An Absurd Concept of Self-Medication: A Case of Oral Chemical Burn

A chemical burn is seen in oral cavity after a noxious agent is placed in direct contact with the mucosa as a mode of self treatment or iatrogenically by dentist. Mild lesions due to less irritating agents result in mild alteration in texture, while more severe lesions (soreness to outright pain) are due to more irritating agents and because of agents of longer duration of contact. Commonly used chemicals used by patients for tooth pain are aspirin which is placed next to the offending tooth and OTC preparations. The essential oil based preparations are easily available in pharmacies or are prepared by local people. These medicaments can harm a patient if not used under medical or ayurvedic supervision as they have beneficial plant extracts, essential oils etc. A case of such self inflicted chemical burn of the oral mucosa is reported due to use of clove oil preparation available locally, used with varying amount and frequency. History of using over the counter medicaments for dental ailment should be asked when patients visit the dentist with complains of burning or white patch in mouth

Non-Syndromic Hypodontia: A Case Report

Hypodontia is the most common dentofacial anomaly observed in humans.  It can be syndromic or an isolated trait. Missing teeth not only affects functionality of dentition but also aesthetically looks unpleasing. In this case report, a 12 year old girl is presented with agenesis of four permanent teeth. On examination, patient was found to be suffering from non syndromic hypodontia. Restorative and Prosthetic treatment was done to rehabilitate the cas

Denture Stomatitis: Report of a Case with Rarely Used Treatment Modality and Review of Literature

Candida albicans is the most common Candida species isolated from the oral cavity both in healthy and diseased. Candida albicans is a dimorphic fungus existing both in blastopore phase (yeast phase) and the hyphal or mycelial phase. Although these organisms typically colonize mucocutaneous surfaces, the latter can be portals of entry into deeper tissues when host defences are compromised. Denture stomatitis is a common form of oral candidiasis that manifests as a diffuse inflammation of the maxillary denture bearing areas & is associated with angular cheilitis. At least 70% of individuals with clinical signs of denture stomatitis exhibit fungal growth & these conditions most likely result from yeast colonization of the oral mucosa combined with Bacterial colonization. Candida species act as an endogenous infecting agent on tissue predisposed by chronic trauma to microbial invasion. At one time, oral fungal infections were rare findings in general dentist's office. They were more commonly seen in hospitalized and severely debilitated patients. However with enhanced medical and pharmaceutical technology, increasing numbers of ambulatory immunosuppressed individuals with oral fungal infections are seeking out general dentists for diagnosis and treatment of these lesions

Climate resilient development pathways in the Hindu Kush Himalayan region

Communities throughout the world face substantial challenges in the face of climate change. This is of particular concern in climate change hotspots, especially where extreme climate effects coincide with large numbers of vulnerable and poor people. The Hindu Kush Himalayan region is one such climate change hotspot. For development to be sustainable in the Hindu Kush Himalayan region, interventions need to include choices and actions that improve livelihoods and alleviate poverty, counteract climate change, are inclusive for the most vulnerable and resilient over time. Climate resilient development pathways present an option to bring together these goals, by consolidating climate action and development choices to generate pathways towards sustainable development.UK Government’s Foreign and Commonwealth Development Office (FCDO

Desirable Conversations: Sexuality and Women with Intellectual Disabilities

The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality? The findings of this study suggested that familial culture played a significant role in the women\u27s decisions regarding accessing their own sexuality. In addition, data collected indicated that women\u27s lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality

reTHINKING Access to Student Support with the MAPS Widget

The Provost’s Challenge project #113, reTHINKING Access to Student Support with the MAPS Widget, explored the online presence of University Studies (UNST) peer-mentor support team called Mentors Advocating and Promoting Success (MAPS). The grant money was used to create an online widget as a tool to access MAPS team by fellow mentors and students (SINQ + FRINQ) when in need. The project demonstrates that the widget tool not only facilitates instant access of the team’s support and resources, but it also is seen as a tool to document concerns that affect student retention within the University

Contemplating Positionalities: An Ethnodrama

This article is an ethnodrama playscript that examines the role of positionality in an interdisciplinary general education program called University Studies at Portland State University. Drawing from both the literature and from the practice of critical reflection, the authors share their experiences as faculty members relative to their institutional and social positionalities. The authors perform this ethnodrama through the construction of this article for an audience of teaching faculty and administrators in higher education. Throughout the ethnodrama, the audience/readers are invited to interact with the playscript through prompted critical reflection on their own positionalities in their professional lives

Teaching Innovation Conference: Contemplative Practice in Higher Education

The winter 2021 virtual teaching innovation conference offered participants time to engage in contemplative practice together, in small groups, and with various contemplative practitioners. Attendees left with practical ideas they could implement with their own students remotely. This conference was sponsored by the Certificate of Innovation in College Teaching, and is an introduction to a professional development series focused around contemplative pedagogy and interpersonal neurobiology. Holistic inclusion calls for true inclusive practices within oneself before exploring inclusion within the learning community. At the winter 2021 Teaching Innovation Conference participants were invited to explore tools to co-create equitable, inclusive teaching practices by weaving contemplative pedagogy and interpersonal neurobiology frameworks into their courses. As psychologist and author Tobin Hart states, “Inviting the contemplative simply includes the natural human capacity for knowing through silence, looking inward, pondering deeply, beholding, witnessing the contents of our consciousness…. These approaches cultivate an inner technology of knowing.” When we incorporate contemplative practices into our teaching we can encourage deep learning and focused attention within our students. CONFERENCE SCHEDULE Introduction to Contemplative Practice - 1PM -2PMCo-facilitated by Neera Malhotra and Jaime WoodDr. Malhotra is a Senior Instructor within the University Studies program. Her current scholarship includes implications of Interpersonal Neurobiology, Trauma-Sensitive Teaching, and Contemplative practices in higher education. Outside PSU she teaches meditation and works with an inclusive youth group on co-creating compassionate social justice practices. Workshops - 2PM-3:30PM Polyvagal Theory & Student Learning WorkshopAmy Ruff, LCSW, Mental Health Promotion SpecialistParticipants will gain an understanding of the polyvagal theory and its implications on student learning. Participants will also learn about contemplative practices that apply the polyvagal theory in the classroom in order to maximize student engagement and success.Benefits of Breath WorkshopCorina McEntire, Director of Implementation, Mindful Pre-KLearn how taking a focusing breath can improve classroom focus and calm. This tool is helpful for both students and teachers alike and can be used for online and in-person teaching.https://pdxscholar.library.pdx.edu/contemplativepractice/1000/thumbnail.jp

Candidate genes for alcohol dependence: A genetic association study from India

Background & objectives: Search for candidate genes for alcohol dependence (AD) has been inconsistent and inconclusive. Moreover, most of the research has been confined to a few specific ethnic groups. Hence, the aim of our study was to explore specific candidate genes for AD in north Indian male population. Methods: In this clinic-based genetic association study, 210 males with AD and 200 controls matched for age, gender and ethnicity were recruited from the clinic and the general population, respectively. Cases were diagnosed with Semi-structured Assessment for Genetics of Alcoholism-II (SSAGA-II). Single-nucleotide polymorphism genotyping was done by real-time quantitative-polymerase chain reaction (PCR) using Taq Man assay (ABI 7500) fast real-time PCR system. Results: Both at the genotypic level and at allelic frequency, Met158 variant of catechol-O-methyl transferase (COMT) showed significant increase in cases as compared to controls. The frequency of heterozygous genotype (A/G) of gamma-aminobutyric acid receptor A1 (GABRA1) was significantly lower in cases as compared to controls. Likewise, for GABRA2, the frequency of homozygous recessive genotype (G/G) was significantly higher in the control group. With respect to the 5-hydroxytryptamine (5HT) transporter long promoter region (5HTTLPR), cholinergic receptor muscarinic (CHRM2) and alcohol dehydrogenase 1B (ADH1B) genes, there was no significant difference between the cases and the controls. Aldehyde dehydrogenase (ALDH2) gene was found to be monomorphic in our study population. Interpretation & conclusions: Our study findings showed COMT polymorphism conferring risk and GABRA polymorphism as a protective genotype for Indian male with AD. Genes for alcohol metabolism, serotonin transporter and cholinergic receptor gene polymorphism were perhaps not contributory to AD for Indian population