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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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Subject: Human Development and Family Studies × Author: ANJUMALA, T. NAYAK × Type: Thesis ×
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    ThesisItemOpen Access
    THE CRITICAL ANALYSIS OF IDENTITY STYLE AND ADJUSTMENT OF COLLEGE STUDENTS
    (University of Agricultural Sciences GKVK, Bangalore, 20-06-05) ANJUMALA, T. NAYAK; V. S. YADAV
    THE CRITICAL ANALYSIS OF IDENTITY STYLE AND ADJUSTMENT OF COLLEGE STUDENTS ANJUMALA T. NAYAK 2004 ABSTRACT Dr. V. 8. Yadav MAJOR ADVISOR This Study on the critical analysis of identity style and adjustment of college students, conducted on a sample of 450 college students of Arts, Science and Commerce faculty (18-23 years) selected from Bungarnagar Arts, Science and Commerce Degree College, Dandeli, Uttar Kannada taluk of Karnataka state. The results revealed that 96 per cent of the students have developed their unique identity style, among them 80 per cent of the students have developed information identity style. Information identity style was significantly and positively related to social, educational, emotional adjustment and high commitment. 11 per cent of the students had developed .normative style which was not related to any aspects of adjustment. 4 per cent of the students had developed diffuse / avoidant style, which was not having any relationship with adjustment. Similarly, 4 per cent of adolescents had developed dual identity style, which was also had no relationship with adjustment. Majority of the female students were satisfied in their home, social and emotional adjustment. But, there was significant difference between male and female students in educational and emotional adjustment. With regard to personal variables there was significant relationship between commitments and percentage of marks, between normative status and family income and also between diffuse / avoidant status and education of father. Correspondingly, there was significant positive relationship between percentage of marks, education of mother, family income and home adjustment. But, significant negative relationship between education of father and home adjustment. 96 per cent of students have developed their identity style and 4 per cent of the students have developed dual identity style. There is no gender difference in Identity style. Majority of the students are satisfied in their home, social, educational and emotional adjustment. Gender has no differential effect on educational and emotional adjustment, information style and high commitment status were significantly related to adjustment.