A prospective cohort study assessing the appearance of retrieved aesthetic orthodontic archwires.

OBJECTIVES: To investigate the appearance of three esthetic nickel titanium (NiTi) wires after 6 weeks of intra-oral cycling and to determine the association between objective and subjective measures of esthetics. SETTING AND SAMPLE POPULATION: A prospective cohort study was undertaken involving participants undergoing upper fixed orthodontic appliance treatment with ceramic brackets. MATERIALS AND METHODS: Fifty participants were assigned to one of three groups of NiTi esthetic wires (American Orthodontics Ever White™, Forestadent Biocosmetic™ and GAC High Aesthetic™), with wires retrieved after 6 weeks in situ. Participants completed a bespoke questionnaire exploring perceptions of wire esthetics. Objective measurement of coating loss was undertaken using a custom arch wire jig. RESULTS: American Orthodontics Ever White™ had the greatest mean coating loss (50.7%) followed by Forestadent Biocosmetic™ (6%), with GAC High Aesthetic TM undergoing minimal loss (0.07%) (P < .001). The majority of coating loss with the American Orthodontics Ever White™ wires arose in the anterior region while Forestadent Biocosmetic™ wires and GAC High Aesthetic™ wires exhibited coating loss posteriorly (P < .001). These findings were reflected in the subjective assessment with a negative correlation found between coating loss and final Visual Analogue Scale scores (P < .001). CONCLUSIONS: Considerable esthetic variation between arch wires following 6 weeks of intraoral cycling was identified in this prospective cohort study. Intraoral cycling has a negative impact on participant perception of arch wire esthetics, and objective and subjective assessment of wire esthetics appears to be consistent

Use of an eco-algebraic forest fire management instructional unit in a high school setting

The purpose of this creative project is to create an Eco-Algebraic instructional unit that focuses on the Algebraic content standards of linear equations and graphing. Eco-Algebraic instruction is defined here as a problem-based instructional approach wherein the motivating problem is an environmental topic suitable to the teaching of standardized Algebra.The curriculum used to drive the algebraic instruction is a unit on forest fire management, with specific attention being paid to lookout towers. This lesson was chosen due to its application of linear graphing techniques and the open-ended nature of the problem. This project addresses four Indiana State Algebraic Standards and is therefore suited for mathematics instruction.The curriculum that has been developed includes all necessary handouts for the students and a variety of resources for the teacher including methods, lessons, and assessment rubrics. The curriculum also includes a wealth of background information about forest fire management and a real-life forest fire management plan that can be used as reference.Thesis (M.A.)Department of Natural Resources and Environmental Managemen