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Aims: To calculate the relative distance between the incisive canal and maxillary central incisors using cone beam computed tomography (CBCT) and utilize the results in treatment planning in a clinical setting. Methods and Materials: A retrospective study was conducted on CBCT taken for other purposes in the Oral and Maxillofacial Radiology Department. All the quantitative measurements were performed between the incisive canal and both maxillary central incisors using CBCT on 61 subjects. The anterior-posterior measurements were taken on both sides and the average of both values was considered for the statistical analysis. All the linear measurements were performed on the axial plane at three different vertical reference points located on the sagittal plane. Statistical Analysis: The interexaminer reliability was tested by interclass correlation coefficient using two-way mixed and absolute agreement model. The comparison of linear measurement among each level was done by “Repeated measure ANOVA” and contrast method was used for pair-wise comparison when repeated measure analysis of variance (ANOVA) was significant. Results: The average anterior-posterior distance between the maxillary central incisor roots and the incisive canal measured was approximately 5–6 mm. The incisive canal width increases from the root apex level of maxillary central incisors (P3) to the oral opening level of the incisive canal (P1). Conclusions: The results of our study could be helpful in a clinical setting requires significant retraction of maxillary incisors or implant placement in maxillary anterior region.

Child soldiers have received increasing attention over the last 20 years. The phenomenon does not occur as isolated aberrations but is interwoven in complex economic, political, religious and ideol...

Melanie Walker and Elaine Unterhalter’s edited collection provides essential reading for those who wish to understand the progress and journey of the field of education in relation to the capabilit...

Many of us who conduct research on and teach education in institutes of higher education have been socialised to think of education as a discipline. Yet not only do we find this status disputed, but we also frequently encounter challenges to our claims as experts and to the form and structure of our discourse, both by members of the public and, more disconcertingly, by fellow academics from other disciplines. Some of these experiences can be explained through the idea of ‘soft discipline’. More recent work on the characteristics of, and interactions between, disciplines, drawing on their epistemological, sociological and economic dimensions, further helps to put these encounters in perspective. I will present and discuss this issue here. I will then examine the experience of education and identify new dimensions of interactions between disciplines in the context of funding and interactions in the public sphere. I will end with reflections on the debate on according a disciplinary status to education and the nature of education, knowledge and action.

Tooley, Dixon and Gomathi maintain that private unrecognised unaided schools in Hyderabad, India, catering for children of the poor, provide a better level of education than do their government counterparts. We examine this contention and argue first that Tooley et al.’s conceptualisation of education and its benefits is flawed and second that the evidence selected and provided to prove the empirical side of the case is one‐sided and unrepresentative. We conclude that their case remains unproven and that flaws in the argument and its evidence provide no substantial case for their contention.

The paper analyses the varying meanings of quality in policy discourse since the term’s appearance as an operational element in planning programmes for educational reform, in the Indian context. It argues that the narrowness of meaning now associated with the term has its origins in the management–accountability approach of western donor agencies to third world education, especially as State provided education is increasingly seen as limited to the poor. Such a minimalist conception leads to limiting the possibility of fundamental reform in education.

The term ‘quality’ as used in recent education discourse has its origins in the factory floor and production, as a measure of control of the features of merchandise produced. In the form of measureable specifications, it is used by national bureaucracies and international aid and lending agencies as lending itself to scientific management of and monitoring investments in education. Going back to the concept of ‘quality’ as the essential character of a thing, the paper argues that quality has always been integral to the concept of education, deriving from what is considered worthwhile as an aim or experience in education. The paper traces the history of the term beginning with important changes in the concept of education influenced by education thinkers and moving to the role of the concept in the context of universalisation of education, the growing importance of democracy as a political choice, and economic globalisation. The final section of the paper draws out implications for teacher professionalism, influences onpolicy, the idea of accountability and the place of philosophical perspective and cultural sensitivity in education.

The Baiga are a small tribe inhabiting the forested regions of Central India. They are known for their extensive knowledge of forests and healing. A local pedagogic tradition supports the transmission of this knowledge from expert practitioner-gurus to their chelas or novices. The knowledge system is local and oral. The pedagogic tradition and socialisation which supports its transmission is marked by these qualities as also the subsistence level of production and the lack of centralised authority in the organisation of the tribe, and in children's lives. This paper explores the disjunction between this and formal schooling whose pedagogic practices and curriculum presume a literate tradition: where knowledge is decontextually presented in texts and children are already socialised to accept pedagogic/adult authority. In the present Indian context where there is a growing emphasis on incorporating indigenous knowledges into the school curriculum, the paper raises questions on the epistemological feasibilit...