Spark%20 international%20online%20ejournal,%20vol.ii,%20issue%204,%20august%202010

Vol.-II, Issue-4
August 2010

International Online eJournal

ISSN 0975 - 7929
Vol - II, Issue – 4
August 2010
Bi-annual

Multi – disciplinary

Multi – lingual

Multi - media

A Cutting-edge Initiative…

“The illiterate are not those who CAN’T read and write,
but those who DON’T read and write”

Bi-annual

Multi-disciplinary, Multi-lingual & Multi-media eJournal

ToC

Vol.-II, Issue-4
August 2010

Published & Edited by:
Chief Editor:
Dr. Bipin Parmar
Co-Editors:
Dr. Firoz Shaikh
Dr. Nayan Tank
Sanjay Bhut
In Collaboration with:
Managed by:
(Shri Bharat Sarasvati Mandir Sansad - Shardagram)

Shri M.N.Kampani Arts & Shri A.K.Shah Commerce
College- Mangrol, Gujarat - India
(Affiliated to Saurashtra University- Rajkot)
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Vol.-II, Issue-4
August 2010

Foreword

“Time is the most undefinable yet paradoxical of things; the past is
gone, the future has not come, and the present becomes the past even while we
attempt to define it, and, like the flash of the lightning, at once exists and
expires.” Charles Colton’s this statement is perhaps the most significant if we
apply it to “Learning” and “Education”. Learning is that house which requires a
constant repair, whitewashing and watching. The Spark International Online eJournal is a wizardly brush to constantly clean and gloss over this huge house of
learning. The Fourth Issue in front of your eyes (I wouldn’t say “placed in your
hands” since it is Online Journal) sparks off variety of articles ranging from
“Business vision in Higher Education” to “Laser in Dentistry”.
Reading these articles is like meeting various people during the
journey. Meeting diverse people along the way, we receive inspiration from
others; we discover our true knowledge and together form sensibility, and we
enjoy new and ongoing friendships. With a greater sense of freedom, we find the
time to explore all the beauty that exists around us. Our exploration of science
builds a better understanding of reality, of the world and the universe in which
we live.
Trailblazing as it is, the Spark is a cause in itself in bringing forth best
minds in best multilingual expression. The commencing article “Higher
Education and Business Vision” by Dr. (Mrs.) Jayshree Singh graphically and
analytically proves how amidst global connectivity and sustainable development

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Vol.-II, Issue-4
August 2010

it is necessary to receive knowledge, to harmonize between inheriting tradition of
higher values and the modern developments so that there may be the availability
of rapid access to education and to meet instinct of competitive urge of excellence
in the world.
US writer Mark Twain once said “Adam and Eve had many
advantages, but the principal one was that they escaped teething”. “Laser in
Dentistry” by Dr. Sharmila J. Verma & Dr. Meera H. Gohil is something new to the
content of the Spark as it, with copious illustrations and figures, discusses the role
laser has to play in the surgery of teeth. On the pain of dental diseases Twain says,
“The higher animals get their teeth without pain or inconvenience. Man gets his
through months and months of cruel torture; he will never get a set which can
really be depended on ’till a dentist makes him one”.
Creative thinking is one of the key sources for the development of
human civilization. And it is diligently and collaboratively showcased by
Digumarti Bhaskara Rao & Sarvepalli Sivaram Prasad & Harshitha Digumarthi in
“Creative Thinking of Secondary School Students”.
“The White Tiger: A Journey from ‘Bharat’ to ‘India’” is again a
collaborative article by Bhupendra Kesur & Gajanan Patil & Anil Patil on recently
much-hyped Aravind Adiga with his creative limelight The White Tiger. The
authors enlist some sensitive questions at the end of the article.
Devang Rangani in “The Portrayal of Women as a Shakti— the Power
by Anita Desai in Clear Light of the Day and Mohsin Hamid in Moth Smoke; A
Comparative Study of Indian and Pakistani Women” explores how structure of
Woman proves them as an Incarnation of Shakti.
Haribhai Vala, a college teacher in the subject of Gujarati discusses

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Vol.-II, Issue-4
August 2010

the significance of folksongs (Lokgeet) in folklore (Loksahitya) in Gujarati
Literature. He provides many melodious folksongs which are at the tip of every
Gujarati tongue even today.
Dilber Mehta’s “A Survey and Study of the Non-Use of Technology
in ELT through Factor Analysis Method” not only excruciatingly analyzes the
factors responsible for the non-use of technology in ELT in the South Gujarat
region through Factor-Analysis method but also suggests useful tips with the
help of which these drawbacks can be overcome.
Dr. Anjali Jain from Jaipur, India has, in her article titled “ Delivery
trends in a district of North India” touched up the issue of negligence of
motherhood especially during her pregnancy. Her article urges us to take care of
the pregnant woman’s diet and encourage activities that are dear to her and
beneficial to the foetus or child growing in her body.
“Histological Studies on Ovary of Otolithus Ruber” by Dr. S. K.
Teraiya & Mr. S. S. Babaria points at the huge possibility of rearing Ovary of
Otolithus Ruber species which be a good source of food for Human population in
and outside the state.
Mamta Kalia is not only a one of the fiercest Indian equivalent of
Sylvia Plath but rather a more vehement and bolder in poetic expression than the
latter. Mrs. Reetu Vashishth empathises to some of her boldest expressions by
quoting and elucidating in her article “Mamta Kalia: A Strong Individualist
Poetess of Modern India”.
“Feminism in the Novels of Anita Desai & Shashi Despande” by Dr.
Shivali Singh & Reema Srivastava is more than its common looking caption as it

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August 2010

elaborates on the fragmentation of a family against the backdrop of a fracturing
nation in the novels of Shashi Despande and Anita Desai. It records the woman’s
plight in contemporary India struggling against the age old slavery, suffering and
suppression.
Dr. Seema Gida’s article on “Learning the English Language – The
Digital Way” is one of the many urgent utterances on switching over to the
digitized learning in this fast-rounding-off of a transitional era.
Last but not the least, this Fourth Issue of the Spark ends with an
article in Gujarati by Dr. Vipul Thakar on “VakyaKatha: Mari Vachana”. It is
designed and presented in a new and rarely attempted manner of critical writing.
Let us remember this famous say by Thoreau: Nothing goes by luck in
composition. It allows of no tricks. The best you can write will be the best you are. Every
sentence is the result of a long probation. The author’s character is read from title-page to
end. Of this he never corrects the proofs.
We hope that these articles and a brainstorming behind them will
provide a pure infotainment to our beloved online readers. Your constructive
suggestions are welcome.
Dr. Dilip Bhatt
Member, Advisory Board
Spark International Online eJournal
(ISSN: 0975-7929)

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Vol.-II, Issue-4
August 2010

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Aims & Scope
Spark International Online eJournal (ISSN – 0975 – 7929) is
unique of its kind that provides a forum for the discussion on recent topics
and issues in the various disciplines which have an immediate bearing
upon thought and practice in human life. Articles drawn from the motley
disciplines, well-documented and well-communicated addressing our
present curriculum, pedagogy, evaluation in education, the challenges and
opportunities around us will find their place in the Journal.
It would certainly ‘spark’ interest and passion among the
aspirants, researchers, explorers, critics and others desirous of research,
invention and contributing something to their respective area and to self,
societal and national development.

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Vol.-II, Issue-4
August 2010

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Our Patrons

Shri J. G. Bhuva

Director
Shri Shardagram
Mangrol (Guj.) India

Dr. Hamirsinh Zankat
Principal
Shri M.N. Kampani Arts &
Shri A.K. Shah Commerce College,
Mangrol (Shardagram), Guj.

Acknowledgements
The College Staff & Alumni of
Shri M.N. Kampani Arts & Shri A.K. Shah Commerce College,
Mangrol (Shardagram), Guj - India
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Vol.-II, Issue-4
August 2010

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Advisory Board

•

Dr. Jaydipsinh Dodiya : Reader, Dept. of English & Comparative Studies,
Sau. Uni.- Rajkot, Gujarat (India)

•

Dr. Dilip Bhatt

: Head, Dept. of English, Shri V.D. Kanakia Arts
and Shri M.R.Sanghavi Commerce College,
Savarkundla, Guj.

•

Dr. Dilip Barad

: Associate Prof. & Head, Dept. of English,
Bhavnagar Uni., Bhavnagar, Gujarat

•

Dr. Farook Salat

: Head, Dept. of English, M.S. Uni., Baroda,
Gujarat

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•

Vol.-II, Issue-4
August 2010

Panel of Experts / Reviewers

Prof. Dr. Kamal Mehta : Director – CDC & Head, Dept. of English &
Comparative Studies, Sau. Uni. – Rajkot, Gujarat

•

Dr. Rajendrasinh Jadeja : Principal & Director, H.M. Patel Institute,
Vallabh Vidyanagar, Gujarat - India

•

Dr.Hemixaben Rao :

Hon’ble Vice Chancellor, Hemchandracharya
North Gujarat University, Patan (Guj.)

•

Prof. Dr. Daxaben Gohil : Head & Prof., Dept. of Commerce, Sau. Uni.
- Rajkot, Gujarat

•

Ms. Latha Krishnamurthy: Director, Bansilal Ramnath Agarwal Charitable
Trusts’ Vishwakarma Institute of Languages
(VIL) – PUNE, Maharashtra

•

Dr. Ramesh Mehta

: Asso. Prof. & Head, Gujarati Dept., Shri
M.N.Kampani Arts & Shri A.K. Shah Commerce
College – Mangrol, Gujarat

•

Atul Patil

: Coordinator & Faculty, English Language
Teaching, Institute of Symbiosis (ELTIS) &
Symbiosis Institute of Foreign and Indian
Languages (SIFIL) – PUNE, Maharashtra

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•

Dr. Jiwan Bakhshi

Vol.-II, Issue-4
August 2010

: Ph.D. (English Literature) Critic,
Playwright , Poet, State Punjabi Literature
(Drama) Awardee, Govt. P.G. College, Jind,
Haryana, India

•

Dr. H.S. Joshi

: Asso. Prof, Dept. of Chemistry, Sau.Uni., Rajkot,
Gujarat

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Vol.-II, Issue-4
August 2010

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Disclaimer
Dear Reader/s:
The articles in Spark International Online eJournal
(ISSN – 0975 – 7929) are edited and published by the
permission of the concerned author/s. The editors/publishers
do not agree/conform to the views, opinions, theories expressed
in the articles in any way.
Authors are required to seek relevant approvals for
any copyright material they may use in their contributions to
Spark eJournal. The eJournal will not be responsible in any
way for copyright infringements.

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Vol.-II, Issue-4
August 2010

Communication Links

ToC

spark.ejournal@gmail.com

Editors
Chief Editor:
Dr. Bipin Parmar
Shri M.N. Kampani Arts & Shri A.K. Shah Commerce College,
Mangrol (Shardagram), Gujarat – India
E-mail: br_parmar444@yahoo.co.in

Co-Editors:
Dr. Firoz Shaikh
Lt. Shri N. R. Boricha Edu.Trust Sanchalit Arts & Commerce College,
Mendarda, Dist.-Junagadh, Gujarat – India
E-mail: firozjunagadh@gmail.com
Blog: http//firozmendarda.blogspot.com

Sanjay Bhut
Mahila Arts & Commerce College, Veraval (Somnath)
Dist.-Junagadh, Gujarat – India
E-mail: sanjay.bhut@gmail.com

Dr. Nayan Tank
Gurukul Mahila Arts & Commerce College,Jubilee Porbandar,
Dist.-Porbandar, Gujarat – India
E-mail: nayandtank@gmail.com

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Vol.-II, Issue-4
August 2010

Letter to Editors

The Editor-in-Chief
Spark Int’l Online eJournal (ISSN – 0975 – 7929)
1. I am really impressed that you thought of a multi-lingual, multi-cultural, multimedia journal. It reminds me of the first generation Comapratists like Hugo
Metzl. As you know, work considered foundational to the discipline of
Comparative Literature includes Transylvanian Hungarian Hugo Meltzl de
Lomnitz's scholarship. He was the founding editor of the journal Acta
Comparationis Litterarum Universarum (1877) which was a multi-lingual
journal. More than one and a quarter centuries later, the e-journal 'Spark'
convinces me of the relevance of the comparative cause. This is a happy
occasion for all comapratists.
2. I am so glad that you have decided to make it an open journal on the web. It
again reassures me of my aspiration as a Comparatist to be part of a world
where knowledge is free and cutting edge. My congratulations.
3. I am awed by the editorial effort that has gone into the setting of more than 200
pages, and also the laisoning that must have contributed to the coming
together of scholars from all disciplines. It really deserves a big salute. I am also
deeply appreciative of the effective use of technology: the pages take no time to
open, which contributes to the total reading experience.
4. I must register a couple of my reservations about the journal: the layout of
Spark could be modelled on some international journals. It could use better

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5.

6.

Vol.-II, Issue-4
August 2010

(read subtler) colour schemes, better page design and better fonts. I suggest
that Spark invest a bit more time and effort in pageset up and design.
The journal could also do with some broad categories on the contents page
which will orient the reader better. For instance, as in a broad-based
newsmagazine, the contents page could have broad topics under which the
papers can be placed. This will also help in planning the journal without
repeating the topics. Again, the regional language section can be separate , so
readers can go directly to that page. If you add links to the contents page, the
reader could be taken directly to the article that he/she wants to read.
You could also start a section for reviews on books, films etc. And rather than
messages from eminent people, you could have a couple of pages for Letters
to the Editor, to make the journal truly intercultural.
So much for now.
Looking forward to more issues of Spark
All the Very Best
Rizio

Dr. Rizio Yohannan Raj

Assistant Professor of Comparative Literature
School of Languages & Comparative Literature
Central University of Kerala, Kerala (India)

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Vol.-II, Issue-4
August 2010

Table of Content
Article Title

Page
No.

01

Higher Education and Business Vision
-- Dr. (Mrs.) Jayshree Singh

01-34

02

Laser in Dentistry
-- Dr. Sharmila J. Verma & Dr. Meera H. Gohil

35-48

03

Creative Thinking of Secondary School Students
-- Digumarti Bhaskara Rao & Sarvepalli Sivaram Prasad &
Harshitha Digumarthi

49-72

04

The White Tiger: A Journey from ‘Bharat’ to ‘India’
-- Bhupendra Kesur & Gajanan Patil & Anil Patil

73-85

05

The Portrayal of Women as a Shakti- the Power by Anita Desai
in Clear Light of the Day and Mohsin Hamid in Moth Smoke; A
Comparative Study of Indian and Pakistani Women
-- Devang Rangani

86-100

06

,MS;FlCtIDF o ·,MSULTM→
-- 5|FP ClZEF. V[,P JF/F

101-106

07

A Survey and Study of the Non-Use of Technology in ELT
through Factor Analysis Method
-- Dilber S. Mehta

107-123

08

Delivery Trends in a District of North India
-- Dr. Anjali Jain

124-133

Sr.
No.

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Vol.-II, Issue-4
August 2010

Table of Content Contd…
Sr.
No.

Article Title

Page
No.

09

Histological Studies on Ovary of Otolithus Ruber
-- Dr. S. K. Teraiya & Mr. S. S. Babaria

134-141

10

Mamta Kalia: A Strong Individualist Poetess of Modern India
-- Mrs. Reetu Vashishth

142-157

11

Feminism in the Novels of Anita Desai & Shashi Despande
-- Dr. Shivali Singh & Reema Srivastava

158-168

12

Learning the English Language – The Digital Way
-- Dr. Seema.R.Gida

169-175

13

JFSISYFo DFZL JFRGF
-- 0F[P lJ5], 9FSZ

176-183

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Vol.-2, Issue - 4
August 2010

Article 01 : Higher Education and Business Vision

ToC
Dr. (Mrs.) Jayshree Singh
Lecturer in English
B.N.P.G. Girls’ College,
Udaipur (Raj.) India
Dr. (Mrs.) Jayshree Singh

Abstract:
Academicians cum teachers have to ensure the importance of knowledge and
understanding of the practice of quality assurance in higher education, in order to be
competitive and competent global and local human resource. The components of value
addition in higher education demands the code of conduct i.e. professional ethics to produce
better output and efficient products for the effective and prospective development of the
country. Annual performance appraisal needs constant improvement in terms of scoring
10 to 360 range/degrees to have mental, administrative, physical, social and intellectual
perspectives, this is possible through evaluation from self, from peers, heads of the
institutions/departments, students and others. It encourages accountability by fulfilling
the regard to the number of teaching days, workload and professional (in place of personal)
outlook towards oneself and for others. Teaching strategies and measures should be student

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Multi-lingual, Multi-disciplinary & Multi-media eJournal

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Vol.-2, Issue - 4
August 2010

centered and student oriented without any gender-biasedness or discrimination. Social
perception of the gender of the teacher must in no way be interference in imparting, in
implementing or in inculcating values for higher education. This has to be followed in
maintaining discipline, setting up example of personal traits, in the awarding of grades in
evaluation process, in the formation of class size, in determining the age-factor for any
particular gender, in formulating the course of studies and last but the least the manner of
dressing/gestures is to be equally valued by the teacher/by the academicians to deliver
instructions in class. There is urgent need to revise the syllabus and curriculum in order
to make it relevant to the requirement of not only employees in colleges but also for the
students and management of the institutions, because if it is not according to the
changing trends of local and global governance, it will lead youths confused and teaching
will be then underrated. Therefore an academician cum teacher has to become a researcher
to update his practical knowledge and to make productive research, and then only he/she
can be a recognized innovator and a demanding counsellor. For establishing global
connectivity and sustainable development it is necessary to receive knowledge in
technological economic power, to harmonize between inheriting tradition of higher values
and the modern developments so that there may be the availability of rapid access to
education and to meet instinct of competitive urge of excellence in the world.

Sam Pitroda, the chairman, National Knowledge Commission says that in
order to compete in the Global economy , Indian agenda of education needs “to be on the

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August 2010

cutting edge of innovation and discovery, an excellent system of higher education
is critical. Reforms in higher education in India should address the three concerns
of Expansion, Excellence and Inclusion.”1

Expansion

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August 2010

Inclusion

Objectives of this paper
1.
2.
3.
4.
5.
6.
7.
8.

To reorient enhance learning
To pursue the national programmes related to the higher education in
India
To prevent national disaster of large scale unemployment and the abuse of
knowledge.
To re-educate the education system into becoming more relevant to
employment.
To work for national development
To breed commitment, responsibility
To locate new initiatives for jobs and careers
To lay out fundamental laws for academician cum teachers.

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Vol.-2, Issue - 4
August 2010

Mismanagement v/s management in the higher education system of India
The former Finance Minister, Dr. Manmohan Singh, (At present re-elected as
Prime Minister of India) said in a speech in New Delhi on 24 April 1998:
“I sincerely believe that money can be found if representatives of the public, that
is, Members of Parliament and Members of State Legislature give sufficient
importance to this quest for universalizing access to our education”.2
This statement poses challenge to the demography, democracy and development
in the higher education that has been done so far in India.
The following graphs given below illustrate the pathetic state of “government
apathy, public cynicism, and corporate greed. Some individuals and institutions
have let nothing come in the way of cutting edge solutions”.3
Below the statics illustrate the poor development that has taken place in
education sector till date.

{Figure is given on the next page}

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Figure 1.

Vol.-2, Issue - 4
August 2010

Vital Stats

This is not enough to identify the developments in the education
system of India. There are socially disadvantaged groups like economically poor,
scheduled castes, scheduled tribes whose children exists at the periphery of the
schooling system; there were socio-economic compulsions in families that forced
parents not to send children to schools and colleges and that the relevant nature of
curricula and lack of essential facilities are responsible for the slow progress.
The Ninth Plan (1997-2002) targeted the elimination of gender
discrimination in admissions, removal of gender bias and stereotypes in curricula,

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Vol.-2, Issue - 4
August 2010


text books, promotion of gender sensitization of teachers on regular basis apart
from strengthening other facilities and incentives mentioned in earlier plans.
The graph below indicates the contrast data as regards gross
enrolment ratio in education in India v/s USA.
Figure 2.

Enrolment how we compare

Nigeria
Pakistan
India

11%

Indoesia
Egypt
Series1
China
Brazil
France
UK
USA

83%
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

On the analysis of the education agenda in India Prof. Yash Pal, Ex.
Chairman, UGC, speaks, “Our University system has lost its primacy and is now
beset

by

crass commercialization. Its autonomy has been eroded and

undergraduate education is undermined.”4
The secret and corrupt privatization of corporate colleges has made
technical education expensive to the poor students. They generally seek admission

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Vol.-2, Issue - 4
August 2010

in such colleges on the basis of donations in comparison to the government
technical and management colleges due to their inability to score better in state
and national level competitive exams organized for such courses. In government
institutions and colleges the fee is very much affordable, but it is generally
occupied by the talented students who are mostly from well-off background. The
students from well-off background avail better facilities of being coached for such
competitions. It is irony that poor seeks private institution, that is beyond his
pocket to pay the fee while the economically affluent students study in
government institutions.
The graph shows the enrolment ratio of students in the private
against the public share institutions:
Figure 3.

Surreptitious Privatization (in %)

120%
100%
100%
80%
80%
60%
60%
40%
40%
20%
20%
0%

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Ph
yi
so
th
er
ap
y

M
ed
ic
in
e

M
B
A

M
C
A

Te
ac
he
rE
du
ca
tio
n

Ar
ch
ite
ct
ur
e

M
an
ag
em
en
t

H
ot
el

Ph
ar
m
ac
y

En
gi
ne
er
in
g

0%


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Vol.-2, Issue - 4
August 2010

One of the experts comment that “the government must give direction
and set up a system to deal with dubious institutions that are fleecing students and
parents of their money by offering bogus courses”5
It has been found that many of the private institutions established
without the control of appropriate regulatory system have become second-rate
institutes that turn out second-rate students. Moreover there is lack of equity,
quality and excellence at all levels of education system of India.
Another area of concern for educationists is that there is a significant
shift in the employment patterns. “Usually the better students never really look at
contact centers or food outlets as career options.”6 The graph below indicates their
choice of subjects until now:
Figure 4.

What they are studying

Agriculture
1%

Medicine
Engineering
3%
7%
Medicine
Commerce
17%

Arts
42%

Engineering
Commerce
Science
Law
Education
Others

Others
1%
Education
9%

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Science
19%

Arts
Agriculture

Law
1%


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Figure 5.

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August 2010

Where the openings are

In India where the unemployment is rampant, any job is welcome.
But the question is, do we have sufficient skilled labourers, workers and
technicians, job-hunters to compete the global market economy as well as the
demands of the population explosion. And moreover are we prepared to switch
over our youth to unlimitedly available opportunities of jobs in offbeat careers?
Do these unconventional courses fulfill Indian notion of lifetime employment?
These jobs prepare the youth for business environment and the new technology
indeed but these are different careers and they do not give designations. While in
the conventional jobs one gets promotion and job security if one performs well in

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Vol.-2, Issue - 4
August 2010

the industry.
It is a debatable issue among the educationists, parents, students and
teachers then what sort of curricula is to be designed? What pattern is now to be
set up for the continuity of conventional courses? How to be ready for the future
discontinuous shifts of offbeat courses and jobs? The curricula of both courses
help in nation building as well as prepare for employment and take up new
challenges in entrepreneurial opportunities. To keep this in view there is growth
of institutions as per enrolment ratio. There is another serious crisis of the fact
that Indian academicians cum teachers along with government are not ready for
this sudden acceptance of the reforms, changes, investments as well for better
regulatory bodies and research facilities.
The four graphs below are presenting the state of education sector
for which there is lack of initiative due to red-tapeism in bureaucracy.

{to be contd…}

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Vol.-2, Issue - 4
August 2010

Figure 6. Declining Public Expenditure per Student
10000
9097

9000

8963

8000
7501

7276

7000

7370

7117

6000
5000
4000
3000
2000
1000
0
1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

Figure 7. Number of colleges need to meet demand

30000

E
nrlom
ent (000)

25000
20000
15000
10000

28000
17625

5000
0
2005 Year

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2012 Year


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Vol.-2, Issue - 4
August 2010

Figure 8. Expected Growth of Students

35000
30000

29723

25000
20000
15000
10480

10000
5000
0

2005 Year

Figure 9.

2012 Year

Investment needed (Rs. Cr.)*
Total Exp.
Total trend based
State Exp.

2007-08

28108

13707

2008-09

36418

14588

2009-10

46175

15526

2010-11

54211

16525

2011-12

61497

17588

2,26,410

77,933

What is needed

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What Govt. is giving


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Vol.-2, Issue - 4
August 2010

These above drawn graphs present the grim picture of the facilities
available at higher education level; the most important of all is that there is
urgent need that the academician and the educationists need to be focused and
has to have the reorientation in the enhanced learning and in the interpersonal
skills. It is also necessary to promote teachers just like students of the education
industry to pay attention to their career development and professional traits so
that they may be updated not only with the new job opportunities themselves in
theory but also they may be trained in the new unconventional spheres of
education otherwise it is apt to quote that “outdated syllabi and out-of-sync
teachers; can nothing be more lethal than that for university?”7 Only trained
skilled teachers can envision and supervise better courses for the students.
Practices for development and production in HEIs
Higher education determines human development Index of the
country as well as it decides the pace of country’s emergence as the global power.
It develops fairness and impartiality in the working system; it adds value in the
instruction, management and empowerment of human resource. Some of the
measures can be followed for professional development besides self-career
development:
•

Services of the senior students for the data collections and for preparing
questionnaires and for collecting survey reports can be utilized. Seminar
and workshops assistance, report writing on remuneration basis can be
made voluntary for the regular students. Study support system for
extending placements, career counseling services can be sought from
alumni.

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•

Action research on behalf of teachers to update their own teaching
strategies, behavior and developments can be followed to get feedback for
their own professional development.

•

Upgradation of the teachers of colleges and universities should be based
on their accountability, self-development of their learning ability, and their
self-assessment of his/her professional goals that annually improve their
institution, the community and the instructional purpose. Evaluation of the
teachers at every level for their aptitude and intelligence quotient may help
to teach better graduate and post-graduate classes.

•

The admission of the student should be evaluated at intermediate level,
then at graduate level and lastly at post-graduate level and according to
that he/she may pursue vocational training or technical training or higher
academic courses.

•

The Bureaucratic Maze has to be made simple, clear and strong as regards
funding and recognition of institutions and degrees. UGC, NAAC, AICTE,
MCI, COA, NCTE. BCI and PCI – all these need to ensure autonomy to
higher education colleges so that they can decide policy on faculty and
admissions of students.

•

Ministries need to come up with their strategy for higher education to meet
the challenges of knowledge sector led growth whether it is Textiles,
Mines, Fine Arts, International Business Relations, Women and Deprived
section study areas or Human Rights or Defence. Research and Study is
necessary in each sector and can induce multi-national to set up their R&D
facilities in Indian, recruiting appropriately skilled manpower.

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•

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There has to be industry-university collaborations in the fields such as
engineering, management and computer sciences, so that there can be
corporate funds to train the students as well as new recruited teachers. This
will help to restructure the curriculum with the changing needs of the
industry.

{to be contd…}

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•

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It has to understood that the company not only requires front-end
executives, but for every 18-20 front end jobs, there is first one back-end job.
Retailing offers employment to all kinds of person. All one need is to be
trained in softer skills instead of just being graduates. Besides software and
hardware knowledge in IT sector, there are multimedia, animation and
networking which are creating entrepreneurial opportunities.

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•

The management of nationalized banks, cooperative banks and private
banks should introduce institutions-specific education loan scheme for
undertaking both graduate and post-graduate courses without an aura of
uncertainty, avoidable delays and harassments. They should advertise
their schemes through media.

•

CEC (Consortium for Educational Commission and INFLIBNET
(Information Library Network) - both organizations have digital facilities
and they help scholars and academicians to make intensive use of internet,
Web and other communication technology to disseminate multimediabased learning resources and textual based information retrieval services
through its union based and by facilitating access to full-text and
bibliographic e-resources through consortium arrangements. So both can

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be accessed to have relevance and excellence in the research product
comparable to international standards. Open Access Archives and Open
Access Institutional Repositories update a document with data in a scientific
way with subject wise classified , well-built, indexes, the bibliographical
control of the research done and the facilities for disseminating the results
of research in order to avoid duplication, repetition and even plagiarism.
•

Special Education Zones to impart vocational education for sustainable
development may be set up according to local and global market
economical standards.

The Role of Stakeholders
The Management- The emergence of multilayer institutions in the
country has made the duties of management more strenuous towards the
governance, ownership, and degree granting powers. The management has to be
get ready annually to have the institution scrutinized by the board of district
Universities and by education directorate. The inspection need to be scheduled
before the institution finishes off with its final examinations.
The management that procures sponsorship of foreign universities
should be offered tax concessions and fiscal incentives so that liberal funding for
higher education may be arranged.
The management of the institution should be penalized for the bad
practices that it follows for not paying salaries according to the government rules
to the teachers, who are also called as academicians, because this greatly affects
the personal traits and professional development.

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The academicians – They have to face internal quality assessment cell
as regards their teaching practices amongst students, and their IPR with their
administration and with their staff. They also have to be well concerned for their
personal development in softer skills, for their academic development especially
for their research activities or any further studies undertaken by them.
Their professional development is an appraisal of their accountability
in performing co-curricular and extra-curricular activities and last but the least the
teachers have to initiate innovation, or they have to organize seminar, conferences
that helps them to discover their leadership qualities.

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The Students – They need to build desired level of competitiveness
across different institutions. They have to practice ethics not on the basis of
political ideologies based on history of the country but rather reading the
traditional scriptures with a pious feeling.
The students need to be well-versed with the contemporary
development programmes and manufacturing skills. For this compulsorily the
counseling services should be made available at school, college and university
level.
If they deserve scholarships they must be aware of it through their
college counseling services or by surfing the internet. The students should
volunteer themselves in every activity of the college and they should utilize their
spare time in profitable ways such as participating in the hostel administration,
mess management, canteen management, library administration, public
department, health clinics, admission office, media and protocol etc.

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Organizations intent on being at the top of their industries do so, in
part, by “creating the markets of tomorrow.”8 They suggest that premier
organizations engage in variants of the same six strategies:
•

Establish a competitive advantage.

•

Find the future.

•

Mobilize for the future.

•

Get to the future first.

•

Build gateways to the future.

•

Secure the future

There are two ways to think about global education. One way is how
historical and current trends in the global economy affect education. For instance,
European colonialists spread models of schooling around the world. In reaction,
countries such as Japan imported Western schooling, technology, and science.
India too remained colonial as regards to the education. Human resource
planning for the global economy in testing and curriculum designed to meet the
needs of the local labor market.
The second way to think about global education is according to
future plans. From this viewpoint, the basic question is: What type of educational
system will meet the needs of the present and future global economy? Education
is supposed to solve the problems of environmental destruction, unemployment,
increasing inequality in wealth, and the social and personal disruption caused by
constant technological change. The proposed solutions are to: (a) create

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measurable accreditation standards such as the European Union's Personal Skills
Card, (b) teach people the value of technological developments, (c) prepare
students for a lifetime of constant instruction in new skills, and (d) create unity in
a multicultural workforce.
With the spread of the educational doctrines of human capital, along
with free markets and trade, the government intervention has become important
to protect economic growth and free markets. Eventually this issue has led
government officials to ask, what can our schools do to spark economic growth?
Even the economists and accountants, they are called in when education is linked
to economic growth to measure the outcomes of investment in education and to
measure internal and external efficiency. They ask questions such as, how do we
force students to make wise market choices? In trying to measure education,
economists and accountants influence policymakers. This influence results in
school policies that generate data that can be used by accounting methods. As a
result, educational decisions are now guided by national standards and testing,
accreditation, efficiency, and labor market needs.
As human capital ideas reign supreme, there is concern for the social
justice and personal enlightenment on one hand while on the other hand there is
human capitalists concern about returns on social investment. The human
capitalist economist gives a totalitarian edge to the human resource model. The
human resource model practiced in Japan, Singapore, and other Western and
Asian countries simply attempts to spur economic growth by matching school
programs with labor market needs. The human resource model makes education
and the curriculum an instrument of economic growth. According to free market
theory, it is important that business receives accurate information so it can make

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wise market decisions. Therefore, the economic value of humans must be
measurable. To accomplish this measurement, learning outcomes must be
accounted for in relationship to their economic value. One method is the
European Union's Personal Skills Card. The result is the control of individual
actions and choices in the labor market by government or private skill
accreditation centers.
India has to pace with the growing demand of global economy at one
front and at other front She needs to develop such prospects and perspectives that
may foresee and capture the global economy for its own cause and progress. To
achieve vision of sustainability, stability and strength in the next decade, India has
to get into deep-rooted cause and effects of the advancement of business
education in the global economy.
REASONS FOR THE BUSINESS EDUCATION
The extraordinary advances in the application of science to modern
life which have made possible the remarkable economic progress and vast
improvement in human well-being during the present century have created a
multitude of economic and social problems for the solution of which our business
leaders must assume primary responsibility. Hence the task to which the
collegiate schools of business have addressed themselves that of training young
men for the heavy responsibilities of the business leadership of the future,
constitutes an educational problem of paramount importance. 9
Business itself is pulled in two directions. It feels increasingly the
need for educated men who have the breadth, perspective, and flexibility of mind
to cope with a business environment that grows in complexity and changes

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with bewildering rapidity. Yet it also feels the pressure for more and better
trained specialists who can master the technical problems that have been
spawned by the technological and organizational revolution of the twentieth
century. Thus business looks to the colleges to give it generalists and specialists,
if possible embodied in the same person.
THE PROBLEM OF BUSINESS EDUCATION
The problem of business education is one of both quantity and,
much more important, of quality. Many deans and presidents concern
themselves chiefly with the quantitative issues, which are serious enough. What
is the best kind of education for business? One of them is the low level and
narrow vocational character of much collegiate business education. Nearly as
well documented is the failure of most business schools to develop in their
students the qualities of mind and character and the kinds of professional-type
skills for which business and society have the greatest need. What is the best
kind of education for business? One of them is the low level and narrow
vocational character of much collegiate business education. Nearly as well
documented is the failure of most business schools to develop in their students
the qualities of mind and character and the kinds of professional-type skills for
which business and society have the greatest need. There are not too many
businessmen, but there are too few well educated ones. While we have no doubt
that the students in the worst of the business schools are to a considerable extent
wasting their money and their time, we have not tried to appraise every school
and department. In varying degrees, today's business schools are not providing
the kind of education tomorrow's businessmen will need, and the record with
respect to research is even less satisfactory.

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NEW DIMENSIONS IN BUSINESS
What is entrepreneurship? Traditionally, it meant combining land,
labor, and capital into new productive activities. This definition is too limited for
today.
Modern entrepreneurship is anticipating the future requirements of
society, and successfully meeting these needs with new, creative, and
imaginative combinations of resources. The classical resources of land, labor, and
capital are relatively less important today. The critical resources are information,
superior organization, talented and professionally trained people, and lastly,
time itself.
Organizations, as well as individuals with the entrepreneurial skills
to foresee the future needs of society and to develop new and better ways of
fulfilling the needs, must be developed. large organizations must increasingly
provide the entrepreneurial stimulus. But it also means that systematic
knowledge of the expected characteristics of future systems must be provided by
those companies who intend to be successful in the high-technology areas of the
future.
DIRECTIONS IN PROFESSIONAL BUSINESS EDUCATION EVENTS AND
IDEAS
In discussing the inevitable gap between generations "The
movement of events is almost always a great deal faster than the movement of
our own minds."10 He observed, further, that "as men grow older and take charge
of affairs, they must battle a persistent human tendency to see the world through

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spectacles that fitted them twenty or thirty years earlier."11 Few would question
the truth of these comments, particularly when applied to social, economic, and
political events. My purpose is to apply them to some fundamental issues of higher
education for business.
Among the goals of the business schools, highest priorities must be
accorded to the preparation of individuals, for productive involvement in business
activities today and tomorrow. The spectacles fitted to the young by an older
generation of teachers must, accordingly, be designed with the utmost concern for
useful service extending a period of years into the future. Transmission of
accumulated knowledge is not enough. The classrooms of the business schools
should provide, continually, an experimental setting for testing traditional concepts
against the movement of events so as to determine inadequacies and to make
revisions. In these experiments, a premium is placed on empirical methods of
research and on the study of business institutions and practices. Events take place
in institutional settings, and if they are to stimulate accretions to organized
knowledge, they should be studied on native grounds.
Business schools are aware of, and constantly resist, man's tendency to
see current events in former settings and to approach current problems with
obsolete methods. During the past fifteen years, they have made vast revisions in
courses of study, and they now stress techniques of analysis and the understanding
of relevant disciplines. Descriptive studies of fragmented business practices no
longer occupy central positions in curricula.
ACTIVITIES OF BUSINESS AND CURRICULA

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Although no attempt is made here to classify the various approaches
of business schools to academic work, there appears to be appreciation for
grouping areas of business study in accord with three sets or classes of activity
common to business units: (1) those involving the organization of real productive
resources; (2) those involving the financial aspects of planning, control and
management, and (3) those concerned with administration and environment.
LINKING OF E – BUSINESS WITH BUSINESS EDUCATION
Access to on-line information resources and the use of electronic
transactions increasingly augment the operation of modern colleges and
universities. These resources and functions are important both internally and in
collaboration with external partners.
The electronic information environment is that set of electronic
information services, on-line resources, communications services, applications
software, and workstations that enable us to teach and learn and work more
effectively and without the constraints of time or place. Within this environment,
we need directories and other finding aids, credentials that can establish identity
and roles for both consumer and supplier, and a myriad of other supporting
services.
According to some, the adoption of such applications in higher
education will become pervasive as students and prospective students look to
these applications for convenience and institutions seek to expand markets, lower

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costs, and provide improved customer service. Among the drivers for higher
education institutions to develop an e-business strategy are these:
•

The rising popularity of the Internet

•

Increasingly demanding customers and unrelenting expectations
for expedited services

•

Continuing cost constraints

•

Opportunities for new revenues

EARLY CHILDHOOD DEVELOPMENT
As the global economy expands, emerging nations are finding that
focusing on universal primary education is not sufficient. They are increasingly
coming to see the value of investing in early care and education as well. The
National Policy on Education in India, adopted in 1992, establishes priorities for
a holistic approach to early childhood development.
A national standing committee for early childhood education seeks
to improve coordination between the Department of Elementary Education and
Literacy and the Ministry of Human Resources. There is no national early
childhood curriculum, but all ICDS program staff members are trained in early
stimulation, psychosocial development, physical growth, cognitive development,
language development, and play. The ICDS has also created an innovative fourstate pilot program to provide "continuous links" between preschools, known as
anganwadis, and primary schools
EDUCATION FOR ENTERPRISE MANAGEMENT- CHANGE, CONTRAST,
INTERDEPENDENCE

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Technology and its products have revolutionized our environment -- our travel,
our communication, our economy. We are in the process of a social, economic, and
political reformation in which only the fittest of enterprises will survive.
In this setting, the task of education for enterprise management will be
to provide the climate in which men of rare imagination are nurtured and their full
abilities are brought to bear creatively within the framework: of their organization
and within the larger environment in which it operates. The need will be for men
who have entrepreneurial spirit and energy; who are innovative; who have the
capacity for translating ideas and discoveries into action; who are both receptive to
change and initiators of change; who have a high tolerance for ambiguity and
uncertainty; who have the will to risk.
Our rapidly changing environment has encouraged a wide diversity of
expectation and achievement. Technology is seen at once as our blessing and our
bane, the wellspring of our aspirations and the threat to our well-being. It appears
both as social benefactor and social calamity. It offers us nuclear power and holds
the specter of thermonuclear destruction. It means both personal transportation
and urban pollution, computation efficiency which multiplies our creative power
and threatens our privacy; mass communication and mass propaganda; and an
affluent but alienated youth. Technology offers the potential of the good life, but
seems unable to relieve the poverty around us. There are rich nations and poor
nations, and the gulf steadily widens.
Clearly science, which forms the foundation for our technology, plays
a critical role. But scientific knowledge alone is not enough. The effective approach
lies in a partnership of technology and management -- both industrial and social --

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which will be intensely responsive to human need, and will so order the
distribution of technology's products and our national priorities as to resolve the
paradox. The holistic view of man's knowledge and problems has given rise to
relationship and interdependence that determine the size and scope of our
endeavor as well as our potential for progress.
To a large degree, the challenge for business education in a systems
world is to create a wide awareness on the part of those who should understand
modern culture, and, beyond that, to provide a logical approach to the manager
for the solution of existing problems and for the charting of new courses for the
future.
In sum, society in every country of the world is undergoing rapid
transformation, and the business enterprise is at the center of this transformation.
It is changing internally in products and processes, in organizational form, and in
the employment of information technology to speed and refine its decisions. It is
growing larger through merger and acquisition and expanding markets.
Externally the firm is forced to be more responsive -- to government, to society, to
its customers, as well as to its employees and their unions. These changes
represent both challenges and opportunities for the Indian business enterprise in
the next decade.
Conclusion
The stakeholders of the country have to check the gross enrolment
ratio without any discrimination in the education system imparted at Community

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college, university, technical or vocational colleges’ level and they have to invoke
tremendous response from women and girls towards research activities.
Voluntary agencies, factories, cooperatives etc. should be promoted to initiate
partnerships, so that technology and its applications may help the rural people,
migrant labourers, and hilly area –desert area inhabitants, nomadic tribes and
urban poor. Social distances and discriminations in terms of caste, gender, and
sex must be prevented.
Works cited:
1

Pitroda Sam, “What India Needs- Agenda for the New Government”,
India Today, May 11, 2009, p.32.

2

Bamzai Kavere, “From Preaching to Practice”, The Game Changer Essay,
India Today, July 27, 2009, p.42.

3

The Probe Team, 1999:135

4

Pal Yash, “Higher Education-How to clean the Mess”, India Today, July 13,
2009, p. 22.

5

Dixit C. Vinod, “The Game Changers” India Today, July 27, 2009, p.11.

6

Patel Tulsi, “Opportunities Unlimited” Business World, Feb. 11, 2002, p.
26.

7

Jadhav Narendra, India Today, July 13, 2009, p. 25.

8

Mimi Wolverton, Larry Edward .Eds .Elite MBA Programs at Public
Universities: How a Dozen Innovative Schools Are Redefining Business
Education. Praeger: Westport, CT. 2004. Page Number: 215.

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10.
11.
12.

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Robert Aaron Gordon, James Edwin. Higher Education for Business:
Columbia University Press: New York. 1959. Page Number: 3.
Walter Lippmann . Harper, October, 1967
Walter Lippmann.

Suggested Readings
1

Development of Education in India 1993-94, Department of Education,
Ministry of Human Resource Development: New Delhi.

2

Public Report on Basic Education in India (1999), The Probe Team. Oxford
University Press.

3

Human Rights and Human Development, India (2000), Centre For
Women’s Development Studies: New Delhi.

4

University News. A Weekly Journal of Higher Education, Association of
Indian Universities: New Delhi.

5

NAAC News, A Quarterly Journal of the National Assessment and
Accreditation Council: Bangalore, India.

6

CEC Television News, A Monthly Newsletter on 24 Hour Higher Education
Channel: New Delhi.

Note on the Author

(Dr.) Mrs. Jayshree Singh, born and brought up in Jaipur, Rajasthan, INDIA. Did
schooling from St. Angela Sophia Hr. Sec. School, Jaipur. Cleared National Cadet
Core, “C” Certificate.

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At present working on the post of Lecturer since July 2002 (although
had an appointment in September 2001) in the English Dept. of Bhupal Nobles
Post-Graduate Girls, College, affiliated to Mohanlal Sukhadia University,
Udaipur. Before college, did service at two stations – Deoli and Udaipur for
Kendriya Vidalaya Sangathan, New Delhi, as a permanent employee from
August 1993 to May 2002.
Completed Ph.D. in American Drama from Mohanlal Sukhadia
University, Udaipur—October 2007 and M.Phil. (English Language Teaching)
University if Rajasthan, Jaipur- March 1993. Granted the permission by the Post
Graduate Research Studies Center of Mohanlal Sukhadia University, Udaipur to
supervise and guide Master’s/Ph.D Candidates on 5TH AUGUST 2008. Post.Grad. Diploma Course in Human Rights, New Delhi, 2007.
Contributed lot of Research Articles on interdisciplinary Subjects at
local, regional, national and international level both within the country and
outside the country India.
Almost 24 papers are fully accepted for publication in reputed
journals and books.

ToC
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Article 02 : Laser in Dentistry

ToC

Dr. Meera H. Gohil
P.G.Student
Dept. Of Periodontics
K.M.Shah Dental College & Hospital
Vadodara, Gujarat

Dr. Sharmila J. Verma
Professor & HOD
Dept. of Periodontics
K.M.Shah Dental college & Hospital
Vadodara, Gujarat

The concept of lasers dates back to 1917 with Einstein’s theory of
stimulated emission, but it was not until 1960 that the first working laser was
created by Theodore Maiman1. Lasers are currently used in a wide range of
medical and cosmetic procedures including cataract surgery2 and hair removal3.
However, they have only recently received attention in clinical dental settings.
Lasers are being recognized for their ability to ablate hard tissues with minimal
anesthesia4, reduce bacteria counts in root canals5 and even provide hemostasis
of soft tissues during their use6. The word “laser” is an acronym for “light
amplification by stimulated emission of radiation.” Lasers are categorized
according to the medium used to provide atoms to the emitting system. Each

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type of atom can absorb photons of only certain wavelengths; therefore, each
medium will produce a laser beam with a specific range of wavelengths7. Light
of different wavelengths will interact differently with tissue and has different
adsorption qualities. Lasers used in dentistry emit wavelengths between 377 nm
and 10.6 μm. The most common types are carbon dioxide (CO2), diode,
neodymium: yttrium–aluminium–garnet (Nd: YAG) and erbium: yttrium–
aluminium– garnet (Er: YAG) lasers. They are used for cavity preparation, tooth
whitening, gingival incisions and other applications.
HISTORY OF LASER
Historically, dental extractions have been used to treat a variety of
illnesses. During the Middle Ages and through the 19th century, dentistry was
not a profession into itself, and often dental procedures were performed by
barbers or general physicians. Barbers usually limited their practice to extracting
teeth, which not only resulted in the alleviation of pain, but often cured a variety
of ailments linked with chronic tooth infection. In the 14th century, Guy de
Chauliac invented the dental pelican which was used through the late 18th
century. The pelican was replaced by the dental key which, in turn, was replaced
by modern forceps in the 20th century.
HOW DOES A LASER WORK
A laser excites atoms, so that they give out energy as light in a

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special way. The rod is set inside a cylinder with a mirror at either end. A flash
tube is coiled around the cylinder. When this fires a flash of light the ruby atoms
become excited and produce tiny bursts of light called photons. These photons
strike the atoms, exciting them to produce more and more photons until the tube
is filled with them bouncing back and forth from mirror to mirror.
LASER WAVELENGTHS USED IN CLINICAL DENTISTRY:

LASER APPLICATIONS
There are many scientific, military, medical and commercial laser
applications which have been developed since the invention of the laser in the

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1958. There is use of lasers in medical and dental field also from past many years
and has been a successful mode of treatment in this field.
DENTAL PROCEDURES
HARD TISSUE PROCEDURES
•
•
•
•
•
•

Class I, II, III, IV and V cavity preparation
Caries removal and caries detection
Hard tissue surface roughening or etching
Enameloplasty, excavation of pits and fissures for placement of sealants
Whitening of tooth- teeth bleaching
Root Canal/Endodontic Procedures

SOFT TISSUE PROCEDURES INCLUDING PULPAL TISSUES
•
•
•
•
•
•
•
•
•
•

Soft tissue crown lengthening
Frenectomy and Frenectomy
Gingivectomy & Gingivoplasty
Implant recovery
Fibroma removal
Incision and drainage of abscesses
Leukoplakia
Reduction of gingival hypertrophy
Treatment of canker sores, herpetic and aphthous ulcers of the oral Mucosa
Vestibuloplasty

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LASER PERIODONTAL PROCEDURES
• Flap surgery
• Laser soft tissue curettage
• Laser removal of diseased, infected, inflamed and necrosed soft tissue
within the periodontal pocket
• Removal of highly inflamed edematous tissue affected by bacteria
penetration of the pocket lining and junctional epithelium
• Removal of granulation tissue from bony defects
• Osteoplasty and osseous recontouring (removal of bone to correct
osseous defects and create physiologic osseous contours)
• Ostectomy (resection of bone to restore bony architecture, resection of
bone for grafting, etc.)
• Osseous crown lengthening
LASERS IN PERIODONTAL THERAPY
The Carbon dioxide (CO2) and the Neodymium doped: Yttrium-AluminumGarnet (Nd:YAG) lasers were previously approved for soft tissue treatment in
periodontics8,9,10, because of their superior ability of soft tissue ablation,
accompanied by strong haemostatic and bactericidal effects11,12,13 . However,
when these lasers are applied to dental hard tissues the result is major thermal
damage, especially at a high-energy output, rendering them unsuitable for hard
tissue treatment 14, 15. Recently, the Erbium-doped: Yttrium-Aluminum- Garnet
(Er: YAG) laser was developed in dentistry 16, 17. As it is capable of ablation in
both soft and hard tissues, the Er: YAG laser can be used for periodontal hard

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tissue treatment such as root surface debridement, as well as soft tissue
management18. The use of lasers within the periodontal pocket has become a
topic of much interest and is a promising field in periodontal therapy.
CLINICAL CASE:
HARD TISSUE PROCEDURES
CARIES REMOVAL:
Lasers are used to remove caries within a tooth and prepare the
surrounding enamel for receipt of the filling. There is no vibration, or numbness
and you'll be comfortable the entire treatment.

Carious tooth

Cavity Preparation
With Er:YAG laser

Composite
Restoration

ROOT CANAL THERAPY:
Root canal treatment is the removal of the infected soft tissue within
the tooth and its replacement by an artificial inert ‘filling’ material. This
procedure basically saves the tooth and eliminates dental pain.

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The pre-operative view
of the infected tooth.

Vol.-2, Issue - 4
August 2010

Using the YSGG
The thinnest tip is used
dental laser for
to clean infected canal
Desensitizing & conditioning

TEETH WHITENING:
Whitening with better results and patient acceptance is achieved
using laser. Stains can be effectively removed. A peroxide bleaching solution,
applied to the tooth surface, is "activated" by laser energy, which speeds up of
the whitening process.

Before treatment

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After treatment
Nd:YAG laser was used
with no bleeding and no sutures


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SOFT TISSUE LASER
SCALING & ROOT PLANING:
Treatment to remove plaque and calculus. In pyorrhea: A noninvasive procedure providing better results and is cost effective compared to flap
surgery.

Pre operative view

Post operative view after
1 month of scaling

LENGTHENING
Dental lasers can reshape gum tissue (soft tissue laser) and bone
(hard tissue laser) to expose healthier tooth structure. Referred to as crown
lengthening, such reshaping provides a stronger foundation for the placement of
restorations.

Aesthetic zone
to facilitate an
ideal gingival
architecture

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Sounding to bone
to establish the
height of the
osseous crest

Er,Cr:YSGG laser
is used to
recontour the soft
tissue

Re-sound down to
the bone to make
sure the biologic
width has not been
violated


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FRENECTOMY:
Midline spacing in upper and tower anterior may often be due to
high frenum attachment which can be relieved painlessly by excising with laser.

Operated with
Nd:YAG laser

Pre-operative

Removal
of frenum

Post-operative

TONGUE TIE:
Speech difficulties faced by people with tongue tie can be treated by
lingual frenectomy using laser and marked improvement or complete
elimination of difficulty is achieved at the same moment.

An aberrant and
heavy frenum pull
on the papilla

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Nd:YAG laser
was used

Removal of frenum
with no bleeding
and no sutures


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August 2010

DIPIGMENTATION:
Melanin hyper-pigmentation, or "dark gums", is prevalent in certain
individuals who have darker complexions. These dark spots can cause an
undesirable appearance to otherwise healthy, pink gums.

Pre-operative gums

Post-operative gums
treated with diode laser

GINGIVECTOMY & GINGIVAOPLASTY:
Gingivectomy is the removal of gum tissue (gingiva) by surgery.
Gingivoplasty is a type of gum surgery used to reshape healthy gum tissue
around teeth. Both types of surgery are typically performed by Periodontist.

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August 2010

OSSEOUS RESECTION

Preoperative
view

Gingival contouring
by Nd:YAG laser

Osseous resection
by laser

Retracted view

FLAP SURGERY
Flap surgery involves lifting back the gums and removing the tartar.
The gums are then sutured back in place so that the tissue fits snugly around the
tooth again. It is often associated with areas of bone loss and inflammation of the
gum tissue around the teeth

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MAJOR BENEFITS ASSOCIATED WITH LASER DENTISTRY
• Procedures performed using soft tissue dental lasers may not require
sutures (stitches).
• Certain laser dentistry procedures do not require anesthesia.
• Damage to surrounding tissue is minimized.
• Wounds heal faster and tissues can be regenerated.
• No need of dental drill tooth and bone preparation by laser.
• Treatment of pyorrhea (Bleeding Gums) without surgery by laser.
• Painless root canal treatment by laser.
• Cosmetic & facial treatment by laser.
• Single step procedure for TEETH whitening.
• Immediate relief from painful oral ulcers & tooth sensitivity.
• Bloodless dental & oral procedure - so less or no swelling ,
“The laser, an incredible invention of man, will certainly
evolve towards new horizons. With both its creative and
destructive power, it leaves man his choice for tomorrow”.
REFERENCES:
1. Maiman TH. Stimulated optical radiation in ruby. Nature 1960; 187:493–4.
2. Verges C, Llevat E. Laser cataract surgery: technique and clinical results.J
Cataract Refract Surg 2003; 29(7):1339–45.
3. Bouzari N, Tabatabai H, Abbasi Z, Firooz A, Dowlati Y. Laser hair removal:
comparison of long-pulsed Nd:YAG, long-pulsed alexandrite, and long-pulsed
diode lasers. Dermatol Surg 2004; 30(4 Pt 1):498–502.

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August 2010

4. Jayawardena JA, Kato J, Moriya K, Takagi Y. Pulpal response to exposure
with Er:YAG laser. Oral Surg, Oral Med, Oral Pathol, Oral Radiol, Endod
2001; 91(2):222–9.
5. Ando Y, Aoki A, Watanabe H, Ishikawa I. Bactericidal effect of erbium YAG
laser on periodontopathic bacteria. Lasers Surg Med 1996;19(2):190–200.
6. Sjostrom L, Friskopp J. Laser treatment as an adjunct to debridement of
periodontal pockets. Swed Dent J 2002; 26(2):51–7.
7. Miserendino LJ, Neiburger EJ, Pick RM. Current status of lasers in dentistry.
Int Dent J 1987; 56(4):254–7
8. Cohen RE, Ammons WF. Lasers in Periodontics (position paper). J
Periodontol 1996: 67:826–830.AAP (The American Academy of
Periodontology). The Research, Science and Therapy Committee of the
American Academy of Periodontology,
9. Cohen RE, Ammons WF. Revised by Rossman JA. Lasers in Periodontics
(Academy report). J Periodontol 2002: 73:1231–1239. AAP(The American
Academy of Periodontology). The Research, Science and Therapy Committee
of the American Academy of Periodontology.
10. Gottsegen R, Ammons WF. Lasers in Periodontics (position paper). Chicago:
AAP, 1991:1–5 AAP (The American Academy of Periodontology). The
Research, Science and Therapy Committee of the American Academy of
Periodontology.
11. Adrian JC, Gross A. A new method of sterilization: the carbon dioxide laser.
J Oral Pathol 1979: 8: 60–61.

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12. Dederich DN, Pickard MA, Vaughn AS, Tulip J, Zakariasen KL, Folwaczny
M, Aggstaller H, Mehl A, Hickel R, Benner KU, Flasskamp B. Comparative
bactericidal exposures for selected oral bacteria using carbon dioxide laser
radiation. Lasers Surg Med 1990: 10: 591 594
13. Powell GL, Whisenant BK. Comparison of three lasers for dental instrument
sterilization. Lasers Surg Med 1991: 11: 69–71
14. Frentzen M, Koort HJ. Lasers in dentistry: new possibilities with advancing
laser
technology? Int Dent J 1990: 40: 323–332
15. Wigdor HA, Walsh JT Jr, Featherstone JD, Visuri SR, Fried D, Waldvogel JL.
Lasers in dentistry. Lasers Surg Med 1995: 16: 103–133.
16. Hibst R, Keller U. Experimental studies of the application of the Er:YAG laser
on dental hard substances. I. Measurement of the ablation rate. Lasers Surg
Med 1989: 9: 338–344.
17. Kayano T, Ochiai S, Kiyono K, Yamamoto H, Nakajima S, Mochizuki T.
Effects of Er:YAG laser irradiation on human extracted teeth [in Japanese,
English abstract]. Kokubyo Gakkai Zasshi 1989: 56: 381–392
18. Ishikawa I, Sasaki KM, Aoki A, Watanabe H. Effects of Er:YAG laser on
periodontal therapy. J Int Acad Periodontol 2003: 5: 23–28.

ToC
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Article 03 : Creative Thinking of Secondary School Students

ToC

Digumarti Bhaskara Rao
Pricipal Author: Digumarti B. Rao, R.V.R. College of Education, Guntur , A.P.,
India
Co-Author: Sarvepalli Sivaram Prasad, Municipal High School, Nellore,
Andhra Pradesh, India
Co-Author: Harshitha Digumarthi, Bank of America, United States of America
Abstract
Creative thinking is one of the key sources for the development of human
civilization. Almost all activities of mankind are one way or the other concerned to creative
thinking and out of that creative thinking only the mankind is surviving with all
convenience and comfort to the core. Creative thinking is a unique psychic wonder, which
is altering the history of man time and again through reshaping man’s imaginary world
with all newness. Creative thinking can be developed through strategies like
encouragement, developing basics skills, encouraging to take risks, self management, self
competition, discovery, exploration, knowledge, performance, motivation, confidence,
mastery, etc., which can be taken care of at home and in school.

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The present study is intended to find out the level of creative thinking of
secondary school students. The secondary school students are holding a high level of
creative thinking. The gender of the student, the locality of the school, the management of
the school and the medium of instruction did show influence on the level of creative
thinking of secondary school students. The boys, urban students, private school students
and English medium school students are holding higher level of creative thinking that
their counter parts, though all of them hold a high level of creative thinking. The
secondary school students should enhance their creative thinking capacity through useful
strategies and practices.
Introduction
Creative children are great assets to any prospering society.
Development and progress in different areas of national life depends on creative
children. Creativity is not restricted to the chosen few. All children are creative
and its dimensions vary from child to child. It involves many traits: courage in
conviction, independent in judgment, independent in thinking, intuitive in
nature, vision for future, curiosity, originality, flexibility, fluency, emotional
maturity, boldness, sensibility, tendency towards dominance, self-sufficiency and
radicalness. Creativity is manifested through creative thinking, early in life and
its development depends upon social conditions and conducive environment of
the academic institution.
Since the days of Aristotle, it has been a common point to say that

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man differs from other animals, in that he is capable of thinking and reasoning.
Thinking is of two kinds, viz., convergent thinking and divergent thinking.
Convergent thinking leads to one solution to the problem, where as divergent
thinking leads to a number of solutions to the problem. Divergent thinking in other
words called creative thinking. Coleridge insisted that the creative imagination is
the supreme power in man. In the same way, Vein Leighton stated that ‘man is not
only an animal but a spiritual being and the greater difference between the two is
man’s power of creative imagination’.
Creative thinking is the very life blood of human civilization. Human
future depends upon creative thinking ability. Therefore creative thinking has
become a chief psycho-social motive of the present generation of mankind.
Creative thinking is more than a word today: it is an incantation, it is a kind of
psychic wonder, and it makes history through reshaping man’s world.
Creative thinking requires newness, something unique, something
better, some new association or addition to the old form or some new imagination.
As Butcher (1972) observes, ‘any society, to avoid stagnation, needs a constant
supply of original ideas at all levels, but profoundly original men who are the most
fertile source of these ideas are often the very people who most disturb the society
by threatening its established ways of thought and familiar structure’.
Functioning of the mind and the nature of human genius has been the
center of attention of psychologists and educationists for centuries. But it was not
until very recently when Guilford propagated his theory of human intellect, that
creative aspect of mental ability became the focus of research activity. Guilford’s

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August 2010

theory gave considerable impetus to recent research and theoretical interest in the
area of creativity and creative education. The present popularity of the concept
can in part, according to Cohen (1976) be accounted for in terms of changing fads
and fashions, but a truer explanation of the current concern for creative thinking
in schools probably lies elsewhere.
The systematic educational research in creative thinking is a relatively
new field of endeavour. The problems are as complex, the concepts as uncertain,
and the results often as conflicting as the subject. Whether it is about the relation
between creativity and intelligence or between creative thinking and creative
achievements, about threshold hypotheses, or about the possibility of facilitating
creative thinking in the classroom, there seem to be almost as many points of view
as there are studies. Inevitably one discovers the inadequacy of methodology of
human research and the short comings in the techniques for studying creative
thinking.
Given importance to creative thinking as an invaluable human
resource for the development of any society or nation, it is but natural that many
studies have been conducted, especially in the USA, on different aspects of
creative thinking.

Relationships between creative thinking and gender, age,

location, socio-economic status, etc., are few examples of such studies. There is no
gainsaying that the relationship between intelligence and creativity is the most
controversial and most intriguing and challenging one to the researcher of
intelligence and creativity.

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Moreover, where adolescence is concerned, the literature on creativity
has little to contribute except for general statements about it. One has to bridge the
gap, trying to relate what he knows about adolescence to the statements about
creativity. According to Arastesh and Arastesh (1976), creativity research and the
development of talent have preceded form both childhood and adulthood with an
obvious gap in the adolescent period. The recent concern with increasing scientific
personnel has highlighted the need for fostering creative thinking endeavour at
the high school level.

Torrance (1964) commented that ‘of the different

educational levels, the high school years have been the most neglected in
creativity research’.
What is necessary today is to bring about the optimum development
of the whole individual. To realize this aim we will have to teach the child to think
creatively about yet to be discovered (Crutchfield, 1967). Creativity is a naturally
obtained boon to the man. Every one has creativity inherently in him without
discrepancy of education, socio-economic status and heredity. Any one grows in
his field that has both interest and creative thinking. Every one has same number
of hands, legs, organs, and 24 hours day, but those who improvise their creative
thinking in their respective fields will be ahead of others. But, the thing is we have
to identify, sharpen and promote it. Curiosity gives colours to creative thinking.
Creative thinking gives variety from monotony of life.
Hence, the problem selected for the present investigation was “A
Study of Creative Thinking of Secondary School Students”. The study was aimed

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August 2010

at analyzing the creative thinking of students of secondary schools in relation to
certain variables like gender of the sampling unit, locality of the school, medium
of instruction in the school and management of the school.
Method of Research
The present study was planned to proceed with the following
objectives: 1. To assess the level of creative thinking of secondary school students.
2. To study the creative thinking of boys and girls of secondary schools. 3. To
study the creative thinking of rural and urban secondary school students. 4. To
study the creative thinking of Telugu medium and English medium secondary
school students. 5. To study the creative thinking of government and private
secondary school students.
Based on the above objectives, the following hypotheses were
formulated for investigation: 1. The secondary school students are not holding a
high level of creative thinking. 2. There no significant difference in the creative
thinking of secondary school girls and boys. 3. There is no significant difference in
the creative thinking of urban and rural secondary school students. 4. There is no
significant difference in the creative thinking of English medium and Telugu
medium secondary school students. 5. There is no significant difference in the
creative thinking of government and private secondary school students. 6. There
is no significant difference in the creative thinking of urban secondary school girls
and boys. 7. There is no significant difference in the creative thinking of rural

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August 2010

secondary school girls and boys. 8. There is no significant difference in the
creative thinking of urban English medium and Telugu medium secondary school
students. 9. There is no significant difference in the creative thinking of rural
English medium and Telugu medium secondary school students. 10. There is no
significant difference in the creative thinking of rural Telugu medium secondary
school girls and boys. 11. There is no significant difference in the creative thinking
of rural English medium secondary school girls and boys. 12. There is no
significant difference in the creative thinking of urban Telugu medium secondary
school girls and boys. 13. There is no significant difference in the creative thinking
of urban English medium secondary school girls and boys.
The variables chosen for the present study were Gender (boys versus
girls), Locality (urban versus rural), Medium of Instruction (English medium
versus Telugu medium), and Management of the school (government versus
private).
The sample for the study consists of 200 eighth class students of
Nellore district. Equal weightage was given to gender (boys and girls), locality
(urban and rural), medium (English and Telugu), and management (government
and private).
The standardized tool "Non-Verbal Test of Creative Thinking"
constructed by Beqer Mehdi was used to measure the creative thinking of

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The collected data was analyzed by employing statistical techniques
like Mean, Standard Deviation and t- test.
Conclusions and Discussion
The following conclusions were drawn from the present study on "A
Study of Creative Thinking of Secondary School Students". The conclusions are
analysed here under in order to utilize them for enhancing the creative thinking of
1. The secondary school students are holding a high level of creative thinking.
It is very nice to observe that the secondary school students are with a
high creative thinking capacity.
The secondary school students should enhance their creative thinking
to other higher levels by the following strategies of promotion/development of
creative thinking as suggested by various eminent psychologists.
The students should use their capacities to enhance their academic
achievement, which can help them in becoming different kinds of successful
professionals.
The teachers should also utilize this creative thinking in promoting
various skills and abilities of students to help them settle well in academic and
vocational worlds.
2. Both boys and girls of secondary schools are with high creative thinking,
but there is a significant difference in the level of creative thinking of them as
boys are holding high creative thinking ability than girls.

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Sharma, M. (1977) found that males were superior in creativity to
females. Sharma, K. (1982) found that boys were more creative as compared to
girls. Kundu, D. (1984) found that males had higher scores on originality than
females. Trimurthry, D. (1987) found that boys were better than the girls in both
verbal, nonverbal of C.T.A. Bhogayata, C.K. (1986) found that boys were more
creative than girls. Bindal, V.R. (1984) found that there was a significant
relationship between verbal and non-verbal creativity for males and females.
Sharma, S.C. (1979) found that males were significant by superior to females on
figural originality and no significant difference was found in case of composite
figural creativity. Asha, C.B. (1980) found a positive significant relationship
between creativity and achievement scores of male as well as female students.
Awasthy, M. (1979) found that boys scored significantly higher than girls in verbal
originality and verbal total creativity. Dharmangadan, B. (1981) found that male
students scored significantly higher than females in all measures of verbal and
figural creativity.
Rawat, M.S. and Garg, M.K. (1977) found that girls scored
significantly higher than boys on the test of creativity. Awasthy, M. (1979) found
that there was no significant difference among boys and girls in verbal fluency.
Chaudary, G.G. (1983) found no significant difference between the mean creativity
thinking scores of male and female children of rural and urban areas. Gupta, P.K.
(1985) found no significant relationship between verbal and non-verbal creativity
for males and females.
Phatak (1962), Pogue (1964), Jackson (1968), Simpkins and Eisenman
(1968), Burns (1969), Kaltsounis (1971), Philips and Torrance (1971), Kloss (1972),

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Thamma Pradeep (1976), Dutt, Bountra and Sabhrawal (1977) found no sex
differences on creativity. Olshin (1965), Raina (1971), Gakhar (1974), Lal (1977),
Rasool (1977), Gupta (1979), Harnek, Kaile and Sekhar (1988) found no
relationship between creativity and sex. Singh (1981) observed that sex did not
seem to have any significant differential effect. Sharma (1981), Pandey (1980),
Thorat (1977), Vohra (1975), Raina (1971) and Singh (1978) found no significant
effect between males and females on creativity.
The difference in the present study may be due to the facilities
accorded to boys, social mores and norms of the society, exposure of boys to
various phenomena of the world etc.
The girl students should do well in creative thinking by participating
in various creative activities and by utilizing different strategies that promote
creative thinking.
Both the boys and girls should also try to enhance their creative
thinking status through various strategies of promoting creative thinking.
3.There is a significant difference in the level of creative thinking of urban and
rural students, though both of them are possessing a high creative thinking
ability. Urban school students are more creative thinkers than rural school
students.
Singh, G. (1985) found that the mean scores of urban students were
higher than those of rural students. Sharma (1972) found that there was a
significant difference in the creativity score of urban and rural students.

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Passi (1971) observed that urban students were significantly more creative than
rural students. Singh (1979) found that urban residential backgrounds were more
conducive for creativity than rural residential backgrounds. Singh (1977), Singh
(1978) and Srivastava (1978) also reported the superiority of urban students over
rural students in creativity. Dharmangadan (1981) stated that urban students
scored significantly higher than rural students on flexibility and originality
measures of verbal and figural creativity. According to Agarwal and Gupta (1982),
locality plays a significant role in developing creative potential among the
students.
Sharma (1971, 1972 and 1974) reported that rural students were
significantly more creative than urban students. Sehgal (1978) also reported
similar results.
Singh (1981), Joshi (1982) and Chandrakant (1987) found that there
was no significant difference in the creativity of urban and rural students.
Jayaswal (1977) reported no significant difference between the teacher trainees
from urban and rural areas.
The urban school students might have been holding more creative
thinking ability than their counter parts due to their expose to conducive
educational atmosphere both in school and at home, time devoted for educational
exercises, facilities available, quality in teaching and learning activities, etc., as
these differ significantly in either of the schools.
Urban as well as rural school students move further in the areas of
creative thinking so that they do well in all endeavors of their lives.

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4. There is a significant difference in the level of creative thinking of English
medium and Telugu medium students, though both of them posses high
thinking ability. English medium school students are more creative than
Telugu medium school students.
Vohra, I.N. (1975) found that English medium students were more
fluent than the Gujarati medium students.
It is known to the public that the English medium schools, because of
their financial position, provide excellent amenities to its clientele, which help in
promoting better creative thinking capacities. Besides this, the parents, mostly
belonging to elite and or rich families, contribute their best in promoting creative
thinking.
All these students, irrespective of their socio economic backgrounds
at homes and academic atmosphere in the schools should become very high
creative thinkers through various ways and means to meet the challenges of the
day as well as future.
5. The government and private school students are having high creative
thinking ability, but there is a significant difference in the level of creative
thinking between them, as the private school students are holding more
creative thinking ability than their counter parts.
Gupta, A.K. (1978) found that the students of private schools scored
significantly higher than the students of government schools in different
dimensions of verbal and non-verbal creativity.

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The private schools are popular for their infrastructural and
instructional facilities that cover furnished accommodation, good library,
equipped laboratories, committed teachers, advanced instructional strategies, etc.,
which contribute for better creative thinking when compared to the government
schools.
The administrators of government should also try to compete with
private schools with regard to infrastructural and instructional facilities so that the
government school students prosper to the core in the area of creative thinking.
Any way, both private and government school students should
develop more creative thinking ability than the existing level.
6. Even both urban secondary school boys and girls hold a high creative
thinking ability, there is a significant difference in the level of creative
thinking of urban girls and boys. Urban school boys are with high creative
thinking ability than their counter parts.
As the urban boys and girls are holding a high level of creative
thinking, though with a significant difference between them, they should improve
it to the core by following techniques of creative thinking development with a
strong support of parents, teachers and society.
7. Though rural school boys are with high creative thinking capacity and rural
school girls are just crossed low level creative thinking to high level of creative
thinking, there is a significant difference in the level of creative thinking of
rural girls and boys.

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Both of the sub-samples, rural boys and girls, should strive better to
reach very high level of creative thinking. The parents should provide conducive
facilities at home, the teachers should encourage at school and the administrators
should create opportunities everywhere for the promotion of creative thinking to
rural school boys and girls.
8. Even both urban English medium and Telugu medium secondary school
students hold a high level of creative thinking capacity, there is a significant
difference in the level of creative thinking between them. English medium
students are superior to Telugu medium students in creative thinking.
The urban school students, irrespective of their medium of
instruction, should reach the highest range of creative thinking by following
suitable strategies and by grabbing available opportunities.
9. There is a significant difference in the level of creative thinking of rural
English medium and Telugu medium school students, as former students are
superior in creative thinking than the later. The rural English medium school
students are with high creative thinking capacity and the rural Telugu medium
school students are with low creative thinking ability.
Both the sub-samples should strive hard to achieve a very high level
of creative thinking, particularly the rural Telugu medium school students should
do more than their counter parts to reach the said goal. The parents, the teachers
and the authorities should do their best to achieve the affixed mark.
10. the rural Telugu medium school boys and girls are holding a high level of
creative thinking, but there is a significant difference in the level of creative

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thinking between them. Boys are holding more creative thinking capacity than
their counter parts.
The people who are concerned to promote the level of creative
thinking in rural Telugu medium secondary school boys and girls should do their
best in all walks of life in order to achieve the aim of enhancing the level of
creative thinking in rural Telugu medium school students, who mostly come from
the traditional vocational families with low economic status.
11. There is a significant difference in the level of creative thinking of rural
English medium school boys and girls. Boys of these schools are with high
creative thinking ability and girls of these schools are holding bow creative
thinking capacity.
What ever the level of creative thinking of rural English medium
school boys and girls may be, the concerned parties should help these students in
enhancing their level of creative thinking until they reach the pinnacle.
12. There is a significant difference in the level of creative thinking of urban
Telugu medium school boys and girls. Boys are superior with a high level of
creative thinking than girls, who are possessive, a low level of creative
thinking.
When compared to urban English medium school students, the
urban Telugu medium school students are with a little bit less level of creative
thinking, may be due to the facilities available at school and home are different in
both the cases.

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