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University of Agricultural Sciences, Bengaluru

University of Agricultural Sciences Bangalore, a premier institution of agricultural education and research in the country, began as a small agricultural research farm in 1899 on 30 acres of land donated by Her Excellency Maharani Kempa Nanjammanni Vani Vilasa Sannidhiyavaru, the Regent of Mysore and appointed Dr. Lehmann, German Scientist to initiate research on soil crop response with a Laboratory in the Directorate of Agriculture. Later under the initiative of the Dewan of Mysore Sir M. Vishweshwaraiah, the Mysore Agriculture Residential School was established in 1913 at Hebbal which offered Licentiate in Agriculture and later offered a diploma programme in agriculture during 1920. The School was upgraded to Agriculture Collegein 1946 which offered four year degree programs in Agriculture. The Government of Mysore headed by Sri. S. Nijalingappa, the then Chief Minister, established the University of Agricultural Sciences on the pattern of Land Grant College system of USA and the University of Agricultural Sciences Act No. 22 was passed in Legislative Assembly in 1963. Dr. Zakir Hussain, the Vice President of India inaugurated the University on 21st August 1964.

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1967 - 19696
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Subject: Extension Education × End date: 1969 × Start date: 1967 × Type: Thesis ×
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Now showing 1 - 6 of 6
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    ThesisItemOpen Access
    A STUDY OF THE DELEGATION OF ADMINISTRATIVE TASKS BY PRINCIPALS OF THE LARGE HIGH SCHOOLS IN MICHIGAN AS RELATED TO SELECTED VARIABLES
    (UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1968) MAWDSLEY, JACK K
    The general purpose of the study was to contribute toward the improvement of high school administration through an ascertainment of the delegation of administrative tasks by principals of the large high schools in Michigan and the determination of relationships which might exist between the utilization of this administrative technique and selected variables. The principals were interviewed with regard to their delegation of sixty-five administrative duties within six major areas of educational administration. A delegation ■core was obtained on each individual and correlation coefficients were computed between the delegation scores and the data gathered on each of the variables. The findings, generally, revealed a mean age of forty-nine, while the average experience, as principal of a large high school, was slightly under five years. Less than half of the principals had taken the major part of their graduate work in educational administration, and the greatest number had experienced most of their classroom teaching in the field of social studies. The principals estimated spending almost fifty-seven hours per week in fulfilling the responsibilities of the position, with over one-quarter of the time being devoted to the instructional program and curriculum development. Most want to remain in the high school principalship until retirement, and the great majority feel an immediate need for more administrative assistance in their buildings. The study bore out the assumption that there is no common or set pattern in the delegation of administrative tasks by high school principals. It also pointed out that the large, comprehensive high school provides an advantageous environment for delegating duties to others, and the principals of these schools in Michigan are successfully utilizing the technique. Most of the principals completely delegated more duties than they performed personally, and the delegation came store often in the principals' least preferred areas of administration than in their most preferred area. Administrative tasks were most often delegated in pupil personnel matters and least often in the area of school and community relations. No significant linear relationships were found to exist when the delegation scores of the principals were correlated with the following variables: 1. the number of years experience the principals had as chief building administrators in large high schools; 2. the ages of the principals; 3. the number of full-time administrative assistants in the buildings; 4. the percentages of students going on to college from the schools; 5. the school enrollments; 6. the state equalized valuation of the school districts; 7. the fact that the principals had taken the major part of their graduate work in educational administration as opposed to other graduate areas; and 8. the fact that the principals wanted to remain in the high school principalship as opposed to a move to other professional goals. Findings of the study were in accord with previous research which denied that certain personal, professional and institutional variables affect the administrative behavior of principals, but in disagreement with studies which indicated that most high school principals receive the major part of their graduate training in educational administration. The results, also, seriously question generalizations which are presently being made, in the professional literature, regarding high school principals being bogged down in trivial matters and not concerning themselves with the instructional and curricular programs of the school. The author recommends that similar studies of a wider scope be undertaken so that comparisons might be made in schools of different administrative organization and size. This study should be replicated for the purpose of exploring other variables which might have a relationship to the delegation of administrative tasks. Two factors which might be considered are the personality of the principal and the quality of his administrative assistants. Visitations should be encouraged for those administrators not presently using the delegation technique, so that they might have the opportunity to observe situations in which the method is effectively being utilized. Investigation should also be made into the present concern of principals regarding the administrative understaffing of their schools and the increasing involvement of central office personnel in matters pertaining to the high school.
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    ThesisItemOpen Access
    ATTITUDES AND PERFORMANCES OF JUNIOR COLLEGE STUDENTS DURING THE TRANSITION FROM A SEMESTER TO A QUARTER SYSTEM
    (UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1968) MERTES, BARBARA FRACISCO; BUFFINGTON, REED L
    ABSTRACT NOT AVAILABLE
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    ThesisItemOpen Access
    THE ROLE OF MASS MEDIA IN THE MODERNIZATION OF THE INDIVIDUAL
    (UNIVERSITY OF AGRICULTURAL SCIENCES GKVK, BANGALORE, 1969) GOMEZ, ELY D; KLINE, ROBERT D
    There is general consensus that mass media are important in developing countries. However, there is no unanimity as to the actual role the,r really play. The purpose of this exploratory study was to ascertain the role that mass media play in the process of modernization. Pertinent research literature was reviewed and generalizations farmed regarding this role, particularly as it pertains to the individual. The theoretical scheme for this study centered around two major concepts--mass media and modernization. Assumptions established about mass media were: (1) that the philosophy, role, functions and potentialities of mass media are determined by the nature of the social system; and (2) that they serve as agents of reinforcement rather than agents of change. Assumptions established about modernization were: (1) it is a process involving both societal and individual changes; (2) as a process involving changes within the individual, it can be viewed both in terms of changes in attitude and behavior; and (3) it is a multilinear process and/or a multivariate phenomenon. Studies were selected for review according to a specific set of criteria: (1) they must be o: an empirical nature, and (2) they must deal with the relationship between some aspects of mass media and either the modernization of the individual or the modernization of the social system. The studies were categorized as to correlational studies and field experiments. The individual, village, and nation were used as unit(s) of analysis. The studies were analyzed according to the following generalizations: (1) In general, mass media exposure creates in the individual a favorable climate or attitude toward modernization rather than providing specific behavioral skills. (2) In general, mass media exposure is not likely to be inherently one kind of variable, i.e., it can act as an antecedent, an intervening and a consequential variable in the process of modernization. (3) In general, mass media exposure is not the only good predictor of modernization. For the most part, the empirical studies reviewed tend to support the generalizations. Mass media can be effective in creating awareness, interest and favorable attitudes, but are less effective in teaching specific behavioral skills. Secondly, mass media exposure acts as an antecedent and an intervening variable but not as a consequential variable in the process of modernization. Lastly, although mass media exposure is a good predictor of modernization, other variables such as education, literacy, and social status may serve as equally good predictors. The results of the study have provided a framework in which the roles of mass media in modernization can be viewed. But this is only one step forward. It is hoped that the implications for mass media discerned in this study will open avenues for further research which will eventually lead to more viable generalizations.
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    ThesisItemOpen Access
    COMMUNICATION BEHAVIOR OF VILLAGE LEVEL WORKERS IN SURAT AND MEHSANA DISTRICT, GUJARAT STATE, INDIA
    (University of Agricultural Sciences GKVK, Bangalore, 1967) PATEL, ISHWARLAL CHATURDAS; PAUL LEAGANS, J; WARREN, STANLEY, W; ARTHUR RAWLINS, W
    ABSTRACT NOT AVAILABLE
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    ThesisItemOpen Access
    DIFFUSION OF EDUCATIONAL INNOVATIONS IN THE GOVERNMENT SECONDARY SCHOOLS OF THAILAND
    (University of Agricultural Sciences GKVK, Bangalore, 1968) MORTIMORE, FREDRIC J; BREMBECK, COLE S
    This study was designed: 1. to determine how decisions to adopt or reject new educational practices for utilization in Thai government secondary schools are made by officials in the Ministry of Education. 2. to determine how educational Innovations are diffused to, and why they are adopted or rejected by, government secondary school teachers in Thailand. 3. to determine the degree of beneficiality perceived by Thai government secondary school teachers to be derived from adoption of selected innovations. 4. to delineate those personal, interpersonal or perceptual variables—if any—which can be identified as contributing to or inhibiting receptivity to change of government secondary school teachers in Thailand. 5. to formulate for consideration by change agents and scholars recommendations leading to improvement in the ability of Thailand's government secondary education system to absorb, diffuse, and adopt new educational practices. An attempt is made to test more than 150 hypotheses predicting directional relationships between fifty independent and three dependent (1) demographic variables; (2) perceptual variables; (3) communication variables; (4) psychological and personality variables. The three dependent variables are: (1) time of awareness; (2) time of adoption; (3) perceived beneficiality of the innovations. Pearsonian product-moment correlation coefficients and leastsquares delete analyses were employed to test the predicted relationships between independent and dependent variables. Pre-coded questionnaires wer e administered to 629 government secondary school teachers, employed by 38 schools in 32 Provinces. Thirty-two secondary school principals and 62 Provincial Education Officers also completed questionnaires, although the data derived therefrom are not analyzed or reported. Interviews were conducted wi t h numerous Ministry of Education officials in B angkok and at P r o vincial Education Offices; the information derived from interviews constitutes the basis of a chapter dealing with "Social Norms and Bureaucratic Management of Education in Thailand." The following ten innovations were selected for study: (1) use of Peace Corps Volunteers as teachers; (2) teaching of handicrafts; (3) formation of Parent-Teacher A ssociations; (4) employment of g u i d ance counseling; (5) organization of the school into departments; (6) use of slide projectors and slides; (7) coeducational organization; (8) use of objective tests; (9) employment of class discussion; (10) assignment of reading in library books. Seventeen of the fifty independent variables wer e found to correlate significantly vith awareness at the 5 per cent confidence level. Twenty of the fifty independent variables vere found to correlate significantly with adoption at the 5 per cent confidence level. Biirty of the fifty independent variables were found to correlate significantly with perceived beneficiality of Innovations at the 5 per cent confidence level.
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    ThesisItemOpen Access
    A Communiction Model for Extension Education
    (University of Agricultural Sciences GKVK, Bangalore, 1969) Khan, Ghulam Subhani; Paul, Leagans, J; Capener, Harold R; C., Arthur Bratton
    Abstract not available