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Dr. Rajendra Prasad Central Agricultural University, Pusa

In the imperial Gazetteer of India 1878, Pusa was recorded as a government estate of about 1350 acres in Darbhanba. It was acquired by East India Company for running a stud farm to supply better breed of horses mainly for the army. Frequent incidence of glanders disease (swelling of glands), mostly affecting the valuable imported bloodstock made the civil veterinary department to shift the entire stock out of Pusa. A British tobacco concern Beg Sutherland & co. got the estate on lease but it also left in 1897 abandoning the government estate of Pusa. Lord Mayo, The Viceroy and Governor General, had been repeatedly trying to get through his proposal for setting up a directorate general of Agriculture that would take care of the soil and its productivity, formulate newer techniques of cultivation, improve the quality of seeds and livestock and also arrange for imparting agricultural education. The government of India had invited a British expert. Dr. J. A. Voelcker who had submitted as report on the development of Indian agriculture. As a follow-up action, three experts in different fields were appointed for the first time during 1885 to 1895 namely, agricultural chemist (Dr. J. W. Leafer), cryptogamic botanist (Dr. R. A. Butler) and entomologist (Dr. H. Maxwell Lefroy) with headquarters at Dehradun (U.P.) in the forest Research Institute complex. Surprisingly, until now Pusa, which was destined to become the centre of agricultural revolution in the country, was lying as before an abandoned government estate. In 1898. Lord Curzon took over as the viceroy. A widely traveled person and an administrator, he salvaged out the earlier proposal and got London’s approval for the appointment of the inspector General of Agriculture to which the first incumbent Mr. J. Mollison (Dy. Director of Agriculture, Bombay) joined in 1901 with headquarters at Nagpur The then government of Bengal had mooted in 1902 a proposal to the centre for setting up a model cattle farm for improving the dilapidated condition of the livestock at Pusa estate where plenty of land, water and feed would be available, and with Mr. Mollison’s support this was accepted in principle. Around Pusa, there were many British planters and also an indigo research centre Dalsing Sarai (near Pusa). Mr. Mollison’s visits to this mini British kingdom and his strong recommendations. In favour of Pusa as the most ideal place for the Bengal government project obviously caught the attention for the viceroy.

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Subject: Home Science Extension Education × Author: RANI, ASHA × End date: 2021 × Start date: 2021 ×
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    ThesisItemOpen Access
    AVAILABILITY AND ACCESSIBILITY OF SCIENCE LABORATRIES, COMPUTER AND INTERNET IN HIGH SCHOOLS- AN ANALYTICAL STUDY IN SAMASTIPUR DISTRICT OF BIHAR
    (DRPCAU, PUSA, 2021) RANI, ASHA; Kumari, Arunima
    Aim: To determine the availability and accessibility of Science laboratories, computer and internet facilities in high schools. The study was conducted in purposively selected in Samastipur district as it is near by Dr Rajendraprashad central agriculture university. There are 20 blocks in Samastipur district, out of which two block’s were selected randomly for the study namely; Pusa and Kalyanpur. From Pusa block, two school’s were selected so total 60 respondent’s were selected and from Kalyanpur, total 30 respondents were selected by stratified random sampling technique. The total sample comprised of 90 respondents which included 75 students and 15 teachers. Data was collected through teachers and students by well structured interview method and “Semi-Structure interview method”; schedule from the 90 respondents.Smart phone was used by 6.7% (5) of the students. All the teachers used laptop, smart phone, Google meet and power point respectively. 84% (63) of the students were having experience in computer and internet. 73.3% (11) of the teachers were having experience in computer and internet. More than 6 months of ICT training was acquired by 38.7% and 20% of the students and teachers respectively. Positive and uncertain attitude towards internet was reported among 93.3% and 6.7% of the teachers respectively. The most important constraint was lack of time for usage of lab as well as more students &less labs followed by access to labs for limited time as well as access to computer & internet for limited time. The most common reason for constraint among teachers was lack of awareness among teachers about benefits of laboratories as well as lack of awareness among teachers about benefits of computer & internet usage facilities. Age, family income, facilities in school and experience in computer & internet were found to be negatively correlated with constraints faced during usage of ICT tools. Once the staff and students are able to use ICT technologies effectively, the teaching, learning and research activities in the university and college will be made easier for the university and college community. ICT usage will facilitate development since there will be free flow of information.