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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 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, SThesisItem Open Access Temperament, interpersonal competence and sociometric status of 6-8 years old children(CCSHAU, 2011) Shahi, Veena; Balda, ShantiThe 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.ThesisItem Open Access Intervention programme for visualmotor integration skills of slow learner children(CCSHAU, 2011) Saini, Renu; Sangwan, S.The present study was conducted in rural and urban Hisar. Rural study was conducted in government schools of Mirkha, Bhojraj (block-I), Choudrivas and Muklan (block-II) villages of Hisar district and urban study was conducted in Buniyad School, Vishwas School, Bal Vidya Niketan School and Modern School of Hisar city. Eighty slow learner (70-90 IQ) and forty normal (90 and above IQ) children in the age group of 10-14 years were selected as rural sample. In same way 80 slow learners and 40 normal children were selected from urban area. Finally, 160 slow learner and 80 normal children were constituted as sample. The slow learners were further assigned to experimental (40) and control (40) group each for rural and urban area. The present study has come out with the development and implementation of intervention programme on visual-moor integration skills (VMIS) of slow learner, after assessing the existing level of slow learner children on VMI skills. Slow learner performed poorly as compared to normal children. Urban slow learner and normal children performed better than rural ones in VMI skills. Also, male slow learner and normal children performed better than female children in VMI Skills. The study has also attempted to provide an outline of factors affecting visual-motor integration skills of children. VMI skills of children were not affected by physical development status (height, weight). Significant association was found between VMI skills and home environment, school environment, personal and socio-economic status of children. To a large extent intervention programme enhanced, the visual-motor integration skills of slow learners. There was significant improvement in the mean score of slow learner after giving intervention programme. The study demands awareness on the part of family members, school teachers and all those who concerned with children to explore and enhance visual-motor integration skills of slow learners.ThesisItem Open Access Impact Of Emotional And General Intelligence On Individual Performance In Organizations(Chaudhary Charan Singh Haryana Agricultural University;Hisar, 2004) Tyagi, Poonam; Chhikara, SudhaThesisItem 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.