This document provides information about permanent premolars. It notes that there are eight premolars total, with four in the maxilla and four in the mandible. The premolars are intermediate in form and function between canines and molars. The document then describes characteristics of the four permanent mandibular premolars and provides detailed information about identifying features of the mandibular second premolar from various aspects. It compares this tooth to the mandibular first premolar and notes differences in size, cusp morphology, and root features. Finally, it describes occlusal characteristics of the two common cusp types seen in the mandibular second premolar.
From anatomical view the permanent maxillary lateral incisor same as the permanent maxillary central incisor in function, form and anatomy, and smaller in all dimensions except length of the root.
From anatomical view the permanent maxillary lateral incisor same as the permanent maxillary central incisor in function, form and anatomy, and smaller in all dimensions except length of the root.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter 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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Premolars are eight in number:
four in the Maxillary teeth and four in the
Mandibular teeth.
Premolars are named so because they are anterior
to molars in permanent dentition.
They succeed the deciduous molars (there are no
premolars in deciduous dentition).
They are also called “bicuspid -having two cusps-“
but this name is not widely used because the
mandibular
fi
rst premolar has one functional cusp.
Introduction 1
3. The premolars are intermediate between
molars and canines in:
Form: The labial aspect of the canine and
the buccal aspect of premolar are similar.
Function: The canine is used to tear food
while the premolars and molars are used
to grind it.
Position: The premolars are in the center of
the dental arch.
Introduction 2
4. Characteristic features of Posterior teeth
1. Greater relative facio-lingual
measurement as compared
with the mesio-distal
measurement.
6. 3. Contact areas nearly at the
same level.
Characteristic features of Posterior teeth
7. 4. Less curvature of the
cervical line mesially and
distally.
Characteristic features of Posterior teeth
8. 5. Shorter crown cervico-
occlusally when compared
with anterior
teeth.
Characteristic features of Posterior teeth
9. Permanent Mandibular Premolars
The mandibular premolars number four: two
are situated in the right side of the mandible
and two in the left side.
They are immediately posterior to the
mandibular canines and anterior to the molars.
The mandibular
fi
rst premolars are developed
from four lobes, as were the maxillary
premolars.
The mandibular second premolars are, in most
instances, developed from
fi
ve lobes, three
buccal and two lingual lobes.
11. Permanent Mandibular Second Premolar
The mandibular second premolar
resembles the mandibular
fi
rst
premolar from the buccal aspect only.
Although the buccal cusp is not as
pronounced, the mesiodistal
measurement of the crown and its
general outline are similar.
The tooth is larger and has better
development in other respects.
12. 1. It is larger than the mandibular
fi
rst
premolar.
Principal Identifying features
13. 2. The cusps are more equal
in size with less pointed tips.
Usually this tooth has three
cusps, one buccal and two
lingual or may have only two
cusps, one buccal and one
lingual.
Principal Identifying features
14. 3. The occlusal outline is almost
square in appearance with no mesio-
lingual developmental groove.
Principal Identifying features
15. 1. The buccal cusp is shorter and
less pointed than that of mandibular
fi
rst premolar.
2. The contact areas are broad and
high (appear to be higher because of
the shorter buccal cusp).
3. The root is broader mesio-distally
than that of mandibular
fi
rst premolar
ending with a more blunt apex.
Buccal Aspect
Distal Mesial
16. The lingual surface of the crown is smooth and spheroidal.
From this aspect, this tooth di
ff
ers from the mandibular
fi
rst
premolar in:
1. The lingual cusps are more developed (longer cusps).
2. Less occlusal surface may be seen.
However, because the lingual cusps are slightly shorter than the
buccal cusp, we can see part of the lingual incline of the buccal
cusp from this aspect.
3. Depends on cusp types:
A. In the three cusps type: there are two lingual cusps, the
mesio-lingual is larger than the disto-lingual cusp and are
divided by the lingual developmental groove.
B. In the two cusps type: there is a large cusp of the same
height as in the three cusps type. There is a developmental
depression disto-lingually where the lingual cusp ridge joins
the distal marginal ridge.
Lingual Aspect
Distal
Mesial
17. From this aspect, this tooth di
ff
ers from the
mandibular
fi
rst premolar in:
1. The crown and the root are wider bucco-
lingully.
2. The buccal cusp is not nearly centered over
the root trunk, and it is shorter.
3. The marginal ridge is at a right angle to the
long axis of the tooth with less occlusal surface
may be seen.
4. There is no mesio-lingual developmental
groove on the crown.
5. The root is longer with more blunt apex.
Mesial Aspect
Buccal Lingual
18. 1. All the three cusps may be seen.
2. The distal marginal ridge is lower
than that mesially, revealing more
of the occlusal surface.
Distal Aspect
Buccal
Lingual
19. A. Three cusps type:
1. The occlusal aspect is square in shape.
2. Three cusps: the buccal is the largest, followed by the mesio-
lingual cusp, and then the distolingual cusp.
3. Each cusp has a well-formed triangular ridge separated by deep
developmental grooves which form a Y-shape on the occlusal surface.
4. There are three developmental grooves :
A. Mesial developmental groove ending in the mesial triangular
fossa.
B. Distal developmental groove ending in the distal triangular fossa.
C. Lingual developmental groove separating the two lingual cusps.
5. These grooves converge in a central pit, which is placed slightly
towards the distal side.
6. Supplemental grooves are often seen.
Occlusal Aspect
Lingual
Buccal
Distal
Mesial
20. B. Two cusps type:
1. Appear more rounded than the more
angular three cusps type.
2. There is one well-developed lingual cusp
which is large and opposite the buccal cusp.
3. A central developmental groove travels in
a mesio-distal direction with its terminals
centered in the mesial and distal triangular
fossae. Sometimes mesial and distal
developmental pits in the centers of these
fossae may be seen.
Occlusal Aspect
Lingual
Buccal
Distal
Mesial