title: Ternary Ti alloys functionalised with antibacterial activity

authors: Bolzoni, Leandro

abstract: Prosthesis bacterial infection occurring during surgery is a rising health issue. Pathogenic bacterial infection causes inflammation, interferes with the healing process, inhibits osteogenesis and, eventually, leads to implant failure. These issues can be tackled either by applying coatings or developing multifunctional (i.e. structural and antibacterial) materials. In this work, β eutectoid bearing functionalised Ti alloys were designed and manufactured via the cost-effective press and sinter powder metallurgy route. The systematic analysis of the ternary Ti-xCu-yMn alloys shows that the mechanical properties proportionally increase with the amount of alloying elements added. All the ternary Ti-xCu-yMn alloys have strong antibacterial activity against Escherichia coli with respect to the negative control (i.e. pure Ti). Our study demonstrates that ternary Ti-xCu-yMn alloys are promising candidates for structural prostheses functionalised with antibacterial capability.

text: Ternary Ti alloys functionalised with antibacterial activity Prosthesis bacterial infection occurring during surgery is a rising health issue. Pathogenic bacterial infection causes inflammation, interferes with the healing process, inhibits osteogenesis and, eventually, leads to implant failure. These issues can be tackled either by applying coatings or developing multifunctional (i.e. structural and antibacterial) materials. In this work, β eutectoid bearing functionalised Ti alloys were designed and manufactured via the cost-effective press and sinter powder metallurgy route. The systematic analysis of the ternary Ti-xCu-yMn alloys shows that the mechanical properties proportionally increase with the amount of alloying elements added. All the ternary Ti-xCu-yMn alloys have strong antibacterial activity against Escherichia coli with respect to the negative control (i.e. pure Ti). Our study demonstrates that ternary Ti-xCu-yMn alloys are promising candidates for structural prostheses functionalised with antibacterial capability.

year: 2020

title: Audit education for future professionals: Perceptions of New Zealand auditors

authors: Chaffey, Jenna

subjects: audit education

abstract: Audit professionals are charged with gathering evidence and expressing their opinions on the financial claims made by others. In New Zealand, as elsewhere, these opinions are relied upon for a myriad of decisions as to the economic position and operations of an organisation. The educational experience that future professionals receive in their tertiary study is important because it lays the pedagogical foundation for this role. The aim of this study is to evaluate those teaching practices, subjects and techniques that might be of value to future audit professionals. The analysis is uniquely from the perspective of the professional members who are most likely to benefit from students' experiences. The literature is used to identify relevant questions, and a survey of 360 professional auditors in New Zealand yielded a 36.4% response rate. A triangulated analysis of comments and scaled questions reveals that these professionals are concerned with communication, small business engagements and the relationships between, for example, risk and planning and independence and ethics. Findings also confirm the value of experiential and practice-informed learning and direct us to a few topics that may accommodate non-traditional teaching methods. Conclusions consider implications for teaching and future research.

text: Audit education for future professionals: Perceptions of New Zealand auditors Audit professionals are charged with gathering evidence and expressing their opinions on the financial claims made by others. In New Zealand, as elsewhere, these opinions are relied upon for a myriad of decisions as to the economic position and operations of an organisation. The educational experience that future professionals receive in their tertiary study is important because it lays the pedagogical foundation for this role. The aim of this study is to evaluate those teaching practices, subjects and techniques that might be of value to future audit professionals. The analysis is uniquely from the perspective of the professional members who are most likely to benefit from students' experiences. The literature is used to identify relevant questions, and a survey of 360 professional auditors in New Zealand yielded a 36.4% response rate. A triangulated analysis of comments and scaled questions reveals that these professionals are concerned with communication, small business engagements and the relationships between, for example, risk and planning and independence and ethics. Findings also confirm the value of experiential and practice-informed learning and direct us to a few topics that may accommodate non-traditional teaching methods. Conclusions consider implications for teaching and future research.

year: 2011

title: Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language.

authors: Berryman, Mere

subjects: bilingual learners

abstract: Learning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.

text: Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language. Learning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.

year: 2012