Queensland University of Technology

About: Queensland University of Technology is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Context (language use). The organization has 14188 authors who have published 55022 publications receiving 1496237 citations. The organization is also known as: QUT.

Biofabrication of osteochondral tissue equivalents by printing topologically defined, cell-laden hydrogel scaffolds

Abstract: Osteochondral defects are prone to induce osteoarthritic degenerative changes. Many tissue-engineering approaches that aim to generate osteochondral implants suffer from poor tissue formation and compromised integration. This illustrates the need for further improvement of heterogeneous tissue constructs. Engineering of these structures is expected to profit from strategies addressing the complexity of tissue organization and the simultaneous use of multiple cell types. Moreover, this enables the investigation of the effects of three-dimensional (3D) organization and architecture on tissue function. In the present study, we characterize the use of a 3D fiber deposition (3DF) technique for the fabrication of cell-laden, heterogeneous hydrogel constructs for potential use as osteochondral grafts. Changing fiber spacing or angle of fiber deposition yielded scaffolds of varying porosity and elastic modulus. We encapsulated and printed fluorescently labeled human chondrocytes and osteogenic progenitors in alginate hydrogel yielding scaffolds of 1×2 cm with different parts for both cell types. Cell viability remained high throughout the printing process, and cells remained in their compartment of the printed scaffold for the whole culture period. Moreover, distinctive tissue formation was observed, both in vitro after 3 weeks and in vivo (6 weeks subcutaneously in immunodeficient mice), at different locations within one construct. These results demonstrate the possibility of manufacturing viable centimeter-scaled structured tissues by the 3DF technique, which could potentially be used for the repair of osteochondral defects.

What's in a Service?

Abstract: A proper understanding of the general nature, potential and obligations of electronic services may be achieved by examining existing commercial services in detail. The everyday services that surround us, and the ways in which we engage with them, are the result of social and economic interaction that has taken place over a long period of time. If we attempt to provide electronic services, and do not take this history into account, then we will fail. Any attempt to provide automated electronic services that ignores this history will deny consumers the opportunity to negotiate and refine, over a large range of issues, the specific details of the actual service to be provided. To succeed, we require a rich and accurate means of representing services. An essential ingredient of service representation is capturing the non-functional properties of services. These include the methods of charging and payment, the channels by which the service is requested and provided, constraints on temporal and spatial availability, service quality, security, trust and the rights attached to a service. Not only are comprehensive descriptions essential for useful service discovery, they are also integral to service management, enabling service negotiation, composition, and substitution. This paper builds on an understanding of services and their interactions, to outline the non-functional properties of services and their uses.

Disentangling the Underlying Dimensions of Psychopathy and Conduct Problems in Childhood: A Community Study

Abstract: The psychometric and predictive validity of callous-unemotional (CU) traits as an early precursor of conduct disorder and antisocial behavior were assessed. A community sample of children (4–9 years of age) were tested 12 months apart with the Antisocial Process Screening Device (APSD; P. J. Frick & R. D. Hare, 2002), a measure of early signs of psychopathy in children. Factor analysis supported the structure of the APSD. Given controversy surrounding construct overlap between psychopathy and conduct problems, a factor analysis was conducted on pooled items from the Strengths and Difficulties Questionnaire and APSD. A 5-factor solution resulted: antisocial, hyperactivity, CU traits, anxiety, and peer problems. CU traits added small but significant improvements in the 12-month prediction of antisocial behavior for boys and older girls, after controlling for Time 1 measures. These results indicate that although the dimensions of the APSD overlap with dimensions of the disruptive behavior disorders, CU traits have unique predictive validity in childhood.

Literacy and Identity: Examining the Metaphors in History and Contemporary Research.

Abstract: In this review, the authors interrogate the recent identity turn in literacy studies by asking, How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of conceptualizing identity by using five metaphors for identity documented in the identity literature: Identity as (a) difference, (b) sense of self/subjectivity, (c) mind or consciousness, (d) narrative, and (e) position Few literacy studies acknowledge this range of perspectives on and views for conceptualizing identity, and yet, subtle differences in identity theories have widely different implications for how one thinks about both how literacy matters to identity and how identity matters to literacy They offer this review to encourage more theorizing of both literacy and identity as social practices and, most important, of how the two breathe life into each other تلخيص البحث:في هذه المراجعة يستجوب المؤلفون انعطاف الهوية المؤخر في دراسات تعليم معرفة القراءة والكتابة بطرح السؤال: كيف تشكل وجهات نظر معينة من الهوية الطريقة التي يفكر فيها الباحثون عن معرفة القراءة والكتابة وعلى نقيض من ذلك، كيف تشكل وجهة النظر هذه من معرفة القراءة والكتابة المأخوذة من باحث ما المعاني عن الهوية ومن أجل معالجة هذا السؤال، يراجع المؤلفون طرقا مختلفة لتصور الهوية بواسطة خمسة تعابير مجازية للهوية المسجلة في أدب الهوية وهي: الهوية كـ (ا) الاختلاف و(ب) حاسة النفس/الموضوعية و(ج) الذهن أو الوعي و(د) النثر و(ي) الموقف ويعترف قليل من دراسات معرفة القراءة والكتابة بمدى وجهات التظر عن تصور الهوية ومع ذلك فأن اختلافات دقيقة في نظريات هوية لها أعقاب مختلفة بشأن الطريقة التي يفكر المرء فيها عن أهمية معرفة القراءة والكتابة للهوية والعكس أي أهمية الهوية لمعرفة القراءة والكتابة ويقدمون هذه المراجعة لتشجيع تنظير معرفة القراءة والكتابة والهوية كممارسات اجتماعية وأهم من ذلك الطريقة التي ينفس فيها كلاهما الحياة في الآخر 在本评论中，作者就近今读写文化研究中之身份认同转向现象提出以下两个问题：某些特殊的身份认同观点如何塑造研究人员对读写文化的想法？反过来说，研究人员对读写文化所持的观点又如何塑造身份认同的意义？为回答这两个问题，作者探究有关身份认同的文献，并使用五种隐喻来归纳出文献中五种身份认同概念化的方式：身份认同就是：差异、自我∕主体感觉、意或意识、叙述、定位。很少有关读写文化的研究承认有这一系列的身份认同观点及身份认同概念化的看法。然而，各身份认同理论之间的微妙差异，却对我们考量读写文化与身份认同对彼此之重要性这些问题上带来极不一样的启示。本评论旨在鼓励更多有关视读写文化与身份认同为社会实践的理论研究，尤其至为重要的，是有关这两者如何为彼此赋予生机的理论研究。 Dans cette revue de question, les auteurs examinent le recent changement d'identite dans les etudes de litteratie en se demandant comment des conceptions particulieres de l'identite faconnent la facon dont les chercheurs considerent l'identite et, reciproquement, comment la conception de la litteratie qu'adopte un chercheur faconne la facon dont il concoit l'identite Pour traiter cette question, les auteurs passent en revue differentes facons de conceptualiser l'identite en utilisant cinq metaphores de l'identite que l'on peut trouver dans la litterature sur l'identite: l'identite comme (a) difference, (b) sentiment de soi/subjectivite, (c) esprit ou conscience, (d) narration, et (e) position Quelques etudes de litteratie reconnaissent cet ensemble de perspectives et de facons de concevoir l'identite, et cependant de subtiles differences dans les theories de l'identite ont d'importantes consequences sur la facon dont on considere a la fois de quelle facon la litteratie importe a l'identite et la facon dont l'identite importe a la litteratie Les auteurs presentent cette revue afin d'inciter a plus de theorisations a la fois de la litteratie et de l'identite comme pratiques sociales et, ce qui est le plus important, de quelle facon l'une et l'autre se nourrissent l'une de l'autre Авторов данного обзора интересуют наметившиеся в последнее время изменения в исследованиях грамотности, а именно – поворот к проблемам идентичности Они задаются следующими вопросами: Как определенные представления об идентичности формируют представления исследователей о грамотности? И, наоборот, как представления того или иного исследователя о грамотности определяют его понимание идентичности? Чтобы разобраться с этими вопросами, авторы рассматривают различные пути концептуализации идентичности на основе пяти метафор, существующих в литературе, посвященной идентичности, а именно: идентичность как (а) инакость, (б) осознание самости/ субъективности, (в) сознание или разум, (г) нарратив, (д) позиция Лишь в немногих исследованиях грамотности признается существование этого набора ракурсов для осмысления идентичности, в то время как даже весьма тонкие различия в представлениях об идентичности влияют на представления о взаимоотношениях грамотности и идентичности Цель статьи – привлечь внимание авторов-теоретиков к этой проблематике, чтобы появилось больше исследований, посвященных грамотности и идентичности как социальным практикам и, что самое важное, их взаимообусловленности En esta resena, los autores cuestionan el reciente giro hacia la identidad en los estudios de competencias preguntandose como es que las perspectivas individuales de identidad afectan la forma en que los investigadores piensan sobre el aprendizaje y, a la inversa, como es el sentido de la identidad afectado por la perspectiva que los investigadores adoptan sobre el aprendizaje Para contestar esta pregunta, los autores repasan varias maneras de conceptualizar la identidad usando cinco metaforas que han sido documentadas en la literatura sobre la identidad: La identidad como (a) diferencia, (b) el sentido del ser/la subjetividad, (c) la mente o el estar consciente, (d) la narrativa, y (e) la posicion Pocos estudios literarios reconocen esta gama de perspectivas sobre el concepto de la identidad, y sin embargo, diferencias sutiles en teorias sobre la identidad tienen implicaciones muy diferentes para la forma de pensar sobre tanto la importancia del aprendizaje a la identidad como la importancia de la identidad al aprendizaje Ofrecen esta resena para incentivar mas teorias sobre la ensenanza y la identidad como practicas sociales y, aun mas importante, sobre como ambas se complementan