high IQ children; third, to compare social-problem solving skills of low, average and high IQ children and fourth, to delineate the factors related to social-problem solving skills of children. Social problem-solving skills of selected children were assessed with the help of Social Problem-Solving Test (Rubin, 1988). Responses of the children were examined quantitatively and qualitatively. Quantitative scores were calculated for total number of categories, number of different categories, relevancy and flexibility. Quality of responses included strategies suggested by children to solve problems in hypothetical situations with their peers. Results revealed that majority of children belonged to average category of IQ. IQ had significant impact on social problem-solving skills of children. Other factors related to social problem-solving skills of children were age and gender of child; paternal education and occupation and family income. Behavioural aspects, aggression, emotionality and impatience had significant relationship with social problem-solving skills. Research further revealed that, most frequently used strategies by children were “non-forceful” in nature. Gender differences indicated that girls suggested greater number of “non-forceful” strategies than boys who suggested greater number of “forceful” strategies.