Thesis (doctoral)--Lunds Universitet, Malmö, Sweden, 1994. / Added t.p. with thesis statement inserted. Includes bibliographical references.

Thesis--University of Oslo.

Thesis (doctoral)--Umeå Universitet, Sweden, 1989. / Extra t.p. with thesis statement inserted. Includes bibliographical references.

Dental caries is one of the oldest and most common infectious diseases in the history of humankind, dating back thousands of years. Although evidence for dental health and hygiene practice has been found throughout the ages, from primitive toothbrushes made out of animal bones and quills to today’s efforts in implementing public water fluoridation, caries rates have increased across all populations, correlated to changes in diets and the increase in sugar consumption. The purpose of this thesis is to determine whether or not if caries and biofilm formation can be reduced by low cost, wide audience treatment methods using biomaterials. One of these compounds, SDF, has demonstrated qualitative disruption of biofilms and reduced S. mutans cell count. Zerovalent bismuth when compared to its control has been found to reduce S. mutans growth by 69% as well as complete inhibition of biofilm formation. Ar-Ca was not only able to occlude dental tubules as a desensitizer, but also was effective in buffering low pH environments and reducing lactic acid production. Sealant and vaccine treatments are also evaluated for their efficacies in preventing caries development, but come with disadvantages that limit their use and distribution. Several designs of new biomaterials are proposed that may be applicable or used in the future of the field of dental medicine. One method is to improve upon sealants to incorporate antimicrobial properties into the composite resin. Another is to develop an anti-plaque varnish that would alter the surface properties of enamel using adsorption methods to decrease attachment of S. mutans. Lastly, plans for a salivary gland implant would alter saliva chemistries to buffer acidic environments produced by bacteria.

The purpose of this study was to investigate the influence of a ten (10) hour Teacher's Motivational Teaching Model (TMTM) on student teachers' teaching behavior. The sample for this study consisted of 90 elementary education majors at Ball State University involved in a dental health study.Of the 90 students involved in this study, 46 were taught an experimental unit in dental health and 44 were taught a less concentrated unit in dental health. The experimental unit was 10 hours in duration and made application of operant conditioning principles, cognitive dissonance, and group decision making. A special unit in classroom first aid was also taught to remove experimental bias. The Student Teacher Observation Form (a category recording system) was developed to measure the effects of the TMTM on student teachers' teaching behavior. STOP is a four category recording system which lasts three minutes. The categories included in STOF were facts/reasons in dental health instruction, demonstrations in dental health instruction, facts/reasons in first aidinstruction, and demonstration in first aid instruction. The STOP system was taught to the classroom supervisors assigned to the student teachers. The classroom supervisors observed their student teachers for 12 minutes a day for 7 weeks. The 12 minutes of observation time were randomly selected and 6 of the minutes observed daily consisted of science health instruction. The data collected by the classroom supervisors was sent in weekly for analysis.Four major null hypotheses were considered in this study.1.1 There will be no significant difference in the amount of facts/reasons dental health instruction performed by the experimental and control groups.1.2 There will be no significant difference in the amount of demonstration dental health instruction performed by the experimental and control groups.2. There will be no significant difference in the kind of dental health instruction performed by the experimental and control groups.3.1 There will be no significant difference in the utilization of teaching materials between experimental and control groups.3.2 There will be no significant difference in the utilization of consultation services between experimental and control groups.4. There will be no significant differences in the relationship between the utilization of materials and the distance from the source of materials between experimental and control groups.In summary the following conclusions were drawn.1. Student teachers exposed to the TNfiM (experimental group)spent significantly more instruction time on facts/reasons and demonstrations in dental health than student teachers who received the less concentrated instruction (control group).2. Significantly more dental health facts/reasons and demonstration instruction occurred in the science health instructional areas than outside the science-health area.3. Student teachers in the experimental group spent significantly more time on dental health facts/reasons instruction outside the sciencehealth area than the student teachers in the control groups.4. Dental health teaching materials were utilized in similar amounts by experimental and control student teachers.5. Student teachers in the experimental and control groups utilized similar proportions between facts/reasons and demonstration instruction in dental health.6. Student teachers in the experimental groups used more dental health consultation services than students in the control groups.7. No relationship existed between students in the experimental and control groups and the utilization of dental health materials and the distance from the source of the materials.

This study begins with an ethnographic self-study w hich allows for a reflection on traditional learning experiences. This study is located in the context of the initial development of dental health professionals within those higher education institutions that end eavour to provide education and training in a rapidly changing context. This context is charact erised by the simultaneous need to address the blurring of boundaries and the dichotom ies that exist such as the first world and the third world, the developed and the less develop ed world, the rich and the poor, health and wealth, the private and the public sectors, the formal and the informal sectors, the advantaged and the disadvantaged, the privileged an d the underprivileged. The definitions, concepts, theories and principles around curricula and professional development are examined in an effort to extend int o discoveries of educational research usually beyond the purview of dental health practit ioners, policy makers or higher education specialists involved in training these dental healt h practitioners. It poses key questions regarding the nature of prof essional competences within dental health science undergraduate studies and how the curricula are organised around these perceptions of competence. Investigative tools include particip ant observation, interviews and questionnaires which have included both education d eliverers – the teaching staff - and education consumers – the students. The areas of access by students to programmes (inpu t), activities whilst in the programmes (throughput) and their competences at the exit end of the programme (output) are examined. It was found that institutions and programmes are p aradoxically positioned declaring missions to be globally competitive and internation ally recognised and at the same time wanting to reach out to the population who are disa dvantaged and who form a majority. Whilst the needs of the wider community is for basi c dental services and primary health care, the resources appear to be geared for producing tec hnologically-superior professionals who will cater for a largely urban and middle class pop ulations. The resources available, particularly human resources, for this training, ar e going through a critical shortage. Simultaneously demands are being made to challenge the epistemological rationale of the curriculum practice of the training sites at both u niversities and technikons (now known as universities of technology). / Thesis (Ph.D.) - University of KwaZulu-Natal,Durban, 2009.

No description available.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.P.H.)--University of Michigan, 1943.

Thesis (M.P.H.)--University of Michigan, 1943.