Search

In Indian content of National Agricultural Research and Education System (NARES), agricultural extension connects agricultural research and farmers. Post-graduate teaching in Extension discipline across all agricultural universities prepares students to transfer relevant technologies to farming community and to conduct need-based research by inculcating desired competencies among students. The present study primarily focuses on assessing the overall competency fulfilment level of postgraduate extension students with respect to veterinary extension. The acquisition level of core competencies among students was compared with importance level of respective competencies associated by Livestock Extension professionals. The investigation was based on primary data compiled from 30 livestock extension professionals working in Uttarakhand and 210 postgraduates (M.Sc. and Ph.D.) students across ten agricultural universities of northern India. It was found that ten core competencies related to veterinary extension which were perceived as highly important by Livestock Extension professionals had low acquisition level among students. Out of the ten universities examined for competency fulfilment, only two universities had high level of competency fulfilment while four universities had low level of competency fulfilment. The overall competency fulfilment index of all ten universities was 0.522 indicating a competency fulfilment of just above average with respect to identified 24 competencies. The competency fulfilment index developed can be utilized by agricultural universities for competency mapping of livestock extension professionals and students for further investigations.

Stem cells represent the most promising population for regenerative cell therapy and have gained much attention during the recent past. Mesenchymal stem cells (MSCs) are multipotent stem cells that can differentiate into trilineages. Like haematopoietic cells, mesenchymal cells have been shown to proliferate and form fibroblast-like colonies in vitro. Despite major progress in our general knowledge related to the application of adult stem cells, finding alternative sources for bone marrow MSCs has remained a challenge. A wide diversity of isolation procedures for mesenchymal stromal cells from various tissues of the placenta, umbilical cord and Wharton's jelly have been described for humans and other species. In this study, we isolated established umbilical cord Wharton’s jelly as a primary source for isolation of mesenchymal stem cells since it is a rich source of stem cells and no ethical concerns are involved. Equine umbilical cord Wharton’s jelly segments were collected during foaling time and digested enzymatically and cultured in-vitro in culture medium. In addition to the study of their morphology and colony forming units, the expression of reprogramming factors by the isolated MSCs were also studied. The isolated MSCs were observed to be plastic adherent, clonogenic and their morphology were polygonal, star shaped and fibroblast like. They revealed a strong expression of pluripotent stemness markers OCT-4, SOX-2, Nanog and KLF-4. From the current study, it can be concluded that Wharton's jelly is a rich source of stem cells with stemness properties expressing the reprogramming factors and mesenchymal like morphology and could be used as an alternate for the bone marrow derived mesenchymal stem cells for cell based regenerative therapies.

For appropriate technology dissemination to farmers, social sciences in agriculture especially Extension Education act as a bridge connecting researchers and farmers therefore, the aim of post graduate courses at agricultural universities is to develop suitable human resource with desired competencies to enable effective extension work. As teaching effectiveness is crucial for achieving academic excellence and to inculcate desired competencies among students, the attributes of teachers contributing towards teaching effectiveness need to be analysed. This study was conducted during 2019 and examines the perception of 210 postgraduate (M Sc and Ph D) students across 10 agricultural universities of Northern India. Teachers were categorized based on scores of attributes obtained through student ratings. The association between teacher attributes and overall teaching effectiveness was calculated and finally a teaching effectiveness framework was designed based on those attributes, which were significantly associated with teaching effectiveness. It was also found that majority of students rated overall teaching effectiveness under medium category (48.09%) followed by high category (34.76%). In addition, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 32 items under all attributes, 27 items which were significantly associated with teaching effectiveness were included in teaching effectiveness framework. In light of the findings, suggestions were also formulated for teachers regarding their teaching attributes as perceived by students.

In India, teaching, research and extension are the three pillars of National Agricultural Research and Education System (NARES) in which agricultural extension connects agricultural research and farmers. Teaching in agricultural extension discipline across agricultural universities at postgraduate level prepares extension professionals to conduct need based research and transfer relevant technologies to farming community. The present study primarily focuses on assessing the overall teaching effectiveness of agricultural universities with respect to extension education discipline in order to understand the competence level of extension graduates from Indian agricultural universities. The investigation is based on primary data compiled from 66 teachers engaged in teaching of extension education discipline and 210 postgraduate (M Sc and Ph D) students across 10 agricultural universities of Northern India. It was found that majority of the students (64.29%) perceived that overall acquisition of essential extension competencies is low, while only 10.94 percent of students perceived it to be high. Out of the 10 universities examined for teaching effectiveness, six had medium teaching effectiveness, while two universities had high and two universities had low teaching effectiveness. The overall teaching effectiveness index of all 10 universities was 0.607 indicating a teaching effectiveness of above average. The present study therefore identified those essential extension competencies which need emphasis in the extension education teaching-learning scenario. The teaching effectiveness index developed can be used by agricultural universities to assess teaching effectiveness of extension education teachers.

The study was undertaken to investigate the seroprevalence of brucellosis in buffaloes of Sangod, Mandana, Bundi, Talera, Chhabra, Jhalrapatan and Dag regions of Kota division of Rajasthan. Blood samples (436) were collected for detection of Brucella antibody using Rose Bengal plate test (RBPT), standard tube agglutination test (STAT), heat inactivation test (HIT), 2-mercaptoethanol test (2-MET), agar gel immunodiffusion test (AGID) and avidin biotin enzyme linked immunosorobent assay (AB ELISA). Overall seroprevalence was recorded as 37.84% by AB ELISA, 35.09% by RBPT, 29.59% by STAT, 26.15% in HIT, 25.23% in 2-MET and 13.99% in AGID. AB ELISA was found as the most sensitive whereas AGID was the least sensitive test. Higher number of females (38.46%) showed seropositivity as compared to males (30.30%). The results of the study indicated (a) relative suitability of ELISA as a screening test, and (b) endemacity of infection in villages of Kota division, Rajasthan.