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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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ThesisItem Open Access Quality of life and adjustment pattern among senior citizens(CCSHAU, 2018) Sunita; Sangwan, SheelaThe study was conducted in Hisar district of Haryana state purposively selected. For the rural sample 200 senior citizens of age group 60-70 years were selected. Hisar city was purposively selected and total 200 senior citizens were included in the study for urban sample, thus included total 400 senior citizens from both rural and urban area. Majority of senior citizens in both rural and urban area were in 60-65 years age group. Above fifty percent of urban senior citizens were having up to 4 family members Majority of senior citizens were married, living with husband-wife with one child. Female senior citizens were housewife whereas; males were ex-service man and farmers. Maximum numbers of urban and rural senior citizens were in medium category in all aspects of physical, psychological, level of independence, social relationship, environment, spirituality domains and overall quality of life and all areas of adjustment pattern. Significant differences were observed in all domains of quality of life except physical domain of urban and rural senior citizens. Quality of life and adjustments of younger senior citizens were better as compared to older senior citizens. There were significant differences in home, marital, emotional and financial areas of adjustment pattern of urban and rural senior citizens. Physical domain, psychological domain, level of independence domain, social relationship domain and environment domain of quality of life was significantly associated with area of residence of senior citizens. Overall quality of life was significantly associated with area of residence, occupation of male, marital status and annual income. Health and marital adjustment pattern was positively significantly correlated with occupation of senior citizens. Overall adjustment pattern was positively significantly correlated with family type and living arrangement of senior citizens. More number of rural senior citizens was in high category of depression as compared to urban senior citizens. Significant differences were observed in depression in between urban and rural area senior citizens. Depression was negatively and significantly correlated with all the domains of quality of life of senior citizens. To improve the quality of life of senior citizens some strategies were framed for all the domains of quality of life and adjustment pattern.ThesisItem Open Access Ecological perspectives of bullying and victimization in school children(CCSHAU, 2018) Saini, Varsha; Balda, ShantiThe present research study was conducted in Hisar district of Haryana state. From Hisar city, two schools were selected at random to select urban sample. For rural sample, three schools were selected from Ladwa village of Hisar Block II. At stage 1, five hundred children were selected from Hisar city and 570 children were selected from Ladwa village (total 1070 children) from 6th to 10th classes. These children were assessed for bullying and victimization. Twenty rural and 20 urban teachers also participated in the study. Teachers provided information on nature and extent of different forms of bullying and places of bullying in schools. Two hundred bully-victims were identified to study ecological perspectives of bullying and victimization in school children. Out of these 76 per cent were boys and 24 per cent were girls. Results of the present study revealed that majority of the children were involved in mild bullying, victimization and bullying-victimization followed by moderate and severe categories. Majority of teachers (82.50%) reported that sexual harassment and deliberate exclusion (67.50%) were rarely observed in schools; 42.50 per cent mentioned that namecalling is observed occasionally. Equal percentage of teachers mentioned that physical bullying and cruel teasing (52.50%) was fairly often seen in schools. Peer nominated aggression and victimization scores were greater for severe categories of bullies, victims and bully-victims as compared to mild and moderate categories. These children perceived their parents' parenting practices less authoritative and more authoritarian and permissive. Severe categories of bullies, victims and bully-victims were exposed to more violence and violent behavior as compared to other categories. Boys were more involved in bullying-victimization in comparison to girls. Results clearly indicated was significant association between extent of bullying, peer-victimization, bullying-victimization and personal and socio-economic variables of bully-victims. Social skills were related to bullying and victimization behavior of children. Severe bully-victims were poor in social skills as compared to mild and moderate categories. Teachers used different strategies to cope with bullying and victimization in school children.ThesisItem Open Access Adjustment among college youth in relation to intelligence and socio- emotional maturity(CCSHAU, 2018) Parminder Jeet; Duhan, KrishnaThe present study was undertaken in Hisar district of Haryana state. Three technical and three non- technical institutions were selected from 3 blocks which were selected purposively from Barwala , Adampur and Hansi block were selected as per the demand of study. A study was undertaken on a sample of 600 respondents in the age range of 19-21 years which comprised 300 respondents of technical institutions and 300 respondents of non- technical institutions. Socio-emotional maturity, general intelligence, home environment, college classroom environment , college adjustment and adjustment scale developed by Social Maturity Scale Rao, 1986, Singh and Bhargava 1991, Test of General Intelligence by Mishra (1971), Home Environment Scale by Mishra (1983), College Classroom Environment scale (CCES) by Winston et al., (1989) Adjustment Inventory for College youth (AICS; Sinha and Singh, 1995) and College Adjustment Test (CAT: Pennebaker 2013) was used to assess the socio- emotional maturity and general intelligence and impact of home environment, college environment and socio-economic variables on adjustment. The finding revealed significant differences in all aspects of social maturity, Significant positive correlation existed between respondent’s college environment and adjustment. Whereas there was a non- significant correlation was observed between respondent’s general intelligence with adjustment of respondents of technical and non- technical institutions. The results further revealed positive and significant impact of home environment, college environment and socio-economic variables on adjustment of respondents.ThesisItem Open Access Intervention programme for depression management among adolescents(CCSHAU, 2018) Chopra, Rupika; Sangwan, SheelaThe study was conducted in Hisar district of Haryana state on adolescents studying in 10th, 11th and 12th classes including boys and girls. To draw the sample, two villages namely Arya Nagar and Behbalpur were randomly selected to represent the rural sample and for urban sample, Government senior secondary schools of Patel Nagar and Satrod from Hisar city were randomly selected. The final sample included 500 adolescents i.e., 250 adolescents form urban area and 250 adolescents from rural area. The instruments used for data collection were the Kovacs’ Children Depression Inventory (2003), Rigby and Slee’ Peer – Relationship Questionnaire (1993), Sarson’ Social – Support Questionnaire (1987), Rosenberg’s Self – Esteem Scale (1989) and Family Relationship Inventory (1987). Independent sample t – test, Z – test, one – way ANOVA, correlation and paired ‘t’ test were used to analyze the data. The results showed that majority of the respondents were males and female adolescents were good academic achievers. More than half of adolescents’ families were nuclear in structure and medium sized from low family income group. Results for depression showed that female and urban adolescents reported higher negative mood, interpersonal problems, feelings of ineffectiveness, anhedonia, negative self – esteem and overall depression. Bullying and victimization behavior was slightly more in males residing in urban area whereas female adolescents from rural area reported more pro – social skills. Male adolescents from rural area perceived more social – support. Social – support quantity (SSQN) had negative correlation with depression and its all aspects. Female adolescents had good self – esteem and self – esteem was negatively significantly correlated with all aspects of depression and overall depression. Regarding the results for family relationship, study highlighted that urban adolescents perceived more parental acceptance whereas, rural adolescents perceived more parental concentration. Male adolescents perceived paternal avoidance more than female adolescents. Parental acceptance and concentration was negatively significantly correlated, whereas parental avoidance was positively significantly correlated with depression. Results envisages the significant differences in negative mood, interpersonal problems, feelings of ineffectiveness, anhedonia, negative self – esteem and overall depression among adolescents of experimental group after execution of intervention programme. Depression was significantly reduced in adolescents residing in rural as well as urban area at post – testing stage, thus showing the impact of intervention programme applied on them.ThesisItem Open Access Genetic and environmental Influences on the personality of preschool twins(CCSHAU, 2016) Poonam Rani; Dhanda, BimlaGenetic and environmental influences on personalitytraits of twins from five cultural of state Haryana were assessed. A sample of 200 pairs of twins in the age groups of 3-6 years were shorted out from already identified twins from five cultural zones. Personality traits were assessed with the helpof Five Factor Personality Questionnaire (Cathy, 2011). Regarding personal profile of the respondents, the results revealed that most of the twins were boys having one sibling and second ordinal position. Majority of the twins were living in joint family with large family size. With regard to parental education, highest percentage of twins were having their fathers educated above matriculation but were farmers. Where as mothers were educated upto middle school that was the reason they were homemakers. Result on the twins indicated that all the traits, namely, agreeableness, extraversion, neuroroticism, conscientiousness and openness were found to make significant difference in personality traits of twins on the basis of standard calculation. The heritability estimates shown a great role of genes in framing the overall personality of monozygotic twins.The associations of personality traits were significantly related to mother education, father education, and family income in Mewat zones. Preschool and home were also leading factors for personality differences in twins of all cultural zones.ThesisItem Open Access Stress, professional burn out and emotional intelligence of school teachers in Haryana(CCSHAU, 2016) Punia, Nomita; Balda, ShantiThe present study was conducted in five cultural zones of Haryana state- Bagar, Khadar, Mewat, Nardak and Ahirwal. From each cultural zone, one district headquarter was selected on random basis. These district headquarters were Jind (Khadar), Hisar (Bagar), Ambala (Nardak), Faridabad (Mewat) and Jhajjar (Ahirwal). To represent the sample from teachers of CBSE affiliated schools, from one cultural zone, 15 primary teachers (PRT), 15 trained graduate teachers (TGT) and 15 post graduate teachers (PGT) were selected at random. Similar procedure was adopted for selecting teachers from government schools affiliated to Board of School Education Haryana (BSEH) from the same zone. Total sample constituted of 450 teachers (90 teachers X 5 cultural zones = 450). This sample included 225 teachers (75 PRT + 75 TGT + 75 PGT) from CBSE affiliated schools and 225 teachers (75 PRT + 75 TGT + 75 PGT) from BSEH affiliated schools. Results revealed that maximum percentage of teachers experienced moderate level of occupational stress in all the domains of occupational stress and overall occupational stress. Majority of teachers experienced moderate level of burnout in all the aspects of professional burnout and overall professional burnout. Majority of teachers were average in emotional intelligence. There were no differences in occupational stress and professional burnout of teachers on the basis of cultural setting, gender and marital status. School teachers working in government schools affiliated to BSEH experienced significantly more stress related to role overload, low status and strenuous working conditions than those teachers working in schools affiliated to CBSE. Primary teachers experienced more stress in the aspects of role overload and role conflict as compared to PGT. PGT and TGT experienced more stress in the aspect of strenuous working conditions as compared to primary teachers. Cadre-wise PRT were emotionally more exhausted as compared to PGT. Employment status-wise temporary teachers experienced more stress and professional burnout. More educated teachers and those from high income group were less likely to experience stress and professional burnout. There was positive and significant relationship between different aspects of occupational stress, overall occupational stress and various aspects of professional burnout and overall professional burnout. Emotional intelligence was negatively and significantly correlated with overall occupational stress and overall professional burnout indicating that higher the emotional intelligence lower was the occupational stress and professional burnout.ThesisItem Open Access Social and Emotional Skills of Institutionalized Adolescents: An Action Research(CCSHAU, 2014) Renu Bala; Sangwan, SheelaThe present study was conducted purposively in two institutions each from Haryana State and Delhi. Adolescents equally representing both the sexes i.e. 50 girls and 50 boys were selected on random basis from both the institutions. Hence, a total of 200 adolescents constituted the sample for the study to assess the existing social and emotional skills.The adolescents were further assigned to experimental (50) and control (50) group. Life Skills Assessment Scale (LSAS) developed by Nair.et al. (2010) was used to assess the social and emotional skills among the adolescents. Beck et al. (1996) was used to estimating depression among adolescents. Test-Anxiety Scale (TAS) developed by Sharma (1978) was used to measure the level of anxiety among the adolescents. A Life Stress Scale developed by Agarwal and Naidu (1986) was used to study the level of stress among the adolescents. After assessing the existing social and emotional skills of adolescents, results showed that the performances of boys and girls adolescents on all six dimensions of social and emotional skills were found in average level. Age, gender relationship with peers and teachers were found significantly associated with social and emotional skills among adolescents. Majority of adolescents had moderate level of depression, anxiety and stress and significant and negatively correlated with most of the social and emotional skills dimensions. To a large extent intervention program enhanced the social and emotional skills of institutionalized adolescents. There were significant improvements in the mean scores of adolescents after giving intervention program. Age and gender wise significant improvement was found in all six dimensions of social and emotional skills.ThesisItem Open Access Impact of Intervention Programme on Thinking Skills of Institutionalized Adolescents(CCSHAU, 2015) Anita; Duhan, KrishnaThe 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.ThesisItem Open Access Impact of Intervention Program for Aggressive Behaviour among Adolescents(CCSHAU, 2014) Sharma, Deepika; Sangwan, SheelaThe study was conducted in Hisar district of Haryana and Kangra district of Himachal Pradesh where one school each from rural and urban area was selected. From each of the four selected schools of rural and urban area of Hisar and Kangra district, five hundred adolescents in the age group of 13-15 year were included. Self prepared questionnaire was used to delineate socio-personal variables. Dimensions of Temperament Scale by Chadha and Chandna (1996) was used for assessing temperament of adolescents. Family Environment Scale developed by Bhatia and Chadha (1993) was used to measure the family environment of the adolescents. A Positive Proactive Coping Inventory for adolescents developed by Greenglass et al. (2008) was used to assess the coping skills of adolescents. Aggression Scale developed by Mathur and Bhatnagar (2012) was used to study the nature of adolescent aggressive behavior. The results revealed that adolescents residing in rural area of Haryana had more aggression while in Himachal Pradesh aggression was more in adolescents of urban area. Gender wise significant differences were found in physical, verbal, relational and overall aggression in adolescents of both states. Adolescents of Himachal Pradesh were significantly better in most of the positive dimensions of temperament and family environment. Proactive and reflective coping was better in adolescents of Himachal Pradesh whilst emotional and avoidance coping was more in adolescents of Haryana state. Age, parental education, paternal occupation, caste and family income had negative yet significant correlation with aggression and positively influenced by ordinal position in both the states. Gender, family income, ordinal position, age, paternal education and maternal education were the significant predictors for aggression in adolescents of Haryana. But in Himachal Pradesh, residential area, family income, number of siblings, maternal occupation, gender and paternal education came out as significant predictors for aggression in adolescents. Age, gender and area wise significant improvement was found in physical, verbal and relational aggression among experimental group adolescents in both states after execution of intervention programme. Overall, aggression was significantly reduced in adolescents of both Haryana and Himachal Pradesh at post-testing stage.