title: A porous fluoride-substituted bovine-derived hydroxyapatite scaffold constructed for applications in bone tissue regeneration

authors: Ratnayake, Jithendra

subjects: biocompatibility

abstract: Hydroxyapatite is widely used in bone implantation because of its similar mineral composition to natural bone, allowing it to serve as a biocompatible osteoconductive support. A bovine-derived hydroxyapatite (BHA) scaffold was developed through an array of defatting and deproteinization procedures. The BHA scaffold was substituted with fluoride ions using a modified sol-gel method to produce a bovine-derived fluorapatite (BFA) scaffold. Fourier-transform infrared spectroscopy and X-ray diffraction analysis showed that fluoride ions were successfully substituted into the BHA lattice. According to energy dispersive X-ray analysis, the main inorganic phases contained calcium and phosphorus with a fluoride ratio of ~1–2 wt%. Scanning electron microscopy presented a natural microporous architecture for the BFA scaffold with pore sizes ranging from ~200–600 μm. The BHA scaffold was chemically stable and showed sustained degradation in simulated-body fluid. Young’s modulus and yield strength were superior in the BFA scaffold to BHA. In vitro cell culture studies showed that the BFA was biocompatible, supporting the proliferative growth of Saos-2 osteoblast cells and exhibiting osteoinductive features. This unique technique of producing hydroxyapatite from bovine bone with the intent of producing high performance biomedically targeted materials could be used to improve bone repair.

text: A porous fluoride-substituted bovine-derived hydroxyapatite scaffold constructed for applications in bone tissue regeneration Hydroxyapatite is widely used in bone implantation because of its similar mineral composition to natural bone, allowing it to serve as a biocompatible osteoconductive support. A bovine-derived hydroxyapatite (BHA) scaffold was developed through an array of defatting and deproteinization procedures. The BHA scaffold was substituted with fluoride ions using a modified sol-gel method to produce a bovine-derived fluorapatite (BFA) scaffold. Fourier-transform infrared spectroscopy and X-ray diffraction analysis showed that fluoride ions were successfully substituted into the BHA lattice. According to energy dispersive X-ray analysis, the main inorganic phases contained calcium and phosphorus with a fluoride ratio of ~1–2 wt%. Scanning electron microscopy presented a natural microporous architecture for the BFA scaffold with pore sizes ranging from ~200–600 μm. The BHA scaffold was chemically stable and showed sustained degradation in simulated-body fluid. Young’s modulus and yield strength were superior in the BFA scaffold to BHA. In vitro cell culture studies showed that the BFA was biocompatible, supporting the proliferative growth of Saos-2 osteoblast cells and exhibiting osteoinductive features. This unique technique of producing hydroxyapatite from bovine bone with the intent of producing high performance biomedically targeted materials could be used to improve bone repair.

year: 2024-02-28

title: Tutors' Voice: Future Directions?

authors: Zalipour, Arezou

abstract: Little did I guess when I started tutoring at the University of Waikato in 2012 and later when I was given the role of Tutor Support person at TDU last July, that there was no institutionally required formal training for those who choose to work as tutors, sessional assistants, lab demonstrators or similar titles. I was coming from a strong teaching and research background as I previously held the position of senior lecturer at several international and public universities overseas, which meant I had the skills, knowledge and experience required to tutor when I was given a tutoring role. Later, in the course of speaking to tutors and listening to their voices across several meetings and workshops in the past months as part of my teaching developer position at TDU, I came to realise that tutors vary immensely not only in their perceptions of a ‘tutor’s role’, but also in the level of teaching experience and communication skills they are required to have to take up the job. Their positions also differ in terms of the support provided for them by course conveners and departments across the University. In the past months, I have also explored the tutor-convener relationship and working protocol in terms of support and advice tutors would need and are actually offered, and was not surprised to arrive at a similar degree of variation in what is happening across programmes and faculties at the University of Waikato. What follows is based on my observation in the last few years and also conversations with various individuals across the University in the past months.

text: Tutors' Voice: Future Directions? Little did I guess when I started tutoring at the University of Waikato in 2012 and later when I was given the role of Tutor Support person at TDU last July, that there was no institutionally required formal training for those who choose to work as tutors, sessional assistants, lab demonstrators or similar titles. I was coming from a strong teaching and research background as I previously held the position of senior lecturer at several international and public universities overseas, which meant I had the skills, knowledge and experience required to tutor when I was given a tutoring role. Later, in the course of speaking to tutors and listening to their voices across several meetings and workshops in the past months as part of my teaching developer position at TDU, I came to realise that tutors vary immensely not only in their perceptions of a ‘tutor’s role’, but also in the level of teaching experience and communication skills they are required to have to take up the job. Their positions also differ in terms of the support provided for them by course conveners and departments across the University. In the past months, I have also explored the tutor-convener relationship and working protocol in terms of support and advice tutors would need and are actually offered, and was not surprised to arrive at a similar degree of variation in what is happening across programmes and faculties at the University of Waikato. What follows is based on my observation in the last few years and also conversations with various individuals across the University in the past months.

year: 2015-10-13

title: The Waikato River settlement: Exploring a model for co-management and protection of natural and cultural resources

authors: Te Aho, Linda

abstract: This presentation explores co-management regimes in Aotearoa, including the framework established under the Waikato River Settlement, which mandates the protection and restoration of the river’s health and well being for present and future generations.

text: The Waikato River settlement: Exploring a model for co-management and protection of natural and cultural resources This presentation explores co-management regimes in Aotearoa, including the framework established under the Waikato River Settlement, which mandates the protection and restoration of the river’s health and well being for present and future generations.

year: 2015