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Coronal And Apical Leakage Among Five Endodontic Sealers
Get PDFPurpose: The aim of this study was to use dye penetration to measure apical and coronal leakage simultaneously in single-canal teeth that had been treated endodontically using a single-cone obturation technique.
Methods: One hundred single-canal, extracted human teeth were cleaned and shaped with ProTaper NEXT rotary files to size-X5 (50/.06), then randomly assigned to five sealer groups for single-cone gutta-percha obturation. The teeth were soaked in 0.6% rhodamine B at 37°C for seven days, then the roots were ground mesiodistally and the maximum apical and coronal dye penetration was measured. Differences in leakage among the sealer groups were examined using the Kruskal-Wallis test. Pairwise comparisons were made using the Mann-Whitney test with Bonferroni correction.
Results: The mean values (mm) of dye penetration for AH Plus, Pulp Canal Sealer, NeoSEALER Flo, EndoSequence BC, and Super-Bond RC Sealer were 0.200, 0.300, 0.675, 0.850, and 0.900 apically, whereas 1.675, 2.075, 4.800, 6.500, and 4.125 coronally. Pairwise comparisons showed significant apical differences between AH Plus/Super-Bond RC Sealer (P = 0.047) and significant coronal differences between AH Plus/NeoSEALER Flo (P = 0.001), AH Plus/EndoSequence BC (P \u3c 0.01), AH Plus/Super-Bond RC Sealer (P \u3c 0.01), Pulp Canal Sealer/NeoSEALER Flo (P = 0.010), Pulp Canal Sealer/EndoSequence BC (P \u3c 0.01), and Pulp Canal Sealer/Super-Bond RC Sealer (P \u3c 0.01).
Conclusion: Coronal leakage was worse than apical leakage for all sealers. AH Plus exhibited the least leakage apically and coronally; Super-Bond RC Sealer showed the most leakage apically, and EndoSequence BC showed the most leakage coronally
The Lack Of Representation In Leadership At Predominantly White Institutions In The United States: A Qualitative Analysis On The Executive Leadership Pathway For African American Males
Get PDFThis qualitative phenomenological study examined the lived experiences of Black men in the United States who have overcome barriers to advance to leadership positions at predominantly White institutions (PWI). The qualitative phenomenological approach was used to examine three research questions that addressed the factors that encouraged Black men on their paths to pursue executive leadership positions, the obstacles they encountered, and how identifying as a Black male at a PWI affected their career pursuits. Social support theory (SST) guided the theorical framework and critical race theory (CRT) guided the conceptional framework. Interviews from six participants were used. During the interviews, five major themes emerged: intersectionality, financial distress, career advancement, mentorship, and representation. This study found that Black men working at PWIs have been impacted by the history of race in the United States, inequities within the systems and laws created by the White majority, and the lack of mentorship opportunities for Black men. These factors have created the disparity within leadership advancement for Black men and women in higher education compared to their White counterparts
The Perceptions Of Instructional Coaches Regarding Relational Trust With Teachers: A Qualitative Phenomenological Study
Get PDFInstructional coaching continues to be a professional development model that many districts utilize to foster professional growth among their teaching staff. Although instructional coaches are usually content area and pedagogical specialists hired as experts, there is a high level of teacher resistance to instructional coaching due to lack of trust reported between coaches and teachers in the kindergarten through 12th grade setting. Although previous research has signified the need for instructional coaches to build trust with their teaching colleagues, few studies captured the lived experiences of instructional coaches in how they build relational trust. The purpose of this qualitative phenomenological study was to explore the perceptions of instructional coaches as they describe key conditions that need to be in place to build relational trust and diminish resistance to coaching, and to explore the structure of their trust building experiences with their teaching colleagues. Two research questions guided this study: (1) What human or environmental conditions do instructional coaches identify as key to establishing and building relational trust with the teachers they serve? (2) What are the perceptions of instructional coaches about how these key conditions mediate relational trust in the coaching context? Semi structured interviews were conducted with seven instructional coaches with six or more years of coaching experience. Data analysis followed Moustakas’s (1994) Interpretive Phenomenological Analysis (IPA) protocol to identify themes, patterns, and trends using a structured method developed by Moustakas (1994) for IPA qualitative data analysis. Six themes emerged: (1) Many Hats, (2) Coaching Needs, (3) Resistance to Coaching, (4) Care Ethics, (5) Active Listening, and (6) Adult Learners. Results revealed that these expert coaches viewed their experiences building relational trust as mostly positive, with a minimal amount of resistance to instructional coaching. Each participant discussed ways in which they created space for their teaching colleagues to be vulnerable and take more risks as adult learners by building trust through caring relationships. Findings also showed that the advantages of instructional coaching as an in-house professional development model are abundant if established with care and critical understanding of the needs of adult learners. Educational organizations and administrators can increase the effectiveness of in-house instructional coaching models by implementing policies and procedures that minimize resistance and promote relational trust
Fresh Fruit and Veggies for Correctional Facilities
Get PDFThis handout depicts the benefits of fresh fruit and vegetables for incarcerated people and their communities, with proposed solutions for increasing fresh produce in correctional facilities. The content of this handout is based primarily on information Eating Behind Bars: Ending the Hidden Punishment of Food in Prison Report by Impact Justice.https://dune.une.edu/an_studedres/1188/thumbnail.jp
Perceptions Of Induction: A Phenomenological Case Study
Get PDFThe first months of teaching can significantly diminish a probationary teacher’s perception of their ability when the nuances of the job and students become overwhelming. On average, a school will lose three out of every 20 teachers annually. The problem this study researches is how faculty and staff provide support for probationary teachers. Too often, induction models remain underdeveloped, understudied, and rarely are formative assessments associated with faculty interactions. In this study, the dynamic interplay between the individual, the environment, and behavior establish a deeper understanding of the teacher network as a social system with expected returns. The tenets of Lin’s social capital theory (2001) and Bandura’s theory of self-efficacy (1997) reveal more about the network and embedded resources.
Using a case study design, I conducted interviews with new teachers, continuing teachers, and mentors. Findings from interviews supported a gap in the literature pertaining to the intention design of an induction program specific to social learning opportunities to gain capital among the faculty network, thus increasing the new teacher’s autonomy to problem-solve and operate independently. The results from this study may influence other schools to integrate similar induction programs designed to permit new members opportunities to exchange knowledge with returning members to build social capital before they must find resources independently
Working Paper for Proposed New England College of Osteopathic Medicine
Get PDFThe Working Paper for Proposed New England College of Osteopathic Medicine describes plans for the creation and structure of a new college of Osteopathic Medicine created by the New England Foundation for Osteopathic Medicine.https://dune.une.edu/kimballcollection/1011/thumbnail.jp
Identifying Complex Adaptive Systems Using Quantitative Approaches At A Midsized Biotechnology Firm
Get PDFRapid technological progress is becoming more challenging for organizations to implement and manage. The traditional, hierarchical leadership models are often inadequate to cope with continuous change, and the inability to keep up with the latest advances can quickly imperil a company. In particular, the field of biotechnology is currently experiencing revolutionary advances. Where hierarchical leadership models lapse, complexity theory and complexity leadership theory may provide an alternative leadership model for successful organizational adaptation. However, much of the research surrounding complexity theory remains academic. Historical data from a biotechnology company was analyzed during a computer hardware and software upgrade to detect the presence of a complex adaptive system, the fundamental component of complexity. Results showed that after the upgrade, animal care technicians did not significantly increase their collective efficiency; instead, they appeared to significantly increase their collective accuracy. This might indicate that the animal care technicians acted as a complex adaptive system in response to an environmental change. Insights into aggregate employee behavior through the lens of complexity theory might be useful to leadership seeking to successfully implement organizational change. Additionally, the adoption of complexity leadership doctrines by management might help create enhanced conditions to cultivate increased innovation and growth
Understanding The Technology Support Needs Of High School Teachers Implementing A Learning Management System
Get PDFIn this study, the researcher explored high school teachers’ perceptions of various types of professional development, training, and support provided to and received by them during the implementation of a learning management system. Additionally, the researcher sought to explore the impact support may have on teachers’ beliefs about technology and its role/impact on their instructional practice. Data were collected on teachers’ perceptions of technology, as well as the most effective types of support (and frequency) they recalled were most useful for their respective skill level with technology. To identify participants’ skill level with technology, the Survey of Preservice Teachers\u27 Knowledge of Teaching and Technology (TPACK survey) developed by Schmidt et al. (2009) was used. The survey was based on the technological pedagogical and content knowledge (TPACK) framework. This study also utilized the models of continuing professional development (CPD), defined by Kennedy (2005) as a framework to help classify and organize the numerous and varied types of technology professional development (PD), training, and support received during the implementation of the learning management system (LMS). Findings from this study highlighted the varying support needs of teachers based on technology skill and draw a connection between teacher technology skill level and teacher beliefs about technology’s role in instructional practice and student learning
Utilizing a Health Care Team to Foster Trust Through Telehealth Visits
Get PDFResearch presentation discusses care coordination for a patient with long COVID. The team utilized open-ended questioning to understand the patient experience in order to establish patient-directed care goals in collaboration with the health care team to foster trust, establish a cohesive care plan, and effectively address social determinants of health.https://dune.une.edu/cecespring2022/1006/thumbnail.jp
How Word Choice Affects the Relationship Building Process with Patient/Clients
Get PDFAn inter-professional discussion on the affects of word choice on the relationship building process with patient/clients.https://dune.une.edu/cecespring2022/1009/thumbnail.jp