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

Vol.-II, Issue-4August 2010

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

International Online eJournalISSN 0975 - 7929

Vol - II, Issue – 4August 2010

Bi-annual

International Online eJournal

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”




Chief Editor:Dr. Bipin Parmar

Co-Editors:Dr. Firoz ShaikhDr. 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)

Published & Edited by:

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Foreword

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“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 e-Journal 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 thejourney. 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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it is necessary to receive knowledge, to harmonize between inheriting tradition ofhigher 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 Powerby 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




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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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 willprovide a pure infotainment to our beloved online readers. Your constructive suggestions are welcome.

Dr. Dilip BhattMember, Advisory Board

Spark International Online eJournal(ISSN: 0975-7929)

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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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Shri J. G. BhuvaDirector

Shri ShardagramMangrol (Guj.) India

Our Patrons

Dr. Hamirsinh ZankatPrincipal

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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• 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

Advisory Board

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• 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, HemchandracharyaNorth 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., ShriM.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

Panel of Experts / Reviewers

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• Dr. Jiwan Bakhshi : 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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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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Communication Links

Chief Editor:Dr. Bipin Parmar

Shri M.N. Kampani Arts & Shri A.K. Shah Commerce College,Mangrol (Shardagram), Gujarat – India

E-mail: [email protected]

Co-Editors:Dr. Firoz Shaikh

Lt. Shri N. R. Boricha Edu.Trust Sanchalit Arts & Commerce College, Mendarda, Dist.-Junagadh, Gujarat – India

E-mail: [email protected]: http//firozmendarda.blogspot.com

Sanjay BhutMahila Arts & Commerce College, Veraval (Somnath)

Dist.-Junagadh, Gujarat – IndiaE-mail: [email protected]

Dr. Nayan TankGurukul Mahila Arts & Commerce College,Jubilee Porbandar,

Dist.-Porbandar, Gujarat – IndiaE-mail: [email protected]

[email protected]

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Letter to Editors

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1. I am really impressed that you thought of a multi-lingual, multi-cultural, multi-media 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 ActaComparationis 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

The Editor-in-Chief

Spark Int’l Online eJournal (ISSN – 0975 – 7929)




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(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.

5. 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.

6. 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 SparkAll the Very BestRizio Dr. Rizio Yohannan Raj

Assistant Professor of Comparative LiteratureSchool of Languages & Comparative Literature

Central University of Kerala, Kerala (India)

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Table of Content

Sr. No. Article Title

Page No.

01 Higher Education and Business Vision -- Dr. (Mrs.) Jayshree Singh 01-34

02Laser in Dentistry-- Dr. Sharmila J. Verma & Dr. Meera H. Gohil

35-48

03Creative Thinking of Secondary School Students -- Digumarti Bhaskara Rao & Sarvepalli Sivaram Prasad &

Harshitha Digumarthi49-72

04The 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/F101-106

07A Survey and Study of the Non-Use of Technology in ELT through Factor Analysis Method -- Dilber S. Mehta

107-123

08Delivery Trends in a District of North India-- Dr. Anjali Jain

124-133

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Table of Content Contd…

Sr. No. Article Title

Page No.

09Histological Studies on Ovary of Otolithus Ruber-- Dr. S. K. Teraiya & Mr. S. S. Babaria

134-141

10Mamta 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

12Learning the English Language – The Digital Way-- Dr. Seema.R.Gida

169-175

13JFSISYFo DFZL JFRGF

-- 0F[P lJ5], 9FSZ176-183

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

Vol.-2, Issue - 4August 2010

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Article 01 : Higher Education and Business Vision

Dr. (Mrs.) Jayshree SinghLecturer 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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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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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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Inclusion

Objectives of this paper

1. To reorient enhance learning2. To pursue the national programmes related to the higher education in

India3. To prevent national disaster of large scale unemployment and the abuse of

knowledge.4. To re-educate the education system into becoming more relevant to

employment.5. To work for national development6. To breed commitment, responsibility7. To locate new initiatives for jobs and careers8. To lay out fundamental laws for academician cum teachers.



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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. Vital Stats

This is not enough to identify the developments in the educationsystem 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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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

83%

11%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

USA

UK

France

Brazil

China

Egypt

Indoesia

India

Pakistan

Nigeria

Series1

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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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 suchcompetitions. 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 %)

0%

20%

40%

60%

80%

100%

0%

20%

40%

60%

80%

100%

120%

Engin

eerin

g

Phar

macy

Hotel M

anag

emen

t

Arch

itectu

reTe

ache

r Edu

catio

n

MCA

MBA

Medici

nePh

yisoth

erap

y



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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

Medicine3%

Engineering7%

Commerce17%

Science19%

Law 1%Education

9%

Others1%

Arts42%

Agriculture1%

MedicineEngineeringCommerceScienceLaw EducationOthersArtsAgriculture



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Figure 5. 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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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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7276

9097 8963

7501 7370 7117

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

10000

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

Figure 6. Declining Public Expenditure per Student

Figure 7. Number of colleges need to meet demand

17625

28000

0

5000

10000

15000

20000

25000

30000

2005 Year 2012 Year

Enrlo

men

t (00

0)



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Figure 8. Expected Growth of Students

10480

29723

0

5000

10000

15000

20000

25000

30000

35000

2005 Year 2012 Year

Figure 9. 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 What Govt. is giving



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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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• 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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• 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 multimedia-based 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 universitiesshould 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 EDUCATIONThe 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 electronicinformation 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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EARLY CHILDHOOD DEVELOPMENT

As the global economy expands, emerging nations are finding thatfocusing 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 four-state pilot program to provide "continuous links" between preschools, known as anganwadis, and primary schools

EDUCATION FOR ENTERPRISE MANAGEMENT- CHANGE, CONTRAST, INTERDEPENDENCE

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 expectationsfor expedited services

• Continuing cost constraints

• Opportunities for new revenues



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

11. Walter Lippmann . Harper, October, 196712. 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 SukhadiaUniversity, 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 reputedjournals and books.

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Article 02 : Laser in Dentistry

Dr. Meera H. Gohil Dr. Sharmila J. VermaP.G.Student Professor & HOD

Dept. Of Periodontics Dept. of PeriodonticsK.M.Shah Dental College & Hospital K.M.Shah Dental college & Hospital

Vadodara, Gujarat 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 hemostasisof 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 APPLICATIONSThere 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 THERAPYThe Carbon dioxide (CO2) and the Neodymium doped: Yttrium-Aluminum-

Garnet (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.

Using the YSGG dental laser for

Desensitizing & conditioning

The thinnest tip is usedto clean infected canal

TEETH WHITENING:

Whitening with better results and patient acceptance is achievedusing 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 After treatment

Nd:YAG laser was usedwith no bleeding and no sutures



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SOFT TISSUE LASERSCALING & ROOT PLANING:

Treatment to remove plaque and calculus. In pyorrhea: A non-invasive 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

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.

Pre-operative Operated with Nd:YAG laser

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

Nd:YAG laser was used

Removal of frenumwith no bleeding and no sutures



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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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OSSEOUS RESECTION

Preoperative view

Gingival contouring by Nd:YAG laser

Osseous resection by laser

Retracted view

FLAP SURGERYFlap 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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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, Endod2001; 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, FolwacznyM, 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 SurgMed 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.

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Article 03 : Creative Thinking of Secondary School Students

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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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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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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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 secondary school students.



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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 secondary school students.

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 facilitiesaccorded 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 withprivate 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 creativethinking, 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 mediumschool 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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The students of this category need to improve their level of creative thinking through the practices that promote it.

13. Though the urban English medium school students are superior in creative thinking than their counter parts, there is a significant difference in the level of creative thinking of these students. Both of them are with high creative thinking capacity.

The urban English medium school boys and girls may enhance theirlevel of creative thinking with a commitment for that through vigorous activities that enhance the level of creative thinking. The home, school and society should also contribute their might to help this mighty cause.

In conclusion, the secondary school students are holding a high level of creative thinking, English medium students, private school students and secondary school boys are possessing higher level of creative thinking than their counter parts.

Suggestions for Further Research

In the present study an attempt was made to assess the creative thinking of secondary school students.

1. The study was limited to only children of eighth class students of secondary schools. In depth studies taking all age groups starting from primary through college to university level may be conducted to trace out the level of creative thinking at each level of education.



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2. The study was limited to English and Telugu medium only. A comprehensive investigation between and among different languages and cultures may be worthwhile for investigation with regard to creative thinking.

3. The study was limited to government and private managements. Investigations are possible to identify the level of creative thinking of students of different managements like zilla parishad schools, municipal schools, aided schools, and central government schools.

4. Studies may be taken up by taking the other variables like SES, birth order and other variables, which were not studied in this study.

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ToC



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Article 04 : The White Tiger: A Journey from ‘Bharat’ to ‘India’

ToC

Bhupendra Kesur1

(Pricipal Author)

1. Assistant Professor, P. G. Department of English, M. J. College, Jalgaon, (M. S.) India 2. Assistant Professor, Department of English, H. R. Patel Mahila College, Shirpur (M.S.)

India 3. Assistant Professor and Head - Department of English, Smt. G. G. Khadse Science

and Arts College, Muktainagar (M.S.) India

Gajanan Patil2

(Co-author) Anil Patil3

(Co-author)

Anthropology has brought out the cultural digressions in human history. Every human generation has followed the principles and directions of the past along with the contemporary needs and demands. However, the changing circumstances of the socio-political and economical class have overruled the earlier based demands of the nation’s very culture. As the truth is, culture is a dynamic phenomena, changing at every diverse occurrences.

In India the generations, before and after the independence, witnessed several digressions in the culture, in terms of the social, economical,



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political and psychological realms. The Post-Independence period brought out altogether a completely diverse phase in India’s cultural set up. In the settlement of an individual and the society, we see that the attitudes towards establishing the new ideals seem overtaken at the cost of the past heritage which at one instance was regarded as the golden period. In the 90s of the previous century, the journey from Bharat to India started rapidly. In this journey of changing an individual’s role from Bharat to India, many ethics from the existing set up seem modified and changed fully to the adverse.

It is seen that the past beliefs and values get converted into the new values. Likewise, the changes such as past social structure of homogeneity to present heterogeneity, the tiny economic structure to present corporal structure etc. take place in the course of time. The concept of morality or ethics has also found a drastic change in the replacement from loyalty, celibacy and spiritual to self-interest, adultery and material values respectively. The old beliefs in the past are removed by the beliefs in the present and the hope for the greater future. The individual establishes a completely changed identity at the cost of early cultural identity. In short, the present corporal mindset preferred ‘Swa-Rajya’ (state of self or individual) to Gandhi’s ‘Ram-Rajya’ (the state with moral ethics).

Today, India is passing through a very difficult phase of her cultural and socio-economic journey. Economic inequality despite respectable economic growth, political degeneration despite the legacy bequeathed by the golden ideological heritage and the social disintegration despite cultural unity are the



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the obvious realities India has been facing these days.In a fast changing world, there is no programme of action which

remains relevant forever. What is however eternal is the framework of these laws that humans live and act to meet their objectives and goals. Transgression of these laws brings disasters and frustrates human endeavours.

In the literature produced in English from India, the mystery, miracle, ménage and myths are but common, and are temporarily believed and never thought over as true. Now a days the tradition of displaying the truth has come out with the revolutionary efforts. These writers expect revolution which is an offspring of people’s anguish against the existing order. Therefore, it’s not surprising if an Indian desiring such an inner anguish that is, ‘when will there be a Revolution in India?

The same problem riddles the man but his endurance for the yearsof hopes is kept in the unfathomable darkness of swear and promises. Everyone thus says:

“No sir, it won’t happen. People in this country are still waiting for the war of their freedom to come from somewhere else-from the jungles, from the mountains, from China, from Pakistan. That will never happen. Every man must make his own Benares.”(WT, p. 304)

The existential motto is but a natural possession of an individual of any free democratic country. It was some hundred years back, when Gandhi brought out the issue of human dignity to the forefront. It’s the common matter



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beyond discussion like food, shelter, clothing, education, medical-help, freedom, security and self-respect. However, the matter, never been raised, has still been the requirement of many whose rights seem already neglected in a democratic country.

India, as we all know appeared in Naipaul’s, ‘An Area of Darkness’and ‘India: The Wounded Civilization’, and through many such word-paintings of the skilled hands, sharpened wits and the chiseled brains. The pictures of primitivism, quietism, defeatism, of crowd, cripples and criminals, of famines, squalor and hunger and so on are still the fresh issues for the promising comments.

Amidst such a dark jungle of darkness and uncertainty, AravindAdiga, a ‘half-diasporic’ writer and a Financial Reporter joined hands with many of his predecessors. The ‘Exotic’ Indian, presented with a freshened global sticker, is bred and finally succeeded in proving his ‘Global Identity’ in his ‘The White Tiger.’

In the world today, globalization and privatization are the pet concepts loved and caressed with intense care by all the so called up lifters of the ultramodern world. Aravind Adiga, too, has left his offspring among the maddened but equally sophisticated crowd of this ‘Progressed Modern Generation.’ His ‘Munna’, a nameless boy, is born in the dark heart of India, succeeds and possesses what his country’s civilization expected from him, his least existence. The hero passes through his ambition, indulgence and irresponsible actions, the cross materialism divorced from his early society’s ethical forms.

Balram Halwai, a Laxmangarh born, is modeled in Adiga’s corporate imagination. His childhood challenges lure him to the flashy limelight world of



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The entrepreneurs. Alike many other exotic pieces, Balram, too demands lift from the rags to the riches. His unquestionable and inevitable ultimate dream of the global citizenship grows comfortably and delightfully through the cockroaches of the dormitory life, through Call Centres, slums, shopping malls, traffic jams and the 36,000, 004 gods of his Dhanbad turned Delhi life.

Balram’s life story advances with his dreams cherished little early by handling the power steering and advanced engine of the Honda City car of his employer. He enjoys fashioned girls and towering glass shopping malls. He, in the way, condemns himself of being destined to be a son of a ‘Small Bellied father’, who had fallen all the way to the mud in the ‘Deep Darkness’ of Laxmangarh. He regards only two castes: Big Belly and Small Belly in India. His inertia ever time protects his anguished self struggling for its identity. However his corporal surrounding educates him and promotes him broaden his amoral sense.

He awfully watches the revelation of the city. Adiga arranges for Balram’s interior monologue. He yells out at the villagers “I’m going to Delhi in a car, an air conditioned car.” His temporary pleasure though satisfies his self, remains the type for all the underprivileged. It’s the winning mood for the hero who in turn occupies the blessed position with his entrepreneur. The way of life the businessmen enjoy becomes a heavenly bliss for him. He hates the humiliating expression of the watchman at the big city malls. He enjoys in the heart of his heart.

“Is there no space for the poor in the malls of New India?” and“Am I not a human being too?” (p. 148)



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All these words provide him a double courage to pursue his dreamand fulfill his ambition against all the wretched and stingy world of darkness. Balram desires to smell the perfume in the air, stand before the golden light, sit in an A/C car, and wear T-shirts and Jeans which eyes him strangely. He is the every free man of this democratic India whose fundamental rights are protected by the Constitution of India.

Balram tries to seize an opportunity in the paradoxical situations where the Finance Minister declares the year’s budget with special allocations to villages promising them to be the paradises of high technology; and the bottom ever haunting questions relating the filthy existence. While irritating on his own failures, he speaks:

“Why had my father never told me not to scratch my groin? Why had my father not taught me to brush my teeth in milky foam? Why had he raised me to live like an animal? Why do all the poor live amid such filth, suchugliness?” (p. 149)

The things may surely make him scratch his own mind. The outsideworld bursts out with the digital banners and the glow-sign boards. Their reflection on the glass-clean tar roads illuminates his dark servant’s sweat. Balramis neither certainly Osborne’s or O’Neill’s hero finding his own existence among the civilians after the Second World War, nor is he a Bellovian hero searching all the way his ethnical identity nor even a guilt – stricken Jim in Conrad’s world, he is



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an individual born freely in the world’s greatest democratic nation.He is one of the major ‘Small Belly’ individuals digging for an ounce

of gold from the tons of crust for generations to generations. Balram admits these moments which made him reel his head. He utters:

“The way I had rushed to press Mr. Ashok’s feet, the moment I saw them, even though he hadn’t asked me to. Why did I feel that I had to go close to his feet, touch them and press them feel good – Why? because the desire to be a servant had been bred into me: hammered into my skull, nail after nail, and poured into blood, the way sewage and industrial poison are poured into Mother Ganga.” (p. 193)

Balram realizes it not as the thrust upon slavery but the fault of hisown. He, though is deprived of the right to possess money, usually favourscampaigns of the politicians making false promises. He respects Gandhi hung against the tea-stall wall at Laxmangarh, but he respects even more that modernity of materialism which Gandhi always condemned.

Adiga’s hero is more an imitator than being a fully devoted chauffeur driving the rich across Delhi. His curiosity seems mounting in pursuing all those worldly pleasures which his early generation had never had dreampt of.

Balram’s morals change with the corporal setting. The code of moral conduct which he always cared for loosens with his widely acceptance of the



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grand glossy world of the ‘Big Belly Class’. He doesn’t miss a bit of his life. He desires for the enterprising life deprived to many Indians. His journey doesn’t complete without his immoral, corrupt and unnatural way he adopts for an aristocratic and sophisticated life.

He earns little extra cash by siphoning petrol, managing a corrupt mechanic, reselling emptied whiskey bottles or by cruising lovers going away from the Call Centers. A feeling of maharaja softens his enigmatic sense when he drives alone across the posh Delhi locality.

“I drove, dressed like Maharaja, with dark glasses on. No idea where I was going. I just drove around the malls. Each time I saw a pretty girl, I hooted the horn at her and at her friends. I played his music, I ran his A/C at full blast… I spat over the seats of the Honda City, and wiped them clean.”(p.209)

He envies in all respect to his masters. The golden-liquor glasses, the five-star hotel girls, the posh malls with shaved men’s twisting their half –dressed bright skinned girls, etc. are the fascinations against his ‘red-light districts’ and mosquito biting dormitory life.

Balram’s tastes increase along with his widening aspirations. He expects the best things of life the rich ever get. His demands go higher and desire to buy only the five-star hotel girls.

Balram’s ambitions turn high resulting in his plan of murdering his entrepreneur since there is no other way left out.



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The cold-blooded murder with a remorseless feeling widens the horizons of his sensory world. He feels relaxed even after the murder. He advocates than being felt remorse. He utters:

“Tuberculosis is a worse way to go than this.’’ (p.286)

He spills his master’s blood and feels remoarseless for the cause. He talks still with an air of casualty. He speaks at last without any trace of moral responsibility.

“I’ve given up myself i.e. Balram’s. I’m ready to get caught. Even if my chandeliers come crashing down to the floor, even if they throw me in jail and have all the other prisoners dip their beaks into me, even if they make me walk-the wooden stair to the hangman’s noose. I’ll never say I made a mistake that night in Delhi when I slit my master’s throat”. (pp.320-21).

The reply is not at all any harsh temper shown against the killed, but it’s a reaction of a remorseless delight represented only in keeping the cycle of the world.

In this way Balram brings it out by relating his own story and relates how he rose from the poverty by his insolence intertwined with hook or crook, by the mere play of foresightedness, deceit and ruthlessness, by having the necessary grit to break free from the shackles of slavery; and then moving to Bangalore to become one of the prominent entrepreneurs of the mega-city. It is an enthralling journey of how the corrupt and amoral society takes its toll on a gentle, meek and



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servile soul and instigates him to break the master-slave barrier that has been running since the ages in the roots of Bhartiya society; and make his presence felt in the society, by measures that are inconceivable but vehement.

It brings out the real India, the actual picture of corruption and deceit behind the concept of ‘India Shining’ and what all luster is this ‘shining’ taking away from the already-dark India. The reply is not at all any harsh temper shown against the killed, but it’s a reaction of in remorseless delight represented only in keeping the cycle of the world.

Thus, the novel presents a journey of Balram from Laxamangarh to Delhi, symbolizing the journey from ‘Bharat’ to ‘India’. Laxmangarh in the novel stands for Bharat, with its values, ethics, locale, poverty, family structures, tight human bonds, the ability to stand against all odds and difficulties and the loyalty with the masters. For the persons like Balram it is like a ‘coop’. Ironically, the ‘coop’has protected the civilization and culture from the odds and many invasions of ages.

As Balram riches to the lights and glitter of the metro, Delhi, changes totally to match and to become a part of shinning ‘India’. For the purpose he is ready to break the ‘coop’ and does not feel guilty for that. Towards the end of the novel he becomes entrepreneur but at the cost of typical ‘Bhartiya’ face, that makes the reader to think seriously.

However, the character of Balram is not a fully realized as convincing character, because Adiga tries to make him both a ‘peasant- everyman’ and



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a ‘White Tiger’, which creates confusion. Though Balram says ‘I’m tomorrow he represents or experts?

The novel also raises certain questions, to ponder upon such as:

1. Is the novel suggesting the future wave?

2. Is Balram’s struggle, really a struggle for existence?

3. Is Balram just another thug in India’s urban jungle or a revolutionary, an idealist?

4. Is the novel presenting the questions of contemporary India or it’s only a colonized point of view of the author?

5. Should the modernity and wave of globalization be attained at the cost of conventions, morality and life values?

6. Does Adiga suggest creating the shining India at the cost of Bharat?

References:

1. Aravind Adiga. The White Tiger. Delhi: HarperCollins Publications, 2008.

2. R.P.Misra. Rediscovering Gandhi Vol-I New Delhi:- Concept Publishing Company, 2007.

3. M.R.Varma & K.R. Agrawal. Reflections on Indian English Literature New Delhi: Atlantic Publishers, 2002.



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4. Manmohan Bhatnagar. Twentieth Century Literature in English, New Delhi: Atlantic Publishers, 1996.

5. Sardesai. Khamang Bharat Lokmat (Daily) Supplement. Dec. 7, 2008

Note on the Authors:

1. Mr. Bhupendra Nandlal Kesur, 33, working as an Assistant Professor in the

Post Graduate Department of English, M. J. College, Jalgaon, Maharashtra State,

India. A post-graduate in English Literature and has a Diploma in English

Studies (PGDTE) from E. F. L. University (CIEFL), Hyderabad. He has been

teaching graduate and postgraduate courses since last 9 years. He has

participated and presented papers at several national and international

conferences on various topics. His areas of interest include American Literature,

Black Women’s writing, Indian Writings in English, Film and cultural studies.

2. Mr. Gajanan P. Patil , 35, working as an Assistant Professor in the Department

of English, H. R. Patel Mahila College, Shirpur, Dist- Dhule, Maharashtra, India.

He has been teaching graduate and postgraduate courses since last 4 years. He

has completed his M. A. from N. M. U. Jalgaon and M. Phil from Madurai

Kamraj University. He has presented papers at the national and international

seminars and conferences. His area of interest is Indian Writings in English and

ELT.



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3. Mr. Anil P. Patil, 35, working as an Assistant Professor and Head in the

Department of English, Smt. G. G. Khadse Science and Arts College,

Muktainagar, Dist- Jalgaon, Maharashtra, India. He has been teaching graduate

and postgraduate courses since last 13 years. He has completed his M. A. from

University of Pune and M. Phil from Madurai Kamraj University. He has

presented papers at the national and international seminars and conferences.

His area of interest is Indian Writings in English.

ToC



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Article 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 RanganiSenior Research Scholar,

Pandit Deendayal Petroleum University, Gandhinagar, (Guj.) India

Devang Rangani

Abstract

A Telugu proverb says: “Bringing up a girl is watering the plant in your neighbor’s garden”. But the writers like Anita Desai and Mohsin Hamid have confronted the biased male’s estimation of Fair-sex and have deposited new-fangled, essential and rebellious- edifice of the representation of the feminine. They represent their women characters, Bim and Mumtaz as more commanding than the men.

I wish to explore how this fair and fresh structure of Woman proves them as an Incarnation of Shakti. To me, Shakti has two shapes; Punishment and Forgiveness. To Punish and to forgive, one requires a great strength. I aspire to probe the different pictures of women by Anita Desai and M.Hamid in their novels that illustrate the women superior.

ToC



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Bim of Clear Light of the Day believes in Forgiveness and by this virtue she becomes an Epitome of Affection and proves herself to be an agency to reconstruct the existing world views. While Mumtaz chooses the weapon of Legal Punishment, retorts rebelliously for her exploitation and arrives at her own Dignity and Self-Respect. She teaches the need to be fearlessness and Expressionism. I wish to investigate how even walking on the different ways; Bim and Mumtaz reache to achieve their Dignity and Admiration. I wish find out how these women’s actions, their characters and their attitudes and approaches can practically be implemented in the societies and how Bim and Mumtaz can be set up to be an initiative to the process of empowering women.

A Telugu proverb says: "Bringing up a girl is like watering the plant in your neighbor’s garden." This is bitter but true. The condition of women in the countries like India and Pakistan can be best understood in the light of this proverb. The women in these countries, whether they are based in rural or urban areas, face multiple forms of exploitation and violence, including sexual violence, domestic abuse, burning and disfiguring through acids, beating and wife battling, honor killings, custodial abuse and torture, dowry-related violence, rape and marital rape, female genital mutilation. India and Pakistan are stiff nations, where people not only take pride in strictly adhering to the religious values but, are ready to sacrifice their loved belongings for the glory and self-styled sanctity. Both the nations have accorded a highly venerated social position of women; hence



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acknowledge the rights and privileges of the women in society, but merely hypothetically. For them, these are just maxims, which are never to be executed. But novels Moth Smoke by Mohsin Hamid and Clear Light of Day by Anita Desai describe the condition of women differently. These writers describe their female characters even stronger and more masculine than the male characters and guide us to improve the condition of women. Mohsin Hamid and Anita Desai, both the writers have extremely different opinions and arguments, yet they show some different types of women power.

The present research paper is divided into two facets. One explores the strong sense of sacrifice of Indian women through the study of Anita Desai’s Clear Light of Day, while another probes the issue of radical Pakistani women through the study of Mohsin Hamid’s debut novel, Moth Smoke. Anita Desai, through her central character Bim of the Clear Light of the Day demonstrates the Sacrifice as the strength of women. Even though the women India have been the token of sacrifice form the very beginning, the writer represents the sense of sacrifice as their true power. She proves that, it is Bim’s forgivable temperament that makes everyone happy at the end. On the other hand, Mohsin Hamid’sMumtaz of Moth Smoke has her different temperament to revolt. She does not believe to surrender but to stand firm. But the fact remains the same that both the woman characters hold a strong grip on the entire movement of the novels and give you an idea about the power and contribution of women to build the society on healthier and stronger foundations.

Moth Smoke, a masterly novel by Mohsin Hamid portrays a



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revolutionary nature of Pakistani woman. The novel aggressively talks about what women had been suffering from. That docile woman, who always was treated as docility, has now turned to be a sturdy one. The Pakistani woman which has been always a victim of man’s lecherous eyes, now is able to protect herself by own. In chapter 3, Mumtaz so radically looks at the Ozi (A male character of novel named Aurangzeb), who stared at her lustfully that he doesn’t dare to peep at her more. Ozi says, “Mumtaz is watching me and I look away because she is beautiful and I don’t want to stare.” (Hamid, 4) She is an embodiment of fearless and bold form of woman that can never be treated merely for her pink cheeks, juicy lips and beautiful breasts.

Mumtaz, instead of being a paragon of sacrifice and endurance which is always ignored and disallowed from her freedom in the male dominated society, chooses her own way to fight for her freedom. She advocates the equality of man and woman in the society and poses a question that if man is allowed for every sorts of enjoyment, why woman should be put at the corner? So even for her own freedom just like a man, she drinks wines, gambles and enjoys extra marital relation. By looking am chuckles “He brought me to Heera Mandi and made me have sex with men until he had his fifty rupees.”…“Then did he let you go?”

“No. He told me the villagers would not accept me back because I had lost my honor. I believed him.” (Hamid, 50)

The difference between both women character is largely due to the way they approached to the society. The novelist represents Dilaram as a



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spokesperson to speak out the way women suffers in Pakistan and so Mumtazstands for another side. Chapter 10 is the core part of the novel that talks about the endurance and sacrifice of Pakistani women. The Sexual issues is a matter, women due to her shyness or restriction, don’t speak openly. But Mumtaz feels nothing wrong to discuss it openly and so discusses it with her husband’s friend. She tells Daru about her sexual relation with Ozi:

I had always been a condom person, but since I was regular and we had both tested negative, Ozi and I switched to the rhythm method, which can be almost as reliable as the pills. (Hamid, 119)

On the other hand, the portrayal of Anita Disallowance to her spirit, will and freedom of expression. It personifies that she is prohibited to view the world from her own sight. But Mumtaz instead of limiting her world to any rigid black burqa, flies with the costume she love to put on.

Marriage is a bond of love and care, but for many women it is sheer a lockup where they lose their liberty and become slaves. Even the worse condition is that when a woman in Pakistan wants the divorce, she is blamed for what she is not. This is how when a caged birds’ wings are sliced, when it tries to fly. And when a woman in Pakistan aspires to be unmarried, she is seduced emotionally by others. The novel scolds the poor handling of the submissive sex and represents the importance of self dependence. Mumtaz doesn’t accept the different standards of society for man and woman. A man moves anywhere in accordance of his wish



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and desire but a woman can’t. Mumtaz affirms that if there is no boundary for man, there mustn’t be for woman as well. She asks an important question that, whya woman in society should fear for infamy, if man doesn’t? She demonstrates that if a woman is her born to rule her life, then is she born to be ruined and rapped?

In India and Pakistan, women’s actions and movement are limited and controlled by men. Women are responsible for maintaining the family honor and to ensure that they do not dishonor their families; society limits women's mobility, imposes restriction on their behavior and activities, and permits them only limited contact with the opposite sex. In the chapter 5 of the novel, when Mumtaz goes to Heera Mandi to have an interview with the head of the prostitute house, the writer represents that the woman like Mumtaz moves whenever, wherever she wants. The difference between the condition of Mumtaz and Dilaram is vast. Dilaram was compelled for sex and Mumtaz enjoys the sex by her own wish. This difference is also shown in the following Dialogues:

“How did you come to begin learning?” Mumtaz asks, slowly taking out a mini cassette recorder.Dilaram laughs solidly, her body rippling. “It’s quite a funny story really. I was a pretty girl, like this one here.” … “The landlord of our area asked me to come his house. I refused, so he threatened to kill my family. When I went, he raped me.”



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Mumtaz shuts her eyes.Dilaram chuckles “I was so skinny. Not like a woman at all.”“He paid you?” Mumtaz’s voice is so soft I can barely hear her. “No”.“Then what happened?”“He kept making me come. He let his sons rape me. And sometimes his friends. One of them was from city. He gave me a silver bracelet.”“Why?”“He said it was a gift. Then I became pregnant.” She laughs. “Imagine, my mother was also pregnant at the time.”“So what did you do?”“The landlord told me the man from the city wanted to take me to Lahore to marry me. I didn’t believe him. But the villagers told me it was the only way to recover my honor, so I went.”“Did he marry you?”“No. He took me to hakim who ended my pregnancy. Then he told me he had bought me from the landlord for fifty rupees. He said I would have to give him fifty rupees if I wanted to go back to my village.”“But you didn’t have the money.”Dilaram chuckles “He brought me to Heera Mandi and made me have sex with men until he had his fifty rupees.”…“Then did he let you go?”“No. He told me the villagers would not accept me back because I had lost my honor. I believed him.” (Hamid, 50)



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I had always been a condom person, but since I was regular and we had both tested negative, Ozi and I switched to the rhythm method, which can be almost as reliable as the pills. (Hamid, 119)

On the other hand, the portrayal of Anita Desai in her Clear Light of Day reflects the social facts of Indian society and Indian culture in a true sense. In India, woman is respected as an incarnation of Shakti (Goddess). In Indian Literature, from Ramayana (e.g Sita, Urmila, Kaushalya, Shubhdra and Mandodari) to Mahabharata (Draupadi) to the contemporary literature portrayal of women’s condition is almost the same when women sacrifice her love, wish, respect, dignity and dreams for her family. Indian Literary female characters have been portrayed in such a way that their role is only to sacrifice and suffer, which again shows the mentality of male dominated society of India.

When a Pakistani girl revolts against the society and shows her angry form, here is an Indian woman who wins the heart of all and shows her power. She

The difference between both women character is largely due to the way they approached to the society. The novelist represents Dilaram as a spokesperson to speak out the way women suffers in Pakistan and so Mumtazstands for another side. Chapter 10 is the core part of the novel that talks about the endurance and sacrifice of Pakistani women. The Sexual issues is a matter, women due to her shyness or restriction, don’t speak openly. But Mumtaz feels nothing to discuss it openly and so discusses it with her husband’s friend. She tells Daruabout her sexual relation with Ozi:



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tells that sacrifice and suffering is not necessarily associated with each-other. There are certain types of sacrifice which have a least to do with Suffering. Though, the character of Bimla has many characteristics of typical Indian woman, the entire concept of sacrifice is portrayed differently. Bimla is the nurse for her mentally retarded brother Baba and also she has nurtured her family and taken care of her little ones after the death of her parents. Her brother, Raja, is eldest among the four children of Das family, and should take care of them, but because of his irresponsibility, he left alone his family in Delhi and left the place for Hyderabad. Tara, the youngest daughter of the family, married with Bakul and left the place. Aunt Mira, who was taking care of Baba, dies due to her animal drinking habit. So, Bim has to take care of Baba, who is totally dependent over other and a parasite, and proves herself stronger than ant of her brothers-sisters. Bim sacrifices her whole life for her family but yet she never makes her family, an obstacle to her personal development. She does not marry because only it would be a barrier for her responsibilities but also so that any man can’t be a controller her own life. The maidenhood isn’t a symbol of emptiness but is an evidence of the self dependence of a woman.

She expresses that her wish to care her brother and tells Tara, “After you married, and Raja went to Hyderabad, and Mira-masi died, I still had Baba”(Desai, 37). This shows her devotion towards her family. Raja, the eldest brother, has left her alone with Baba, because he knew that the responsibility of Baba is a



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Now I understand why you do not wish to marry. You have dedicated your life to other – to your sick brother and your aged aunt and your little brother who will be dependent on you all his life. You have sacrificed your life for them.” (Desai, 97)

One of the facts of Bim is unwillingness for marriage can be understood in the light of condition of Meera aunty and Tara (Bim younger Sister), When Meera’s husband dies, and she is blamed to be inauspicious for her husband and that caused her husband death. Even her condition is worsened by the dogmatic society, where widow marriage is not only prohibited but also considered to be crime. Those widows like Meera would be treated as a whore if she marries another time. Is it not more advisable and self respecting to remain virgin in such a gloomy state of women? Even Bim confirms her wisdom when

burden for his own progress and he also knew that Bim would not left Baba alone, as she is an Indian woman, inculcated the virtue of sacrifice. Bim is a very bright and enough competent, as she is the lecturer of a college in Delhi. She was a dynamic student of her school of her time. If Mumtaz can go to an extent of extra marital relation for sex, Bim completely finds sex unimportant. We talk about her marriage then Dr. Biswas, who is a doctor by profession and a wealthy person wanted to marry her. But due to her family responsibility, she refuses such a giant proposal of marriage, and sacrificed her marriage dreams. As Dr. Biswas also says when she refuses his marriage proposal that:



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Tara has to devote her entire life to her husband, so that her husband can believe her to be a wise and honest lady! Bakul also confesses that he married her because he thought that she would donate her whole life and she will obey him, she will sacrifice her life to him and Tara actually does the same and contents his expectations. So, it reveals the typical mentality of male dominance of Indian society and who know that Dr.Biswas, after marriage would have wanted the same thing to Bim.

At the end, Bim forgives each mistake of Raja and exonerates him, which glorifies not only the character of Bim but also the entire psyche of Indian women. We Indians have always bowed down before woman power – our

Goddesses are proof enough, if proof is needed. Goddess Durga personifies strength and determination. When all the Gods put together failed to find out ways and means to conquer the evil forces, they prayed to her. Similarly Tara also prays Bim to forgive early evils of her brother and as the supreme sacrifice on the part of Bim; she forgives him and purifies everything. Bim forgets everything even though they all proved mosquitoes for her.

They had come like mosquitoes – Tara and Bakul, and behind them the Misras, and somewhere in the distance Raja and Benazir – only to torment her and, mosquito-like sip her blood. (Desai, 153)

Bim and Mumtaz both have the courage and the determination, what



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the others women lack in the society, to shatter their difficulties and create a mark

for them. Each one of them, a trailblazer in her own right, has nurtured families

and met deadlines with an enviable spirit. Each one of them has a unique story to

share – a success story that is, least said, inspiring. These woman characters inspire

to reach out and achieve dignity in the society. Mumtaz and Bim both suggest that

woman’s path for equality, justice and especially for freedom is full of roadblocks,

but just like them the women can leave the secured domain of their home and

move in the battlefield of life, fully armored with their confidence, faith and talent.

Mumtaz is the mouthpiece of what women in Pakistan are doing fearlessly. In

Pakistan there are many women now, working on the post of CEO’S, GT pilot, high

post in Banks, doctors, engineer and what not women are free to go in any field

now and complete their dreams without any fear. In Pakistan Mukhtar Mai, a

leading Pakistani women's rights advocate, gained fame for the way she

courageously stood up to traditions that violated her human rights. Nicholas

Kristof, a two time Pulitzer winner writes about women power that, "The world is

awakening to a powerful truth: Women and girls aren't the problem; they're the

solution". Pakistan's founding father, Mohammad Ali Jinnah, said in a speech in

1944 that there is no nation which can rise to the height of glory unless your



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women are side by side with you; we are victims of evil customs. It is a crime

against humanity that our women are shut up within the four walls of the houses

as prisoners. There is no sanction anywhere for the deplorable condition in which

our women have to live. Even in accordance of Islam, both men and women possess the equal rights whether it is a matter of property, education or freedom; for Islam, all are human beings are equal.

Bim is an ambassador of the powerful condition of Indian women

where almost in all the fields there are masculine women! The endless list should

begin from the honorable Indian president Mrs.Pratibha Patil, UPA Chairperson

and India most powerful woman Mrs.Sonia Gandhi, Kiran Bedi; an IPS officer to

Lata Mangeshkar; the Bharat Ratna to sport stars like Sania Mirza, Saina nehwal,

Journalists like Indu Jain, Burkha Dutt , writers like Arundhati Roy, Anita Desai

and artist like Aishwarya Roy. However, Indian and Pakistani women have a

long way to achieve equal rights and position because traditions are deep rooted

in their societies. These women need to be conscious, expressive and brave about

their lives and career. They need to understand the importance of education and

should not limit their lives in the four walls of the house. They have to demand

equal respect from their partners. Despite all the social hurdles, Bim and Mumtaz

become successful in their works, what one needs, is to Initiate and Inaugurate!



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Works Sited:

1. Das, Bijay Kumar. PostModeren Indian English Literature. Atlantic Pub.Pvt.Limited, New Delhi, 2010

2. Desai, Anita. Clear Light of the Day. New Delhi: Penguin Books, 1998.

3. Hamid, Mohsin. Moth Smoke. New Delhi: Penguin Books, 2000.

4. Iyengar, Srinivasa. Indian Writing in English. New Delhi: Sterling Publisher.1997

5. http://www.bbc.co.uk/worldservice/people/features/wiwp/dyncon/bhutto.shtml

6. http://www.global-sisterhood-network.org/content/view/2231/59/

7. http://www.mapsofindia.com/culture/indian-women.html

8. http://www.wikipedia.com/womeninfiction/

9. http://en.wikipedia.org/wiki/Forbes_Magazine%27s_List_of_The_World%27s_100_Most_Powerful_Women

Note on the Author

Mr.Devang Rangani is pursuing Doctoral (PhD) and exploring for his research entitled to Contemporary Pakistani English Literature under the supervision of Dr. Nigam Dave from Pandit Deendayal Petroleum University, Gandhinagar. He has accomplished his M.A with 65% from Dept.of English, Bhavnagar University in 2009 and B.A with 61% from Shamaldas Arts College,

http://www.bbc.co.uk/worldservice/people/features/wiwp/dyncon/bhutto.shtml

http://www.bbc.co.uk/worldservice/people/features/wiwp/dyncon/bhutto.shtml

http://www.global-sisterhood-network.org/content/view/2231/59/

http://www.mapsofindia.com/culture/indian-women.html

http://www.wikipedia.com/womeninfiction/

http://en.wikipedia.org/wiki/Forbes_Magazine%27s_List_of_The_World%27s_100_Most_Powerful_Women

http://en.wikipedia.org/wiki/Forbes_Magazine%27s_List_of_The_World%27s_100_Most_Powerful_Women



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Bhavnagar University in 2007. He is awarded a gold medal for securing the first rank in University in M.A. He has presented his research papers/articles at National and International Conferences and Seminars. Other than this, his two papers are accepted for the publication in the international journal. He loves comparative literary studies and to explore societal, cultural, historical and political issues through literary studies.

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Article 07 : A Survey and Study of the Non-Use of Technology in ELT through Factor Analysis Method

Dilber S. MehtaLecturer,

MSc.IT Programme, VNSGU, Surat, Gujarat, India

ABSTRACT

The new millennium has finely dawned and we have woken up into a new world of science, technology and advancement. Technology today is the demand of the present. It has entered the domains of research and teaching. It is imperative for every teacher in academics to use technology. Technology has played a vital role especially in English language teaching also. Unfortunately teaching of English through technology has not been implemented in most of the institutes of the South Gujarat Region. In these regions still the traditional methods of teaching prevail. Through this paper I intend to analyze the factors responsible for the non-use of technology in ELT in the South Gujarat region through Factor-Analysis method and would also like to give useful suggestions so that in future we can overcome the drawbacks and can use technology successfully.

INTRODUCTIONWhy should teachers be upset when their students walk in the

classroom with their mobile phones? Instead teachers can actually make new technology work to their advantage in teaching. The mobile phone can be an

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an excellent learning tool. For e.g. students can be asked to explain the different features of their handset to the class or they may be asked to decode the descent text messages on the black board. All this will be a good speaking and writing exercise in the classroom.

Addressing a workshop on Technology in ELT, on February 10,Helena Gomm,the Editor of English Teaching Professional magazine said “By adopting new technologies and innovative techniques and ideas English language teachers can make their classes more interesting.” THE HINDU, Monday, Feb 16, 2009.

ELT has been with us for many years and its significance continues to grow .Language learning with technology is the most efficient fields of modern study .Today varied technologies are being used for learning and teaching English. Computers and technology are still a source of fear and insecurity for many teachers every where despite the latest advancements applicable to language teaching such as specialized websites, blogs, wikis, language teaching methodology, and journals. Although many countries have done institutionalized efforts to modernize their equipment, spent large amounts on technology, proved the positive effects of integrating computers in language learning [Tsou,Wang&Tzeng,2006] but still many teachers miss the appropriate interest, strong will to learn and a challenging attitude towards teaching with computer. The same scenario for ELT does not exist in most of the colleges of South Gujarat region. Here teaching English to undergraduate students of varied fields has indeed been challenging because the students here have the attitude of



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ignoring the subject as marks of English subject are not considered for getting admission in higher courses. Moreover the social atmosphere at their home is inappropriate for them to be fluent and their base for English in schools is not that thorough especially for ESL learners

It is a fact that using technology in ELT: • Increases students motivation for learning• Minimizes their language pressures and fears as they are excited.• While learning through ICT they are offered different learning styles.• With learning tools like internet their knowledge expands and they develop

technology skills.• It also prepares students for their future technology work places and society.

In spite of such rich benefits reaped when technology is used inteaching, the major colleges in South Gujarat region have not employed technology in ELT and are still employing the traditional methods .There are a number of factors that are responsible for the non-use of technology in ELT. In this paper my prime concern is to analyze these factors which are responsible for the stagnant teaching methods with the help of Factor analysis as a tool and to draw out conclusions which may change the scene in near future.

OBJECTIVES OF THE STUDY:• To know the attitude of teachers towards the use of technology.• To find out the factors those contribute to the non-use of technology in ELT.• To know about the attitude of academic institutes towards providing

technology.



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SAMPLING PLAN:

The questionnaire designed for lecturers has been collected randomly from different Age groups and varied Arts, Science, Commerce, Engineering ,Management and Computer-Science streams. The information was collected from 50 lecturers all over South Gujarat region.The questionnaire was designed to identify the most preferred attributes in teachers towards using technology in ELT.The questionnaire had two sections .The first section addresses the primary details of the respondents,the second section looks for the information about various reasons for the use/non-use of technology.All questions in the questionnaire were close ended.

DATA COLLECTION METHOD:

Primary data has been collected for the help of research from the faculties of varied colleges using a structured questionnaire as an instrument of research.

DATA SCALING AND MEASUREMENT:

In order to increase the accuracy of research work,qualitative data scaling techniques such as nominal scale and ordinal scale were used as per requirement .With a view to generating valid and precise information,data was measured through technique like Likert Type scale.

DATA ANALYSIS:

Data was analysed with the help of tables.For this survey factor-



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analysis was conducted to determine the most important factors influencing teachers attitude towards using technology in ELT.For that ,the KMO-Bartlett’s test was applied.The Statistical Package for Social Sciences(SPSS)was used to do the analysis.FACTOR-ANALYSIS

Factor –Analysis is a very widely used technique in research for reducing data complexity by reducing the number of attributes being studied. Usually one finds a decision maker wondering what exactly affects the non-use of technology in ELT.

The number of affecting criteria could range from just one or two to fifteen or twenty and often one shoots in the dark to figure out what really drives the attitudes of teachers. Factor analysis is a good way of resolving this confusion and identifying latent factors from an array of seemingly important attributes. In a more general way, factor analysis is a set of techniques which by analyzing correlations between attributes, reduces their number into fewer factors which explain much of the original data more economically Even though a subjective interpretation can result from a factor analysis output, the procedure often provides an insight into relevant psychometric attributes, and results in economical use of data collection efforts.

In the present research a questionnaire was designed and the respondents’ were asked to rank the attributes listed in section two of the questionnaire. There were no restrictions on the ranking system; the respondents were allowed to award any rank from 1to 5 for a particular attribute. The respondents have given their responses on 5 point scale ranging from1 (strongly agree] to 5[strongly disagree.]



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The adequacy of data is evaluated on the basis of Kaiser-Meyer-Olkin [KMO] measures of sampling adequacy and Bartlett’s test of sphericty

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. 0.614

Approx. Chi-Square 305.791

Df 136

Sig. 0.000

Bartlett's Test of Sphericity

Table-1 KMO and Bartlett's Test

The KMO measure of sampling adequacy is 0.614, indicating that the present data are Suitable for factor analysis .Similarly, Bartlett’s test of sphericityis a significant [P < 0.001], indicating sufficient correlation exists between the variables to proceed with the analysis.

Table-2 Communalities

0.7001.00Using technology in ELT consumes more time in the class.

4

0.7491.00Find it Difficult to use technology in ELT.3

0.7621.00Non -use of Internet for teaching English.2

0.7561.00Lack of Basic Knowledge of Computer1

Extraction

Initial

AttributesNo.

Communalities



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5 Hesitate to use technology due to unawareness 1.00 0.847

6 Hesitate to use technology in teaching English because students don't follow

1.00 0.913

7 Institution Does not provide access to technology for teaching English.

1.00 0.688

8 Teaching through technology is cost-effective for Institution.

1.00 0.740

9 Students would enjoy learning English through technology.

1.00 0.708

10 Proper training is required for using technology in ELT.

1.00 0.741

11 Teachers have not Undergone essential training in teaching ELT through technology

1.00 0.725

12 Teaching through technology is not worth-while. 1.00 0.695

13 Rare use technology in ELT 1.00 0.682

14 Teachers of English do not use technology because other co –faculties do not teach with the same.

1.00 0.795

15 Using technology in ELT requires more preparation on the part of Teachers

1.00 0.802

16 Traditional methods of teaching English are better than the use of technology

1.00 0.776

17 Teaching English through technology is more effective to second language learners.

1.00 0.789



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Extraction Method: Principal Component Analysis. Source: Primary Data Out of 17 communalities, all variables are acceptable and fit for the factor solution, as their extraction values are greater than 0.4 [table2]

Table-3 Total Variance Explained

Total Variance Explained

Initial Eigen values Extraction Sums of Squared Loadings

Total % of Variance

Cumulative %

Total % of Varianc

e

Cumulative %

1 4.475 26.325 26.325 4.475 26.325 26.325

2 2.069 12.171 38.496 2.069 12.171 38.496

3 1.432 8.421 46.917 1.432 8.421 46.917

4 1.349 7.937 54.854 1.349 7.937 54.854

5 1.311 7.710 62.564 1.311 7.710 62.564

6 .938 6.694 69.259

7 .893 6.430 75.688

Component



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8 .772 4.542 80.230

9 .711 4.184 84.414

10 .544 3.198 87.612

11 .519 3.053 90.665

12 .461 2.712 93.378

13 .371 2.183 95.561

14 .299 1.761 97.322

15 .187 1.101 98.423

16 .160 .939 99.362

17 .108 .638 100.000



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Extraction Method: Principal Component Analysis. Source: Primary Data

The total variance explained by principal components is displayed in table-3 It indicates that there is a significant drop in the Eigen values from the fifth component onwards. Hence, the first five factors in the initial solution have Eigen values over 1 and they account for about 62.564 % of the observed variation. According to Kaiser Criterion, only the first five factors should be used because Eigen values are all more than 1.

Table-4 Rotated Component Matrix (a)

Rotated Component Matrix (a)

ComponentAttributes

1 2 3 4 5

Lack of Basic Knowledge of Computer .792 .284 -.170

-.123

.016

Non -use of Internet for teaching English. .823 .190 -.054

-.024

.068

Find it Difficult to use technology in ELT. -.261

-.776

.074 .154 .193

Using technology in ELT consumes more time in the class. -.250

-.358

.651 -.016

.112

Hesitate to use technology due to unawareness -.715

-.453

.182 .202 -.151

Hesitate to use technology in teaching English because students don't follow -.004

-.049

.033 .028 -.085



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Institution Does not provide access to technology for teaching English. .250 .755 .011 .010

-.229

Teaching through technology is cost-effective for Institution. .108 -.366 -.739 .065

.065

Students would enjoy learning English through technology. -.049 .315 -.386 -.493

.405

Proper training is required for using technology in ELT. -.074 .044 -.148 -.158

.587

Teachers have not Undergone essential training in teaching ELT through technology

.233 .741 -.131 .102

.248

Teaching through technology is not worth-while. -.045 -.216 .762 .249

.035

Rare use of technology in ELT .740 .049 .005 .001

-.117

Teachers of English do not use technology because other co –faculties do not teach with the same.

-.221 .194 .006 .772

.213

Using technology in ELT requires more preparation on the part of Teachers .089 -.210 .118 .012

.852

Traditional methods of teaching English are better than the use of technology

-.042 -.129 .103 .820

-.178

Teaching English through technology is more effective to second language learners.

.127 .031 .032 -.086

-.083

Extraction Method: Principal Component Analysis.Rotation Method: Varimax with Kaiser Normalization. (a) Rotation converged in 10 iterations. Source: Primary Data



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Table-4 presents the rotated component matrix. Here one can observe how the extracted factors are related to the original variables. The factors are rotated with the use of Varimax with Kaiser Normalization rotation method. We use principal component analysis [PCA] method for factor extraction. We have used only those factors which have loading value greater than0.5 for interpretation purpose.

INTERPRETATION:Factor-1 independently contributed to 26% variations in teachers’

attitude and perception about the non-use of technology in ELT.Factor-1 combines the following attributes which explain the technological aspect

• Lack of basic knowledge of computer.• Lack of Frequent use of Internet for ELT.• Rare use of technology in ELT.

These three factors have loading of 0.792, 0.823, and 0.740 respectively. This factor clearly reveals that due to lack of basic knowledge in computers and internet as well as very rare use of technology the teachers hesitate to use it in teaching. Computer can serve a variety of uses for language teaching .It can be a tutor, which offers language drills or skill practice, a stimulus for discussion and interaction, or a tool for writing and research .With the internet, it can also be a global of communication and source of the unlimited materials.Warschauer (1996) explains that computer serves as a vehicle for delivering instructional material to the student. The computer also remains the Knower of the right answer. (Taylor and Perez, 1989, pg, 3.)



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Therefore it is essential for the teachers of English language to master the basics of computer along with the frequent use of internet through which they will be able to explore new soft wares and techniques in ELT to ignite the minds of the students.

Factor-2 shows that the factors which are responsible for the teachers’ non use of technology are.- Institution does not provide access to technology for ELT.- Teachers have not undergone essential training in teaching English language through technology.

The factors here have a loading of 0.755 and 0.741 respectively These combined factors lead to 12% of the variations. Here it can be found that lack of technological support from institutes and lack of proper training make teachers averse to the use of technology. The institutions need to realize the need and importance of innovative learning and provide technical support to teachers and students for development. Proper and exhaustive Training on the use of technology in English should be imparted to the teachers through professionals and experts in training institutes which can help the teachers to imply new ways in teaching and overcome the hurdles.

Factor-3 Combines the following attributes regarding the false notion that using technology in ELT.- Using technology in ELT consumes more time. -Teaching through technology is not worth-while.

These two factors have a loading of 0.651 and 0.762 respectivelywhich leads to 8% variations



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Teaching through technology saves time on the teachers’ part as most of the content is fed in the computer or slides and the teachers’ role changes. By using Computer mediated teaching like e-mails chat-rooms, videos or audio conferences, user’s world wide can achieve communication without boundaries of time and space through the Internet. Warschauer (1996) explains this communication can be asynchronous and not simultaneous through tools such as electronic mail, which allows each participant to compose messages at their time and place. Secondly teaching with technology is lively, motivating, varied, learner centered interesting and stimulating. There arises no question of it being worth-while because using technology is always more effective. Jarvis and Atsilarat suggested that the Internet might be a contributory factor in shifting away from a communicative towards a context based approach to language teaching pedagogy. Teachers should bid goodbye to the traditional methods of teaching and understand and adapt new ways to make teaching livelier.

Factor-4 Combines the following attributes - Teachers do not use technology because co-faculties do not teach with the

same method.- Traditional methods of teaching are better than the use of technology.

These factors have loading of 0.772 and 0.820 respectively whichcontributes to 8% variations. Not using technology because other faculties do not use is a demonstration effect. It should be a realization on the part of teachers to use new methods of teaching because it is the need of the time and it



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leads to betterment. Teachers of English should not be influenced by others not using technology .On the contrary they themselves should feel from within that use of technology will make a great difference in their teaching. The second factor reflects the inadaptable attitude of faculties who have not changed with times. Or who do not want to change. It should be understood that the teachers are the builders of the future .It is the teacher who should change o bring new advancement. Education is never stagnant; it should move like a river to merge into the sea of knowledge, Teachers should walk with the present times and adapt the changes

Factor-5 Combines the following attributes regarding preparation. These two factors hold the loading of 0.852 and 0.587 respectively and which leads to 7.7%variations.- Using technology requires more preparation on the part of teachers- Proper training is required for using technology in ELT

The first factor is based on the attitudes of the teachers to spare time .When the teacher has technological expertise it hardly takes more time for preparation.Morever it is the foremost duty of the teacher to be prepared and prepare for the best. The second factor again is based on the teachers’ willingness to use to technology if proper training and assistance be given. Training is a very dominant factor which can help majority of teachers and also make them understand the technological implications in ELTwhich can lead to change in their attitudes. CONCLUSION:

From the above analysis it can be concluded that the major factors



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responsible for the non use of technology are on the part of teachers and Institutions.

FACTORS ON THE PART OF TEACHERS:• Lack of basic skills in computer, Internet and rare use of technology by

teachers• Teachers are averse to change Traditional teaching methods.• Teachers find it difficult to use technology in ELT.• No assistance to teachers for using technology in ELT.• Proper training required by teachers for using technology in ELT.• Demonstration effect of co-faculties towards non use of technology • False & Prior notions on the part of teachers:• Teaching with technology is time-consuming• Teaching with technology is not worth-while.• Teaching with technology requires more time for preparation.

FACTORS ON THE PART OF INSTITUTION:• Lack of technological assistance to teachers in ELT.• Lack of proper and efficient training to teachers for using technology.• If the above factors are recognized and considered I am sure

that it willmake great difference to us. Together we can and we will make a difference.

• ‘Hand in hand we go, hand in hand we help the teachers grow’REFERENCES:1. Belz, J. (2002).Social dimensions of telecollabrative foreign language study.

Language Learning and technology.



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2. Crystal, D. (1997).English as a global language.Cambridge, Cambridge University Press.

3. Ellis, B.S, D.D.Chayen.K, Goldfrad.J, Yarosky.(2001).Weaving the web into an EAP reading program. English Teaching Forum. April.

4. Kern, R. (1991).Computer –Mediated Communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warschauer(Ed), Telecollabaration in Foreign language learning (pp.105-119).Honolulu, HI: Second language teaching and Curriculum Centre.

5. Taylor, M, B., &Perez, L.M. (1989).Something to do on Monday Jolla, CA: Atheelstan.

6. Warschauer, M. (1997).Comparing Face to Face and Electronic Discussion in the Second

7. Language Classroom. CALCI Journal, 13(2&3),7-25. Retrieved on02, Nov.

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Dr. Anjali Jain Jaipur - India

Article 08 : Delivery trends in a district of North India

Introduction

This great science compares conception to the germination and sprouting of a seed and its transformation into a sapling. When the male and female seed unites and the soul enters the union, it becomes an embryo (garbha). In addition to the female seed, the mother also provides the ‘soil, nutrition and the right season’ for the seed to grow. Hence, Ayurved advices special attention to be paid to the nutrition and protection of the women (the soil), to keep her rich and clean. So also, those of antenatal care: the husband and other family members are advised 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. Thus, the approach towards motherhood, that is pregnancy and child-birth, is a holistic one. Such concepts are excellent, but the question is, are they practiced? 9

Around the world, people celebrate the birth of a new baby. Societies expect women to bear children, and honour women for their role as mothers. Yet in most of the world, pregnancy and child-birth is a perilous journey. In less developed countries, more than half a million mothers die from causes related to this life-giving event each year (Population reference Bureau) 10.

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The period when the mothers are most at risk of death, however, is during pregnancy, delivery, and the 42- day period following child-birth (Population reference Bureau). 10

Institutional births are in only 40.7 percent mothers with 69.4 percent and 31.1 percent was urban- rural distribution respectively (NFHS -3)4. In rural areas, approximately three out of four births take place at home. Birth assisted by a doctor/ nurse / LHV / ANM /other health personnel is 48.3 percent in which 75.2 percent and 39.1 percent was urban- rural distribution respectively (NFHS -3) 4.The launch of the Janani Suraksha Yojna, 20055 – on National Safe Motherhood day, the honorable Minister for Health, Government of India, launched the Janani Suraksha Yojna, a nation wide centrally sponsored scheme intended to provide financial support to pregnant and women below poverty-line of 19 years and above. This scheme includes transport assistance, provision of antenatal care and institutional delivery5. So this study has been taken up to know the status of natal services utilization by mothers of Agra district.Materials and Methods:

A cross-sectional, community based study was conducted in the year 2008. The sample size was drawn by making the use of data on maternal care from National Family Health Survey-III (2005-2006)4, which reported that mothers who received three or more antenatal visits were 52 percent. The sample size came out to be 93 with 20% margin of error, which was increased and rounded off to 120. 120 mothers were taken from each area i.e. rural and urban, so a total of 240 respondents were studied.



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Multi-stage random sampling technique was adopted i.e. 3 stages were used for selection of rural mothers (block, PHC, villages, mothers) and urban mothers (city, wards, mohallas, mothers). Out of 15 Community Development Blocks in District Agra a block Saiyan was purposively selected, it has 3 PHCs and out of these, two PHCs –were selected randomly and then three villages were selected randomly from each PHC making a total of six villages. From Agra district, Agra city was selected; then out of eighty wards in Agra city, three wards were selected randomly; from each selected ward, one mohalla was selected randomly for the study.

Thus a total of six villages and three urban areas, were selected, in district Agra. The subjects were, mothers who delivered within last three months in these selected areas. The informed consent was obtained from all the mothers taken in the study. To cover the desired number of mothers, each selected village/ locality was divided in four quadrants. From each rural quadrant five mothers and from each urban quadrant 10 mothers were taken for the study. For this each village was visited by the investigator every three months and each urban area was visited every alternate month. Respondent women were interviewed using pre-designed schedule and data was analyzed using SPSS 16.0 version and valid inferences were drawn.

Results-{ the table is given on the next page}



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Table: 1 Place of Deliveries conducted

Place of Delivery Rural n(%) Urban n(%) District (%)

Home 106 (88.3) 78 (65) (76.6)

Sub Center 6 (5) - (2.5)

PHC/ Health Post

3 (2.5) - (1.2)

District Hospital

- 5 (4.2) (2.1)

Medical College 1 (0.8) 14 (11.7) (6.3)

Private Clinic/ Nursing home

4 (3.3) 23 (19.1) (11.3)

Total N (%) 120 (100) 120 (100) (100)

Government Institution

On analyzing the table 1 it was found that home deliveries are more than three-fourth (76.6%) which were more (88.3%) in rural than urban area (65%). Thus institutional deliveries either at government or private health facility were 11.7%, 35%, and 23.4% in rural, urban and at district level respectively. In rural areas, among the institutional deliveries, more deliveries took place at government health facility (8.3%) than private institution (3.3%) while in urban, this was reverse i.e. more deliveries occurred at private (19.1%) than government facility (15.9%) where as at district level, almost same number of respondents had delivery in private and government institutions (11.3% and 12.1%). The association of place of delivery in the study areas were highly significant.



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Table: 2 Personnel conducting Delivery

Delivery conducted by Rural n(%) Urban n(%) District n(%)

Family Member/ Relatives 46 (38.3) 17 (14.2) (26.3)

Trained/ Untrained Dai 60 (50) 45 (37.5) (43.8)

ANM/ LHV/ Nurse 9 (7.5) 16 (13.4) (10.4)

Govt. Doctor 1 (0.8) 19 (15.8) (8.3)

Private Doctor 4 (3.3) 23 (19.2) (11.2)

Total n (%) 120 (100) 120 (100) (100)

Table 2 depicts the deliveries conducted by various personnel indifferent areas. It was found that maximum deliveries were conducted by trained/ untrained dai (rural- 50%, urban- 37.5%, district-43.8%). The second commonest person performing the delivery was family members/ relatives in rural (38.3%) while in urban, it was private doctor (19.2%) which was least common in rural area. This difference in person conducted delivery in different areas was statistically significant.

Table: 3 Practice of ‘Five Cleans’ during Home DeliveryFive Cleans/ Practices

Rural n-106 (%)

Urban n-78 (%)

District (%) χ2 value-df-2

Clean Surface 41 (38.7) 41 (52.6) (45.6) *17.713

Clean Hands 10 (9.4) 18 (23.1) (16.3) *23.822

Clean Razor Blade 92 (86.8) 74 (94.9) (90.8) *13.269

Clean Cord tie 28 (26.4) 35 (44.9) (35.6) *44.733

Clean Cord Stump (No applicant)

5 (4.7) 8 (10.3) (7.5) **6.73

*p<0.0001; **p-0.034



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The table 3 depicts the practice of five cleans during deliveries either conducted by family members/ relatives or trained/ untrained dais in home. It was found that the clean surface was practiced in 45.6% of home deliveries which was practiced more in urban (52.6%) than in rural (38.7%). Clean hands washed by using soap and water was practiced in 16.3% deliveries which was 23.1% in urban and 9.4% in rural. Clean razor blade was used in more than 90% of home deliveries. Similar pattern to clean hands was seen here also i.e. more in urban (94.9%) followed by rural (86.8%) were the deliveries where clean razor blade was used to cut cord. In 35.6% of home deliveries, clean cord tie was used, these percentages being 44.9% in urban and 26.4% in rural women. Clean cord stump and nothing was applied on it, was practiced only in 7.5% of home deliveries, which was the 10.3% of urban and 4.7% of rural home deliveries. Regarding all the practices of five cleans, the difference among these areas was found to be statistically significant.Discussion-

In the present study, more than three-fourth (78.3%) mothers had home deliveries. Institutional deliveries were 23.4%, which were 11.7%, 35% in rural and urban respectively. Among institutional deliveries, in district, almost similar percentage had delivery at government (12.1%) or private centre (11.3%), in rural more deliveries took place at government centers (8.3%) than private while in urban elite private institutional deliveries (19.1%) outnumbered govtcentres. Das P et al (2008)2, Sharma RK et al (2007)7, Ahmed P et al (2007)1 found that the percentages of mothers having institutional deliveries almost near to our study. Singh A et al (2006)8 in Gujarat reported that Institutional



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deliveries were in 53.2, 55.9, 57.0 and 63.2% in 2002-03, 2003-04, 2004-05 and 2005-06 respectively. NFHS-III (2005-06)4 reported for India that less than forty percent (38.7%) of births in India take place in health facilities. Births in health facilities are almost equally divided between those take place in private (20.2%) or public (18.0%) institutions. Two-thirds of deliveries in urban areas (67.5%) and 29% of deliveries in rural areas take place in health facilities. NFHS-III (2005-06)4

reported that four out of every five births in UP takes place at home; only one in five births take place in a health facility. However, the percentage of births I a health facility during the last three years have increased from 15% in NFHS-II to 22% in NFHS-III, which is almost identical to our study.

Maximum deliveries were conducted by the trained or untrained dais (rural-50%, urban-37.5%). The respondents could not differentiate between trained/untrained dai. Skilled birth attendant (nurse and doctors) was seen in 29.9% of home deliveries (i.e. 11.6% in rural, 48.4% in urban). Das P et al (2008)2

and Sharma RK et al (2007)7 also observed similar percentages of deliveries by skilled or unskilled professionals to our study. Kannan C (2007)3 and Singh A et al (2006)8 reported more number of deliveries by government or private doctors compare to our study due to high literacy or socio-economic of their study group.

NFHS-III (2005-06)4 reported for India that 47% of births were assisted by health personnel, including 35% by a doctor & 10% by ANM, nurse, midwife or LHV. More than one-third of births (37%) were assisted by a traditional birth attendant (TBA) and 16% were assisted by only friends, relatives



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or other persons. Same survey in UP4 reported that only a little over one quarter (27% ) of births during the past five years took place with assistance from a health professional and 40% were delivered by a traditional birth attendant. The remaining 33% were delivered by a relative or other untrained person. Nine percent of home births were assisted by health personnel which is almost identical to our observations.

It was found that in only 7.5% of home deliveries all the ‘Five Cleans were followed. Clean surface was practiced in 45.6% of home deliveries which practiced more in urban (52.6%) than rural (38.7%). Clean hands washed by using soap and water was practiced in 16.3% deliveries which was as high as 23% in urban and as low as 9.4% in rural. Clean razor blade was used in more than 90% of home deliveries. In 35.6% of home deliveries, clean cord tie was used. Clean cord stump and nothing was applied on it, was practices only in 7.5% of home deliveries which figures are 10.3% of urban elite and 4.7% of rural home deliveries. Most of the respondents applied oil or ghee on the cord stump. NFHS-III (2005-06)4 reported that in UP, in the 98% of home births a clean blade was used to cut the cord, as is recommended. DDK was used for only 8% of births and recommended that the need of time is to improve the practices about five cleans so that mis- happeining during delivery cold be avoided.

Sharma RK et al (2007)7 also reported that the new blade was used to cut the umbilical cord in most of the deliveries, but in more than two-third cases some substances (turmeric powder, mustard oil, ash, mud or talcum powder) were applied to the cod after cutting it. Sen Gupta B et al (2005)6 in his study on community based interventional approach to natal and neonatal



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health care found that proper ‘ Five Cleans’ were observed only in less than half (43.3%) of the deliveries, which is much more than our study due to difference of study areas and probably better educational level in their study group.

After the launch of Janani Suraksha Yogana (JSY) in 2005, not much increase in no. of hospital deliveries were seen, Home deliveries by untrained birth-attendants remain the most prevalent practice in rural India; especially in UP. Decision regarding place and person for delivery, are still taken by family elders rather than the pregnant women or her husband in majority of cases, as there are strong beliefs, traditions and customs, are still prevailing in the community. The practices regarding care and management of the umbilical cord after delivery of the child also leaves much to be desired. In view of this it is important and urgent that the behaviour change communication (BCC) strategy under the RCH programme be strengthened on a country wide basis, specially focusing the rural areas and urban slums, in order to increase the awareness, expectations and responsibilities of the people such that we can improve the poor plight of the women and children in our country.

Bibliography:

1. Ahmed P, Gaash B, Ahmed Muzaffar, “Antenatal care services: Utilization in rural district of Kashmir”, IJPD; IV (1); Mar-Apr, 2007, pg.45-46.

2. Das P et al, “A Study on delivery and Newborn Care Practices in a rural block of West Bengal”, Indian Journal of Public Health, Vol.52 (3), 2008, pg.159-160.



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3. Kannan C, “A Cross-Sectional Study of the Profile and percentage of Institutional Deliveries among Currently Married women of 15-45 years age group in he village of Veerapandi Panchayat Union of Salem district, Tamil Nadu”, Indian Journal of Community Medicine, Vol 32 (4), Oct. 2007, pg. 304-305.

4. NFHS-II (National Family Health Survey-II), International Institute for Population Sciences, Mumbai, India, 1998-99.

5. Park K, Textbook of Preventive and Social Medicine, Banarasi Das & BhanotPublishers, Jabalpur, India, 19th edition, 2006, pp .443, 747.

6. Sengupta B, Das KB, Sinha RN, Chaudhari RN, “A study on the delivery practice in riverine blocks of the district of south 24 Pargana, West Bengal, Indian Journal of Public Health, Vol 49 (4), 2005, 243-44.

7. Sharma RK, “Newborn health among tribes of MP- an overview”, Bimanual newsletter of Regional Medical Research Center for Tribals, Jabalpur, RMRCT Update, Vol. 4, No. 1, April 2007.

8. Singh A, “Chiranjeevi - Maternal Health Financing Issues and Options”, Commissioner Health and Secretary Family Welfare, Govt. of Gujarat, 2006.

9. www. Safemotherhood.org.10. www.who.int.

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Article 09 : Histological Studies on Ovary of Otolithus Ruber

Dr. S. K. TeraiyaOther than DeanFaculty of Science

Lecturer in BiologyM. V. M. Science College – Rajkot,

Guj. (India)

Mr. S. S. BabariaLecturer in Biology

M. M. Science CollegeMorbi (Guj.) India

Abstract

More than 350 different species of fishes are found in the costal area of Gujarat. These species can be a good source of food for Human population, to convert it in a better and easy source of food, a scientific knowledge is required. The present paper focuses on studding a Otolithus RuberUbiquitous of the costal area of Gujarat. The ovary of Otolithus Ruber is the core area of the present study, which provides ample information regarding it’s edibility for human population.Keywords

Otolithus Ruber, Costal area of Gujarat, Size of ovary, Histology of ovary.

Introduction

Gujarat possesses an excellent fisheries potential. It is one of the

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important maritime states having about Sixteen hundred kms. long costal area more than 350 different species of class pieses provide an excellent food resource for human population. To get optimum benefit from this resource, it is necessary to get scientific knowledge of these edible fishes. To provide scientific information and to manage fishery recourses on a sound national basis one has to know the magnitude of the resources, fishery bionomic and edible value of fishes. The present paper focuses on studding ovary of Otolithus Ruber which is seen in the gulf of Kutchh.

Fish ovary though appears to be a simple structure showing complex conversion of metabolites it is known that the fish ova increase in diameter during the sexual maturity and they increase in size because of storing of metabolites and some minerals. This becomes food for the future embryo. During various stages of the ovarian development some ova are reabsorbed, through a Phenomenon of phagocytosis possibly to avoid waste of metabolites etc. Purpose of Study

With an aim to examine and study the cyclic changes occurring inovary of Otolithus Ruber and with a view to find out whether the histological parameter will provide basic for experimental work in reproductive Physiology in fishes, the present work was under taken.Materials and methods

Ovary of Otolithus Ruber was dissected out very quickly avoiding stress. small pieces of Ovary were immediately fixed in Bouin’s fluid, calcium formal and zenker’s fluid. Paraffain sections of the Ovary belonging to the various stages of fishes, were taken as recommended by shifer and king (1930). the section were stained by Delafaeld Haematoxylin – Eosin staining technique.



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Fig. 1 : T. S. of ovary of Otolithus ruber (March, April, May, June ) Ovarian Stroma (S), Immature ovaum (l1), Different type of developing ova (13)

Showing various stage of developing ova (as indicated by arrow)1



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March, April, May, JuneThe ova with large size diameter are gradually observed. Mature

ova are gradually seen to be centralized in the center and the stroma decreases in size. Few degenerated in number developing ova are present in thick ovarian, stroma with full of blood capillaries are also observed and the diameter of ova ranges from 0.28 mm and 0.55 mm6

Fig. 2 : T.S. of ovary of Otolithus Ruber ( July, August) Empty space found by release of ova (E), mature ovum (M), : (September, October)1

July, August, September, October All mature ova of maximum size having diameter ranging from

0.75mm to 0.85mm. some mature ova have diameter of 0.60mm or more are also observed. The mature ova are with eosinophilic nucleus. In the nucleus haematoxolin positive granules are scattered. The maturing and developing ova



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have brown nucleus and chromatin material with one ore more nucleoli2 in ovary are seen in September, October. The ova are completely follicles are also observed. In ovary of October besides the mature ova, some empty spaces are observed abundantly.

Fig. 3 : T.S. of ovary of Otolithus ruber (November, December, January, February) Large size ova with eosonophilic cytoplasm (O), Mature Ovam (M) , Reabsorbed ova (R) Empty space found by release of ova (E) , Immature ovam (l1) , Developing ova (12) ,Ovarian Stroma (S) 1

November, December, January, February:

During post-spawning time most of the ova are released and reabsorption of some of the ova are also observed after the spawning is over. The large size ova with eosionophilic cytoplasm are seen .some mature ova are also observed which are ready to be released. The developing ova and immature ova are also seen. After final shedding the ovaries are verry shrunk, narrow and are



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very reduced in weight. Empty space is visible during post spawning period of the fish. Extremely loose ovary with empty spaces and ova with all stages of developed are observed. After having development in the lamellae, the eggs are discharge in to the lumen and are no lomger enclosed by follicular epithelium. The mature ova are oval in shape, The nucleus in chromatinised with distinct nucleoli. The mature ova are round in shape with stakked nucleoli2 at the top with chromatin. Majority of them are developing ova and many of them were released in full mature ovum. The extruded nucleoli are also seen at the top of periphery of cytoplasm, many empty spaces are seen in ovaries of November to February.

HISTOLOGICAL OBSERVATION ON OVARY OF OTOLITHUS RUBER

Otolithus Ruber

Month Diameter of Ovary

January 0.20mm

February 0.25mm

March 0.28mm

April 0.30mm

May 0.40mm

June 0.55mm

July 0.75mm

August 0.80mm

September 0.85mm

October 0.85mm

November 0.52mm

December 0.45mm



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Result and Discussion

In case of Otolithus Ruber, the Ova diameter increase from July to October (0.75mm to 0.85mm). It Indicates the Spawning time the fish having a peak period in October. The Ovary became a loose, shrunk having Ovular atresiafrom November to February. It shows the post spawning time of the fish. The ova with large size diameter are observed again in March, April, May & June. It shows the active process of gametogenesis is in progress (Pre-Spawning )

Conclusion

In case of Otolithus Ruber, data regarding mature ova, increases diameter of ova and GSI. The study of increasing in ova diameter and GSI from July to October indicates the spawning time of fish. Loose, shrunk and ovular atresia in ovary during November to February, gives information regarding post-spawning time maturing ova, and an increase in size of ova are observed in March, April, May and June indicates the active process of gametogenesis of fish.

References:

1. Humason, R. C. L. (1962). “Animal tissue technique“ . W. H. Freemand and company. San Fransisco and London.

2. Hyder M. (1969) Histological studies on the testis of Tilaapia Leucosticte and other species of the genus Tilaapia (Pisces : Teleostel). Trans AmerMicrosc. Soc. 88,211-231.

3. Kadayani Y. M. (1994). Ecological , Biochemical and Histophysiologicalstudies of two species of fishes of Jodia Coast in Gulf of Kutchh. Ph.D. Thesis, Saurashtra University.



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4. Radadia B. B. (1994). Studies on two species of fishes of Jodia Coast of Gulf of Kutchh Ph.D. Thesis, Saurashtra University.

5. Sorensen, P.W., Pankhurst N.W. (1988). Histo logical changes in the Gonadskin intestine and Olfactory epithelium of artificiall – Matured male American eels , Anguilla rostrata(Lesueur). J. Fish Biol. 32 : 297 -

307.Prabhu 6. M. S. (1956). Maturation of intraovarian eggs and spawning periodicities in

some fishes. Indian J. Fish, 3 : 58-90.

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Article 10 : Mamta Kalia: A Strong Individualist Poetess of Modern India

MRS. REETU VASHISHTHM.A., M.Phil.

Teacher: D.A.V. Inter College,Muzaffarnagar

Author of five novels, seven short story collections, two one-act play collections, four novelettes in Hindi for children besides editing three anthologies Mamta Kalia has published just two volumes of poetry in English. Yet, she is recognized as an important member of the new generation poets whose works are distinguishable by the felicity, with which they have incorporated and adapted traditional forms of imaginative expression, to the exigencies of an inherited English language. But the present chapter bears focus on Mamta Kalia’s passion for individuality.

Mamta Kalia has her different style and views. However, she finds herself divided into two worlds of tradition and modernity, freedom and bondage, domesticity and professionalism, her creative graph has been wavering between flashes and crashes that is between periods of great inspirational vigor that can “erupt like a volcano” and of poetic lull in which “you lie low”. This vacillation between two extreme states only helps underscore the poet’s divided consciousness. Mamta Kalia, the modern poetess, has dared

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to speak out the minds and pronouncing the anxieties, agonies and angers in high, brazen tones about her in reference to Indian women.

The post-independence era in India has been a phase of intense introspection search for roots and identity. Women, mainly those who had the opportunity to get education and facilities, also started to tear off their veils and assert their identity. In the same order, Mamta Kalia has also attempted to prove herself. Such attempts make clear her passion for individuality. Obviously she has accepted a shocking treatment to the orthodoxy of tradition. However, it is the 21st century but the most of Indian women carry ancient and traditional mentality, the paper-presenter, one of them, also has such mentality and feelings, and was tremendously shocked after having a cursory glance on her poetic work “Tribute to Papa and Other Poems”. And that is her style to prove herself as a particulars individual. “There is no smoke without fire”, keeping this famous proverb in mind, one must know the causes which increased her passion for individuality.

Causes:

There are many causes that blew the air of passions for individuality in Mrs. Mamta Kalia. And for ease, the paper presenter puts them under some sub –headings:

i. Her early life:Mrs. Mamta Kalia was born in Mathura. After schooling in Delhi,

Nagpur, Bombay & Pune, she learned a master’s degree in English Literature from the university of Delhi 1963. In her conversation with de souza, Kalia



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informs us that her father was a teacher and a scholar of Hindi and English while her uncle, the late Bharat Bhushan Aggarwal, was a prominent poet of the progressive movement. The younger of two siblings, she was the plain Jane while her sister Pratibha was the talented good looker of the family. The poetess is curiously quiet about her mother who was been consigned to oblivion after finding brief mention in a poem ‘Brat’ as a progenitor who has nothing to be proud of :

“Except for the comfortThat I looked like papaAnd not like the neighbourWho shared out bathroom.”

Kalia’s father wanted her to be different and superb. He compelled her to read certain inevitable writers such as Bankim, Sharat, Tagore, Nehru, Gandhi and Bertrand Russel while her own interest was in reading Donne, Blake, Eliot, Frost, Auden and Dylan Thomas among other writers. Kalia’s father expected her what a father should expect. But Kalia did not like it and this patriarch hovers over the title poem of her first volume, “Tribute to papa” as a “gutless”, “model man”, “a sort of an ideal” who wanted to fulfill himself vicariously by dreaming the poetess’s dreams for her:

“You want me to be like you, Papa, Or like Rani Lakshmibai,You’re not sure what greatness is,But you want me to be great.”

-‘Tribute to Papa’



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This poem takes on the narrative form of a song of abuse, which opens with a direct address to the father, enumerates a series of patriarchal vices particularly those that affect her and through a categorical declaration of her independence. Her passion for individuality is quite possibly motivated by an awareness of the pain that is encountered in the process of snapping filial bonds and challenging social taboos.

Also, Mamta Kalia’s own near – conventional life – style supports this passion even though her poems may reflect a “rebellion against patriarchy”1 as William walsh suggests, that leaves little or no room for choice. Thus, her early life before marriage, and her parents particularly her father’s attitude fanned her passion for individuality.

ii.Later Life: After Marriage:

Mrs. Mamta Kalia is married to the noted Hindi writer RavinderKalia whom she met in 1965 at a seminar in Chandigarh. He was then an established writer, while she was still struggling and breaking up within to be heard. Her marriage is not happy one. That’s why she dares to question the chauvinistic attitude of her man. For instance, in her poem ‘I Must Write Nicely Now’, She voices her anger and anguish at the arrogant and self-centered out look of her husband :

“Rejection, Dejection, Erection,You can’t adjust with your own children.You feel the world is full whores



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Knocking hard at your bedroom doors.You sleep with a headacheAnd wake up with a backache.Except yourselfYou feel everything is fake.”

Anybody can take a view of Kalia’s personal agony by these lines. In this case, the most Indian women will be agreeing with the poetess that and they also suffer such critical situations in their day – today lives. They too want to prove themselves and show their identity but each of them is not Kalia enriched with the skill of writing. Therefore, it may be a great cause to increase her passion for individuality.

In ‘I Feel Like Crying All the Time’, she cries out against the tedium of everyday household chores, which are coerced over woman by all the family members, and she also pronounces her boredom that she experiences in her love – life:

“I feel like crying all the timeOr running on the roads with an unwashed faceI want to smash a glass early in the morningAnd wake up everybody with a start.I hate these people aroundRelated to me.”

Household responsibilities forced on her make her to revolt against them. Another poem ‘I am a Great Fool’ presents the poetess’s sense of ennui in her



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matrimonial relationship, where she finds marriage as hazardous to keep love alive. She cries in disillusionment:

“I am a great foolTo think that marriage is bliss,Was it last month or last year That we exchanged a kiss.”

Such cold relationship between husband-wife without mutual understanding and a heavy load of tasks cause a lot for her passions. In love and marital ties, Kaliafinds moving irony and paradox. Besides it, ego-clash makes difficult the moments what they (Kalia and her husband) need to share. She also mentions of quarrels in married life:

“Every time I open my mouth,You feel let down,And every time you discuss your pay scale,I try hard not to frown,If this goes on where will we end?Or have we ended before we have begun?”

-- ‘Dubious Lovers’

Kalia is not all happy with her marriage, and in a large family of the in-laws as she tells in her poem ‘After Eight Years Of Marriage’ when she visited her parents after eight years of marriage and they asked her whether she was happy or not, she found it as an absurd question, but like an accommodating Indian wife



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swallowed everything and smiled a smile of great content. However, her repressed mulls over it:

“Instead, I cried,And in between sobs, nodded yes.I wanted to tell them …. how I wept in bed all night onceAnd struggled hard from hurting myself.That it wasn’t easy to be happy in a family of twelve.”

Due to all these causes, the poetess has been unable to follow a full time writing career. Hence, she admits that she has snapped herself into two parts like a pod. One part was obeying and performing its responsibilities; the other raised its head well past midnight and scribbled away in diaries, on the back of envelops, on office file covers, she worries about an unfinished poem or story. This passionate concern for her poetic career is further compounded by her unease over the pain she might inflict in the pursuance of a full time artistic vocation, on her fastidious husband, her two non-studious sons, her friends and wizened old relatives.

Her poetry provides ample evidence of the effort that goes into striking a tenuous balance between relational expectations and responsibilities and individual proclivities. She admits herself that she likes to write at a time when her feelings are at her fingertips, but all her routine jobs take away the fire. Like most women writers before her then, Kalia too is trapped in the dichotomy between her real life – style, her vocation and her gender. Having to juggle



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several roles, she realizes that it is the creativity of the woman writer that is almost invariably relegated. Hence, her poetry shows a passion for individuality.

iii.Other Causes:

In other causes, the most demanding one is the oppression either by father, brother, husband son or by fate. In our society, a woman cannot live her own life on her conditions too. She is bound to many formalities and responsibilities. She is not free to do what she likes, to go where she wishes and to think her dreams. So many restrictions are forced on her. However, in many cases, these restrictions are for her safety because the society is corrupted with so many crimes. Yet, she has a right to flourish her inner urge. And when she is crushed down under the wheels of fate for her own sake; she cries out.Results:

“Mamta Kalia is no strident, feminist activist either. Yet her poetry shares a vital concern with the basic proposition of women’s demands for an equitable life”2. She has not only the passion for individuality but also supports the feminist agenda for liberation from patriarchal oppression, and other limitations.

The early life, later life: after marriage and other causes, which Kaliafaced, forced her to react in a different way. And the result comes forth in form of her liberal views, her frustration and anger and her boldness on whispering topics:i. Her Liberal Views: Mamta Kalia thematises her experiences of love,

marriage, family and society in a simple, direct and conversational style and



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with poignant irony. In case of her father’s idealistic attitude, she pours her liberal views in ‘Tribute to Papa’

“Who cares for you, papa?Who cares for your clean thoughts, clean words, clean teeth?……”

Of love Kalia has fairly liberal views but she finds it hard to defy the commandments or sentiments of her tradition bound father. As she states in the same poem at other place:

“Everything about you clashes with nearly everything about me.You suspect I am having a love – affair these days,But you’re too shy to have it confirmed.What if my tummy starts showing graduallyAnd I refuse to have it curetted?But I’ll be careful, Papa,Or I know you’ll at once think of suicide.”

‘Tribute to Papa’

This poem also exemplifies the danger of reading women’s poetry as a different, hermetically sealed, constituency. The father is an idealist an unsuccessful one, and the poetess exclaims “who wants to be an angel like you?/who wants it.” The father is castigated for materialistic failure, and his limited dreams do not allow him to become a respectable smuggler. The poem thus turns the progressive rebellion of this particular feminist on the head – hers is also the selfish reaction which quantifies success in material terms.



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Mamta Kalia is also very candid in her poetic expression. She shows a keen desire to jostle with the ground realities of life of human relationships. As she reveals in her poem ‘Compulsions’:

“I want to pay Sunday visitsTotally undressedI want to throw awayAll my cosmeticsI want to revealMy real age.”

Really these lines show Kalia’s liberal views. Generally, a woman tries to dress properly and hide her real age but the poetess has a great passion to prove her identity. Hence, she wishes to behave in a different way.

ii. Her Frustration: Her frustration takes place when she feels that her life has been a failure while she could do better to prove herself. In the poem ‘Sheer Good Luck’, she tells ironically and wittily how jaded and lacklustre her wedded life has turned out to be :

“So many thingsCould have happened to me….But nothing ever happened to meExcept two childrenAnd two miscarriages.”



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There are several other poems, which convey woman’s compromises and adjustments with her surroundings. Especially a working woman, who has also to perform her duties as a homemaker, finds it hard to cope with tedium of daily routine. She feels sandwiched between her place of work and household. On the one hand she has to bear the drudgery of her workplace, and on the other she has to manage sinkful of plates, unwashed brushes, hosting meals, unmade beds and the ilk at home. In the poem ‘How Like A Fool’, she tells about her frustration, exhaustion and humiliation in the office:

“Here like a fool I’ve been working all alongWhen work is work’s own defeat?My promotion waits on your naughty kneesReadiness is all I now need.”

The poem ‘Active Life’ brings forth the dreary routine of a female lecturer whose daily schedule includes ‘preparing for lecture’ and ‘jotting down dictionary meaning on Sundays, she engages herself watching movies or writing diary or reading some books borrowed from the library. And by the end of day, she becomes sapless and tries to sleep. The working woman finds no joy even in sex, as the poetess remarks in the poem ‘They Make Love’:

“They made loveAnd ate sandwichesAnd looked at each other’s face Two empty cans.”



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There is quite a lot of other poems like- ‘Love Made a Housewife Out Of’, ‘After Eight Years Of Marriage’, ‘No I’m No Pelican To My Sons’, ‘It was Faith’, ‘Anonyous’, ‘Sunday Song’, etcetera, which show Kalia’s disquietude over woman’s problems and predicaments in a male-dominated society. As, for instance, in the poem, ‘Matrimonial Bliss’ She depicts how a woman has to play role of subjugation – against her will and desire - only to please her man and that is the cause of her frustration :

“………………….I feel all disjointed inside.But the moment I hear your foot step;I put all of me togetherAnd give you my best smileThat’s eternally saying cheese”.

“Mamta Kalia’s descriptions bear the colour of realism and do speak of her felt experience. She finds poetry and apt medium to pronounce her grins and grudges”.3 Most of her poetry speaks of her ‘disjointed inside’, anger and dissatisfaction with life. Her aggression is mainly against the man made and man governed society wherein she fears of losing her individuality and identify. In her poem ‘Anonymous’, she voices her identify – crises thus:

“I no longer feel I’m Mamta Kalia,I’m KamalaOr Vimla,Or Kanta or Shanta.



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I cook, I wash,I bear, I rear,I nag, I wag,I sulk, I sag…..and feel happy.I am no longer Mamta Kalia…”

But this is not just Mamta Kalia speaking; this is the voice of an average Indian middle – class woman being empathized by the poetess.

iii. Her Boldness: Kalia’s passion for individuality results in her bold statements and feelings that take place in her poetry. She was also very frank and bold. However, the married life of Mamta Kalia has not been a happier one yet she misses her mate in her room on Sunday or on other free period. She wishes to pass her time with her husband whose long absence has made her Sundays vacant and unexciting and with whom she used to have a holiday schedule full of great activity :

“I wonder at the emptinessOf this Sunday and of all Sundays……. When you were here. We’d rise late,/sip each other’s tea,bathe together,/quarrel,/all in a few hours.We’d go places, visit friends, eat bhelpuri,We’d come back, made love again, call it a day.”



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The following lines from the same poem contain an emotive content. She becomes somewhat sentimental while sinking into her memories. There are moments in her aloneness when she becomes restless without her man. She writes nostalgically:

“………….. the road seems narrower without you,and the sea less dignified…..Now I am away from you,Missing my hand cuffs/feeling stupidOn this long unpromising Sunday”

‘Sunday Song’

She is bold not only in presenting her feelings for her companion but when the poetess makes bold declaration of independence saying in “Tribute to Papa”:

“I am seriously thinking of disowning you, papa you and your sacredness.”

Conclusion:Having done a casual – analysis of Mamta Kalia’s passion for

individuality, we arrive at the consequences that her poetry reflects a recognition and appreciation of the fact that individual sensibilities will inevitably be influenced in the expression of a renewed sense of identity and self value by literary, aesthetic and societal assumptions of their own culture. Hence the “relaxed attitude to poetry” that D’Souza appreciates and the scaled down persona that preserves so much of the impart, purpose and effect of her work. Her poems move neither “towards anarchy” nor “nihilism” as her friends and



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readers allege. They record no acrimonious and belabored debates on relational and personal conflicts but give a perfectly controlled account of their engagement with social concerns, in open-ended forms that encourage audience participation.

Mamta Kalia’s poetry in English is yet to receive the critical acclaim or attention that it deserves. This does no however a demand for a great consideration of and attention to the problems inherent in out day-to-day reality. Poetic strength comes from her ability to maintain fine tension between the private and the public. She comes across as a quiet confident woman with a sound head on her responsible shoulders and her feet planted firmly on the ground. In the midst of an unpromising present in which intrinsic worth falls prey to material considerations her sardonic wit and irony help restore equipoise. No fiery monster out to wreak vengeance her poetic persona is not the alienated and isolated self of western literature, but a level – headed woman in touch with her community. Without being openly defiant she can hold her own and is part of her society towards which she acknowledges a few explicit obligations and commitments. Mamta Kalia’s art is thus a symbiosis of the personal and the social.

This bilingual writer has evolved her own distinct style, which is to be appreciated as much for its wit as for its thematic complexities. We find a great passion for individuality in her poetry that must be appreciated for it is not easy task to sustain this passion.



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NOTES AND REFERENCES

1. William Walsh, Indian Literature In English (London and New York: Longman, 1990), p. 155.

2. Mina Surjit Singh, ‘Tradition and Skepticism: Mamta Kalia’ Six Women Poets: A Cross – Cultural Study (New Delhi: Prestige Books, 2003), p. 174.

3. Kanwar Dinesh Singh, Feminism and Postfeminism: The Context of Modern Indian Women Poets Writing In English (New Delhi: Sarup and Sons, 2004), p. 88.

4. Eunice de Souza, Talking Poem: Conversations With Poets (New Delhi: Oxford University Press, 1999), p. 18.

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Article 11 : Feminism in the Novels of Anita Desai & Shashi Despande

Dr. Shivali SinghLecturer , Professional Communication College of Engineering & Technology, Moradabad, Utter Pradesh Technical

University, Lucknow (U.P.)

Reema SrivastavaLecturer , Professional Communication College of Engineering & Technology, Moradabad, Utter Pradesh Technical

University, Lucknow (U.P.)

ABSTRACT

Feminism emerges as a concept that is based on a critical analysis of male privilege and woman’s subordination within any given society. It opposes woman’s subordination to men in the family and society. The concept of woman is of central importance in the formation of feminist theory. Themes explored in feminism and feminist theory include patriarchy, sexual objectification and oppression. The study of feminist theories begins with the eighteenth century and continues until the present times. The feminist apprehends certain features of social reality as intolerable as to be rejected if one is to transform the society for a better future. A feminist is one who is awakened and conscious about woman’s life and problems.

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In 1960s and 1970s feminism largely represented and was concerned with problems faced by Western middle class women while at the same time claiming to represent all women. Anita Desai and Shashi Despande are the two leading feminist writer. Anita Desai in her first novel ‘Cry the Peacock’ shows the women characters suffering from neurosis, guided by fear, guilt, jealousy aggression. Their psyche loses grip of their own central position. In ‘Clear Light of Day’, Desai's interest is again firmly focused on the difficulties facing a woman who attempts to assert her identity within the family framework. It is about the fragmentation of a family played out against the backdrop of a fracturing nation. Shashi Despande in her novel ‘Roots and Shadows’ gives expression to the woman’s plight in contemporary India struggling against the age old slavery, suffering and suppression. The purpose of this paper is to throw light on the feminism in the novels of Anita Desai & Shashi Despande.

Feminism is defined as cultural, economic and political movements that are focussed towards establishing legal protection and complete equality for the women. It does not particularly talk of equality and rights of a woman but it is more about compassion, respect and understanding from the male counterparts. The main cause for the dissatisfaction of the women in today`ssociety is the superior attitude of the men. Throughout, the women have suffered in silence and feminism talks exactly about that. Women have affirmed their fundamental rights and have realized where they exactly went wrong. In Indian writing feminism has been used as a modest attempt for evaluating the real social scenario as far as women are concerned which has been subtly handled in the massive work of English novels in India. The Indian English novelists use oriental approaches of feminism. Authors like Anita Desai, Shashi Deshpandeand Kamala Markandaya have actually used the various aspects of the male dominated society as their main theme. For feminist the text is just like a

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battleground where actual power relations between men and women are focussed. Women’s representation in literature was felt to be one of the most important forms of socialization. However, the concept of feminism is handled in restricted conditions by the authors. Today, Indian societies have broadly accepted feminism keeping aside the patriarchal predomination to an extent. Indian English novelists have frankly highlighted this concept.

Development of Feminism in India- In India, feminism is looked at as a practical effort. Right from the past, women have faced several problems and they have been exploited by the men and the society at large. They have been constantly struggling to find a meaningful and respectable position for themselves. The concept of feminist ideologies had precisely come from the West. Today`s women are educated and economically independent. They search for their own identity. All these changing images of Indian women are portrayed in the write-ups of the contemporary Indian novelists. Margaret Drabble, Doris Lessing, Iris Murdoch, Marilyn French and Margaret Atwood, contributed greatly in the feminist movement and acclaimed as feminist novelists, announced a rise of a new wave of feminism across the world. Their influence on India resulted in a new breed of Indian feminists.

Anita Desai, Shashi Deshpande, Namita Gokhale, Shobha De, R.P. Jhabwala, Kamala Markandaya and Arundhati Roy are the prominent feminist novelist who produced novels that revealed the truth of Indian societies and how women are being treated here. The struggle of an Indian woman for her



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true identity clearly emerges in the Indian English novels. Anita Desai`s `Cry, the Peacock`, `Where Shall We Go This Summer?` and `Voices in the City` and ShashiDashpande’s ‘Roots and Shadows’, ‘Dark Holds No Terror’ are some of the novels that uses theme of feminism and highlights the status of a woman in Indian societies.

This issue could be brought out and explored to the core only bywomen novelists rather than their male counterparts as they themselves had experienced and have the experience. Anita Desai, Shashi Deshpande and BharatiMukherjee are of that kind who achieved their ideal through writings. They bear a curious resemblance to one another in certain aspects. They depict their women characters in all their negative and positive traits. For these women novelists, character takes precedence over plot as they could easily depict the inner landscape of their women protagonists.

Among these novelists, Shashi Deshpande’s novels reveal her deep insight into the plight of Indian women, who are smothered and fettered in a male- dominated society. She highlights their inferior position and the subsequent degradation in the male-dominated society. She has made bold attempts at raising a voice to the disappointments and frustrations of women despite her vehement denial of being a feminist. Her novel ‘Roots and Shadows’ gives expression to the woman’s plight in contemporary India in the 70s and 80s in modern times the modern educated young woman struggles against the age old slavery, suffering and suppression who opposes certain long preserved notions and taboos about the woman and depicts the agony and suffocation experienced by the protagonist,

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Indu who is frustrated with her husband. In her quest of identity, she even develops an extramarital affair to finally realize that it is possible to exercise autonomy within the parameter of marriage.

‘The Dark Holds No Terror’ by Deshpande not only rejects the traditional concept that the sole purpose of a wife’s existence is to please her husband but also reveals a woman’s capacity to assert her rights and individuality and become fully aware of her potential a human being. In this novel Sarithaconfronts reality and realizes that the dark no longer holds any terrors to her and shares traumatic experience of the protagonist, Saru whose husband refuses to play a second-fiddle role. Throughout her life, she undergoes a great amount of humiliation. Neglected as a child by her mother, she pins hope on her lover cum wife. In the hands of her husband, her life is shattered like anything. After her marriage she gains a greater social status than her husband, Manohar. Her husband develops an inferiority complex and feels humiliated on seeing the reaction of society to Saru’s superior position. The novelist discusses gender discrimination shown by parents towards their daughters and their desire to have a male child.

‘That Long Silence’ talks about Jaya, who, despite having played the role of a wife and a mother to perfection, find herself lonely and estranged. Jayarealizes that she has been unjust to herself and her career as a writer, as she is afraid of inviting any displeasure from her husband. Her fear even discourages her from acknowledging her friendship with other men. The novelist clearly portrays the sexual sadism of a frustrated husband’s victimization of his wife and the gross gender discrimination and its fall-out in a male-dominated society.

In her novel ‘A Matter of Time’, Deshpande for the first time enters



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into the metaphysical world of philosophy. Basically, it is about three women from three generations from the same family. Sumi is deserted by her husband Gopal, and she faces her humiliation with great courage and stoicism. Her mother Kalyani was married to her maternal uncle Shripathi. When their four-year-old son gets lost at a railway station, Shripathi sends her back to her parent’s house. When she returns he maintains a stony silence for the rest of his life. Manorama, Kalyani’s mother, fails to beget a male heir to her husband, and fears he should take another wife for the same purpose. Manorama, to avoid the property getting passed on to another family, gets Kalyani married to her brother Shripathi.

The novel ‘Small Remedies’ is about Savitribai Indorekar who avoids marriage to pursue her genius. She has led the most unconventional of lives, and undergoes a great mental trauma due to the opposition by a society that practises a double standard. Even as a child, she was a victim of gross gender discrimination.

‘The Binding Vine’ deals with the personal tragedy of the protagonist, Urmi. Through Urmi, Deshpande narrates the pathetic lives of other victims, Kalpana and Mira. Mira is Urmi’s mother-in-law, a victim of marital rape. Mira lives in the solitude of her unhappy marriage. She also narrates the tale of her acquaintance Shakutai, who had been deserted by her husband for another woman. The worst part of her tale is that her elder daughter Kalpana is brutally raped by her sister Sulu’s husband, Prabhakar. Urmi takes up cudgels



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on Kalpana’s behalf and brings the culprit to book. Thus, the novelist has revealed the fear, frustration and compulsions of the three women from three generation and the invariable social condition of the Indian women for generation. Anita Desai`s Cry, the peacock is a story of a female whose own world collides with her husband`s practical world thus making her feel dejected, lonely and demoralized. The story ideally deals with the psychological consciousness of the female protagonist and is aptly illustrated amidst detail images, monologues and flashback. The violent desire of killing her husband awakening from her own frustration as revenge against his icy cold impassiveness and indifferences weaves the story of Cry, The Peacock. The story depicts the oppression and depression, the anxiety and fear, the frustration and foiling of the female protagonist against a typical Indian scenario.

Her ‘Where Shall We Go This Summer?’ is a story of an oppressed mind which illustrates the tensenesses between family members and the loneliness, isolation and alienation of the middle-class women, Sita, the female protagonist of the story. The central character Sita in the novel, feeling the frustration of the suffocative four walls, is seen taking refuge from her marriage at the utopian land of a magic island. It is when Sita feels that she is again pregnant for the fifth time then the irritations and grittiness of life becomes somewhat heavy to bear for her. She makes an attempt to shut down emotionally and isolate herself from the daily chores. It is then she feels the dire need to fade far away and dissolve to the utopian land, which is illustrated here as the island and the dwelling place of her dead father. The catastrophe of the story lies where Sita is seen perturbed with the very idea of bringing another child, as it is indeed




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something more than what she can handle, is a heart-rending story of a dejected female.

`Voices in the City` is a great creation by Anita Desai. The story is based on the life of the middle class intellectuals of Calcutta. This is an unforgettable story of a Bohemian brother and his two sisters caught in the counter currents of changing social values. In many ways the story reflects a vivid picture of India`s social transition.

CONCLUSION

The Indian English novels based on feminism and its different aspects depict the position of a woman in general. She has been portrayed as the key figure of Indian families and at the same time projected as the subject of suffering, domestic slavery and suppression. The hidden thoughts, feelings and the realization of a woman are found in the feministic oriented English novels of India. Indian women novelists have given a new dimension to the Indian literature and only they are capable of conveying the messages of feminism in an Indian way. Through their novels they spread the message of what actually feminism is, which actually is very broad. These women writers say that feminism means putting an end to all the sufferings of a woman in silence.

Authors like Shashi Deshpande and Anita Desai have chosen the problems and issues faced by the women in today`s male dominated world as the main theme of their books. For instance, some of the novels of Anita Desai like `



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Voices in the City` and `Where Shall We Go This Summer? ` She has portrayed the complexities between a man and woman relationship and tried to explore the psychological aspects of the lead protagonists.

Shashi Deshpande in ‘Roots and Shadows’, ‘The Dark Holds No Terror’, and ‘A Matter of Time’ exposes the gross gender discrimination and its fall-out in a male-dominated society and clearly portrays the sexual sadism of a frustrated husband’s victimization of his wife. Anita Desai in her novels depicts the oppression and depression, the anxiety and fear, the frustration and foiling of the female protagonist against a typical Indian scenario and reflects a vivid picture of India`s social transition. Thus, the women novelists try to create awareness that this is the time to proclaim with definite precision. In India, the women writers are doing very well and their contribution is immense.

BIBLIOGRAPHY

PRIMARY SOURCES

1. Desai, Anita: Cry the Peacock: Architectural Book Publishing Company, New York: 2009.

2. Desai, Anita: Voices in The City: Architectural Book Publishing Company, New York: 1965.

3. Desai, Anita: Where Shall We Go This Summer: Vision Books Pvt. Ltd, New Delhi: 2009.

4. Deshpande, Shashi: A Matter of Time: Feminist Press, New York: 1999.5. Deshpande, Shashi: The Darks Hold No Terror: Vikas Books, Ghaziabad: 1980.



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6. Deshpande, Shashi: The Long Silence: Penguin Books, New York: 1999.7. Deshpande, Shashi: The Binding Vine: Feminist Press, New York: 2002.8. Deshpande, Shashi: Roots and Shadows: Sangam Books, Bombay: 1983.9. Deshpande, Shashi: Small Remedies: Penguin Books, New York: 2001.

SECONDARY SOURCES

1. Tharu, Susie and Lalita, K. (Eds): Women Writing in India Volume 1, 600 BC to the Early Twentieth Century: Oxford University Press, New Delhi: 1991. [Hereafter referred to as Tharu and Lalita]

2. Eagleton, Mary, ed.: Feminist Literary Theory: A Reader: Oxford: Basil Blackwell: 1986.

3. Fetterley, Judith: The Resisting Reader: A Feminist Approach to American Fiction:Indiana University Press: 1978.

4. Ferguson, Mary Anne, [compiler]: Images of Women in Literature: 3rd Edition: Houghton-Mifflin Co.: 1981.

5. Gilbert, Sandra M., and Susan Gubar, eds.: The New Feminist Criticism: Essays on Women, Literature and Theory: London: Virago Press: 1989.

6. Gilbert, Sandra M., and Susan Gubar: No Man's Land: The Place of the Woman Writer in the Twentieth Century: 2 Vols: New Haven, Yale UP: 1989.

7. Moi, Toril: Sexual/ Textual Politics: Feminist Literary Theory: London: Methuen, 1987. (second edition).

8. Spencer, Jane: The Rise of the Woman Novelist: Oxford: Basil Blackwell: 1986. 9. Todd, Janet: Feminist Literary History: A Defence: Cambridge: Polity Press /

Basil Blackwell: 1988.



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JOURNALS

1. Differences: a journal of feminist cultural studies Duke UP. ISSN: 1040-73912. Feminist Studies3. Frontiers: a journal of women studies U of Nebraska P. ISSN: 0160-90094. Genders5. Hecate: A Women's Interdisciplinary Journal (Australian)6. International Journal of Women's Studies (1978-1985)7. Women Writers ISSN: 1535-8402535-84028. Women's Writing ISSN: 0969-9082 / ISSN: 1747-58489. Women's Review of Books (1983-)

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Article 12 : Learning the English Language – The Digital Way

Dr. Seema.R.Gida

Dr. Seema.R.GidaLecturer & Head, English Dept.

M.J.Kundalia Arts, Com & Comp. science Mahila College, Rajkot (Guj.)

English - A Window to the World. English has acquired a prime place in our society and has been put on a pedestal. In this electronic age English has gained importance and it has become the language of the common man. Throughout the cross-section of the society it can be observed that each and everybody wants to be presentable, fashionable, and speak in English. The modern society is an open society, as it is an age of awareness, information, technology, and communication. This technological advancement has brought multiple changes in the society. The world has become a global village. All these things give impetus to the English language, craze for English is insurmountable. Utility of English has increased manifold in different avenues. Thus scope of English has become far and wide, and the impact powerful.

In this tech-savvy world, computer infested world, where technology has traveled from the conference room to the drawing room; then how can the classroom be devoid of it? We have been talking since long regarding different

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methods and approaches, and the much talked about – the learner oriented approach, but now it is high time we divert our attention to the tech- tools in teaching-learning. When the world is fast moving; we are on an edge, a juncture of transformation and the society is moving in a fast lane. Technology assisted teaching-learning of the language can promote the concept of multiple intelligences. Moreover learning the language in a digital environment it will be more enjoyable, interesting and meaningful.

The post 80`s has totally changed the societal norms and technology has brought a sea change in our lives. A few technological creations have brought a change and especially affected the language- the English language.

• Mobile messaging• E-mail- created a new language, a new etiquette.• Blogs

These things have brought home the English language, given a newtwist. Computer assisted learning (CALL) enables English language

Learners (ELL) to construct a meaning in a digital environment. Few methods promoting technology oriented learning of English can be:

1. Use of World Wide Web (www)2. Image galleries3. Multi lingual books4. Multimedia projects5. Audio- visual aids6. Language lab7. Movies



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These are few of the technological tools in practice, to promotelanguage and literature learning more utility oriented and interesting. There are many methods in vogue and are coming up but in this paper we will limit to the discussion of the above mentioned methods incorporated for the teaching-learning.

1. Use of World Wide Web – the use of a search engine like Google, or yahoo for any search is not alien to anyone of us. The use of internet has become a part and parcel of our world. The search engines can search anything from a simple recipe to a high tangled item. All this surfing can be done at one’s convenience and in a cozy environment of one’s home or working place with the internet; the world has really become a global village. But internet surfing also has its limitations and plagiarism should be avoided. Even groups can be formed and details passed on.

2. Image galleries – to assist students who are learning English, preview each of their lessons and support the text you are reading with suitable images from the internet. Images will provide contextual clues and help ELL students determine meaning. Google’s image searches for example, allow you to search via key words for photographs and illustrations, which can be easily downloaded and printed. For students needing additional vocabulary support, picture dictionaries are available. Sociological context as well as ecological context in which language is embedded can be magnified. This is somewhat, again based on internet and may be useful for beginners.

3. Multilingual books – research shows that if students have literacy in their primary language, they are able to transfer those skills to reading in English.



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Another option for building fluency; one of the many integrated audio and software programs available, such as wiggle works. Students can make multilingual books by themselves. This again is more relevant for beginners, and of course in vernacular medium of instruction often judicious use of English is done in an English classroom.

4. Multi media projects – in the upper- elementary and middle- school grades, students study content areas in greater depth and are exposed to more complex vocabulary and complicated concepts. With just a text-book, ELL students may experience enormous difficulty. Multimedia projects offer students hands- on, engaging ways to explore the scientific content and concepts presented. It guides students through an experience based science curriculum with video, live satellite broadcasts, and a variety of online activities, including digital labs and electronic journals. Even presentations can be made through multi media.

5. Audio visual aids – this is a common feature in practice in a classroom, here certain T.V. programmes (serials) and C.D.s prepared for a particular topic of the syllabus can be also viewed, which can bring home a point lucidly for the learner in a familiar manner and situation. Now a days simple colored T.V. has almost become obsolete and it is being replaced by plasma & LCD TV’s or further more we have HD T.V. of course with satellite broadcasting there was a lot of clarity but with high definition, it is almost a living picture. Here OHP can be of use if transparencies are made beforehand; even certain pictures can be photocopied on transparencies. When technology is so fast, let us utilize it to the fullest.



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6. Language lab – to promote the English language and especially for second language learners and those wishing to learn phonetics it is a real boon. The government is also encouraging this concept .Appropriate software is required to implement this concept in practice. As per the requirement monitors are installed in a sound proof class – one teacher console is there and other student consoles are for the learners to work on, plus for phonetics - learners can use ear phones as and when required. They can raise their doubts there itself and the teacher can rectify. Certain soft wares enable evaluation of objective type of questions.

7. Movies (text based) – here a special reference to movies available in the market pertaining to the text is considered. With the help of such movies the teacher can deal with the cultural, grammar and story element. I would like to mention the text prescribed by Saurashtra Uni T.Y.Bcom students – Pride and Prejudiceby Jane Austin, which has been recorded in a movie form by BBC productions. This was shown to the students – they could easily understand the story part, plus the introductory music and the ways of the characters could make them familiar with the culture of that era, their way of dressing, eating, social interactions, parties and balls, manners and thinking. Moreover the movie being lengthy; from a few selected portions a particular grammar aspect can be highlighted and later on taken up in a class. The characters of Ms.Elizabeth and Mr. Darcy are portrayed in a manner which appeals to the viewer and can be easily understood. Seeing the movie even a reference can be made with the present situation. The text and the movie almost moved parallel, cross cultural and inter cultural issues can be brought home easily. This way it is an excellent



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way of teaching-learning. It acts as a hole to enter the text. It can create learner-friendly and technology friendly environment.

These are a few basic technological tools promoting language andeven literature. But even to make use of these basic tools there are several impediments.

1. lack of infrastructure2. Power hampering3. Lack of Training

Many colleges do not have proper infrastructure, they don’t have enough space, or it is being used in shifts, even the things are not in proper shape or working condition and now with self finance unit, things are more worrying. Power hampering is another cause of worry – with global warming and urbanization has almost exhausted power so without prior intimidation there is power cut for the whole day – all working hours of the college. So it is vital some refined and sophisticated gadget should be implemented as a power back up. The third aspect is of tantamount importance as no training is provided to the faculty. If the basic training be provided at intervals, it will really promote computer assisted learning. If the people at the higher rung wake up and give impetus, encouragement to teachers and make technology friendly environment it will work wonders. It is time to move in the fast lane, to cope up with technological advances.

Hurdles and obstacles are a part of life – we are accustomed to walk on crests and troughs, so let us unitedly solve them for the betterment of the



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English language. With training and in-house support that is proper permutation and combination leading to a proper matrix; let us march towards perfection. In a world torn apart with violence, casteism, regionalism English binds humanity just like a thread which binds different beads together leading to human bonding which is the essence of all the teachings and the prime need of the contemporary age.

References:

1. www. enchantedlearning.com2. www. Scholastic. Com3. www. Wiggleworks.com4. www.jasonproject.org

Note on the Author:

Dr. Seema. R. Gida is a lecturer & head of the dept of English at M.J.Kundalia Arts, Com & Comp. science Mahila College, Rajkot from 1990.she has had all her education from missionary schools & colleges. She has co-authored a book on Saurashtrian Folktales, published by Creative Books New Delhi. Sporadic articles on different topics in journals of repute, magazines & newspapers have been published. Have attended and also presented papers in various national & international seminars/ workshop & conferences. M.phil research scholars have worked under her guidance.

Areas of interest: ELT, Indian literature, technology oriented teaching-learning, postcolonial studies, eco criticism, women studies.

She has held various posts; was SUETA (saurashtra uni English teachers’association) secretary, SAMVAD (educational trust) secretary, NSS co-coordinator, at present IQAC co-coordinator. ToC



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tIFZ[ XaNM JF:TlJSTF ;FY[ HM0FTF H GCLP,[BGGL lGQO/TFV[ V[G[ 7FT SZFjI]\ K[ S[ ;\S[TS VG[ ;F\S[lTT JrR[ p\0L

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Bi-annual


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ZLT[ 8SZFI K[P VF ALHL JFZTFG[ V\T[ ;ñNI EFJSG[ 5]Go 5|`G YFI K[ S[ ,[BS H[ 38GF ,BJF DF\UTM CTM VG[ EFQFF

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Bi-annual


VF SFR V[S9F SZJFGL S[ T,JFZYL ULWMGL CtIFGL S[ EFQFF £FZF V[ 38GF ,BJFGL AWLH lS|IFVM

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page 181



Bi-annual


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page 182



Bi-annual


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Bi-annual


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