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The invitation-only forum was convened by the Dental Assisting National Board and the DALE Foundation to bring together leaders from dentistry, oral health, and healthcare to share perspectives and ideas. Along with ADAA, more than 20 organizations were represented at the forum, including the American Dental Association (ADA); the American Association of Dental Boards; the American Association of Oral and Maxillofacial Surgeons; the American Association of Public Health Dentistry; the Organization for Safety, Asepsis and Prevention; the ADA Council on Dental Education and Licensure; the American Dental Educators Association; the American Dental Hygiene Association, Aspen Dental Management, Delta Dental of Illinois;, Dentsply Sirona; and Kids Dental Brands.. Within our professional organizations, and among allied professional organizations? I have been in dentistry for decades, and the best jobs I've ever had were those where people all got along and worked together-in other words, where there was true collaboration.

[...]to the best of my knowledge, no state requires an entry-level dental assistant to be licensed. Do they include health insurance, dental plans, sick days, vacation time, a retirement plan, and professional membership reimbursement? According to Investopedia, it can take up to six months or more for a company to break even on the investment they make on a new hire, regardless of their education.

Dr. Breen served as a site visitor for the American Dental Association Commission on Dental Accreditation (ADA-CODA), served on the CODA Dental Assisting and Dental Hygiene Review Committees, and worked with the Dental Assisting National Board (DANB) on various initiatives. Because when you're teaching, you're teaching people about working in a dental office. [...]this month, I'm celebrating all of us dental assistants-chairside assistants, front office staff, back office staff, educators, and those who have moved on to new paths. Because what we have in common is much greater than our differences.

In 1982 I returned to the University of Buffalo to begin a teaching career in the dental assisting program, where I remained until 2020, earning my master's degree in education along the way. When I retired from teaching, I moved over to the School of Dental Medicine, where I still serve as Infection Control Monitor. [...]the way we practiced two years ago is not the way we practice today.

The role of folate in pregnancy is well established, with most prenatal vitamins (PNVs) on the market containing at least 800 μg of folic acid. Folic acid must be converted in the body to L-methylfolate, the natural and biologically active form of folate. The role of vitamin B 12 in pregnancy is less characterized, and most PNV formulations contain only 0 to 12 μg. The present study was undertaken to evaluate whether taking a prenatal medical food containing L-methylfolate and much higher doses of vitamin B 12 results in higher hemoglobin levels and thus, a lower incidence of anemia during pregnancy. The objective of this exploratory study was to evaluate the effects of the prenatal medical food versus standard PNVs on hemoglobin levels and adverse outcomes throughout pregnancy. For this retrospective analysis, we reviewed the charts of female patients taking either a prenatal medical food or standard PNV during pregnancy. Hemoglobin levels measured at initiation of prenatal care, end of second trimester, and delivery were recorded. Patients who had received additional iron supplementation, beyond that contained in the prenatal medical food or PNV they were taking and before anemia screening at the end of the second trimester, were excluded from the study. Fisher exact test, χ 2 test, student t test, and ANOVA were used to evaluate differences between the treatment groups. Data were analyzed from 112 charts: 58 patients (51.8%) were taking the prenatal medical food; 54 patients (48.2%) were taking standard PNVs. Mean (SD) age at first prenatal visit was 27 (4.6) years in the medical food group and 28.8 (3.5) years in the PNV group ( P = 0.024). Mean (SD) body mass indices were 29.1 (6.5) and 31.7 (8.9) in the medical food and PNV groups, respectively ( P = NS). In the medical food group, 35 women (60.3%) were white/Caucasian, 17 (29.3%) were African American, and 6 (10.4%) were of other races. In the PNV group, 24 women (44.4%) were white/Caucasian, 25 (46.3%) were African American, and 5 (9.3%) were of other races. However, race was not significantly different between the two groups. At end of second trimester and at delivery, mean (SD) hemoglobin levels were higher in the prenatal medical food group (11.8 [1.1] g/dL and 11.8 [1.3] g/dL, respectively) than in the PNV group (11.3 [1.2] g/dL and 10.7 [1.2] g/dL, respectively) ( P = 0.011 and P = 0.001, respectively). Significantly fewer cases of anemia were reported at end of second trimester in the prenatal medical food group than in the PNV group (39.7% vs 74.1%; P = 0.001). In the present study, supplementation with a prenatal medical food containing L-methylfolate and high-dose vitamin B 12 may maintain hemoglobin levels and decrease rates of anemia in pregnancy more effectively than standard prenatal vitamins; however, prospective, controlled studies are warranted. ClinicalTrials.gov identifier: NCT01193192.

This project investigates the frame as a recurring motif in works of German poetic realism. Despite the frame’s pervasiveness throughout this body of literature, its function has remained largely unaccounted for by scholarship. Accordingly, my analyses reposition the frame as a signifier that requires interpretation. Focusing primarily on the role of picture frames within these narratives, my analyses also include other types of extra-aesthetic frames, as well as certain linguistic, structural, and discursive frameworks. In Gottfried Keller’s Der grüne Heinrich ( Green Henry, 1855/1879), Adalbert Stifter’s Nachkommenschaften (Descendants, 1864), and Theodor Storm’s Viola tricolor (1874), the frame represents a privileged site for reflecting on the aesthetic agenda of poetic realism. At the same time, frames often communicate ideas of a non-literary nature. An analysis of Keller’s Der grüne Heinrich reveals the frame’s essential function as a moderating force between excesses relating to economics, aesthetics, and gender. Keller’s novel is thereby situated as both a timely social critique and an important means for explicating a theory of realism based on aesthetic moderation. Harnessing the frame’s ability to represent absence, Stifter’s Nachkommenschaften reveals a fundamental message about the power of certain invisible realities that not only provide life with immanent meaning, but are also essential to the author’s specific conception of the realist project. Finally, Storm’s Viola tricolor employs the frame in order to theorize the construction of literary and gender identity, both of which are the product of exclusion, an attempt to order an inherently disordered system. The residual traces of such exclusion are evidenced by the presence of various frames, which shed light on a tension between superficial order and an underlying disorder, a tension between “fiction” and “reality” that lies at the heart of Storm’s understanding of the realist literary enterprise.

Learning environments overtly or implicitly address patient-centered values and have been the focus of research for more than 40 years, often in studies about the \"hidden curriculum.\" However, many of these studies occurred at single medical schools and used time-intensive ethnographic methods. This field of inquiry lacks survey methods and information about how learning environments differ across medical schools. To examine patient-centered characteristics of learning environments at 9 U.S. medical schools. Cross-sectional internet-based survey. Eight-hundred and twenty-three third- and fourth-year medical students in the classes of 2002 and 2003. We measured the patient-centeredness of learning environments with the Communication, Curriculum, and Culture (C3) Instrument, a 29-item validated measure that characterizes the degree to which a medical school's environment fosters patient-centered care. The C3 Instrument contains 3 content areas (role modeling, students' experiences, and support for students' patient-centered behaviors), and is designed to measure these areas independent of respondents' attitudes about patient-centered care. We also collected demographic and attitudinal information from respondents. The variability of C3 scores across schools in each of the 3 content areas of the instrument was striking and statistically significant (P values ranged from .001 to .004). In addition, the patterns of scores on the 3 content areas differed from school to school. The 9 schools demonstrated unique and different learning environments both in terms of magnitude and patterns of characteristics. Further multiinstitutional study of hidden curricula is needed to further establish the degree of variability that exists, and to assist educators in making informed choices about how to intervene at their own schools.

Friedrich Schiller's psychological theory of play, his hypothesis about human nature, is embedded in the Aesthetic Letters. Its trans-historical value owes much to the committed interest in life in the late Enlightenment, and the theory itself is an example of that period's enthusiastic study of living organisms. It is within this context—of eighteenth-century natural history, natural philosophy and medicine—that the theory can be profitably evaluated. That it is also an example of the connection of the humanities of the time and the emerging life sciences suggests its usefulness as a paradigm today: as a general theory of human nature, it might serve as a bio-cultural ground for the humanities. In this dissertation, Schiller's theory's situation in several contemporary contexts is explored and its relevance to the contemporary humanities and biological sciences, asserted Chapter II presents Schiller's theory of play. In hypothesizing a theory of species-specific drives, Schiller approached human nature as a unity. In us, the actions of two drives, the sense-drive and the form-drive, create a play-drive which, in relation to beauty, promotes full personal development. Chapter III reviews the activities of mid-eighteenth-century researchers whose attention was turned to the anomalies that defined life. From their work, Schiller drew ideas about nature and the human species. Chapter IV celebrates the identification of a program of life study, vitalism. Schiller's mix of mechanical and organic metaphors, his drives and his history of play are based on its science. Chapter V presents the period's vitalistic epistemology. In it, comparison, analogy and hypothesizing augment observation, experimentation and analysis. As a vitalist, Schiller combined Kant's epistemology with Goethe's scientific intuition. Chapter VI reviews Schiller's German aesthetic heritage. Special focus is given to his text as an example of art, as an organic product, and to Schiller's own life, as an example of the whole man in the process of development. The Epilogue notes current play research in biology and the humanities and suggests that Schiller's play is an evolutionary mechanism, a structural and behavioral adaptation and, as such, a firm ground upon which to steady the humanities against aspects of its own relativism.

BACKGROUND: Learning environments overtly or implicitly address patient-centered values and have been the focus of research for more than 40 years, often in studies about the \"hidden curriculum.\" However, many of these studies occurred at single medical schools and used time-intensive ethnographic methods. This field of inquiry lacks survey methods and information about how learning environments differ across medical schools. OBJECTIVE: To examine patient-centered characteristics of learning environments at 9 U.S. medical schools. DESIGN: Cross-sectional internet-based survey. PARTICIPANTS: Eight-hundred and twenty-three third- and fourth-year medical students in the classes of 2002 and 2003. MEASUREMENTS: We measured the patient-centeredness of learning environments with the Communication, Curriculum, and Culture (C^sup 3^ ) Instrument, a 29-item validated measure that characterizes the degree to which a medical school's environment fosters patient-centered care. The C^sup 3^ Instrument contains 3 content areas (role modeling, students' experiences, and support for students' patient-centered behaviors), and is designed to measure these areas independent of respondents' attitudes about patient-centered care. We also collected demographic and attitudinal information from respondents. RESULTS: The variability of C^sup 3^ scores across schools in each of the 3 content areas of the instrument was striking and statistically significant (P values ranged from .001 to .004). In addition, the patterns of scores on the 3 content areas differed from school to school. CONCLUSIONS: The 9 schools demonstrated unique and different learning environments both in terms of magnitude and patterns of characteristics. Further multiinstitutional study of hidden curricula is needed to further establish the degree of variability that exists, and to assist educators in making informed choices about how to intervene at their own schools.[PUBLICATION ABSTRACT]