Tissue engineering is essentially a technique for imitating nature. Natural tissues consist of three components: cells, signalling systems (e.g. growth factors) and extracellular matrix (ECM). The ECM forms a scaffold for its cells. Hence, the engineered tissue construct is an artificial scaffold populated with living cells and signalling molecules. A huge effort has been invested in bone tissue engineering, in which a highly porous scaffold plays a critical role in guiding bone and vascular tissue growth and regeneration in three dimensions. In the last two decades, numerous scaffolding techniques have been developed to fabricate highly interconnective, porous scaffolds for bone tissue engineering applications. This review provides an update on the progress of foaming technology of biomaterials, with a special attention being focused on computeraided manufacturing (Andrade et al.2002) techniques. This article starts with a brief introduction of tissue engineering (Bone tissue engineering and scaffolds) and scaffolding materials (Biomaterials used in bone tissue engineering). After a brief reviews on conventional scaffolding techniques (Conventional scaffolding techniques), a number of CAM techniques are reviewed in great detail. For each technique, the structure and mechanical integrity of fabricated scaffolds are discussed in detail. Finally, the advantaged and disadvantage of these techniques are compared (Comparison of scaffolding techniques) and summarised (Summary).

Mastering writing has always proved an almost insurmountable barrier to EFL learners. In an attempt to alleviate problems advanced EFL learners have with writing, this study aimed at investigating the effect of scaffolded instruction through writing frames constructed from extended prefabricated lexical bundles. 40 female advanced English students, selected out of a population of 65, were randomly assigned into experimental and control groups. The participants of both groups were assigned a writing pre-test prior to any instruction, and a writing post-test following the twenty-session scaffolded instruction in both groups. The results revealed that the participants in the experimental group outperformed their counterparts in the control group as a result of the writing frames they were provided with. Overall, it is concluded that scaffolded instruction through writing frames can be a useful means of helping advanced students to improve their writing quality.

Learning English has become one of the urgencies of the current century, and thus acquiring its diverse language skills relies on the development of learners’ abilities in an educational context. In this domain, teachers play a vital role through scaffolding techniques to aid in enhancing pupil’s educational levels in obtaining learning objectives. The proposed study is considered descriptive-analytical based on its methodology and applied for its purpose. Indeed, the research′s primary purpose is to investigate the impact of scaffolding ELT lessons on students in Iran and to provide useful suggestions for improving EFL learners in the underlying context. The sample size is 60 people (male = 30 and female = 30) in the age range of 15-25 years of both genders, which is carried out based on a random sampling method as the approximate statistical population.Furthermore, 30 English teachers of both genders (male = 15 and female = 15) in the age range of 25-40 years old were interviewed to conclude the true condition in the ELT domain, particularly in Iran. It should also be noted that written consent is received from all participants. Data collection was conducted through some methods like observation. The study′s results revealed that scaffolding techniques influence Iran’s EFL context.

Teaching and Learning a second language, especially in postgraduate courses requires teachers to use appropriate teaching approaches and strategies since they can facilitate language learning considerably. The present research aims to study the relationship between instructional scaffolding and language learning among a selected group of Persian learners in Persian Language Centre in Qazvin, Iran. The research was conducted in a correlational framework and population included all Persian learners in Persian Language Centre of International Imam Khomeini University in Qazvin in 2013-14., among whom 126 applicants were selected by ratio sampling method. The data were gathered through instructional scaffolding questionnaire and analyzed using Pearson's Correlation Coefficient and Stepwise Regression. Findings showed that there existed a significant positive relationship between instructional scaffolding and its types (cognitive, contextual, procedural, metacognitive and motivational) with Persian learning. In addition, stepwise regression analyses revealed that the cognitive, texture, procedural, metacognitive and motivational scaffolding could significantly and positively predict learning of Persian in applicants. The results indicated that instructional scaffolding and its types would play a crucial role in enhancing Persian learning in non-Persian speakers.

This study examined the effect of the ZPD-based discourse scaffolding on EFL learners' co-construction of L2 metadiscourse performing collaborative writing tasks and explored the discourse scaffolding dynamics. The participants were 160 EFL students that were assigned to four different treatment conditions: (i) formal teaching, (ii) input enhancement, (iii) non-ZPD interaction, and (iv) ZPD-based L2 discourse scaffolding. The ZPD learners were required to audio-record their task-focused social interactions and also write four weekly compositions and one delayed essay. The results showed a substantial effect for the ZPD-based L2 discourse scaffolding on the ZPD participants' use of English metadiscourse. Further, the microgenetic analysis of the social interactions revealed that the ZPD groups employed manifold scaffolding dynamics at various ZPD levels to expedite task performance and their peers' use of L2 metadiscourse. The asymmetrical discourse construction grew mutual with the less capable peers offering increasingly more self-initiated repairing moves within their activated ZPD. Also, the students' essays were rated as more reader-friendly over time. Finally, the implications for L2 research and pedagogy are discussed.

Regarding paradigm shifts in the education domain, and particularly in medical and health professions education, the focus of the teaching-learning-assessment triangle has increasingly shifted towards personalized curricula (1). This shift requires moving from teacher dominance to learner autonomy. Personalizing the learning process is crucial for fostering learner autonomy. Learning is an experiential process, and the role of the learner is vital; an active learner today can become a genuine facilitator tomorrow. If a learner is passive today, they may become an obstacle rather than a facilitator in the future. Learning is a cooperative effort, not a competition; all learners are players on a football team, with the instructor serving as a coach who can also participate, and the goal is to win together

Scaffolding and shadowing techniques have been shown to improve language learners’,reading comprehension. However, little attention has been paid to the comparative effectiveness of these techniques. This study investigated the effect of three selected scaffolding techniques (peer scaffolding, distributed scaffolding, and reciprocal scaffolding) versus three types of shadowing (complete shadowing, partial shadowing, and interactive shadowing) on L2 reading comprehension. To this end, 120 intermediate level EFL learners (in 6 groups of 20 members each) were selected through convenience sampling from three language institutes in Qazvin. Each group was randomly assigned to one of the shadowing and scaffolding techniques. One way ANOVA and independent samples t-tests were used to analyze the data. The results indicated that among the three scaffolding techniques, distributed scaffolding was the most effective technique on reading comprehension. The most effective technique among shadowing groups was interactive shadowing. A significant difference was also found between the shadowing and scaffolding techniques in favor of scaffolding techniques. These findings may have theoretical and pedagogical implications for researchers, learners, teachers, and syllabus designers.

Bone disorders are of significant worry due to their increased prevalence in the median age. Scaffold-based bone tissue engineering holds great promise for the future of osseous defects therapies. Porous composite materials and functional coatings for metallic implants have been introduced in next generation of orthopedic medicine for tissue engineering. While osteoconductive materials such as hydroxyapatite and tricalcium phosphate ceramics as well as some biodegradable polymers are suggested, much interest has recently focused on the use of osteoinductive materials like demineralized bone matrix or bone derivatives. However, physiochemical modifications in terms of porosity, mechanical strength, cell adhesion, biocompatibility, cell proliferation, mineralization and osteogenic differentiation are required. This paper reviews studies on bone tissue engineering from the biomaterial point of view in scaffolding.