Objective: To evaluate the effect of mouth rinses (Biofresh and ZAK) on the surface micro hardness
of two light cure restorative material (Tetric ceram ivoclar-vivadent) and (3M Z 250) dental
composite.
Methodology: The microhardness values of (sixty) composite specimens were measured at the top
surfaces after 24 hours of immersion in different solutions (Biofresh, Zak mouth wash and distilled
water as control). Comparison done using descriptive statistics (mean, SD, SEM, minimum and
maximum values) and inferential statistics (ANOVA and LSD) test.
Results: The biofresh mouth rinse which has high alcohol containing has less effect on
microhardness of tetric ceram than the zak &distiled water , while the effect of Zak mouth rinse on
microhhybrid composit (3M Z250) is less than biofresh &distiled water, also there was highly
significant difference between subgroup of tetric ceram and the same for (3M Z250) composite & the
effect of the mouth rinse on hardness was material dependent it may be attributed to the differences
in chemical composition and filler type of each material. Since it was found that alcohol is not the only
factor that has the softening effect on the restorative material, other ingredient in a mouth rinse. may
have softening effect on polymer matrix.
Recommendations: We recommend for a comparison of color stability for restorative material
under the effect of mouth rinsing.
The study aims at investigating the effectiveness of the Virtual Library Technology, in developing the achievement of the English Language Skills in the Center of Development and Continuous Education, in comparison with the individual learning via personal computer to investigate the students' attitude towards the use of both approaches. The population of the study includes the participants in the English Language course arranged in the Center. The sample includes 60 students who were randomly chosen from the whole population (participants in English Courses for the year 2009-2010). The sample is randomly chosen and divided into two experimental groups. The first group has learned through classroom technology; while the other group has l
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