Development of a novel pulsatile bioreactor for tissue culture

The construction of tissue-engineered parts such as heart valves and arteries requires more than just the seeding of cells onto a biocompatible/biodegradable polymeric scaffold. It is essential that the functionality and mechanical integrity of the cell-seeded scaffold be investigated in vitro prior to in vivo implantation. The correct hemodynamic conditioning would lead to the development of tissues with enhanced mechanical strength and cell viability. Therefore, a bioreactor that can simulate physiological conditions would play an important role in the preparation of tissue-engineered constructs. In this article, we present and discuss the design concepts and criteria, as well as the development, of a multifunctional bioreactor for tissue culture in vitro. The system developed is compact and easily housed in an incubator to maintain sterility of the construct. Moreover, the proposed bioreactor, in addition to mimicking in vivo conditions, is highly flexible, allowing different types of constructs to be exposed to various physiological flow conditions. Initial verification of the hemodynamic parameters using Laser doppler anemometry indicated that the bioreactor performed well and produced the correct physiological conditions.

Adult learning experience : learning in mixed-mode forms of professional development in the Northern Territory of Australia

This qualitative research is an examination of the experience of learning within a mixed-mode teachers' professional development program. It examines how learning is affected by 'location' - geographic, institutional and personal, and how teaching may take location into account. Approaches to study, influences on learning and transformational learning are explored.

Effects of online professional development on the integration of technology in schools

This thesis examined how involvement in an online network (The Education Network of Ontario / Reseau educatif de l'Ontario) affected teachers professionally. Findings indicated that the network had supported an online community of practice which encouraged development of information and communication skills but that the community had eventually succombed to social and professional tensions.

Professional development for school administrators : computer applications in data communication

This action research project set out to develop the competence of senior personnal from a private vocational college in Thailand in the use of administrative computer systems. The findings demonstrate the critical significance of progressive incremental learning that is tailored to the professional personal needs of learners. Learner competence was found to be dependent upon the creation of an environment promoting learner confidence.

Developing multimedia materials : a professional development initiative at Rangsit University

This study consisted of four professional development investigations and a dissertation on professional development for academic staff at Rangsit University in Thailand. The dissertation includes professional development activities on the design and production of a CDROM. The research utilised some of the principles of action research.

Achieving growth in the Pacific islands : an introduction

The Small Island Developing States (SIDS)1 in the Pacific, spread out over an area of 30 million square kilometres of ocean, and home to over 9 million people, face a complex and unique set of development challenges. As small, highly open economies they are particularly susceptible to external shocks, including fluctuations in import prices and export earnings in particular. Remoteness from major ports and export markets, low levels of connectivity with the outside world and susceptibility to natural hazards further complicate matters and have resulted in the Pacific islands being amongst the most vulnerable economies in the world. In spite of their increasing integration into global markets, most face further challenges owing to very limited absorptive capacities, limited resources, inadequate technology, lack of infrastructure and poor economic management and institutional capabilities. As a consequence, economic growth and related outcomes in most remain heavily reliant on external resources, typically including at least one of aid, migrant remittances, and foreign direct investment (FDI) (AusAID 2008 and McGillivray et al. 2008). The particular constraints and growth challenges of Pacific SIDS are too often overlooked in the development research literature. Moreover, the policy debate on how to promote and achieve growth in the Pacific islands can benefit from a deeper understanding of the nature and consequences of these often unique, combination of constraints. This Focus is devoted to development challenges facing these islands, specifically relating to the achievement of economic growth, and draws on five papers that were presented or tabled at the World Institute for Development Economics Research (WIDER) ‘Fragility and Development’ research project meeting held in Fiji in December 2006.

Assessment of mathematical development in early childhood : some views of preschool practitioners in regional and rural Australia

As part of the project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice directors, teachers, and assistants in prior-to-school settings from regional and rural eastern Australia were interviewed to ascertain their beliefs and practices concerning early childhood mathematics. This paper reports the responses to  uestions about their assessment of children’s mathematical activity and development. The practitioners provided examples of both incidental and planned assessment activities, the different forms these took, methods of recording, and how the results were used.

An impact study of the United Education Initiative Professional Development Programme

The implemented cirriculum of the UEI-PDP with regular follow-up and feedback enabled personal and professional growth of participants. This led to institutional capaciey building and transfer of learning into the classrooms. Collaboration, open communication, persistence and accountability facilitated the transfer of learning.

The Civic School : Australian-Indonesian professional collaboration to model and audit the development of democratic primary classrooms and teacher language using the index for inclusion

The study is a pilot project in Australian-Indonesian institutional collaboration for the professional development of primary school teachers in West Sumatra in citizenship education. Senior staff in the department of Pancasila and Citizenship Education at the State University of Padang (UNP), West Sumatra initiated the project. UNP staff sought the collaboration of the Faculty of Education at the University of Tasmania for bringing about and sustaining changes in teacher practice needed to implement the new civic goals in the 1999 Suplemen. The Index for Inclusion was used to model and audit the development of democratic primary classrooms and language use in a cluster of Padang schools in West Sumatra. The paper describes the background to the project and how the Index for Inclusion was understood during the initial two-week implementation phase by teachers and school principals. The significance of the study lies in the potential of the Index for Inclusion internationally to citizenship education, a field of education that was not considered in the initial development of the Index project and the contribution of the multiple fields of inquiry to the evolving theoretical understandings of inclusive education.

Professional paradoxes : context for development of beginning teacher identity and knowledges

It is anticipated that the current workforce of teachers in Victoria, Australia will retire within the next 5-15 years. The paradox for teachers at the career entry point is that while they are expected to quickly assume responsibility for education in this state, beginning teachers are reporting dissatisfaction with teaching and describing it as an ‘unprofessional’ profession. Drawing from recently commissioned research for the Victorian Institute of Teaching, a study of sixty beginning teachers and a micro study of the ‘internship’ experience of teacher educators, this paper explores the consequences of what counts as professional knowledge. By problematising identity issues for beginning teachers it is hoped that greater understanding of the complexities of their realities is revealed. The aspirations for the (re) generation of a profession are entangled in discordant displacement of meanings of what it is to become a teacher. What do ‘othering’ and power(less) positions of beginning teachers mean for the immediate future of the profession? What then are the implications for school contexts, colleague support and pre-service teacher education?