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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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20156
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Subject: Human Development and Family Studies × End date: 2015 × Start date: 2015 ×
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Now showing 1 - 6 of 6
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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
    Promoting developmental domains of 6-10 years old children through teacher’s training
    (CCSHAU, 2015) Nigam Rani; Balda, Shanti
    The present investigation was carried out in two cultural zones of Haryana state. All class teachers and 1000 children in the age group of 6-10 years were selected, class teachers were assessed for their knowledge regarding developmental milestones and 500 children from each zone were assessed for their developmental status of different developmental domains i.e. gross-motor, finemotor, cognitive, language, social and emotional development. On the basis of developmental scores, 20 per cent children with delayed development were selected. This sample of 200 children included 100 children from each zone. Fifty children from each zone were taken as control group and another 50 children as experimental group children. Intervention programme was provided to the teachers to improve their knowledge regarding developmental milestones of 6-10 years old children. Intervention package was also imparted to experimental group children for a period of three months. Teachers were trained to impart intervention activities to children with delayed milestones. After a gap of one month teachers were post-tested for their knowledge regarding developmental milestones. After a gap of one month, control and experimental group children were post-tested for their developmental status. Results revealed that intervention programme had significant impact on teacher’s knowledge about developmental domains. Results clearly depicted significant improvement in different developmental domains of control and experimental group children but performance of experimental group children was better as compared to control group children in both the zones. Results clearly depicts that developmental gain was more of experimental group children than those of control group children. Net developmental gain was computed for experimental group children to see the impact of intervention programme. The study clearly demonstrated that intervention programme had significant impact on developmental gain in experimental group children.
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    ThesisItemOpen Access
    Socio-emotional intelligence and achievement motivation of adolescents
    (CCSHAU, 2015) Meena Kumari; Sangwan, Sheela
    Socio-emotional intelligence is the important psychological abilities that relates to success in life and academic motivation of adolescents. The study was undertaken in Bhiwani district of Hayana state. A total of 80 boys and 80 girls between age group of 13 to 14 years were selected randomly from two government schools from rural area and two private schools from urban area. Social Intelligence scale developed by Chadha (2004) and Emotional Intelligence Scale by Hyde et al (2001) and Achievement Motivation scale by Rao (1974) were used to assess socio emotional intelligence and achievement motivation of adolescents. Results indicated that maximum number of respondents was in average to high category of overall socio-emotional intelligence. The results further revealed positive and significant correlation between achievement motivation with patience, confidence and sensitivity aspects of social intelligence of the respondents. Significant positive correlation existed between adolescent’s emotional intelligence aspects i.e. self motivation, value orientation and altruistic behavior and achievement motivation.
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    ThesisItemOpen Access
    Personality and aggressive behavior in adolescents
    (CCSHAU, 2015) Gahlawat, Kritika; Chandrakala Singh
    Adolescence is a period of transition between playful childhood and responsible adulthood. It is a stage of physical and psychological human development that generally occur during the period from puberty to legal adulthood. This epoch is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. A child is the product of environment. Two environments home and school share an influential space in individual's life and there exists a unique combination between the two. This study examines the influence of academic achievement, home and school environment on the personality and aggressive behaviour of adolescents. The study was conducted in Hisar city of Haryana state where two colleges and two schools were selected. The sample comprised of 160 adolescents (80 girls and 80 boys) taken equally from each institution. Adolescents were assessed for their personality by Big 5 inventory and aggression by aggression questionnaire. The results revealed that there exist difference in personality among university and school students. Significant dissimilarities were observed in home and school environment across type of institution and gender, such as aspects of home like conformity, social isolation and deprivation of privileges and few aspects of school like acceptance, rejection and control. Personality as well as aggression were significantly associated with academic achievement, socio personal variables, home and school environment of adolescents. School students were better adjusted than university students. Moreover boys were significantly more aggressive than girls.
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    ThesisItemOpen Access
    Academic motivation and Social Intelligence among Adolescents: A Relationship Study
    (CCSHAU, 2015) Reena; Dhanda, Bimla
    The study was conducted on academic motivation of adolescents that is an important factor for academic achievement and can be viewed as self determination to succeed . These adolescents were selected from six government schools from three block of district Panipat of state Haryana purposively. A total of 150 boys and 150 girls between age group of 13 to 14 years were selected randomly from each blocks. Results indicated that majority of respondents were from nuclear family and having three or more siblings. with parents educated up to middle level for the reason fathers were engaged in labourer occupation and mother in household work and earning Rs.5,000 to 10,000/month. Majority of the respondents were having average level of academic motivation and social intelligence. Block wise comparison, significant difference was found in their academic motivation. There was positive correlation between aspects of academic motivation and social intelligence among both boys and girls that indicates that with increase in social intelligence, the students were also academically motivated. The association of academic motivation with family type and family size was significant. This indicated that the member of respondents in high category of academic motivation was significantly higher in nuclear family than in joint families.
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    ThesisItemOpen Access
    Attitude of adolescents towards Modernization”, submitted for the degree of Master of Science
    (CCSHAU, 2015) Pinki; Sangwan, Santosh
    The present study was undertaken in Hisar district of Haryana state. The objective of the study was to identify the factors affecting the attitude of adolescents towards modernization. Two senior secondary schools of Hisar city and two senior secondary schools of Aryanagar and Dabra village one each from Hisar block I and Block II were selected as per the demand of study. A sample of 100 rural and 100 urban respondents including males and females of 16-18 year age studying in 11th and 12th standard were taken, thus to make a total sample of 200 adolescents. A significant difference was revealed between mean scores of modernization among adolescents boys and girls in level of modernization. As the mean scores of girls were higher they were more modernize than the boys. The results revealed significant difference between mean scores of modernization among rural and urban adolescents which indicated that rural and urban adolescents differ in their level of modernization. All the aspects of attitude of modernization except marriage were found to be positively and significantly correlated with socio-economic variables. Further results revealed that all the aspects of attitude of modernization except parent-child relationship, were found to be positively and significantly correlated with family environment of adolescent.