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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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Subject: Human Development and Family Studies × End date: 2009 × Start date: 2009 × Thesis Type: M.Sc ×
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    ThesisItemOpen Access
    Cognitive competence of pre-schoolers in relation to maternal intellectual abilities and home environment
    (CCSHAU, 2009) Poonam; Chandra K. Singh
    The present study was conducted in urban rural area in Hisar city of Haryana with the aim to assess the cognitive competence of pre-schoolers and the intellectual abilities of their mothers and to find out the influence of maternal intelligence, socio-economic status and home environment on the cognitive competence of the pre-schoolers. Experimental material comprised 240 respondents from that the 120 were their mothers and 120 were the pre-schoolers selected from both rural (60) and urban (6) during the age of 2-3 years. From rural area anganwadis and homes of two villages namely Singhran and Harita were visited and from urban area preschools and homes were selected in Hisar city. The simple comprised of 30 boys and 30 girls in the age group of 2-3 years from both the location. Results regarding profiles of children indicated that majority of the children’s parents had education up to senior secondary level in rural areas and upto graduation level in urban areas. With regard to occupation majority of children belonged to agricultural background in rural areas and service in urban areas whereas in case of family time in rural area the most of children belonged to the medium size of family and in urban they belonged to small size family. Majority of children belonged to nuclear family in both the areas. Children from urban areas surpassed children from rural areas in cognitive competence on Bayley scale. The cognitive competence of children was significantly correlated with the maternal intelligence in urban area. Regarding associations the cognitive competence of children was not influenced by the socio-economic status in both the location. Some aspects of home environment such as learning and language stimulation, acceptance and the total home environment were significantly associated with intellectual abilities of urban children whereas only two aspects namely learning and physical stimulation were significantly associated with intellectual abilities of rural children.
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    ThesisItemOpen Access
    Adoption feasibility of lemon based preserved products in rural Haryana
    (CCSHAU, 2009) Punia, Anusha; Goel, Rita
    The study was conducted in Haryana state of Hisar district by selecting two blocks randomly namely Hisar-I and Hansi-I and by selecting two villages from each of the selected block at random. Thus, Ladwa and Mirka villages from Hisar-I, Dhanderi and Sultanpur from Hansi-I block were selected. A sample of 200 rural women were selected at random to assess pre-exposure knowledge, attitude, awareness and utilization of lemon products among rural women and for intervention programme 100 rural women were taken. The data were collected by the researcher with the help of duly pre-tested interview schedule. Intervention programme was designed for selected four lemon based preserved products for 100 rural women. All of the respondent covered under intervention programme obtained only 19.5 per cent in ingredients and 21.6 per cent scores in steps in sweet lemon pickle at pre-exposure stage. But at post-exposure stage, respondents obtained maximum scores 86.2 per cent in ingredients used in lemon squash and 93.0 per cent in steps taken in lemon pickle in oil and lemon rind pickle. Maximum knowledge gain in ingredients was observed in lemon squash (84.2%). About steps, maximum knowledge gain was observed in lemon squash (88.3%). At pre-exposure stage, majority of respondents (55.0%) had neutral attitude while at post-exposure stage, 63.0 per cent of respondents acquired favourable attitude towards lemon products. Adoption feasibility of lemon products was found to be the highest in triability (88.0%) followed by simplicity/complexity (87.4%), physical compatibility (81.2%), cultural compatibility (80.0%) and relative advantage (79.8%). The most frequently perceived constraint for adoption of lemon products were marketing problem (81.0%) followed by lack of credit facility (53.0%), lack of confidence (50.0%), non-recognition by family (43.0%), lack of personal interest (31.0%), non-recognition by society (14.0%) and non-availability of the lemons (1.0%).
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    ThesisItemOpen Access
    School environment and socio-emotional development of children
    (CCSHAU, 2009) Gautam, Neetu Singh; Punia, Shakuntla
    The study was conducted in 30 schools of Hisar city from Haryana state i.e. 15 government (Haryana Board affiliation) and 15 private (CBSE affiliation) schools. From each school, 5 boys and 5 girls were selected using proportionate random sampling method. Hence from all the 30 selected schools, there were 150 boys and 150 girls having 13 to 14 years of age .Two type of variables were taken i.e. independent variables and dependent variables. Independent variables included Socioemotional school climate and personal socio-economic variables. Age, gender, education, ordinal position, caste, family type, number of children, family size, parent’s education, occupation and family monthly income were considered as personal and socio-economic variables. Social maturity and emotional stability were taken as dependent variables. For this investigation, Socio-emotional School Climate Inventory, developed by Sinha and Bhargava, 1994 was used to assess the socioemotional school climate. For personal and socio-economic variables, self prepared pretested questionnaire was used. To assess the social maturity and emotional stability of children, Rao Social Maturity Scale (Rao, 1998) and for Emotional Stability Test for children by Gupta and Singh (1985) were used. The results revealed that most of the respondents perceived their school climate as favourable to highly favourable. Respondents from private school had better perception of social climate as well as socio-emotional climate of schools against the government schools respondents. Government schools were perceived better for emotional climate of schools. The girls had better perception about social and socio-emotional climate of their schools. The Government and private schools differed significantly in their socio-emotional school climate. Results related to social maturity revealed that majority of the respondents were highly mature in their social skills. Comparatively private school respondents were better in their social maturity skills. Significant differences were observed in respondent’s social maturity skills on the basis of family type, type of school, gender, age of child. Socio-economic variables significantly affected the social maturity skills of the respondents. Study further highlighted that majority of the respondents had average level of emotional stability. No significant differences were found in emotional stability of respondents on the basis of personal and socio-economic variables. Significant correlation existed between school climate and social maturity of children, whereas, school environment was non-significantly related to emotional stability.
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    ThesisItemOpen Access
    Maternal knowledge on language milestones and language development of under privileged children
    (CCSHAU, 2009) Phool Kumari; Punia, Shakuntala
    The present research was conducted in Hisar district of Haryana to assess the maternal knowledge on language milestone and language development of 3 to 4 years old rural and urban Children from below poverty line families. A total of hundred children, 50 from Harikot and Shahpur village to represent rural sample, and 50 children from Aangan Wadis of Patel Nagar to represent urban sample were selected randomly. Personal and socio economic background of children indicated that maximum fathers of children were educated up to matric and mother were illiterate, having nuclear families with small and medium size, mothers were mainly house wife and father worked as labourer having income below Rs. 5000 per month. Majority of the other had low knowledge on language milestones and provided poor quality of home environment. Comparatively, urban mothers were better in knowledge and also provided superior home environment. Language performance of most the children was below average and poor against the RDLS standard norms. Most of the children, males as well as females could not reach the linguistic milestones for their chronological age. Only age wise significant differences were seen for VCA, VCB and Exp. Lang. performance. The maternal knowledge on language milestones had significant relationship with language development of children. Mother’s educational status had significant bearing on maternal milestones knowledge and home environment quality provided in families to support the development.