Evaluation of antibacterial efficacy of Triphala toothwipes on oral Streptococcus mutans count in intellectually disabled children

2021 ◽  
Author(s):  
Meghana Ajay Deshpande ◽  
Sudhindra Baliga ◽  
Nilima Thosar ◽  
Nilesh Rathi ◽  
Shriramji Jyothishi ◽  
...  
2000 ◽  
Vol 15 (1) ◽  
pp. 10-14 ◽  
Author(s):  
L. W. Baughan ◽  
F. J. Robertello ◽  
D. C. Sarrett ◽  
P. A. Denny ◽  
P. C. Denny

1990 ◽  
pp. 340-344
Author(s):  
S M Michalek ◽  
N K Childers ◽  
S Jackson ◽  
J Katz ◽  
J Mestecky

2015 ◽  
Vol 05 (01) ◽  
pp. 014-016
Author(s):  
Meril Ann Soman ◽  
Ramakrishna Avadhani ◽  
Rani Nallathamby ◽  
Meera Jacob ◽  
Charly Chacko Joseph

AbstractFingerprint patterns are unique patterns made by friction ridges and furrows present on the pads of finger tips. Uniqueness and persistence are the two underlying features of fingerprint patterns. Aim of this present study was to determine the differences in the incidence of fingerprint patterns in intellectually disabled children compared to normal healthy children. Intellectual disability is a generalized disorder appearing before adulthood and is characterized by limitations in both intellectual functioning and in adaptive behavior. The present study comprising of 120 students (60 intellectually disabled and 60 controls) was carried out in Pediatrics outpatient department, Yenepoya Medical College and Hospital, Mangalore. The incidence of the four fingerprint patterns (Ulnar loop, Radial loop, Whorls and Arches) were determined in both the groups. Ulnar loop pattern had the highest incidence in both the groups and the least incidence was shown by arch pattern. There exists difference in the frequency of the fingerprint patterns in males and females of both the groups. The study was conducted to observe for any difference in the incidence of fingerprint patterns between intellectually disabled and normal children.


2019 ◽  
Vol 70 ◽  
pp. 10006
Author(s):  
Tatyana Lisovskaya ◽  
Tatyana Zhuk

The article raises the problems of the formation of an inclusive culture of teachers working with intellectually disabled children in centers of social and professional rehabilitation for the people with special psychophysical development needs (hereinafter referred to as the SPDN). Two components of an inclusive culture are presented: tolerance and inclusive competence. The mechanism of professional and social rehabilitation of people with intellectual disabilities is shown on the example of Brest region of the Republic of Belarus.


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