Characterisation of minimalist co-assembled fluorenylmethyloxycarbonyl self-assembling peptide systems for presentation of multiple bioactive peptides

The nanofibrillar structures that underpin self-assembling peptide (SAP) hydrogels offer great potential for the development of finely tuned cellular microenvironments suitable for tissue engineering. However, biofunctionalisation without disruption of the assembly remains a key issue. SAPS present the peptide sequence within their structure, and studies to date have typically focused on including a single biological motif, resulting in chemically and biologically homogenous scaffolds. This limits the utility of these systems, as they cannot effectively mimic the complexity of the multicomponent extracellular matrix (ECM). In this work, we demonstrate the first successful co-assembly of two biologically active SAPs to form a coassembled scaffold of distinct two-component nanofibrils, and demonstrate that this approach is more bioactive than either of the individual systems alone. Here, we use two bioinspired SAPs from two key ECM proteins: Fmoc-FRGDF containing the RGD sequence from fibronectin and Fmoc-DIKVAV containing the IKVAV sequence from laminin. Our results demonstrate that these SAPs are able to co-assemble to form stable hybrid nanofibres containing dual epitopes. Comparison of the co-assembled SAP system to the individual SAP hydrogels and to a mixed system (composed of the two hydrogels mixed together post-assembly) demonstrates its superior stable, transparent, shear-thinning hydrogels at biological pH, ideal characteristics for tissue engineering applications. Importantly, we show that only the coassembled hydrogel is able to induce in vitro multinucleate myotube formation with C2C12 cells. This work illustrates the importance of tissue engineering scaffold functionalisation and the need to develop increasingly advanced multicomponent systems for effective ECM mimicry.

STATEMENT OF SIGNIFICANCE: Successful control of stem cell fate in tissue engineering applications requires the use of sophisticated scaffolds that deliver biological signals to guide growth and differentiation. The complexity of such processes necessitates the presentation of multiple signals in order to effectively mimic the native extracellular matrix (ECM). Here, we establish the use of two biofunctional, minimalist self-assembling peptides (SAPs) to construct the first co-assembled SAP scaffold. Our work characterises this construct, demonstrating that the physical, chemical, and biological properties of the peptides are maintained during the co-assembly process. Importantly, the coassembled system demonstrates superior biological performance relative to the individual SAPs, highlighting the importance of complex ECM mimicry. This work has important implications for future tissue engineering studies.

Teacher and peer assessment of creativity in technology education

This study, part of a PhD thesis, investigates a number of aspects relating to technology education, creativity and the assessment of creativity and aesthetics. Following tuitional sessions, panels of upper primary school children were involved in assessing the creative and aesthetic characteristics of technological products made by other children. Teachers assessed a selection of student drawings for creativity and these results were compared against the corresponding products assessed by the panels of Year 5 children. Subjects were administered a test on their knowledge of technology and these scores were compared to product creativity scores. The results showed high correlations between the assessor ranks for both creativity and aesthetics although there was generally more consistency with creativity. While some subjects produced both creative drawings and products, others showed creativity in only one outcome. A further finding of the investigation identified the relationship between students' knowledge of technology and the creative product constructed by the older children in the study.

Rethinking curriculum, assessment and reporting in a technology-rich school environment

This research presents a portrait of a school experiencing the dilemmas and tensions of adapting to new technology. Teachers, parents and students' reactions to, and involvement in, the defining of the 'learning community' of the school is analysed and documented as multimodal reporting of student learning and progress is introduced.

The introduction, management and assessment of change process at Barwon Water, a technology based water authority

Covers managing change through a multifunctional change model linking a corporate strategy, longitudinal and cross organisational strategic drivers to a suite of change processes integrated synergistically to optimise customer service and business efficiency. Testing, analysis and benchmarking provide conclusions about the utility of the model and implementation strategies, change objective attainment, the strategic focus, learning outcomes and output achievement efficiency.

A comparative assessment of the information technology services sector in India and China

The purpose of this paper is to assess the nature of competition in the information technology (IT) services sector between India and China. Using primary and secondary data sources, we compare and contrast the strengths and weaknesses of the IT services sector in the two countries along the main dimensions of Porter’s competitive advantage model. The principal findings indicate that the IT services sectors in the two countries are distinctively different, have developed along different paths and are highly complementary to each other. China has a well established hardware sector and its IT services sector focuses mostly on servicing its domestic market. India’s IT services sector is predominantly export orientated with focus on the US and Western European markets. Contrary to popular beliefs, given the complementary characteristics of the IT services sectors in India and China, it is unlikely for the two countries to compete against each other in the near future and greater strategic co-operation between IT service providers in the two countries is a more likely outcome.

Machinability assessment of titanium alloy Ti-6Al-4V for biomedical applications

Titanium alloy (Ti-6Al-4V) has a wide range of application in various fields of engineering. Titanium is mainly used to manufacture aerospace components like landing gear, fuselage, wings, engines etc. and biomedical components like hip joint, knee joint, dental implants etc. Titanium has outstanding material properties such as corrosion resistance, fatigue strength, tensile strength and a very good biocompatibility which makes this material very alluring for biomedical applications. Contrary, the machinability of the material is problematic because of the phase transformations and thus, titanium alloy is a challenge for machining operation. This research is a comparative analysis between the implants manufactured by traditional method of casting and machining. The femoral stem of the hip joint replacement is designed and the component is machined using a five-axis CNC machine.The machined component was subjected to surface roughness testing, tensile testing and bulk hardness testing. The values were compared with the values of titanium implants manufactured by casting. © (2014) Trans Tech Publications, Switzerland.

How technology shapes assessment design: findings from a study of university teachers

A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design.