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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 Stress and self-esteem among working women(CCSHAU, Hisar, 2021-01) Kavita Kumari; Dhanda, BimlaThe present study was undertaken in Hisar district of Haryana state. For rural area, two villages namely Tokas Patan and Gangwa were selected purposively as these villages were having Government School, Private School, Anganwadi and Public Health Center. To draw urban sample, Jat Collage, Fathe Chand Collage, Sapra Hospital, Government School, Private School were randomly selected as per demand of the study. A sample of 200 rural and 200 urban respondents of 25-above 35 years age were taken, thus making a total sample of 400 respondents. Perceived stress was measured by Perceived Stress Scale developed by Cohen et al. (1983). Self Esteem Scale by Rosenberg (1965) was used to measure self-esteem among working women. The findings revealed significant differences in perceived stress (Z=2.76*) and self-esteem (Z=0.98*) of rural and urban working women respectively. Negative but significant correlation existed between perceived stress and self –esteem of respondents. Further, a significant positive correlation was observed between perceived stress and social interaction anxiety of respondents and respondent‟s leisure time and health medical. Results further revealed significant association of perceived stress with area, age, family type, family size, occupation of respondents, and occupation of spouse. In case of self- esteem significant association between age, family type, family size, education of respondent, education of spouse and occupation of respondent. Further, results depict that family size, education of respondent, education of spouse, occupation of respondents and occupation of spouse significantly associated with social interaction anxiety. Health medical outcomes significantly associated with area, family type, family size, occupation of respondent, occupation of spouse and family income and leisure time significant association between area, family type, family size, occupation of respondent, occupation of spouse and mode of transportThesisItem Open Access Academic Motivation and Academic Self Concept among Elementary School Children in Haryana and Bihar(CCSHAU, Hisar, 2021-02) Arti Kumari; Sangwan, SheelaThe study was conducted in Hisar and Rohtak districts of Haryana and Darbhanga and Madhubani districts of Bihar. A list of elementary schools having classes of std 6th to std 8th was prepared from all the selected districts of Haryana and Bihar state and the sixteen schools were selected at random from it. The subjects were 400 and they were from 16 schools, 200 children from each state (two governments and two private). Self – prepared questionnaire was used to delineate socio-personal variables. For dependent variable Academic Motivation scale (AMS) by Vallerand et al. (1992) and Academic Self Concept Scale by Kamble and Naik (2013) were used to study the nature of elementary school children’s academic motivation and academic self concept. For study psychological variables of them Peer Relation Scale by Rigby and Slee (1993) was used. The research findings indicate that in Haryana state most of the elementary school children had an average level of all dimensions of academic motivation and academic self concept while in Bihar majority of respondent had good levels of academic motivation and academic self concept. The elementary school children residing in urban areas had higher levels in all dimensions of academic motivation and academic self concept in Haryana and Bihar. State wise, it was found that elementary school children of Bihar were significantly better in most of the dimensions of academic motivation and academic self concept. Age, class, gender, maternal education, paternal education, maternal occupation, paternal occupation and family monthly income and previous classes’ marks had significant association with their academic motivation and academic self concept. Academic motivation and academic self concept was significantly negative correlation with bullying and victimization while pro-social behavioure had significantly positive correlation with students’ academic motivation and academic self concept in both the states. The regression analysis of elementary school children in Haryana and Bihar states showed that gender, family income, ordinal position, paternal education and maternal education comes out as significant predictor of the academic motivation and academic self concept of the elementry school children in both states. Age, gender and area wise significant differences were noticed in all dimensions of academic motivation and academic self concept of the elementry school children among experimental group in both states after the execution of intervention program as compared to their counterparts. Overall, academic motivation and academic self concept of elementry School children got enhanced significantly in both Haryana and Bihar states after completion of intervention program.ThesisItem Open Access Acceleration of creativity among academically bright rural adolescents(CCSHAU, Hisar, 2021-06) Sheoran, Sumit; Dhanda, BimlaThe present study was conducted with the aim of assessing level of creativity among academically bright rural young adolescents, to implement and assess the impact of acceleration program, additionally, to delineate the influence of home and school environment on creativity. For this, 300 respondents in the age group of 12-14 years from rural areas of Hisar district of Haryana state were selected. Creativity of the adolescents was assessed with Passi Test of Creativity (PTC), by B.K. Passi, 2006. The results elucidated above average level in unusual uses flexibility while average levels were observed in seeing problem, unusual uses fluency, blocks fluency, blocks creativity, blocks flexibility, consequences fluency, persistency and total creativity. Whereas, below average levels were depicted in consequences originality, consequences creativity, unusual uses originality, unusual uses creativity, blocks originality and inquisitiveness. Significant differences were elucidated in the level of creativity across various independent variables such as, gender, age, academic class, consecutive academic record, academic performance stress, teaching method employed by teachers and mass media use etc.. Further, it was portrayed that home and school environment contributed in the development of creative abilities. Research findings revealed significant correlations across various sub-aspects of the creativity which showed that the presence of different types of creative abilities directly influences the level and emergence of other sort of creative behavior. Significant increase in the adolescents creativity scores was noticed after the implementation of the acceleration program which indicated that creative potential of the adolescents can be nurtured and enhanced with proper guidance and planning. Hence, collaborative efforts need to be taken up by parents, teachers and researchers to motivate, guide and support students unique creative spark by providing them creativity-stimulating home and school environment.
