Position of maxillary and mandibular canines
Functions of maxillary and mandibular canines
Morphology of maxillary and mandibular canines
Blood supply of maxillary and mandibular canines
Anomalies and variations of maxillary and mandibular canines
Position of maxillary and mandibular canines
Functions of maxillary and mandibular canines
Morphology of maxillary and mandibular canines
Blood supply of maxillary and mandibular canines
Anomalies and variations of maxillary and mandibular canines
Lecture 3 Facial cosmetic surgery
Maxillofacial Surgery
Dental Students Fifth Year second semester
Al Azhar University Gaza Palestine
Dr. Lama El Banna
https://twitter.com/lama_k_banna
Lecture 1 Facial cosmetic surgery
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Al Azhar University Gaza Palestine
Dr. Lama El Banna
https://twitter.com/lama_k_banna
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https://twitter.com/lama_k_banna
Lecture 2 Facial cosmetic surgery
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Lecture 12 general considerations in treatment of tmdLama K Banna
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Lecture Name 12 general considerations in the treatment of TMJ
Al Azhar University Gaza Palestine
Dr. Lama El Banna
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https://twitter.com/lama_k_banna
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Al Azhar University Gaza Palestine
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Lecture Name TMJ anatomy examination 2
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Lecture Name Correction of dentofacial deformities Part 2
Lecture 7
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Dr. Lama El Banna
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Lecture Name management of patients with orofacial clefts
Lecture 8
Al Azhar University Gaza Palestine
Dr. Lama El Banna
Lecture 5 Diagnosis and management of salivary gland disorders Part 2Lama K Banna
Maxillofacial Surgery
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Lecture Name Salivary gland 2
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Al Azhar University Gaza Palestine
Dr. Lama El Banna
Lecture 6 correction of dentofacial deformitiesLama K Banna
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Lecture Name Correction of dentofacial deformities
Lecture 6
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Dr. Lama El Banna
lecture 4 Diagnosis and management of salivary gland disordersLama K Banna
Maxillofacial Surgery
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Lecture Name Salivary gland
Diagnosis and management of salivary gland disorders
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Lecture Name maxillofacial trauma Part 3
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Dr. Lama El Banna
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. 22
College of DentistryCollege of Dentistry
Human Dentition IIHuman Dentition II
Deciduous Posterior Teeth - 01Deciduous Posterior Teeth - 01
Dr. Hazem Al AjramiDr. Hazem Al Ajrami
5. Deciduous Maxillary First Molar
It is the predecessor for the maxillary first
premolar.
The deciduous maxillary first molar is so
different from the permanent maxillary first
molar. Yet, it more closely resembles the tooth
that will replace it (the maxillary first
premolar).
6.
7. This tooth may have one of two types: either
four-cusp type that has two buccal and two
lingual cusps or three-cusp type having two
buccal cusps and one lingual cusp. Both types
have three roots; two buccal and one lingual.
8. Buccal Aspect
The crown outline is trapezoid in shape.
Mesial outline is straight from the cervical
line till it contacts the canine in the occlusal
third.
10. Distal outline is more convex than the
mesial, and it contacts the second molar in
the middle third.
Occlusal outline: the border of the occlusal
surface is scalloped with no definite cusp
ridge form. There is a large mesiobuccal
cusp and a small distobuccal cusp.
11. Cervical line: it is convex towards the root with
the crest of curvature is present mesially to
outline the most bulging part of the cervical
ridge. The mesiodistal dimension of the crown at
the cervix is 2 mm. less than that at the contact
areas due to the marked convergence of the
crown cervically.
Surface: there is no buccal groove on the buccal
surface but a notch, which separates the large
mesiobuccal cusp from the indistinct distobuccal
cusp. This groove is presented distal to the
center. There is a prominent cervical ridge
running mesiodistally with more prominence on
the mesial half of the buccal surface.
13. Roots: the three roots (mesiobuccal,
distobuccal and lingual) are thin and widely
spread and there is no root trunk; the
furcation is close to the cervical line. The
distal root is considerably shorter than the
mesial root.
14. Lingual Aspect
The crown is narrower due to the lingual
convergence and its surface is very convex.
The mesiolingual cusp is sharper and slightly
longer than the mesiobuccal cusp.
In the four-cusp type; the distolingual cusp is
poorly defined. It often appears as a small
rounded nodule on the distal marginal ridge. A
lingual groove between the two lingual cusps is
present only when the distolingual cusp is
definite.
16. In the three-cusp type; the crown demonstrates
only one lingual cusp with no developmental
groove lingually.
All three roots are seen from this aspect. The
lingual root is the largest of them.
17. Mesial Aspect
Outline form is trapezoid with the shortest of
the uneven sides is present occlusally.
Buccal outline: the buccal outline of the crown
is very convex cervically representing the
prominent mesiobuccal cervical ridge then it
becomes straight from the ridge to the occlusal
margin.
20. Lingual outline: it is more gradually convex
in the cervical and middle thirds and straight
in the occlusal third.
Occlusal outline: two cusps appear with the
mesiolingual cusp is sharper than the
mesiobuccal cusp. The mesial marginal ridge
is nearly as wide buccolingually as the cusp
tips. It may be crossed by a marginal groove.
Occlusally, the crown is markedly
constricted than cervically.
21. Cervical line: shows some curvature
occlusally.
Roots: there is a short root trunk, and the
lingual root is widely separated from the
mesiobuccal root, which is sufficiently wide
to hide the distobuccal root.
22. Distal Aspect
The crown is narrower and shorter on the
distal side than on the mesial side.
The distal marginal ridge is more cervically
oriented.
In the four-cusp type the distolingual cusp, is
poorly developed and shorter than the
distobuccal cusp.
23. In the three-cusp type, the distobuccal cusp
and the lingual cusp appear in this aspect.
The cervical ridge on the buccal surface is
less prominent from the distal aspect than
from the mesial.
25. The curvature of the cervical line is less
distally than it is mesially.
All three roots are seen from this aspect, but
the distobuccal root is superimposed on the
mesiobuccal root so that only the buccal
surface and the apex of the latter may be
seen.
26. Occlusal Aspect
Outline form: rectangular with the buccal
side is broader than the lingual (lingual
convergence) and the mesial side is broader
than the distal side (distal convergence).
Cusps and ridges:
In the four-cusp type: the occlusal table has
two large cusps (mesiobuccal and
mesiolingual) and two very small cusps
(distobuccal and distolingual).
28. In the three-cusp type; a large mesiobuccal
cusp, an indistinct distobuccal cusp and a
large lingual cusp are present.
Mesial and distal marginal ridges are present.
The distal marginal ridge is thin and poorly
developed.
Sometimes an oblique ridge connects the
mesiolingual and distobuccal cusps of the
four-cusp type molar.
29.
30. Fossae, grooves and pits:
Central fossa in the middle of the occlusal
surface, a mesial triangular fossa and a distal
triangular fossa are seen.
A central developmental groove runs
mesiodistally and connects the mesial,
central and distal fossae.
31. A buccal developmental groove arises from
the central fossa dividing the two buccal
cusps and not extending on the buccal
surface.
A disto-occlusal (or disto-lingual)
developmental groove arises from the distal
triangular fossa and extend obliquely
between the two lingual cusps and it may or
may not extend to the lingual surface.
32. Three supplemental grooves are running
from inside the mesial triangular fossa
(buccally, lingually and mesially). The
mesial supplemental groove sometimes
traverse the mesial marginal ridge to extend
for a some distance on the mesial surface.
There are usually three pits: mesial, central
and distal.
34. Deciduous Maxillary Second Molar
It is the predecessor of the maxillary second
premolar.
This molar is considerably larger than the
deciduous maxillary first molar and its roots
are noticeably shorter.
It greatly resembles the permanent maxillary
first molar in:
From the all aspects the outline form is the
same.
36. All of the cusp ridges and depressions
correspond to those of the permanent first
molar.
There is even a tubercle of Carabelli on the
mesiolingual cusp of it.
So the differences between these two teeth are
the general differences that mentioned before
between the permanent and deciduous
posterior teeth.