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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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2014 - 20193
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Subject: Human Development and Family Studies × End date: 2019 × Start date: 2014 ×
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    ThesisItemOpen Access
    ACADEMIC STRESS OF BOARDING AND NON-BOARDING HIGH SCHOOL STUDENTS IN DIMA HASAO DISTRICT OF ASSAM
    (AAU, Jorhat, 2019-07) Agarwal, Shalu Swati; Borah, Tulika
    One has to undergo various challenges as they progress in their life, where stress becomes a common part. Today, stress is not only limited to adults or elderly people but even school going students are vulnerable to the concept of academic stress. It, therefore, becomes important to analyze the prevailing academic stress among students and understand them. With this background the present study entitled, “Academic stress of boarding and non-boarding high school students in Dima Hasao district of Assam” was undertaken during the calendar year 2017-2019. The study was conducted to find out the level of academic stress among high school students and to see the differences of boarding and non-boarding high school students in terms of academic stress. In addition to it, finding out the association between academic stress and demographic variables was also included in the objectives. A total of 104 high school students from Class IX and X were selected randomly as samples from seven schools. Both the boarding and non-boarding school students were selected equally for the study. A self-constructed questionnaire was prepared to elicit background information and academic stress of both the boarding and non-boarding school students. The collected data were coded and analyzed with the help of excel and SPSS. The findings from the present study revealed that majority of the high school students had average level of academic stress. The students were more directed towards average level of academic stress followed by high level of academic stress. However, it was found that there exist significant differences in the academic stress of boarding and non-boarding school students. It was found that the students with high level of academic stress was more among boarding school students as compared to non-boarding school students. The number of students with low level of academic stress was more among the non-boarding school students than those of boarding school students. It was also found that there is significant association between academic stress of high school students in relation to educational qualification of mothers and annual income of family.
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    ThesisItemOpen Access
    EVALUATION OF KASTURBA GANDHI BALIKA VIDYALAYA (KGBV) IMPLEMENTED UNDER SARBA SIKSHA ABHIJAN IN ASSAM
    (2014) Gogoi, Sampreety; DrUtpala Goswami
    The study on “Evaluation of Kasturba Gandhi Balika Vidyalaya (KGBV) implemented under Sarba Siksha Abhijan in Assam” was undertaken during the year 2011-12. Multistage sampling design was adopted for the study. Dibrugarh, Sibsagar, Lakhimpur, Nagaon, Kamrup and Barpeta districts were selected purposively for the study. The criteria for selection were for coverage of Upper Assam, Middle Assam and Lower Assam to represent the entire scenario of the State. A total numbers of nine KGBVs were selected for the study. From these KGBVs, all the wardens, teachers, caretakers and staffs were included to study the evaluation of the programme. All the girls from class eight were taken purposively to assess their performance. To assess the views of girls in KGBVs, 20 per cent of the samples were selected randomly from the attendance of class six, seven and eight. The primary objective of the present study were: (1) To evaluate the infrastructure facilities provided in the KGBV, (2) To evaluate the management system in the KGBV, (3) To evaluate the co-curricular and curriculum activities in the KGBV, (4) To evaluate the performance of the children after studying in the KGBV, (5) To evaluate the health care facilities provided in the KGBV, and (6) To evaluate the district wise differences in proper implementation of the different activities in the KGBV. A self-structured interview schedule was developed to elicit specific information. The schedule contained both open- and close-ended questions and comprised aspects regarding background information of the KGBVs; demographic characteristic of the KGBVs; personal characteristics of the wardens, assistant cum care takers, teachers and staffs; infrastructure facilities in the KGBVs; management system in KGBVs; co-curricular and curriculum activities in the KGBVs; performance of children after studying in the KGBVs; health care facilities provided in KGBVs; district wise differences in proper implementation of different activities in the KGBVs; and views of girls in KGBVs. Both qualitative and quantitative methods were employed. The primary data collection methods adopted were in-depth personal interview, focus group discussions and observations. The data were analyzed using frequency percentage and paired ‘t’ test. Results of the study indicated that 88.88 per cent of the respondent revealed that there was no sufficient rooms to accommodate all the girls in the KGBVs. Out of nine numbers of KGBVs, four numbers of KGBVs were functioning in their own buildings and five numbers in rented and Government unused buildings. Hundred per cent of the respondents expressed that the, District Programme Officer (DPO) alternative schooling (AS) were in-charge of the KGBVs. As per the responsibilities entitled by State mission office, the DPO (AS) is to look after the well being and proper functioning of the KGBV component. Hundred per cent of the respondents expressed that monthly expenditure for each girl is Rs. 30 per day and within that minimum cost they have to provide food and other materials for the girls. There were no class wise teachers in the KGBVs and there were differences in the hours of implementation of the classes in the KGBVs. Sufficient reading materials and text books were provided in the KGBVs. Although the evaluation were conducted weekly, monthly, half yearly and quarterly, but no records of the marks achieved by the girls in weekly and monthly evaluation were found in the KGBVs. The computer classes were organized sometime in the KGBVs as most of the computers were not working, and in all the KGBVs there was problem of load-shedding. Vocational trainings and self protection skills were organized, for four to six months by engaging experts, in the KGBVs for empowering the girls and to help them earn their livelihood in future. The teachers also felt that girls became more disciplined after getting enrolled in the KGBVs. As the class eight girls have studied for three years in the KGBVs, significant differences among the achievement of the girls in terms of marks achieved in the subjects at entry level and exit level were observed. The teachers and all the officials had work out to accelerate learning and enable the girls to reach grade level knowledge and skills. Doctors do not come and visit the girls in the KGBVs for regular health checkup, which reflects that convergence was not developed with local primary health centers to build a linkage for regular checkup. The availability of food was there in almost every KGBV, but there was a lack of varieties in most of the cases. Fruits and milk were absent from the menu in almost all the KGBVs. After observation in all the KGBVs, it can be revealed that no major differences in the districts were found in implementation of different activities in the KGBVs. Hundred per cent of the girls expressed that they love being at KGBVs. As the girls have developed good social relations amongst themselves and their teachers, it is a good indicator for the success of the KGBV scheme.
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    ThesisItemOpen Access
    Impact of parental value and gender socialization on intergenerational relationship during adolescence
    (AAU, 2015) Baruah, Krishna; Dr Juri Baruah
    Parents try to mould their children as per their own wishes. During upbringing they transmit their values, skills, attitudes to children through the process of gender socialization. In the process of transmission of parental messages to their offspring lack of resemblance persists occasionally between the parents and adolescence. Conflict or problem arises when difference of opinion occurs between these two generations. The present investigation was an attempt to investigate the impact of parental value and gender socialization on intergenerational relationship during adolescence. Assessment of parental value hierarchy, pattern of gender socialization and perception of parental value by adolescence were considered to see the impact on intergenerational relationship during the period of adolescence. The study was conducted in Jorhat district of Assam. One hundred and eighty eight adolescents age ranges from 16 yrs to 18 yrs and their parents were selected for the study. To make the sample representative equal numbers of boys and girls from both rural and urban areas were selected. Seven human values which were considered important by the parents while upbringing their adolescent children were selected out of 140 values. Three stories based on real life situations, each covering seven identified values were developed to measure the parental value. Two sets of questionnaires were developed to measure adolescents’ perception of parental value and also to measure the relationship between the parents and adolescents. A self report questionnaire was developed and standardized by Blackmore and Hill was used to measure the gender socialization pattern. Another questionnaire by O.P. Aggrawal was used to collect the background information. Parents’ responses to the stories were analyzed to identify the parental value hierarchy. All the parents irrespective of their locality and gender of their children consider health as most important value followed by honesty, knowledge, discipline, punctuality, respect for others and patriotism. In the area of gender socialization no distinction has been observed. In case of parental attitude towards their children playing with different toys, parents expressed favourable attitudes for dolls, toy jewellery set for their daughters. Playing with Toy gun was not favoured for both son and daughter. In case of choice of occupation professions like doctor, engineer and teacher are preferred for both son and daughter. Parents do not prefer their son to become beautician and daughter to become an electrician. In case of violent outburst and talking loudly parents do not have any distinction between their sons and daughters. None of the parents like their adolescent boy to dress or act like girls. Results of the present investigation showed that parental values are accurately perceived by their adolescents. Adolescent’s perception of all the seven parental values was found to be significant. Socio- economic status of parents showed significant role in perception of parental value by adolescents. Parental values have impact on intergenerational relationship during adolescence.