Salem State University

Artificial Intelligence (AI)-enabled diagnosis has emerged as a promising avenue for revolutionizing medical image analysis, such as X-ray analysis, across a wide range of healthcare disciplines, including dentistry, consequently offering swift, efficient, and accurate solutions for identifying various dental conditions. In this study, we investigated the application of the YOLOv9 model, a cutting-edge object detection algorithm, to automate the diagnosis of dental diseases from X-ray images. The proposed methodology encompasses a comprehensive analysis of dental datasets, as well as preprocessing and model training. Through rigorous experimentation, remarkable accuracy, precision, recall, mAP@50, and an F1-score of 84.89%, 89.2%, 86.9%, 89.2%, and 88%, respectively, are achieved. With significant improvements over the baseline model of 17.9%, 15.8%, 18.5%, and 16.81% in precision, recall, mAP@50, and F1-score, respectively, with 7.9 ms inference time. This demonstrates the effectiveness of the proposed approach in accurately identifying dental conditions. Additionally, we discuss the challenges in automated diagnosis of dental diseases and outline future research directions to address knowledge gaps in this domain. This study contributes to the growing body of literature on AI in dentistry, providing valuable insights for researchers and practitioners.

Abstract Spi.ro.plas'ma. Gr. fem. n. speira (L. transliteration spira ) a coil, spiral; Gr. neut. n. plasma something formed or molded, a form; N.L. neut. n. Spiroplasma spiral form. Tenericutes / Mollicutes / Entomoplasmatales / Spiroplasmataceae / Spiroplasma Cells are pleomorphic, varying in size and shape from helical and branched nonhelical filaments to spherical or ovoid. The helical forms, usually 100–200 nm in diameter and 3–5 μm in length, generally occur during the exponential phase of growth and in some species persist during stationary phase. The cells of some species are short (1–2 μm). In certain cases, helical cells may be very tightly coiled, or the coils may show continuous variation in amplitude. Spherical cells ∼300 nm in diameter and nonhelical filaments are frequently seen in the stationary phase, where they may not be viable, and in all growth phases in suboptimal growth media, where they may or may not be viable. In some species during certain phases, spherical forms may be the replicating form. Helical filaments are motile, with flexional and twitching movements, and often show an apparent rotatory motility. Fibrils are associated with the membrane, but flagella, periplasmic fibrils, or other organelles of locomotion are absent . Fimbriae‐like and pili‐like structures observed on the cell surface of insect‐ and plant‐pathogenic spiroplasmas are believed to be involved in host‐cell attachment and conjugation (Ammar et al., 2004; Özbek et al., 2003), but not in locomotion. Cells divide by binary fission, with doubling times of 0.7–37 h. Facultatively anaerobic. The temperature growth range varies among species, from 5 to 41°C. Colonies on solid media are frequently diffuse , with irregular shapes and borders, a condition that reflects the motility of the cells during active growth. Colony type is strongly dependent on the agar concentration. Colony sizes vary from 0.1 to 4.0 mm in diameter. Colonies formed by nonmotile variants or mutants, or by cultures growing on inadequate media are typically umbonate with diameters of 200 μm or less. Some species, such as Spiroplasma platyhelix , have barely visible helicity along most of their length and display little rotatory or flexing motility. Colonies of motile, fast‐growing spiroplasmas are diffuse, often with satellite colonies developing from foci adjacent to the initial site of colony development. Light turbidity may be produced in liquid cultures. Chemo‐organotrophic. Acid is produced from glucose. Hydrolysis of arginine is variable. Urea, arbutin, and esculin are not hydrolyzed. Sterol requirements are variable. An optimum osmolality, usually in the range of 300–800 mOsm, has been demonstrated for some spiroplasmas. Media containing mycoplasma broth base, serum, and other supplements are required for primary growth, but after adaptation, growth often occurs in less complex media. Defined or semi‐defined media are available for some species. Resistant to 10,000 U/ml penicillin. Insensitive to rifampicin, sensitive to erythromycin and tetracycline. Isolated from the surfaces of flowers and other plant parts, from the guts and hemolymph of various insects and crustaceans, and from tick triturates. Also isolated from vascular plant fluids ( phloem sap ) and insects that feed on the fluids . Specific host associations are common. The type species, Spiroplasma citri , is pathogenic for citrus (e.g., orange and grapefruit), producing “stubborn” disease. Experimental or natural infections also occur in horseradish, periwinkle, radish, broad bean, carrot, and other plant species. Spiroplasma kunkelii is a maize pathogen. Some species are pathogenic for insects. Certain species are pathogenic, under experimental conditions, for a variety of suckling rodents (rats, mice, hamsters, and rabbits) and/or chicken embryos. Genome sizes vary from 780 to 2,220 kb (PFGE). DNA G + C content ( mol %): 24–31 ( T m , Bd). Type species : Spiroplasma citri Saglio et al. 1973 AL .

Public library staff, particularly in the United States, face increasing workloads and expectations while grappling with little support for prioritizing their wellbeing. This article first defines burnout and its impact on public library staff, then introduces the PERMA theory of wellbeing via a trauma-informed approach. This theory aims to enhance key life dimensions through everyday practices. It examines evidence from other professions to show the value of implementing this approach to wellbeing. Finally, the paper explores the application of this model in public libraries, proposing a systematic implementation and envisioning a future where staff wellbeing is prioritized through a trauma-informed lens.

Background: Incorporating a growth mindset model in competency-based education (CBE) through supportive language, role modeling, and consistent coaching enables faculty to create a learning environment that values effort and normalizes an iterative learning process. Aligning growth mindset principles with CBE enhances student motivation, resilience, and adaptability in nursing education. Method: This article identifies growth mindset strategies that build an essential foundation for student success in CBE. Results: Shifting the focus from assessment of learning (AOL) to assessment for learning (AFL) is crucial for fostering student achievement and agency. Effective CBE teaching consists of educators sharing experiences of overcoming challenges, mentoring in growth mindset principles, using supportive language, applying criterion-based grading practices, and encouraging intrinsic motivation. Conclusion: Ultimately, focusing on AFL in CBE settings encourages resilience and adaptability, creating a growthoriented learning atmosphere that advances nursing education and cultivates practice-ready, competent professionals.

ABSTRACT Trans, nonbinary, and intersex persons are—and have always been—an integral part of humankind. However, these communities are under attack. We live in a time of growing state repression and the normalization of political violence against trans, nonbinary, and intersex persons throughout much of the world, and we have a responsibility to understand these conditions and consider their implications for science education. In this commentary, we briefly outline the growing state repression of trans, nonbinary, and intersex persons, illustrating this repression with examples primarily drawn from the U.S. context, while acknowledging similar forms of repression happening in many countries. We discuss the ways that scientific discourses and ideologies are being co‐opted to rationalize these attacks, explain the responsibility this creates for science educators, and examine the important work that has already been done to understand and dismantle oppression and to celebrate the lives and accomplishments of these communities within and beyond science education. Finally, we offer recommendations for specific actions that science educators and researchers can take to uphold the human rights of trans, nonbinary, and intersex persons and communities.