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Assam Agricultural University, Jorhat

Assam Agricultural University is the first institution of its kind in the whole of North-Eastern Region of India. The main goal of this institution is to produce globally competitive human resources in farm sectorand to carry out research in both conventional and frontier areas for production optimization as well as to disseminate the generated technologies as public good for benefitting the food growers/produces and traders involved in the sector while emphasizing on sustainability, equity and overall food security at household level. Genesis of AAU - The embryo of the agricultural research in the state of Assam was formed as early as 1897 with the establishment of the Upper Shillong Experimental Farm (now in Meghalaya) just after about a decade of creation of the agricultural department in 1882. However, the seeds of agricultural research in today’s Assam were sown in the dawn of the twentieth century with the establishment of two Rice Experimental Stations, one at Karimganj in Barak valley in 1913 and the other at Titabor in Brahmaputra valley in 1923. Subsequent to these research stations, a number of research stations were established to conduct research on important crops, more specifically, jute, pulses, oilseeds etc. The Assam Agricultural University was established on April 1, 1969 under The Assam Agricultural University Act, 1968’ with the mandate of imparting farm education, conduct research in agriculture and allied sciences and to effectively disseminate technologies so generated. Before establishment of the University, there were altogether 17 research schemes/projects in the state under the Department of Agriculture. By July 1973, all the research projects and 10 experimental farms were transferred by the Government of Assam to the AAU which already inherited the College of Agriculture and its farm at Barbheta, Jorhat and College of Veterinary Sciences at Khanapara, Guwahati. Subsequently, College of Community Science at Jorhat (1969), College of Fisheries at Raha (1988), Biswanath College of Agriculture at Biswanath Chariali (1988) and Lakhimpur College of Veterinary Science at Joyhing, North Lakhimpur (1988) were established. Presently, the University has three more colleges under its jurisdiction, viz., Sarat Chandra Singha College of Agriculture, Chapar, College of Horticulture, Nalbari & College of Sericulture, Titabar. Similarly, few more regional research stations at Shillongani, Diphu, Gossaigaon, Lakhimpur; and commodity research stations at Kahikuchi, Buralikson, Tinsukia, Kharua, Burnihat and Mandira were added to generate location and crop specific agricultural production packages.

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Subject: Home Science × Author: Borah, Tulika × Start date: 2016 × Thesis Type: Ph.D ×
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    ThesisItemOpen Access
    DEVELOPMENT OF LEARNING TOOL FOR PROMOTION OF SPATIAL INTELLIGENCE IN CHILDREN DURING CONCRETE OPERATIONAL PERIOD
    (AAU, Jorhat, 2020-06) Borah, Tulika; Boruah, Juri
    Spatial intelligence, one of the nine types of intelligence proposed by Howard Gardner (1983) has been highlighted in recent years and regarded as an integral component of human cognition. Research studies have provided evidences of relation of spatial intelligence to achievement in science, technology, engineering and mathematics (STEM) streams. In the present study the investigator attempted to develop a learning tool for promotion of spatial intelligence in children during concrete operational period. An Embedded mixed method research design was adopted for the study. The sample of the study constituted of 120 children belonging to the age group of 8-11 years, who were selected randomly from three schools of Jorhat district, Assam. The young people‘s version of ‗Multiple intelligence test‘ developed by Chislett and Chapman (2005) was used as quantitative technique to assess the type of intelligence found among children under the study. In addition to it, observation and interview methods were also used. The data collected from both quantitative and qualitative methods were analysed and the results were obtained after triangulation of quantitative and qualitative data. Seven types of intelligences were identified and inter-correlations between the types of intelligences were analysed. Positive inter-correlations found among different types of intelligence indicated that, spatial intelligence of children can be developed by administering spatial tasks to children, irrespective of the type of dominant intelligence they possess. The topological framework of spatial skills proposed by Uttal et al. (2013) was followed for preparation of spatial tasks, which consists of four dimensions i.e. intrinsic-static, intrinsic-dynamic, extrinsic-static and extrinsic-dynamic. Spatial tasks in all the four dimensions were prepared and difficulty level of each task was assessed. It was found from the study that, the task difficulties of dynamic tasks were more than static tasks. Moreover it was found that, the tasks under the dimension of extrinsicdynamic were more difficult as compared to other three dimensions. A 2 way ANOVA was conducted to analyse the main effects and interactive effect of types of intelligence and dimensions of spatial tasks on performance of children in spatial tasks. The two way ANOVA test indicated that maximum differences in the performance of children in spatial tasks were accounted by different dimensions of spatial tasks (ηp 2= 0.516) than the types of intelligence (ηp 2= 0.219). Based on the analysis carried out, finally a learning tool, consisting of forty numbers of spatial tasks covering all four dimensions, was developed for promotion of spatial intelligence in children, during concrete operational period.