The aim of this article was to analyze the theories underpinning dental fear, anxiety and phobias. To be included, articles must have been published between the years of 1949 and 2013 concerning fears and phobias within dentistry and/or psychiatry. Of 200 articles originally under review, 140 were included and reviewed by the authors.Five specific pathways relating to dental fear and anxiety were identified; Cognitive Conditioning, Informative, Visual Vicarious, Verbal Threat, and Parental. Eight currently accepted management techniques across all dental disciplines for dental fear and anxiety were identified. Further research is required to identify clinical diagnosis and treatment for fears originating from different pathways.

The origin of patients' fears requires more attention in terms of treating endodontic-related fear and anxiety. More detailed research into the effects of demographics, causative factors and ethnicity on pathways of fear in dentistry is required to help dentists better manage patients in a multicultural society.

The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A nonprobability sample of 900 academics from a large Australian university was selected with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academic's level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks, and were encouraged to openly express their ideas and opinions. This study is important in a practical sense to academic managers and universities to build relationships and develop better connections with their academics.

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