Organic-inorganic hybrid coatings containing phosphorus precursors prepared by sol–gel on Ti6Al4V alloy: electrochemical and in-vitro biocompatibility evaluation

The durability and long-term success of metallic implants are enhanced through the molecular scale design of biocompatible and corrosion resistant surface coatings. To pursue this hypothesis, we have developed a new class of organic-inorganic (O-I) hybrid nanocomposite coatings based on tetramethylorthosilicate (TMOS) and γ-methacryloxypropyltrimethoxysilane (MAPTMS) as organofunctional alkoxysilanes precursors and dimethyltrimethylsilylphosphite (DMTMSP) as a phosphorus precursor. Addition of DMTMSP to TMOS-MAPTMS hybrids increased the extent of intermolecular condensation and cross-linking observed. Both normal human osteoblast in-vitro biocompatibility and corrosion resistance were enhanced in coatings containing DMTMSP. Though increasing phosphorous content correlated with biocompatibility, a compromise in the amount of phosphorus incorporated would be required if corrosion resistance was the most desirable parameter for optimization, at least for single coat systems. Evaluation of the electrochemical behaviour and the in-vitro biocompatibility show that films prepared using these materials by dip coating onto Ti6Al4V alloys offer a promising alternative to simpler coatings and wholly metallic prostheses

Pediatric DXA: clinical applications

Normal bone mineral accrual requires adequate dietary intake of calcium, vitamin D and other nutrients; hepatic and renal activation of vitamin D; normal hormone levels (thyroid, parathyroid, reproductive and growth hormones); and neuromuscular functioning with sufficient stress upon the skeleton to induce bone deposition. The presence of genetic or acquired diseases and the therapies that are used to treat them can also impact bone health. Since the introduction of clinical DXA in pediatrics in the early 1990s, there has been considerable investigation into the causes of low bone mineral density (BMD) in children. Pediatricians have also become aware of the role adequate bone mass accrual in childhood has in preventing osteoporotic fractures in late adulthood. Additionally, the availability of medications to improve BMD has increased with the development of bisphosphonates. These factors have led to the increased utilization of DXA in pediatrics. This review summarizes much of the previous research regarding BMD in children and is meant to assist radiologists and clinicians with DXA utilization and interpretation

Genetic loci associated with heart rate variability and their effects on cardiac disease risk

Reduced cardiac vagal control reflected in low heart rate variability (HRV) is associated with greater risks for cardiac morbidity and mortality. In two-stage meta-analyses of genome-wide association studies for three HRV traits in up to 53,174 individuals of European ancestry, we detect 17 genome-wide significant SNPs in eight loci. HRV SNPs tag non-synonymous SNPs (in NDUFA11 and KIAA1755), expression quantitative trait loci (eQTLs) (influencing GNG11, RGS6 and NEO1), or are located in genes preferentially expressed in the sinoatrial node (GNG11, RGS6 and HCN4). Genetic risk scores account for 0.9 to 2.6% of the HRV variance. Significant genetic correlation is found for HRV with heart rate (-0.74 < r(g) < -0.55) and blood pressure (-0.35 < r(g) < -0.20). These findings provide clinically relevant biological insight into heritable variation in vagal heart rhythm regulation, with a key role for genetic variants (GNG11, RGS6) that influence G-protein heterotrimer action in GIRK-channel induced pacemaker membrane hyperpolarization

Microbiome to Brain:Unravelling the Multidirectional Axes of Communication

The gut microbiome plays a crucial role in host physiology. Disruption of its community structure and function can have wide-ranging effects making it critical to understand exactly how the interactive dialogue between the host and its microbiota is regulated to maintain homeostasis. An array of multidirectional signalling molecules is clearly involved in the host-microbiome communication. This interactive signalling not only impacts the gastrointestinal tract, where the majority of microbiota resides, but also extends to affect other host systems including the brain and liver as well as the microbiome itself. Understanding the mechanistic principles of this inter-kingdom signalling is fundamental to unravelling how our supraorganism function to maintain wellbeing, subsequently opening up new avenues for microbiome manipulation to favour desirable mental health outcome

Collaboration and the Negotiation of Power

This paper deals with the study of the outcomes and the degree of collaboration achieved in a project involving a planning group of university and school-based participants and education students. The group was formed to consider how the practicum component of a course leading to a Graduate Diploma in Education might be improved through collaboration between university- and school-based educators. The literature on collaboration and on cultural politics comprises the conceptual framework for the analysis of the data collected. Culturalpolitics suggests that collaboration involves a struggle over meanings in the interest of particular groups. Based on an analysis of the events in the project, the impact of institutional arrangements and the perceptions of the participants, implications are drawn for what needs to be done to further develop collaborative work between educational institutions. It is suggested that collaboration may be the discourse for the transformation of institutional cultures and subjectivities in universities and schools, in order to attain the benefits of working together which are unavailable through traditional teacher education practices and structures

Towards Best Practice in Teaching Internationally: Does it transcend cultural differences?

Australian universities are increasingly expected to be more entrepreneurial and self-funding. This had led to increased activity in recruiting international students, establishing an offshore presence and forming partnerships with offshore universities. Academics who are required to teach subjects to international students are responding in different ways. For example, some offer their subjects without any change at all; others include international content; and some make use of examples and cases from the relevant local overseas context. This paper is concerned with identifying what is perceived to be best practice in teaching internationally. Best practice is developed from the analysis of presentations at a Forum on Internationalisation, held at the University of New England, from discussions with academics who are teaching internationally in various disciplines, and from examining the emerging body of knowledge on teaching and learning strategies for internationalisation

Developing a Comparative Perspective on the Impact on the Academic Profession of Teaching Internationally

This workshop was concerned with exploring the impact of the internationalisation of teaching and learning on the academic profession, how academic staff cope with changes in expectations of them, in the nature of their work and in the new environment of performativity in Higher Education. These and related issues were explored via a presentation of a case study of the implications of internationalisation at the University of New England (UNE) and through small group discussion and a plenary. The participants in the workshop focused on the demands and challenges posed for the academic profession of internationalisation in Australian and Canadian universities by the following factors and discussed strategies for supporting academic staff in coping with change.• The wider economic, political, entrepreneurial, and compliance driven context of HE in Australia and Canada• Academic staff conceptions of culture and cross-cultural teaching• Demands of quality assurance and accountability• Demands for supporting for learning of domestic and international students on campus and via computer based distance education• Strategies for supporting academics in coping with chang