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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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2001 - 2009382010 - 201428
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Subject: Human Development and Family Studies × End date: 2014 ×
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Now showing 1 - 9 of 66
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    ThesisItemOpen Access
    Evaluation of Strawberry Cultivars for Growth, Flowering and Fruiting at Hisar
    (College of Agriculture Chaudhary Charan Singh Haryana Agricultural University Hisar, 2001) Singh, Lakshvir; Daulta, B. S.
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    ThesisItemOpen Access
    A Study of Reproductive Behaviour of Teenaged Mothers of Bagar Region of Haryana State
    (Department of Human Development and Family Studies I. C. College of Home Science Chaudhary Charan Singh Haryana Agricultural University Hisar, 2003) Chaudhary, Manju; Jaswal, S
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    ThesisItemOpen Access
    Comparative study of social maturity among 2-4 years old rural children
    (College of Agriculture Chaudhary Charan Singh Haryana Agricultural University Hisar, 2003) Singh, Shweta; Dhanda, Bimla
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    ThesisItemOpen Access
    Comparative Study of Social Maturity Among Preschoolers
    (I.C College Of Home Science Chaudhary Charan Singh Haryana Agricultural University Hisar, 2003) Bandwal, Pushpanjali; Dgabdam Bimla
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    ThesisItemOpen Access
    Knowledge and attitude of adolescent girls and teachers towards population education
    (Department of Human Development and Family Studies I. C. College of Home Science Chaudhary Charan Singh Haryana Agricultural University Hisar, 2002) Mamta; Punia, Shakuntala
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    Maternal teaching strategies and socio-educational values
    (I.C College Of Home Science Chaudhary Charan Singh Haryana Agricultural University Hisar, 2001) Toshniwal, Swati; Kaur, P
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    Social cognition of normal and slow learner during late childhood
    (College of Agriculture Chaudhary Charan Singh Haryana Agricultural University Hisar, 2001) Rana, Prachi; Sangwan, Sheela
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    Response of Urbane (Vigna Mungo L.) Hepper) Geno types to Pulse Beetle (Callosobruchus Maculatus (F) And Evaluation of Some Edible Plants Products as Protections Against Pulse beetle
    (College of Agriculture Chaudhary Charan Singh Haryana Agricultural University Hisar, 2002) Haque, Md. Fazlul; Chauhan, Ramesh
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    Temperament, interpersonal competence and sociometric status of 6-8 years old children
    (CCSHAU, 2011) Shahi, Veena; Balda, Shanti
    The present investigation was conducted in Hisar city of Haryana state. From Hisar city, two schools affiliated to CBSE and two schools affiliated to HBSE were selected at random. From each school 40 children were randomly selected. Total sample constituted of 160 children, their mothers, class teachers and classmates. Malhotra Temperament Schedule (Malhotra and Malhotra, 1988) was used to assess mothers’ perception of their children’s temperament. Interpersonal competence of selected children was assessed with the help of Social Problem-Solving Test (Rubin, 1988). Sociometric status of children was assessed with the help of a peer rating scale developed by Asher et al. (1979) and Nomination Measure (Moreno 1934) modified by Negi (1999). Results revealed that temperamentally boys were more energetic than girls. For interpersonal problem solving, most frequently used strategies by children were non-forceful in nature. Results also revealed that there were no gender differences in quantitative features of interpersonal social problem solving skills of boys and girls, but, significant differences were found for usage of quality of strategies. Girls produced greater proportion of non-forceful strategies as compared to boys; on the other hand, boys suggested greater proportion of forceful strategies as compared to girls. On the basis of sociometric scores, children were grouped under five categories of sociometric status. It was found that majority of children were classified under the average category, followed by popular, rejected, isolated, respectively. Only a few children could be classified under the controversial category. Acceptance criterion for majority of children was being supportive and cooperative. Majority of the children cited aggressive behavior as the main reason for peer rejection. Results revealed that temperamentally highly sociable, highly emotional and highly rhythmic children obtained greater quantitative scores and suggested greater proportion of non-forceful and lesser proportion of forceful strategies. While on the other hand, distractible children were likely to obtain lesser quantitative scores and suggested greater proportion of forceful strategies. On the basis of categories of temperament, results showed that children who fell in high categories of sociability, emotionality and rythmicity were more likely to be accepted and positively rated and less likely to be negatively nominated by their peers than their counter parts who fell in low and intermediate categories of these temperamental dimensions. Children who were high in distractibility received greater scores on peer rejection. Correlations between sociometric scores and social problem solving scores revealed that accepted and highly rated children suggested greater number of strategies and greater number of categories of strategies. Also, these children suggested more relevant strategies and different alternatives and non-forceful strategies. While reverse was true for peer rejection. Peer rejected children suggested greater proportion of forceful and lesser number of non-forceful strategies in interpersonal problem solving tasks with their peers. Rejected and controversial children were more aggressive and impulsive as compared to other categories of sociometric status.