Approach To Estimate The Salivary Flow Using Chromatography

Approach To Estimate The Salivary Flow Using Chromatography Abstract: Aim: To develop a simple and safe method to estimate the salivary flow using chromatography paper. Materials and Method: 30 volunteers participated in the study. The salivary flow rate was estimated using chromatography filter paper and compared with the salivary flow rate per minute. The assay consisted of 3 spots containing starch and potassium iodide per spot on filter paper. Based on the color reaction on the chromatography filter paper the salivary flow rate was estimated. Results: Pearson’s correlation test showed highly significant negative correlation when the salivary flow rate and the number of colored dots were compared. Conclusion: This method can be used as a chairside diagnostic aid in estimation of salivary flow Key words: chromatography filter paper, salivary flow rate, diagnostic aid A Novel Approach To Estimate The Salivary Flow Using Chromatography Paper Introduction: Quantitative and/or qualitative alterations in salivary secretion may lead to localadverse effects like caries, oral mucositis, candidiasis, oral infections, chewing disorders, halitosis and functional adverse effects like dysphagia, hypersalivation(sialorrhea) and hyposalivation(xerostomia).1 Whole saliva (mixed saliva) is a mixture of oral fluids that includes secretions from both the major and minor salivary glands, in addition to several constituents of non-salivary origin, such as gingival crevicular fluid (GCF), expectoratedbronchial and nasal secretions, serum and blood derivatives from oral wounds, bacteria and bacterial products, viruses and fungi, desquamated epithelial cells, other cellular components, and food debris.2 Stimulated saliva is produced on account of some mechanical, gustatory, olfactory, or pharmacological stimulus, contributing to around 80% to 90% of daily salivary production. In adults the total stimulated salivary flow ranges from 1 to 3 ml/min3whereas the unstimulated salivary flow at rest ranges from 0.25 to 0.35 ml/min.4 Unstimulated salivary flow rate is most affected by the degree of hydration, olfactory stimulation, exposure to light, body positioning, and seasonal and diurnal factors. There are various methods for the estimation of salivary flow including measurement of glandular salivary flow, resting salivary flow and stimulated salivary flow. The best two ways to collect whole saliva are the draining method, in which saliva is allowed to drip off the lower lip, and the spitting method, in which the subject expectorates saliva into a test tube.2 This method is time consuming and needs special apparatus like collection tubes or volume meter. AIM:To evaluatea simple and safe method for the estimation of salivary flow using chromatography paper MATERIALS AND METHODS: The study consisted of 30 volunteers comprising of 21 females and 9 males, aged 20-20yrs. The subjects were asked to sit in an upright position with their head bent in a downward position and were asked to collect the saliva in their mouth for 1minute and asked to spit into the collecting test tubes at the end of 1 minute to determine the salivary flow rate/min. METHOD OF PREPARATION OF FILTER PAPER: The filter paper for the estimation of salivary flow was prepared according to a method given by Takashi et al using soluble starch, potassium iodideand chromatography paper (70 mm Ãâ€"21 mm). 4 µl of the detection reagent (1% starch solution and 0.3 mol/L potassium iodide solution mixed at a ratio of 3:1) was placed at 3 places on the chromatography paper using a micropipette. The filter paper was left overnight in a cool dark room and then stored in a light-resistant container until use. The soluble starch and potassium iodide were dissolved in 0.1 mol/L Tris-HCl buffer the adjusted pH of 7.3.5 METHOD OF PREPERATION OF COLORING REAGENT: The coloring reagent was prepared from a solution of 31% hydrogen peroxide, ethanol and distilled water at a ratio of 1:7:1. METHOD OF COLLECTION OF SALIVA: Subjects were asked to open their mouths and then to lift the tongue. The tip of the paper was put on the center of the floor of the mouth in the sublingual region. After 1 minute, the filter paper was taken out and then the coloring reagent (approximately 2 µ L) was added dropwise to the spots in the filter paper. Via the iodine-starch reaction, colorless spots immediately turned blue. The number of blue spots, including partly colored spots (50%), was grossly counted as an integer. Based on this we examined the relationship between the number of colored spots and salivary flow rates after insertion of filter paper for 1 minute in the sublingual regions of healthy subjects.5 DISCUSSION: Common methods for collecting whole saliva include draining, spitting, suction and swab (absorbent) method. In draining method saliva is allowed to drip off the lower lip into a preweighted container or graduated test tube. In spitting method of collection, the saliva is allowed to collect in the floor of the mouth and subjects are asked to spit in the collecting tubes. Whereasin suction method saliva is continuously aspirated from the floor of the mouth into graduated test tubes. In absorbent method pre-weighed cotton rolls, swabs, or gauze are inserted into the opening of the ductal orifices of the salivary glands and reweighed after the collection is completed.The suction and swab method causes some degree of stimulation and variability and thus are not recommended for unstimulated salivary collection whereas swab method is said to be least reliable among the above mentioned methods.6 the otherdisadvantages of these methods are that they are time consuming and need special apparat us like collection tubes or volume meter. Takashi et al proposed the present method the present assay for salivary flow assessment. The assay system consists of 3 spots 1mm apart containing starch and potassium iodide on the filter paper. Potassium iodide in the spots easily gets displaced with the flow of saliva, in contrast to this starch does not get displaced and gets retained in the original spot. Thus, the colorless spots on the paper not infiltrated with saliva immediately turned blue with the addition of the coloring reagent that contained hydrogen peroxide, whereas the spots on the paper infiltrated with saliva does not show the color. Colored spot is based on the reaction of saliva between potassium iodide and starch in the chromatography paper and the color reaction of iodine-starch to hydrogen peroxide.5 Unstimulated saliva reflects the basal salivary flow rate while stimulated salivarepresents the fuctional reserve of the salivary glands. So the study of unstimulated saliva is useful for the study of salivary gland status.1The presentmethod can be of help in case of elderly patients suffering from xerostomia, in screening tests, post radiation therapy for cancer in elderly patients where salivary flow measurement can play a chair side diagnostic test. In addition, the method can easily be adjusted to variations in cutoff values and accuracy by changing the number of spots and distance between the spots on the filter paper With the present method excellent results were obtained between the salivary flow rate and the colored spots with an r value of -1 and p value of 0.0 in healthy individuals. Thus the routine use of this method as a chair side assessment assay for salivary flow would be of benefit to all practicing dentists and patients alike.

Focus on the Learner Essay

1.Group Profile It’s a mixed group with a very mixed cultural background as only three students are actually from Germany. Four of the students were born in another country e.g. Lithuania, Turkey, France and Romania. They all moved to Germany as adults and all share German as a common language. The group is heterogeneous concerning the age they started learning English. Two students started learning as adults while the others started learning at school. Most of the students have learnt another language as an adult and therefore have previous language learning experience. The motivation for doing the course is quite high and the group can be divided into two groups – students who need English for their job/university and students who want to learn for their own enjoyment. They are all at upper intermediate level. Except for one student (who could be classed as a converger), the overall group could be classed as concrete learners. They enjoy the social aspects of learning and like to learn from direct experience. They are interested in the language and they enjoy games and group-work in class. The entire group could also be classed as communicative learners because they show a degree of confidence and a willingness to take risks. They are much more interested in social interaction with other speakers of the language than they are with analysis of how the language works. (Learning styles based on Keith Willing [1987]). 2.Strengths and weaknesses Grammar The students are weak when forming the present simple (especially 3rd person singular) (e.g. â€Å"I must to take the train†, â€Å"She like climbing†, â€Å"Stephen come from Australia†) very often confusing it with the present continuous. (â€Å"Sometimes I’m reading Turkish books†). Most students also have problems when using the simple past (â€Å"we seed it’s ill†, I gone to school with her†, â€Å"We can found this in a school†, â€Å"Where are you born?†, â€Å"She were †¦Ã¢â‚¬ ). Some students also have problems with verb-noun collocations (e.g. â€Å"She make all the housework†) Vocabulary The students have a good basic knowledge of vocabulary. They can talk about themselves, where they come from, their profession, their families, experiences they have had in the past and things they like to spend more money on. (Example of good language: â€Å"My picture is a technical object but I really don’t know what it is used for†, â€Å"Because you met the Pope, you changed your mind† â€Å"You said dug – so it is dig, dug, dug† = verb orientation). Many of the students try to translate directly from German into English (â€Å"The cat was by us†) and sometimes use a German word in a sentence, using it questioningly enabling other students to help out with the correct English word. The students respond very well, offering suggestions until correct answer is found. Most of the students focus on finding the exact translation of the unknown word rather than trying to paraphrase their idea. Pronunciation All the students have a strong L1 interference and speak with an accent. The group responds well to drilling the right pronunciation and where to put stress on the words. They are keen to sound natural and like repeating after  the teacher. Some students pronounce the endings of words that aren’t necessary e.g. â€Å"clothes†, â€Å"See† instead of sea, â€Å"Lus their jobs† Words: 208 3.Strengths and weaknesses skills Reading The students are able to read a text fairly quickly in order to understand the overall meaning. After enquiring about a few words of vocabulary (sometimes looking this up themselves in a dictionary) they are able to answer all the questions quickly and correctly. Listening The students are able to listen to texts read to them and in most cases understand the general meaning already after the first time. After hearing the text for the second time, they are able to answer questions, in most cases correctly. The students react well to instructions and during conversation they wait patiently until their dialogue partner has finished. One student is a panicky listener, the others all seem to be relaxed listeners. Writing The students have a wide range of vocabulary appropriate for the given tasks. Their sentences are well-structured and they make few mistakes. Speaking The students try to use structured sentences. If they are confident with the vocabulary hesitation is less frequent, with new vocabulary or grammar most students hesitate frequently. The students are motivated to improve their speaking ability and they make a great effort to only speak English. Some of them use gestures when they do not know a word, others switch between German and English, using the German word to fill in the gaps in the sentence (â€Å"I go with the Straßenbahn†, â€Å"I make Teig with Zimt and †¦Ã¢â‚¬ ). 4.Recommendations Language development 1.Total English Workbook (Pre-intermediate) Antonia Clare/JJ Wilson – Longman Publishers Page 8, Section 1.3Grammar : Present Simple vs Present Continuous Justification:All 3 exercises on this page help the students to distinguish between the present simple and the present continuous. It also concerns activities they can associate with 2.New Cutting Edge (Pre-intermediate Student’s Book) Sarah Cunningham/Peter Moor – Pearson/Longman Publishers Module 4, page 34Language Focus 1 Present continuous and present simple Justification:At the top left of the page there is a grammar exercise section where the students have to underline and give an example of the present simple/present continuous. Exercises 1 and 2 help to practice the use of them. 3.Language to go Student’s Book (Pre-intermediate) Gillie Cunningham/Sue Mohamed – Longman Publishers Lesson 3, page 9 – The Present (Grammar focus) Justification:Exercises for the students to practice distinguishing between Present simple and Present continuous. First of all filling in the gaps, then writing their own email and finally using the language by talking in pairs 4.Total English Student’s Book (Pre-intermediate) Richard Acklam/Araminta Crace –Pearson/Longman Publishers Chapter 1, page 14 – Review and practice Justification:Exercises for practicing both present simple and present continuous (including question-forming) 5.Clockwise Pre-intermediate Class Book Bruce McGowen & Vic Richardson – Oxford University Press Chapter 25, page 65 – Present simple and continuous Justification:Students can fill in the tables with the verb and then complete the rules for using Present simple and continuous themselves in exercise 1 6.New Edition Basis for Business David Christie – Cornelsen & Oxford Unit 2, pages 24 and 25 – Further study (Simple present and present continuous) Justification:On page 24 there is an explanation of when to use simple present and present continuous and on page 25 there are exercises to practice 7.New Edition Basis for Business David Christie – Cornelsen & Oxford Unit 3, pages 37 and 38 – Further study (Simple past and past continuous) Justification:On page 37 there is an explanation of when to use simple past and past continuous and on page 38 there are exercises to practice 8.Powerbase Pre-intermediate David Evans – Longman Publishers Unit 4, pages 30 to 33 – Going places Justification:The article on page 31 is quite interesting for the students. On page 30 they can fill-in the verbs in the past and present form and on page 32 the past simple can be practiced in exercises. 9.Business opportunities Vicki Hollett – Cornelsen & Oxford Unit 5, Growth and development, pages 50 and 51 – Past experiences Justification:The article on page 31 is quite interesting for the students. On page 50 they can fill-in a time line. On page 51 there is an explanation on when to use the simple past, questions for the students to answer and discussion exercise. Skills development 10.Business opportunities Vicki Hollett – Cornelsen & Oxford Unit 2, Telephoning to make arrangements, pages 23, 150 and 151 Justification: Students usually enjoy doing role play. In these exercises they work with a partner and discuss a) a conference programme and b) arranging a meeting. 11.Business opportunities Vicki Hollett – Cornelsen & Oxford Unit 7, Telephoning to exchange information, page 73 Justification: Students will probably find the stories on this page quite amusing. They will then discuss any car accidents or funny incidents that they have experienced themselves. References: 1.Total English Workbook (Pre-intermediate) Antonia Clare/JJ Wilson – Longman Publishers 2.New Cutting Edge (Pre-intermediate Student’s Book) Sarah Cunningham/Peter Moor – Pearson/Longman Publishers 3.Language to go Student’s Book (Pre-intermediate) Gillie Cunningham/Sue Mohamed – Longman Publishers 4.Total English Student’s Book (Pre-intermediate) Richard Acklam/Araminta Crace –Pearson/Longman Publishers 5.Clockwise Pre-intermediate Class Book Bruce McGowen & Vic Richardson – Oxford University Press 6.New Edition Basis for Business David Christie – Cornelsen & Oxford 7.Powerbase Pre-intermediate David Evans – Longman Publishers 8.Business opportunities Vicki Hollett – Cornelsen & Oxford

Solutions for Sense and Sensibility Essay Topics in Easy to Follow Step by Step Detail

Solutions for Sense and Sensibility Essay Topics in Easy to Follow Step by Step Detail Societal layering gets self-evident in the existence of food. They must seek out financial security through marriage. Gender was seen as another important topic of the film, often intersecting with class. After seven hours, Fry managed to recoup the documents from the gadget. Elinor describes this procedure for reflection many times in the novel. Emotion has to be intense, or it's unreal. Additionally, it offers deceitful opportunities of escape from these types of constraints. Marianne isn't pleased with this kind of a connection. She tries to hide her fear to avoid all her distress. She invites the Dashwood sisters to remain at her house in Cleveland. Austen showed that the importance that lots of families set on the wealth of a prospective partner throughout that time in society. Lucy should instead be considered a typical young woman hoping for a fantastic home. Brandon arrives to split the news. Marianne insists that it may not take quite a long time for individuals to get to understand each other well. Being a real celebrity in your village ought to be employed to your utmost benefit. Elinor is astonished that all these individuals are speaking about an engagement that wasn't announced. What You Need to Do About Sense and Sensibility Essay Topics Starting in the Next 8 Minutes Inside this lesson, we'll get acquainted with the Dashwood family of Sussex, England. Marriage for status is a problem of wonderful value in Sense and Sensibility. It might not be as noticeable now, but it's still there. He's thought to have a all-natural daughter Miss Williams. Willoughby sends a formal letter explaining that he's interested in another person. Lucy does not appear to deserve Edward because she's cruel and incapable of love. I believe I share a few of the attributes which make Willoughby so distinct. Hearsay, Deception and Sense and Sensibility Essay Topics The majority of the events which take place inside this book reflect Jane Austen's life. I really like watching you grow up over the span of this book. Lots of the things that occur within this book, happened in Jane Austen's individual life. There are lots of ups and downs within this book. Austen wasn't yet an extraordinary novelist when she wrote this story, and there's too much contrivance in how she dispatches her men to London when she's done with them. On the other hand, the contrast is in the simple fact that Keats uses compound words to create his poetry sensual whereas, Hopkins employs compound words to provide various things an established form and pattern. I have to begin this post by confessing that I'm a the latest Austen fan. Top Sense and Sensibility Essay Topics Choices This makes everybody upset since they cannot go without him, so they simply choose to have a drive around the nation. To immigrate from one nation to another is certainly a transition of deep significance and long-lasting emotional effect. That's not the best way to do it. They wanted him to earn a fine figure on the planet in some manner or other. She finds they have a lot in common and starts to like him. Just when you believe you know what's happening, everything differs. He's heard of Marianne's illness, and it has come to find news of her. Unlike a number of the wealthy characters, they don't have anything to do because they do not actually care about others around them and don't feel obligated for the most part. The dichotomy of sense and sensibility is just one of the perspectives by which the novel is most frequently analyzed. Austen compares both unique personalities of the two major characters so as to find favour with a single position and so argue against another to enable the reader to reach the conclusion this to become successful in life and love, you must balance and have the two important features of sense and sensibility. She seeks to learn the hurtful truth whilst convincing Lucy of her ideal serenity and propriety. The very first chapter acknowledges that Elinor has an outstanding heart, and string f eelings along with prudence, and that Marianne has sense together with sensibility. Edward and Elinor marry and continue in the parsonage at Delaford. Elinor isn't quite certain what to do. Elinor isn't impressed in any respect. Elinor promises to speak to her sister when she is going to be prepared to listen to her.

The Impact of Slavery on African Society Essay - 1149 Words

The Impact of Slavery on African Society Slavery has played a strong role in African society from as early as prehistoric times, continuing to the modern era. Early slavery within Africa was a common practice in many societies, and was very central to the country’s economy. Beginning around the 7th century, two groups of non-African slave traders significantly altered the traditional African forms of slavery that had been practiced in the past. Native Africans were now being forced to leave the country to be used as slaves. The two major slave trades, trans-Saharan and trans-Atlantic, became central to the organization of Africa and its societies until the modern era. Slavery and the slave trade strongly affected African society, and†¦show more content†¦As European desire grew for products including sugar, cotton and rice, the demand for plantation labor also increased. African slave labor was cheap among European standards, leading to the influx of such a large number of African slaves in the New World. Eu ropean and American slave-traders acquired roughly 12 million slaves from West and west central Africa. People may argue that the practice did not become dehumanizing until white Europeans came along and took slaves to the Americas’. Slavery had existed in Africa as it had in other parts of the world, for centuries, but it was not based on race and it did not result in dehumanization and death, as did transatlantic slavery. This statement is claiming that because the economies of Africa did not depend on slave labor, the number of enslaved people was small until European traders arrived. I am convinced that the African slave trade led to the dehumanization of Africans because it was focused on the legal institution created by law in America, which allowed white American settlers to actually own Africans. 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