ADVANCEMENTS IN ARTIFICIAL INTELLIGENCE AND COMPUTER VISION FOR DENTAL IMAGING ANALYSIS: SELF-SUPERVISED LEARNING INNOVATIONS

This dissertation explores the application of self-supervised learning methods in dental radiology to address the challenges posed by limited data availability for training deep learning models. The overarching goal is to enhance the efficiency and accuracy of automated systems for various dental diagnostic tasks, including teeth numbering, detection of dental restorations, orthodontic appliances, implant systems, marginal bone level, and dental caries from panoramic radiographs, CBCT images, intra-oral 3D scans, and dental radiographs. Key contributions include the development of several novel approaches: Self-supervised Learning for Dental Panoramic Radiographs: Utilizing SimMIM and UM-MAE with Swin Transformer, we achieved significant improvements in teeth detection and instance segmentation, increasing the average precision by 13.4% and 12.8%, respectively, over baseline methods. Self-Distillation Enhanced Self-supervised Learning (SD-SimMIM): Enhancing SimMIM with self-distillation loss, we improved performance on teeth numbering, dental restoration detection, and orthodontic appliance detection tasks, demonstrating superior outcomes compared to other methods. DentalMAE for Intra-oral 3D Scans: Extending the mesh masked autoencoder (MeshMAE), DentalMAE evaluates predicted deep embeddings of masked mesh triangles, yielding better generalization and higher accuracy in teeth segmentation tasks. DEMAE for Dental CBCT Images: Proposing the Deep Embedding MAE (DEMAE), which measures the closeness of predicted deep embeddings of masked patches to their originals, we achieved significant accuracy improvements in teeth segmentation from CBCT images. Masked Deep Embedding (MDE) for Implant Detection: By leveraging MIM, we developed MDE to enhance dental implant detection, creating a comprehensive Implant Design Dataset (IDD) with expert annotations, significantly boosting detection performance. Deep Embedding of Patches (DEP) for Bone Loss Assessment: An extension of MAE, DEP improved the accuracy of marginal bone level detection, supported by the creation of a Bone Loss Assessment Dataset (BLAD) with detailed annotations. Masked Deep Embedding of Patches (MDEP) for Caries Detection: This method enhanced dental caries detection performance, validated on the CariesXrays dataset, demonstrating higher precision and recall rates compared to traditional baselines. Through these innovations, the dissertation establishes the efficacy of self-supervised learning in overcoming data scarcity in dental imaging, offering promising AI-driven solutions for improved diagnostics and patient care in dentistry.Computer and Information Scienc

Investigating Coping Self-Efficacy and Burnout among Cultural Brokers Serving Refugees: Mediating Roles of Secondary Traumatic Stress and Compassion Satisfaction

The current study examined the role of coping self-efficacy (belief in one’s ability to effectively manage and cope with stressors), secondary traumatic stress (emotional duress that one may experience when exposed to the traumatic experiences of others), and compassion satisfaction (positive feelings or fulfillment one may experience in helping others) in the influencing the level of burnout (state of prolonged emotional, physical, and mental exhaustion) experienced among a sample of cultural brokers who work with refugees in educational settings. The study aimed to examine how secondary traumatic stress and compassion satisfaction mediated the relationship between coping self-efficacy and burnout. Furthermore, the study investigated the reliability and factor structures of the Professional Quality of Life Scale, Version 5 (ProQOL 5, Stamm, 2010), the Copenhagen Burnout Inventory (CBI, Kristensen et al., 2005), and the Coping Self-Efficacy Scale (CSES, Chesney et al., 2006). Data was collected nationwide from 260 cultural brokers who work with refugees in an educational setting through an online survey conducted in Fall 2023. Analyses conducted in this study supported the reliability of the ProQOL 5, CBI, and CSES. Additionally, path models were employed to explore the relationships between coping self-efficacy, secondary traumatic stress, compassion satisfaction, and burnout. A modified model, which removed two problematic items in the ProQOL 5 and one problematic item in the CBI, demonstrated an acceptable model fit through confirmatory factor analysis. These findings supported the use of the CSES, ProQOL 5, and CBI, highlighting their utility in capturing the constructs of burnout, secondary traumatic stress, compassion satisfaction, and perceived coping self-efficacy. Analyses demonstrated statistically significant direct effects between the domains of the ProQOL 5 (secondary traumatic stress and compassion satisfaction) and burnout. However, analyses did not yield significant direct and indirect effects between the CSES domains and burnout, which may suggest that perceived coping self-efficacy is not straightforwardly predictive of burnout levels among cultural brokers. These findings suggest that fostering compassion satisfaction, which in turn may increase job fulfillment, can be a crucial strategy or intervention in addressing or preventing burnout symptoms. Additionally, these findings suggest that understanding the relationship between secondary traumatic stress and burnout may be critical in addressing burnout symptoms and utilizing targeted interventions (e.g., trauma-informed training) to mitigate the effects of burnout among cultural brokers. Implications and future directions are discussed.Psychological Studies in Educatio

Looking Back to Look Forward: An Afrocentric Critical Examination of Agency-Amplifying Methodologies Within Indigenous West African Socialization Systems and American Culturally-Based Pedagogy

In the majority of American schools, the often intentional and systematic erasure of Africana cultural and social contributions from curricular content combined with alienating pedagogical and administrative processes produce a malignant learning environment that has the capacity to interfere with the positive identity and agency development of African American students. In this study, I explore potential means of addressing the current forms of cultural identity dislocation and educational alienation experienced by African American students. I aim to do so by examining the psychological mechanisms of Afrocentric identity and agency development and by exploring how indigenous West African and American culturally-based pedagogies promote the positive development of agency and cultural identity in children. To achieve these aims, I first develop Afrocentric Agency Amplification Theory (AAAT)—a theoretical framework designed to illustrate the specific factors that facilitate the formation and development of an Afrocentric agentic identity for Africana people in general and for African American students specifically. This theoretical framework includes a model of Afrocentric Agency Amplification and a model of Afrocentric Agentic Identity that outline the socialization praxis that will most likely activate, expand or center the development of the thoughts, feelings, and behavioral inclinations that embody the all elements of an agentic Afrocentric consciousness. Then, using this theoretical framework, I conduct a qualitative pilot content analysis of available primary and secondary research that describes the socialization philosophies and practices of various West African ethnic groups along with prominent culturally-based pedagogies that are aimed at enhancing the educational outcomes of African American students. In doing so, this work sheds light on the manner and degree to which West African socialization methodologies and contemporary American culturally-based pedagogies have the potential to amplify the level of Afrocentric agency within African and African American children. By illuminating the values and best practices of agency-building pedagogies, this work helps reorient and extend existing Afrocentric pedagogical research. Building upon the rich theoretical and practical traditions of Afrocentric education, this work contributes to existing endeavors to reclaim the best of our African cultural pasts in the service of crafting a stronger future.Africology and African American Studie

Forging the Ideological Atlantic: West German-American Fête Diplomacy, 1945-1953

This dissertation examines a series of West German-American transatlantic fêtes from 1948 to 1952 and places them within the context of Cold War diplomatic history, West German-American rapprochement, and the westernization of the Federal Republic of Germany. In the earliest years of the Cold War, American, West German and European officials and non-state actors gathered to commemorate the centennial of the Revolution of 1848 in Frankfurt (1948), the bicentennial of the birth of German poet Johann Wolfgang von Goethe (1949), the 900th anniversary of the city of Nuremberg (1950), cultural festivals in Berlin (1951) and Passau (1952), and the centennial of the year that Carl Schurz arrived in the United States (1952). In each of these fêtes, participants – including organizers, historians, journalists, attendees, and cultural organizations such as the Carl Schurz Memorial Foundation - engaged with carefully-selected symbols and axioms that disseminated politically- and ideologically- important narratives that were as informed by contemporary, Cold War ideological needs as they were informed by the historical past. When viewed as a whole, these celebrations honoring German, American, German-American, and European history and culture formed a kind of fête diplomacy, whereby state and non-state actors sought to achieve a number of postwar national and international goals: West Germans hoped to use pre-Hitler history and culture as a means of demonstrating their cultural compatibility with Europeans and Americans and emerging from the long shadow of the Third Reich, and Americans sought to create an ideologically-friendly bulwark against the socialist world and embed German nationalism within a European and Atlantic framework. Fête diplomacy also became a vehicle for the normalization of German-American and German-European cultural relations and for reifying “the ideological Atlantic,” a transnational community based on the ideology and shared heritage associated with Western civilization, and claiming a place for West Germans within that community. Fêtes were held simultaneously with and in support of international attempts to construct the Atlantic world politically, economically, culturally, and even militarily. As Western nations forged this community at the international level, they used the highly-visible nature of fêtes and festivals to undergird these efforts and give the emerging Atlantic community an ideology and purpose. The Soviet Union and East Germany were not passive in this ideological battle, and they helped to sustain the conflict with fêtes of their own. Fêtes behind the Iron Curtain, often direct counterparts to West German-American fêtes, were a means of forging an international socialist community and embedding Germans within that community. As a result, fêtes were anchored in contemporary and competing ideological frameworks related to strict Marxist-Leninist and liberal democratic orthodoxies. These fêtes helped to foster a Cold War mindset among the superpowers while priming their respective German audiences for an ideological bifurcation at a time where emerging East and West German governments were consolidating their own authority and searching for international legitimacy.Histor

HARD TO EARN, EASY TO LOSE: THE EXPERIENCES OF THREE MUSIC LEARNING THEORY-BASED ELEMENTARY GENERAL MUSIC TEACHERS AND UNIFIED CURRICULUM WRITERS

Local education agency (LEA) administrators often require elementary teachers of standardized tested subjects English Language Arts, math, science, and social studies to use pre-published pacing guides and scripted lesson plans. These administrators do not require the same of music educators. As such, elementary general music educators often create and use their own lesson plans with the same cohort of students over multiple years. They are responsible for the liberating yet daunting task of helping students meet local or state standards with few to no mandates for short- or long-term planning.Elementary music teachers may draw from published music curriculums or create their own based on established music pedagogical frameworks (Bresler, 1995; Bugos, 2011; Hernandez, 2022; Mynatt, 2018). As an elementary general music teacher, I have drawn heavily from Gordon’s (2012) Music Learning Theory (MLT) as my pedagogical basis for music instruction. MLT-based materials I have used for kindergarten through 4th grade include Jump Right In: The Music Curriculum, Revised Edition (Taggart et al., 2000, 2001, 2004, 2006, 2010). However, I have found that I need to supplement Jump Right In with contemporary materials to craft a modern curriculum fitting my unique teaching context and students. When I looked to the literature to understand how other MLT elementary general music teachers have written their own curriculum, my searches yielded no results. To improve instruction in elementary general music, the purpose of this qualitative research was to understand the experiences of elementary general music educators who created and used LEA-wide elementary MLT-based curriculums. The single question guiding my study was, how do MLT-based, elementary general music teachers describe their experiences writing and implementing a formal curriculum in their LEA? I selected a qualitative, interview-based design for my study. I used purposeful sampling to recruit three elementary general music teachers who had worked with colleagues in their LEA to write and implement an MLT-based curriculum. Using Seidman’s (2006) three-interview design, I gathered information from the participants. Because of my personal connection to the study, I used Braun and Clarke’s (2013, 2022) six-phase iterative approach to conduct reflective thematic analysis: familiarizing myself with the data; coding; generating initial themes; developing and reviewing themes; refining, defining, and naming themes; and writing up. While analyzing the data, I developed codes from which sixteen subthemes emerged. I assigned each of these subthemes to one of three emergent themes: (a) teachers were steadfast and determined, (b) teachers were advocates, and (c) LEA policies helped and hurt. Participants’ data became organized by one overarching theme, instigators of and obstacles to change. For these three teachers, the experience of creating and using LEA-wide elementary MLT-based curriculums was hard to earn and easy to lose. I present implications for music educators and their LEA administrators who aim to undertake similar projects. I discuss personal implications, and I make recommendations for future research. Keywords: Music Learning Theory, elementary general music, teacher-created curriculum, reflexive thematic analysis, critical qualitative approachMusic Educatio

AN ANALYSIS OF MANDIBULAR DENTAL ANATOMY USING CBCT FROM AN ENDODONTIC PATIENT POPULATION AT TEMPLE UNIVERSITY SCHOOL OF DENTISTRY

Introduction: Cone-beam computed tomography (CBCT) uses a cone-beam technique to produce a three-dimensional view of the scan and provides clinicians with tremendous information of the anatomy in question. CBCT overcomes the disadvantages of viewing overlapping anatomies and geometric distortion of two-dimensional x-rays (Forsberg, 1994). Most classic endodontic literatures, for example, Vertucci, Phillips et al., and Frankle et al., analyzed human extracted teeth or 2-dimensional (2-D) x-rays to study the root or dental anatomy (Vertucci, 1984; Philips 1992; Frankle, 1990). However, the limitations are small sample size, damage from tooth clearing method, and overlapping anatomy and distortion from 2-D x-rays. In the present study, we use CBCT to study mandibular anatomy. The advantages of the present study include studying the clinical cases (not the extracted teeth) using 3-D images. Purpose: This study aims to analyze CBCT collection counts over time and mandibular canines, premolars, molars root/canal morphology including: 1) the root morphology and canal morphology; 2) the location and size of mental foramen; 3) distance of inferior alveolar nerve (IAN) to molar root apexes; 4) buccal bone thickness to mandibular canines, premolars, first and second molars root apexes; and 5) previous treatment failure in presence of missed canals. The results of this study will help clinicians better understand root/canal anatomy and mandibular landmarks, and aid in forming proper endodontic diagnosis, treatment planning, and rendering of treatment. Materials and Methods: Retrospective data was collected from CBCT scans taken using the Carestream 8100 3-D limited field of view unit in the Temple University School of Dentistry Graduate Endodontics Clinic from January 2021 to February 2024. CBCT prescription forms and patients’ electronic health records (Axium) were reviewed, the reasons for taking CBCT were analyzed. Then 50 CBCT scans containing mandibular canines, premolars, and molars were randomly selected. A total of 125 teeth were subjected to anatomical analysis.The CBCT measurements include the following: 1) Canal morphology based on Vertucci’s classification; c-shaped canal for first and second molars. 2) The location/size of mental foramen and its distance to root apexes of first and second premolars, and first molars, respectively. 3) Distance from IAN to first and second molar root apexes. 4) Distance from buccal plate to root apexes of mandibular canines, premolars, and first and second molars. 5) Previous treatment failure in presence of missing canals. All above measurements were done by Carestream CS 3D imaging software. Patient clinical data were collected from Axium at Temple University School of Dentistry. This project was approved by Temple University Institutional Review Board (IRB protocol number 30589). Results: The total amount of CBCT scans counted were 1695. Most common reason for a scan is retreatment pre-op and most common tooth type is mandibular first molar. The mental foramen was found to align with the apex of mandibular second premolar 64% of time with an average direct distance of 6.3 mm to the root apex. The distance of IAN is closer to mandibular second molar root apexes than mandibular first molar root apexes. The buccal plate thickness is on average thinner on mandibular canines and premolars than mandibular molars. Treatment failure in presence of missing canals is around 17-35% for mandibular molars. Conclusion: CBCT provided an accurate way to visualize canal/root configurations and measure critical mandibular anatomical landmarks to known structures. Clinicians can use the results of this research to help form endodontic diagnosis, treatment plan, and render of treatment.Oral Biolog

Increasing Referral Rates to the Diabetic Educator at Time of Diabetes Diagnosis

The purpose of this quality improvement project is to use an implementation bundle, including a written protocol, referral order panel , audit and feedback to support the ADA guidelines at the clinic .Temple University Health SystemNursingA poster presented at the Temple University Hospital Research and EBP Conference, which took place April 19, 2024, in Philadelphia, PA

Micro–Computed Tomographic Evaluation of Shaping Ability by Novice Dental Students with 3 Reciprocating File Systems; WaveOne Gold, EdgeOne Fire and ESR

According to the 2005-06 Survey of Dental Services Rendered by American Dental Association, 68% of RCTs in the United States were performed by general practitioners (GP). General practitioners in practice for 10 years or less were more likely to use rotary instruments. A recent survey of the endodontic education community among US dental schools reported that Vortex Blue is the most taught NiTi file system among both dental students and endodontic residents, while WaveOne Gold reciprocating file system is the second most taught among dental students. A previous study by Endodontic department in Temple University, Kornberg School of Dentistry reported that novice dental students preferred the reciprocating system over rotation system, which showed less canal transportation and better centering ability . This study examines if there is any difference in reciprocating files currently in the market, and if one is more superior than others to educate the dental students. Purpose This study aimed to examine the shaping ability and preference of novice sophomore dental students with 3 common reciprocation nickel-titanium file systems: WaveOne Gold ® (Dentsply, York, PA, USA), EdgeOne Fire ™ (EdgeEndo, Albuquerque, NM, USA), and ESR ™ (Brasseler, Savannah, GA, USA). Materials and MethodsMesial canals of 42 3D-printed pre-accessed mandibular first molars (TrueTooth, PlanBDental) were instrumented with ISO 25 (Primary) of WaveOne Gold (WOG) (n=14), EdgeOne Fire (EOF) (n=14), and ESR (n=14) by 14 sophomore dental students who were recruited randomly. Micro–computed tomography was used to scan teeth before and after instrumentation to compare canal transportation and centering ratio at the apical, middle, and coronal levels. Total instrumentation time was also recorded by student themselves. A questionnaire was completed after instrumentation regarding students’ perception with 5-point Likert scale: ease of use, flexibility, cutting efficiency, screwing effect and overall impression. Their preference was also asked. Statistical analysis was completed using one-way repeated measures ANOVA with Bonferroni test (p< 0.05). Results: ESR showed significantly more canal transportation and worse centering ratio than WOG and EOF at the apical thirds of mesiobuccal canal. EOF showed better centering ratio than WOG and ESR at the coronal thirds of mesiobuccal canal. EOF also showed less canal transportation than WOG and ESR, and better centering ratio than WOG at the middle thirds of mesiolingual canal. While instrumentation times were not significantly different, 9/14 students (64.3%) preferred EOF, which had significantly higher scores of “ease of use” and “flexibility” (p<0.05). Conclusion EOF produced better centering ratios and less canal transportation than other reciprocating systems and was preferred by novice dental students.Oral Biolog

BALANCING THE SCALES OF PERFORMANCE: UNDERSTANDING THE COMPLEX ATTITUDES AND BEHAVIORS OF INDIVIDUAL GROUP PERFORMANCE IN HIGH-PERFORMANCE TEAMS

High-Performance Teams (HPaTs) are vital for sustaining peak performance inhigh-stakes environments. This research investigation proposes a team model designed to sustain excellence by balancing team well-being, expertise, and interdependence. In searching for answers to understand HPaTs, this research led to the development of the Balanced Duality Model, which is a leadership tool that integrates individual behaviors into team dynamics, balancing personal contributions with collective output for optimal performance. By distinguishing the differences between diverse types of highperformance teams, by the stakes involved, expertise required, and environment, the model monitors the team as a leadership tool, to ensure excellence. The risk of failure can be catastrophic, making these teams toxic, insular, and arrogant. This attitude often leads to inefficient decision-making, compromised performance, and unethical behavior, creating an "above the law" mentality. The B-D Model addresses these challenges by emphasizing the need for continuous support from team members, leaders, and organizational resources. By focusing on psychological fitness and competencies, leaders can enhance individual performance and maintain group cohesion. This research offers a perspective on managing HPaTs with a primary focus on the delicate balance between individual well-being and sustained high performance and provides practical insights for leaders striving to build resilient, high-performing teams.Business Administration/Strategic Managemen

THE DEVELOPMENT OF CHINA’S EQUITY FUNDS

The emergence and evolution of private equity (PE) investment funds in China have been notable in recent decades. This study identifies the pivotal role played by policy reforms, such as the creation of the Small and Medium Enterprise (SME) board and the reformation of equity divisions, in boosting the growth of PE funds. However, the growth of PE market has been accompanied by social issues such as illegal fundraising, operations, and infringements on investor rights. This research conducts an extensive review of the PE market’s development, mining insights from both domestic and international economic experts and scholars. It also employs quantitative methods through statistical data analysis to gauge the historical progression and future prospects of PE market in China. The case studies of “Xin Hong Yuan Chuang” provides a qualitative dimension to the study. A comparative framework is adopted to shed light on the similarities and disparities between China's PE market and mature capital markets in Europe, Japan, and the United States. The analysis of these issues serves as a foundation for the strategic recommendations and solutions to enhance the robustness of China's PE sector. It is believed that a more conducive exogenous environment and a comprehensive internal system will pave the way for the PE industry's maturation in China.Business Administration/Financ