Journal articles: 'John Curtin School of Medical Research' – Grafiati (2024)

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Lawrence (Laurie) Walter Nichol FAA was Vice Chancellor of the Australian National University (ANU) from 1988 to 1993, and before that, of the University of New England (UNE) from 1985 to 1988. His independent academic career began in 1963 at the ANU as a Research Fellow in the Department of Physical Biochemistry in the John Curtin School of Medical Research (JCSMR). The department was headed by Professor Alexander (Sandy) G. Ogston FRS. Thus, Laurie's career finally circled back, after overseas sabbaticals and other appointments at Australian universities, to the ANU.

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This issue of Australian Journal of Botany sees the first in a new series of scholarly reviews to be called the .Turner Reviews. in honour of John Stewart Turner, Ph.D. (Cantab.), FAA (1908.1991). John Turner was Professor of Botany and Plant Physiology at The University of Melbourne from 1938 to 1973. He was a foundation member of the Advisory Committee of the Australian Journal of Botany. The present Advisory Committee initiated the Turner Reviews in recognition of Turner.s wide-reaching influences on several generations of botanists and conservationists in Australia (see Rowan and Ashton, this volume). The Turner Reviews aim to provide critical, state-of-the-art evaluations that advance our knowledge in current, key areas of botanical research. The Turner Reviews will be commissioned by invitation, and will be numbered in sequence. A number of free reprints in a distinctive cover will be provided free of charge to authors. A Reviews Subcommittee has been formed to select authors and to oversee the refereeing process. The members are Dr Peter Attiwill, Dr Marilyn Ball and Professor Byron Lamont. We would greatly appreciate advice and suggestions on prospective reviewers for this important new series. Peter Attiwill School of Botany The University of Melbourne Parkville, Vic. 3052 Phone 03 9344 5068 Fax 03 9344 6857 Email p.attiwill@botany.unimelb.edu.au Marilyn Ball Australian National University Research School of Biological Sciences GPO Box 475 Canberra ACT 0200 Phone 02 6249 5057 Fax 02 6249 5095 Email mball@rsbs-central.anu.edu.au Byron Lamont School of Environmental Biology Curtin University of Technology GPO Box U 1987 Perth WA 6001 Phone 08 9266 7784 Fax 08 9266 2495 Email rlamontb@cc.curtin.edu.au

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Dr. John A. Astin received his PhD in health psychology from the University of California, Irvine. He has been a research fellow in the Complementary and Alternative Medicine Program at the Stanford University School of Medicine and director of mind-body research at the Complementary Medicine Program, University of Maryland School of Medicine. In 2002, he joined California Pacific Medical Center in San Francisco as a research scientist. His research and clinical work has focused on several related areas: the use of mind-body therapies, particularly mindfulness meditation, to treat various health-related problems; psychosocial factors associated with use of complementary and alternative medical therapies; the psychological construct of control and its relationship to mental and physical health; and the role of spirituality in healthcare. His research has appeared in such journals as Archives of Internal Medicine, JAMA, and the Annals of Internal Medicine. He is coauthor (with Deane Shapiro) of the book, Control Therapy: An Integrated Approach to Psychotherapy, Health, and Healing. Along with his scholarly pursuits, Dr. Astin is an accomplished singer, songwriter, and recording artist and has produced five albums of original music that are distributed worldwide.

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The Department of Neurosurgery at the Medical College of Virginia/Virginia Commonwealth University (VCU) celebrates its 100th anniversary in 2019. It was founded by C. C. Coleman, who directed the US Army School of Brain Surgery during World War I and was one of the original members of the Society of Neurological Surgeons. Coleman began a residency program that was among the first four such programs in the United States and that produced such prominent graduates as Frank Mayfield, Gayle Crutchfield, and John Meredith. Neurosurgery at VCU later became a division under the medical school’s surgery department. Division chairs included William Collins and Donald Becker. It was during the Becker years that VCU became a leading National Institutes of Health–funded neurotrauma research center. Harold Young oversaw the transition from division to department and expanded the practice base of the program. In 2015, Alex Valadka assumed leadership and established international collaborations for research and education. In its first 100 years, VCU Neurosurgery has distinguished itself as an innovator in clinical research and an incubator of compassionate and service-oriented physicians.

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Academic psychiatry at Keele University reached its 10th birthday in 1996. In 1986 John Cox was appointed to the foundation Chair of Psychiatry in what was then the Department of Postgraduate Medicine (Cox, 1990; Barrett, 1991). The School of Postgraduate Medicine was established in 1989 and along with it a formal Department of Psychiatry. There is no undergraduate medical school at Keele and the School of Postgraduate Medicine, with 14 full Professorships, is now the largest in the United Kingdom, outside of London. The Department of Psychiatry has expanded in size since 1989 and has one Professor of Psychiatry, four Senior Lecturers and two Lecturers. With its busy MRCPsych teaching programme, a Diploma and MSc in General Psychiatry and research activity it has made a significant contribution to the raising of the standards of North Staffordshire psychiatry. From its small beginnings it has now attained a national and international profile.

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The purpose of this study was to present the evolution of views on epilepsy as a disease and symptom during the 19th and the 20th century. A thorough study of texts, medical books, and reports along with a review of the available literature in PubMed was undertaken. The 19th century is marked by the works of the French medical school and of John Hughlings Jackson who set the research on epilepsy on a solid scientific basis. During the 20th century, the invention of EEG, the advance in neurosurgery, the discovery of antiepileptic drugs, and the delineation of underlying pathophysiological mechanisms, were the most significant advances in the field of research in epilepsy. Among the most prestigious physicians connected with epilepsy one can pinpoint the work of Henry Gastaut, Wilder Penfield, and Herbert Jasper. The most recent advances in the field of epilepsy include the development of advanced imaging techniques, the development of microsurgery, and the research on the connection between genetic factors and epileptic seizures.

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Introduction: Electronic medical records (EMR) have placed increasing demand on emergency physicians and may contribute to physician burnout and stress. The use of scribes to reduce workload and increase productivity in emergency departments (ED) has been reported. This objective of this study was to evaluate the educational and experiential value of scribing among medical and undergraduate students. We asked: “Will undergraduates be willing to scribe in exchange for clinical exposure and experience?”; and, “Should scribing be integrated into the medical school curriculum?” Methods: A mixed-methods model was employed. The study population included 5 undergraduate, and 5 medical students. Scribes received technical training on how to take physician notes. Undergraduate students were provided with optional resources to familiarize themselves with common medical terminology. Scribes were assigned to physicians based on availability. An exit interview and semi-structured interviews were conducted at the conclusion of the study. Interviews were transcribed and coded into thematic coding trees. A constructivist grounded theory approach was used to analyze the results. Themes were reviewed and verified by two members of the research team. Results: Undergraduate students preferred volunteering in the ED over other volunteer experiences (5/5); citing direct access to the medical field (5/5), demystification of the medical profession (4/5), resume building (5/5), and perceived value added to the health care team (5/5) as main motivators to continue scribing. Medical students felt scribing should be integrated into their curriculum (4/5) because it complemented their shadowing experience by providing unique value that shadowing did not. Based on survey results, five undergraduate students would be required to cover 40 volunteer hours per week. Conclusion: A student volunteer model of scribing is worthwhile to students and may be feasible; however, scribe availability, potentially high scribe turnover, and limited time to develop a rapport with their physician may impact any efficiency benefit scribes might provide. Importantly, scribing may be an invaluable experience for directing career goals and ensuring that students intrinsically interested in medicine pursue the profession. Medical students suggested that scribing could be added to the year one curriculum to help them develop a framework for how to take histories and manage patients.

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This discussion was moderated by Robyn J. Barst, MD, Professor of Pediatrics, Divisions of Pediatric Cardiology at Columbia University College of Physicians and Surgeons and Cornell Medical Center, and Director of New York Presbyterian Pulmonary Hypertension Center at Columbia University Medical Center, New York, New York. Panel members included Jeffrey R. Fineman, MD, Pediatric Critical Care Specialist and Associate Investigator of the Cardiovascular Research Institute, University of California, San Francisco; John Granton, MD, Assistant Professor of Medicine, University of Toronto, Pulmonary Arterial Hypertension Programme, University Health Network, Toronto, Ontario; Michael A. Gatzoulis, MD, PhD, Professor of Cardiology, Congenital Heart Disease, and Consultant Cardiologist and Director of the Adult Congenital Heart Centre at the Royal Brompton Hospital and the National Heart and Lung Institute, Imperial College School of Medicine, London, UK; and Richard A. Krasuski, MD, Director of Adult Congenital Heart Disease Services, Department of Cardiovascular Medicine, Cleveland Clinic, Cleveland, Ohio.

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Loneliness is considered as a risk factor for various kinds of psychological and emotional outcomes, however, there is limited research in indigenous context exploring how it effects the mental health of unmarried women who have crossed the marriageable age. The present study investigated the relationship between loneliness and emotional regulation among un-married educated working women (25-55 years). Sample of un-married working women (N = 150) was taken from school (N = 50), college (N = 50) and university teachers (N = 50). University of California Loneliness Scale revised 20-items (Russell, 1996) and Emotional Regulation Questionnaire 10 items (Gross & John, 2003) were used. Data was statistically analyzed using Correlation, and One Way ANOVA analysis. Significant relationship was found between loneliness and emotional regulation in un -married working women. Results also concluded that different age ranges have no significant effect on un-married working women. It is also concluded that income affects the emotional regulation ability of working women. Finding of the research will help in understanding the strengths and struggles of working women who are single. The study sheds light on the so-called impression of the society that being single is a matter of great concern and it challenges the loneliness and emotional regulation level among woman but the results revealed that in educated women, single-hood is not a matter that determines loneliness and it does not affect the level of emotional regulation in professional un-married women.

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Arthur Conan Doyle's spiritualist interests are often viewed today as idiosyncratic for a medical professional and anachronistic for the late Victorian era. However, historians of the era recognise that there was widespread fascination at this time in the possibility of communicating with the dead and the development of extraordinary mental powers like telepathy. Conan Doyle studied medicine in Edinburgh where the study of mesmerism and its role in therapy continued for much longer than the rest of Britain. The university and medical school produced most of the major names of British medical mesmerism including the physician James Braid, who coined the term hypnotism. By the late nineteenth century, there were many distinguished physicians and scientists who shared Conan Doyle's spiritualist views. The Society for Psychical Research (SPR) was the elite London association that investigated these possibilities using a scientific methodology. Hypnotism and the trance state were important tools in this study. Over the course of his thirty-six-year membership, Conan Doyle's convictions strengthened. The backdrop of Edinburgh and mesmerism is key to Conan Doyle's story ‘ John Barrington Cowles’ (1884) , while the scientific investigation of hypnotism described in The Parasite (1894) relies upon his experiences with London's SPR based in Dean's Yard, Westminster, and Hanover Square in Mayfair.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 1 Abdelaziz Mohammed, Albaha University, Saudi Arabia Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Ausra Kazlauskiene, Siauliai University, Lithuania Barbara N. Martin, University of Central Missouri, USA Carmen P. Mombourquette, University of Lethbridge, Canada Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey Firouzeh Sepehrianazar, Orumieh university, Iran Geraldine N. Hill, Elizabeth City State University, USA Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia Gregory S. Ching, Fu Jen Catholic University, Taiwan Hüseyin Serçe, Selçuk University, Turkey Jayanti Dutta, Panjab University, India Jisun Jung, University of Hong Kong, Hong Kong John Cowan, Edinburgh Napier University, United Kingdom John Walter Miller, Benedict College in Columbia, USA Laid Fekih, University of Tlemcen Algeria, Algeria Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey Mei Jiun Wu, Faculty of Education, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Mirosław Kowalski, University of Zielona Góra, Poland Nicos Souleles, Cyprus University of Technology, Cyprus Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria Philip Denton, Liverpool John Moores University, United Kingdom Rachida Labbas, Washington State University, USA Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Sahar Ahadi, Islamic Azad University of Mashhad, Iran Tuija A. Turunen, University of Lapland, Finland Vasiliki Brinia, Athens University of Economic and Business, Greece Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil

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The new Appendix A of the European Convention for the Protection of Vertebrate Animals Used for Experimental and Other Scientific Purposes, which gives guidelines for accommodation and care of animals and was approved on June 15, 2006, was the main reason the authors decided to investigate the origins of the regulations of animal experiments. Although one might assume that the regulation had its origin in the United Nations conventions, the truth is that its origins are a hundred years old. The authors present a case of the nineteenth-century vivisection controversy brought about by the publication of the Handbook for the Physiological Laboratory in 1873, in which John Burdon-Sanderson, Emanuel Edward Klein, Michael Foster, and Thomas Lauder Brunton described a series of vivisection experiments they performed on animals for research purposes. It was the first case of vivisection to be examined, processed, and condemned for inhuman behavior toward animals before an official body, leading to enactment of the Cruelty to Animals Act in 1876. The case reveals a specific ethos of science in the second half of the nineteenth century, which was characterized by a deep commitment of scientists to the scientific enterprise and their strong belief that science could solve social problems, combined with an overt insensitivity to the suffering of experimental animals. The central figure in the case was Emanuel Edward Klein, a disciple of the Central European medical tradition (Vienna Medical School) and a direct follower of the experimental school of Brücke, Stricker, Magendie, and Bernard. Because of his undisguised attitudes and opinions on the use of vivisection, Klein became a paradigm of the new scientific identity, strongly influencing the stereotypic image of a scientist, and polarizing the public opinion on vivisection in England in the nineteenth century and for some considerable time afterward.

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We performed a literature review to summarize the primary influences that encourage or discourage the pursuit of careers in General Surgery (GS), General Internal Medicine (GIM), and General Pediatrics (GP). Relevant studies were identified through a PUBMED and MEDLINE search from 1982 to 2006. All included studies were peer-reviewed and pertained to factors influencing career choice in GS, GIM, GP, and their respective subspecialties. The identified literature was analyzed based on demography, the curriculum, and the nature of the discipline, etc. Consistent factors influencing career choice were established a priori as those supported by ≥2 independent studies or reviews without contradictory findings reported to date. The top two factors favoring the choice of residency in GS are positive clerkship experiences and exposure to positive role models, whereas the top factors discouraging interest in GS are lifestyle issues and the length of residency. As for GIM, influences that favor the specialty include the female gender and preference for GIM upon entry into medical school. Factors that discourage the choice of GIM are high income expectations, the widening salary gap between generalist and specialist, negative clerkship experience and the type of patients in internal medicine. In pediatrics, the top two influences that favor GP are female gender and a predisposition for GP upon entry into medical school. A consistent factor that negatively influences career choice in GP is a favorable attitude towards research. To summarize, the main influences on the choice of a generalist career include gender, role modeling, clerkship experience, lifestyle issues, and financial compensation. Medical schools can encourage the pursuit of generalist careers by enhancing student exposure to positive role models and by providing a positive clerkship experience in GS, GIM, and GP. Kirkham JC, Widmann WD, Leddy D, Goldstein MJ, Samstein B, El-Tamer M, Harari A, Arnell TD, John R, Hardy MA. Medical student entry into general surgery increases with early exposure to surgery and to surgeons. Current Surgery 2006 (Nov-Dec); 63(6):397-400. Arora V, Wetterneck TB, Schnipper JL, Auerbach AD, Kaboli P, Wachter RM, Levinson W, Humphrey HJ, Meltzer D. Effect of the inpatient general medicine rotation on student pursuit of a generalist career. Journal of General Internal Medicine 2006 (May); 21(5):471-475. Cochran A, Melby S, Neumayer LA. An internet-based survey of factors influencing medical student selection of a general surgery career. American Journal of Surgery 2005; 189:742-746.

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The history of coronaviruses is an account of the discovery of coronaviruses and the diseases they cause. It starts with a report of a new type of upper-respiratory tract disease among chickens in North Dakota, US, in 1931. The causative agent was identified as a virus in 1933. By 1936, the disease and the virus were recognised as unique from other viral diseases. The virus became known as infectious bronchitis virus (IBV), but later officially renamed as Avian coronavirus. A new brain disease of mice (murine encephalomyelitis) was discovered in 1947 at Harvard Medical School in Boston. The virus was called JHM (after Harvard pathologist John Howard Mueller). Three years later a new mouse hepatitis was reported from the National Institute for Medical Research in London. The causative virus was identified as mouse hepatitis virus (MHV), later renamed Murine coronavirus. In 1961, a virus was obtained from a school boy in Epsom, England, who was suffering from common cold. The sample, designated B814, was confirmed as novel virus in 1965. New common cold viruses (assigned 229E) collected from medical students at the University of Chicago were also reported in 1966. Structural analyses of IBV, MHV, B18 and 229E using transmission electron microscopy revealed that they all belong to the same group of viruses. Making a crucial comparison in 1967, June Almeida and David Tyrrell invented the collective name coronavirus, as all those viruses were characterised by solar corona-like projections (called spikes) on their surfaces. Other coronaviruses have been discovered from pigs, dogs, cats, rodents, cows, horses, camels, Beluga whales, birds and bats. As of 2022, 52 species are described. Bats are found to be the richest source of different species of coronaviruses. All coronaviruses originated from a common ancestor about 293 million years ago. Zoonotic species such as Severe acute respiratory syndrome-related coronavirus (SARS-CoV), Middle East respiratory syndrome-related coronavirus (MERS-CoV) and severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), a variant of SARS-CoV, emerged during the past two decades and caused the first pandemics of the 21st century.

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Dear readers, We are pleased to present to you Issue 3, 2022, of the scientific and analytical journal Burganov House. The Space of Culture. Upon the recommendation of the Expert Council of the Higher Attestation Commission, the journal is included in the List of Leading Peer-reviewed Scientific Journals and Publications in which the main scientific results of theses for the academic degrees of doctor and candidate of science must be published. The journal publishes scientific articles by leading specialists in various humanitarian fields, doctoral students, and graduate students. Research areas concern topical problems in multiple areas of culture, art, philology, and linguistics. This versatility of the review reveals the main specificity of the journal, which represents the current state of the cultural space. In the article “The Colossus of Hera in Argos by Polykleitos the Elder: Experience of Reconstruction”, the team of authors, K. Gavrilin, I. Akilov, N. Akilov, proposes and substantiates a new graphical reconstruction of the chryselephantine colossus of Hera in Argos, created by Polykleitos the Elder in 400 BC. The combination of art sources, archaeological data and ancient documents by Pausanias, Tertullian and Maximus of Tyre describing the lost throne statue of the goddess allows us to recreate it in sufficient detail, completely discarding the speculative methods of the past. In the article “Sculptures of the Head of Beheaded John the Baptist”, M. Burganova considers the appearance and spread of the iconography of the plot “the Head of Beheaded John the Baptist”. The article analyses the works created by masters in the major cultural centres of Western and Eastern Europe. On the examples of works made by masters in different European art centres, the author analyzes the evolution of the image of the head of John from the image-symbol in the 13th century to the imageillustration of a real action, which became a reflection of a special religious sensibility in the culture of Europe of the 16th‑17th centuries. The article also provides a comparative analysis of the characteristic features of Eastern and Western Christianity in the iconographic renderings of the plot of the Beheaded John the Baptist. The multicultural and multiethnic integration and unprecedented flourishing of trade during the Mongol-Yuan period in the context of the Silk Road is analyzed by Ding Liang in the article “The Influence of the Grassland Silk Road on the Porcelain Styles of the Yuan Dynasty Вuring the Mongol-Yuan Period”. The culture, technology, materials, and craftsmen of the western regions dispersed throughout this space had a greater influence on the decorative modeling of Yuan Dynasty porcelain. Yuan Dynasty porcelain was inclusive, open and innovative, not only absorbing the culture of the western regions, grassland culture, and the culture of the Central Plains but also integrating and developing multiple cultures, forming unique decorative modeling characteristics, which contributed to the rapid development of porcelain in the Yuan Dynasty. In the article “The Mediterranean as a Сontext and Concept in the Art of Modernism”, N. Getashvili examines the role of the Mediterranean in the context of the antinomy of Nordicism and Greco-Latin civilization. Examples that confirm this postulate from the works of representatives of Fauvism (Braque, Derain, Matisse), cubism, Maillol, Picasso, de Chirico, Dali, and Klee, are given. In the article “Relevance of the Study of Forgotten and Little-known Artists of the Russian Landscape School on the Example of Mikhail Germashev”, T. Bocharov and P. Kozorezenko consider the issues of studying the work of little-known Russian artists. The authors analyse why this or that artist came to the periphery of the attention of culture lovers and art historians, highlighting the merits of the artistic manner of one of the forgotten Russian masters. The article describes the distinctive features of Germashev’s creative style and his strong artistic connection with the Moscow region and the capital. The creative method of sculptors of the midtwentieth century and the historical context of the construction of the Stalin skyscrapers are analysed by P. Dobrolyubov in the article “Soviet Sculptors and the Stalinist Empire Style. High-rise Building on Kotelnicheskaya Embankment”. The author tells in detail about the creative team of wonderful, talented Soviet architects, sculptors, engineers, designers who decorated Moscow with their monumental works during the construction of the Stalin skyscrapers, using the example of the construction of the high-rise building on Kotelnicheskaya embankment. In the article “Dubai Expo 2020. A Look Into the Future”, J. Smolenkova examines the innovative, constructive and artistic features of the main pavilions of the World Expo 2020, which became the basis of the concept of the fair. Gerardo Picardo presents a review of artist A. Kurakina’s work, tracing the formation of the creative path and the influence of different cultures on the artist’s style. The publication is addressed to professionals specialising in the theory and practice of the fine arts and philology and all those interested in the arts and culture.

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The medical school at McMaster University (Hamilton, Ontario) was conceived in 1965 and admitted the first class in 1969. John Evans became the founding Dean and he invited Moran Campbell to be the first Chairman of the Department of Medicine. Moran Campbell, already a world figure in respiratory medicine and physiology, arrived at McMaster in September 1968, and he invited Norman Jones to be Coordinator of the Respiratory Programme.At that time, Hamilton had a population of 300,000, with two full-time respirologists, Robert Cornett at the Hamilton General Hospital and Michael Newhouse at St Joseph’s Hospital. From the clinical perspective, the aim of the Respiratory Programme was to develop a network approach to clinical problems among the five hospitals in the Hamilton region, with St Joseph’s Hospital serving as a regional referral centre, and each hospital developing its own focus: intensive care and burns units at the Hamilton General Hospital; cancer at the Henderson (later Juravinski) Hospital; tuberculosis and rehabilitation at the Chedoke Hospital; pediatrics and neonatal intensive care at the McMaster University Medical Centre; and community care at the Joseph Brant Hospital in Burlington (Ontario). The network provided an ideal base for a specialty residency program. There was also the need to establish viable research.These objectives were achieved through collaboration, support of hospital administration, and recruitment of clinicians and faculty, mainly from our own trainees and research fellows. By the mid-1970s the respiratory group numbered more than 25; outpatient clinic visits and research had grown beyond our initial expectations. The international impact of the group became reflected in the clinical and basic research endeavours.ASTHMA: Freddy Hargreave and Jerry Dolovich established methods to measure airway responsiveness to histamine and methacholine. Allergen inhalation was shown to increase airway responsiveness for several weeks, and the late response was shown to be an immunoglobulin E-mediated phenomenon. Paul O’Byrne and Gail Gauvreau showed that the prolonged allergen-induced responses were due to eosinophilic and basophilic airway inflammation and, with Judah Denburg, revealed upregulation of eosinophil/basophil progenitor production in bone marrow and airways. The Firestone Institute became the centre of studies identifying the inflammatory pheno-type of patients with difficult-to-control asthma. Freddy Hargreave and others developed methods for sputum induction to identify persisting eosinophilic airway inflammation and documented its presence in the absence of asthma and in patients with persistent cough. Parameswaran Nair has applied these techniques to the management of asthma in routine clinical practice. The Asthma Quality of Life Questionnaire and the Asthma Control Tests were developed by Drs Liz Juniper and Gordon Guyatt. The first Canadian evidence-based clinical guidelines for asthma management in 1989 were coordinated by Freddy Hargreave, Jerry Dolovich and Michael Newhouse.DISTRIBUTION OF INHALED PARTICLES: Michael Newhouse and Myrna Dolovich used inhaled radiolabelled aerosols to study the distribution of inhaled particles and their clearance in normal subjects, smokers and patients with chronic obstructive pulmonary disease. They developed the aerochamber, and were the first to radiolabel therapeutic aerosols to distinguish the effects of peripheral versus central deposition. Particle deposition and clearance were shown to be impaired in ciliary dyskinesia and cystic fibrosis.DYSPNEA: Moran Campbell and Kieran Killian measured psychophysical estimates of the sense of effort in breathing in studies of loaded breathing and exercise to show that dyspnea increased as a power function of both duration and intensity of respiratory muscle contraction, and in relation to reductions in respiratory muscle strength. These principles also applied to dyspnea in cardiorespiratory disorders.EXERCISE CAPACITY: Norman Jones and Moran Campbell developed a system for noninvasive cardiopulmonary exercise testing using an incremental exercise test, and more complex studies with measurement of mixed venousPCO2by rebreathing. The 6 min walk test was validated by Gordon Guyatt. Kieran Killian and Norman Jones introduced routine muscle strength measurements in clinical testing and symptom assessment in exercise testing. Muscle strength training improved exercise capacity in older subjects and patients with chronic obstructive pulmonary disease.METABOLISM AND ACID-BASE CONTROL IN EXERCISE: After showing that imposed acidosis reduced, and alkalosis improved performance, Norman Jones, John Sutton and George Heigenhauser investigated the interactions between acid-base status and metabolism in exercise.HIGH-ALTITUDE MEDICINE: John Sutton and Peter Powles participated in high-altitude research on Mount Logan (Yukon), demonstrating sleep hypoxemia in acute mountain sickness and its reversal by acetazol-amide, and participated in Operation Everest II.EPIDEMIOLOGY: David Pengelly and Tony Kerrigan followed children living in areas with differing air quality to show that lung development was adversely affected by pollution and maternal smoking. Malcolm Sears and Neil Johnstone showed that the ‘return to school’ asthma exacerbation epidemic was due mainly to rhinoviruses. David Muir investigated the effects of silica exposure in hard-rock miners, and mortality in the nickel industry.SUMMARY: The Respirology Division has grown to more than 50 physicians and PhD scientists, and currently provides the busiest outpatient clinic in Hamilton, and has successful training and research programs.

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The medical school at McMaster University (Hamilton, Ontario) was conceived in 1965, and admitted the first class in 1969. John Evans became the founding Dean and he invited EJ Moran Campbell to be the first Chairman of the Department of Medicine. Moran Campbell, already a world figure in respiratory medicine and physiology, arrived at McMaster in September 1968, and he invited Norman Jones to be Coordinator of the Respiratory Programme.At that time, Hamilton had a population of 300,000, with two full-time respirologists, Robert Cornett at the Hamilton General Hospital and Michael Newhouse at St Joseph’s Hospital. From the clinical perspective, the aim of the Respiratory Programme was to develop a network approach to clinical problems among the five hospitals in the Hamilton region, with St Joseph’s Hospital serving as a regional referral centre, and each hospital developing its own focus: intensive care and burns units at the Hamilton General Hospital; cancer at the Henderson (later Juravinski) Hospital; tuberculosis and rehabilitation at the Chedoke Hospital; pediatrics and neonatal intensive care at the McMaster University Medical Centre; and community care at the Joseph Brant Hospital in Burlington. The network provided an ideal base for a specialty residency program. There was also the need to establish viable research.These objectives were achieved through collaboration, support of hospital administration, and recruitment of clinicians and faculty, mainly from our own trainees and research fellows. By the mid-1970s, the respiratory group numbered more than 25; outpatient clinic visits and research had grown beyond our initial expectations. The international impact of the group became reflected in the clinical and basic research endeavours.ASTHMA: Freddy Hargreave and Jerry Dolovich established methods to measure airway responsiveness to histamine and methacholine. Allergen inhalation was shown to increase airway responsiveness for several weeks, and the late response was shown to be an immunoglobulin E-mediated phenomenon. Paul O’Byrne and Gail Gauvreau showed that the prolonged allergen-induced responses were due to eosinophilic and basophilic airway inflammation and, with Judah Denburg, revealed upregulation of eosinophil/basophil progenitor production in bone marrow and airways. The Firestone Institute became the centre of studies identifying the inflammatory phenotype of patients with difficult-to-control asthma. Freddy Hargreave and others developed methods for sputum induction to identify persisting eosinophilic airway inflammation and documented its presence in the absence of asthma, and in patients with persistent cough. Parameswaran Nair has applied these techniques to the management of asthma in routine clinical practice. The Asthma Quality of Life Questionnaire and the Asthma Control Tests were developed by Liz Juniper and Gordon Guyatt. The first Canadian evidence-based clinical guidelines for asthma management in 1989 were coordinated by Freddy Hargreave, Jerry Dolovich and Michael Newhouse.DISTRIBUTION OF INHALED PARTICLES: Michael Newhouse and Myrna Dolovich used inhaled radiolabelled aerosols to study the distribution of inhaled particles and their clearance in normal subjects, smokers and patients with chronic obstructive pulmonary disease. They developed the aerochamber, and were the first to radiolabel therapeutic aerosols to distinguish the effects of peripheral versus central deposition. Particle deposition and clearance were shown to be impaired in ciliary dyskinesia and cystic fibrosis.DYSPNEA: Moran Campbell and Kieran Killian measured psychophysical estimates of the sense of effort in breathing in studies of loaded breathing and exercise to show that dyspnea increased as a power function of both duration and intensity of respiratory muscle contraction, and in relation to reductions in respiratory muscle strength. These principles also applied to dyspnea in cardiorespiratory disorders.EXERCISE CAPACITY: Norman Jones and Moran Campbell developed a system for noninvasive cardiopulmonary exercise testing using an incremental exercise test, and more complex studies with measurement of mixed venousPCO2by rebreathing. The 6 min walk test was validated by Gordon Guyatt. Kieran Killian and Norman Jones introduced routine muscle strength measurements in clinical testing and symptom assessment in exercise testing. Muscle strength training improved exercise capacity in older subjects and patients with chronic obstructive pulmonary disease.METABOLISM AND ACID-BASE CONTROL IN EXERCISE: After showing that imposed acidosis reduced, and alkalosis improved performance, Norman Jones, John Sutton and George Heigenhauser investigated the interactions between acid-base status and metabolism in exercise.HIGH-ALTITUDE MEDICINE: John Sutton and Peter Powles participated in high-altitude research on Mount Logan (Yukon), demonstrating sleep hypoxemia in acute mountain sickness and its reversal by acetazolamide, and participated in Operation Everest II.EPIDEMIOLOGY: David Pengelly and Tony Kerrigan followed children living in areas with differing air quality to show that lung development was adversely affected by pollution and maternal smoking. Malcolm Sears and Neil Johnstone showed that the ‘return to school’ asthma exacerbation epidemic was due mainly to rhinoviruses. David Muir investigated the effects of silica exposure in hard-rock miners, and mortality in the nickel industry.SUMMARY: The Respirology Division has grown to more than 50 physicians and PhD scientists, currently provides the busiest outpatient clinic in Hamilton, and has successful training and research programs.

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It is with great pleasure that the Research in the Workplace Award (RIWA)* assessment panel announces the winning proposal in 2006/2007 to be for a multi-site randomised controlled trial to determine the impact of providing a virtual reference service (Access Specialist Knowledge - ASK) to the local Primary Care and Mental Health Trusts within the UK National Health Service. The project will be led by Rachel Southon, Royal Surrey County Hospitals NHS Trust, in collaboration with Vicki Veness, also of Royal Surrey County Hospitals NHS Trust and John Loy, Avon & Wiltshire Mental Health Partnership NHS Trust. The project will commence in April 2007 and the assessment panel believes it will yield measurable outcomes and provide an evidence base for developing services to primary care. The project is due for completion by March 2008 and will be followed by a comprehensive programme of dissemination. A copy of the winning proposal can be accessed via the RIWA* web site at: http://ifmh.org.uk/RIWA.html. The proposal was considered to be well planned and an exemplary model of a proposal in terms of identifying an important question and an appropriate methodology with which to address it. RIWA* is a biennial award and details of projects which have previously been funded, together with news of future awards, can be found on the RIWA* web site at: http://ifmh.org.uk/RIWA.html. RIWA 2006/2007 is managed by IFM Healthcare and is sponsored by National Library for Health CPD Forum, IFM Healthcare, the Health Libraries Group, the University Medical School Librarians Group, and the University Health Sciences Libraries and Libraries for Nursing.

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Struther Arnott worked tirelessly as a researcher, teacher, leader and maker and implementer of policy in universities in Britain and the USA, always carrying his colleagues along with him through his infectious energy and breadth of academic enthusiasms and values. His outlook was shaped by the stimulus of a broad Scottish education that launched wide interests inside and outside science, including the history and literature of classical civilizations. His early research, with John Monteath Robertson FRS, was into structure determination by X-ray diffraction methods for single crystals, at a time when the full power of computers was just becoming realized for solution of the phase problem. With tenacity and originality, he then extended these approaches to materials that were to a greater or lesser extent disordered and even more difficult to solve because their diffraction patterns were poorer in information content. He brought many problems to definitive and detailed conclusion in a field that had been notable for solutions that were partial or vague, especially with oriented fibres of DNA and RNA but also various polysaccharides and synthetic polymers. His first approach was to use molecular model building in combination with difference Fourier analysis. This was followed later, and to even greater effect, by a computer refinement method that he developed himself and called linkedatom least-squares refinement. This has now been adopted as the standard approach by most serious centres of fibre diffraction analysis throughout the world. After the 10 years in which he consolidated his initial reputation at the Medical Research Council Biophysics Unit at King's College, London, in association with Maurice Wilkins FRS, he moved to Purdue University in the USA, first as Professor of Biology then becoming successively Head of the Department of Biological Sciences and Vice-President for Research and Dean of the Graduate School. As well as continuing his research, he contributed to the transformation of biological sciences at that university and to the development of the university's general management. He finally returned to his roots in Scotland as Principal and Vice-Chancellor of the University of St Andrews, to draw on his now formidable experience of international scholarship and institutional management, to reshape the patterns of academic life and mission to sit more happily and successfully within an environment that had become beset with conflict and change. He achieved this without disturbance to the harmony and wisdom embodied in the venerable traditions of that ancient Scottish yet cosmopolitan university.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 12, Number 1 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Antonio Messeni Petruzzelli, Politecnico di Bari, Italy Arthur Becker-Weidman, Center For Family Development, USA Aziollah Arbabisarjou, Zahedan University of Medical Sciences, Iran Eugenia Panitsides, University of Macedonia, Greece Federico De Andreis, University Giustino Fortunato, Italy Florin Ionita, The Bucharest Academy of Economic Studies, Romania Frantisek Svoboda, Masaryk University, Czech republic Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gevisa La Rocca, University of Enna “Kore”, Italy Ghaiath M. A. Hussein, University of Birmingham, UK Gülce Başer, Boğaziçi University, Tukey Ifigeneia Vamvakidou, University of Western Macedonia, Greece Indrajit Goswami, N. L. Dalmia Institute of Management Studies and Research, India Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Julia Stefanova, Economic Research Institute – The Bulgarian Academy of Sciences, Bulgaria Karen Ferreira-Meyers, University of Swaziland, Swaziland Maria Pescaru, University of Pitești, ROMANIA Montserrat Crespi Vallbona, University of Barcelona, Spain Muhammad Saud, Universitas Airlangga, Indonesia Natalija Vrecer, independent researcher, Slovenia Nunzia Di Cristo Bertali, Liverpool John Moores University, United Kingdom Serdar Yilmaz, World Bank, USA Skaidrė Žičkienė, Šiauliai University, Lithuania Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government, Greece Valeria Vannoni, University of Perugia, Italy Vicenta Gisbert, Universidad de La Laguna, Spain

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Despite an overwhelming history demonstrating the potential of hypothermia to rescue and preserve the brain and spinal cord after injury or disease, clinical trials from the last 50 years have failed to show a convincing benefit. This comprehensive review provides the historical context needed to consider the current status of clinical hypothermia research and a view toward the future direction for this field. For millennia, accounts of hypothermic patients surviving typically fatal circ*mstances have piqued the interest of physicians and prompted many of the early investigations into hypothermic physiology. In 1650, for example, a 22-year-old woman in Oxford suffered a 30-minute execution by hanging on a notably cold and wet day but was found breathing hours later when her casket was opened in a medical school dissection laboratory. News of her complete recovery inspired pioneers such as John Hunter to perform the first complete and methodical experiments on life in a hypothermic state. Hunter’s work helped spark a scientific revolution in Europe that saw the overthrow of the centuries-old dogma that volitional movement was created by hydraulic nerves filling muscle bladders with cerebrospinal fluid and replaced this theory with animal electricity. Central to this paradigm shift was Giovanni Aldini, whose public attempts to reanimate the hypothermic bodies of executed criminals not only inspired tremendous scientific debate but also inspired a young Mary Shelley to write her novel Frankenstein. Dr. Temple Fay introduced hypothermia to modern medicine with his human trials on systemic and focal cooling. His work was derailed after Nazi physicians in Dachau used his results to justify their infamous experiments on prisoners of war. The latter half of the 20th century saw the introduction of hypothermic cerebrovascular arrest in neurosurgical operating rooms. The ebb and flow of neurosurgical interest in hypothermia that has since persisted reflect our continuing struggle to achieve the neuroprotective benefits of cooling while minimizing the systemic side effects.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 4 Nikos Christofis, Shaanxi Normal University, Greece Eugenia Panitsides, University of Macedonia, Greece Florin Ionita, The Bucharest Academy of Economic Studies, Romania Tryfon Korontzis, Hellenic National School of Local Government, Greece Carmen Ramos, University of Oviedo, Spain Nunzia Di Cristo Bertali, Liverpool John Moores University, United Kingdom Gülce Başer, Boğaziçi University, Tukey Anna Cebotari, Academy of Economic Studies of Moldova, Republica Moldova Vicenta Gisbert, Universidad de La Laguna, Spain Sara Núñez Izquierdo, University of Salamanca, Spain Ioanna Efstathiou, University of the Aegean, Greece Muhammad Saud, Universitas Airlangga, Indonesia Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Pinar Burcu Güner, Bielefeld University, Germany Carlos Teixeira, University of British Columbi, Canada Valeria Vannoni, University of Perugia, Italy Evangelos Bourelos, Institute of Innovation and Entrepreneurship, SWEDEN Natalija Vrecer, independent researcher, Slovenia Ani Derderian, WSU, USA Òscar Prieto-Flores, University of Girona, Spain Ludmila Ivancheva, Institute for the Study of Societies and Knowledge, Bulgarian Academy of Sciences, Bulgaria Emilia Salvanou, Hellenic Open University, Greece Aziollah Arbabisarjou, Zahedan University of Medical Sciences, Iran Arthur Becker-Weidman, Center For Family Development, USA Zining Yang, La Sierra University & Claremont Graduate University, USA Meenal Tula, University of Hyderabad, India Smita M. Patil, School of Gender and Development Studies, India Skaidrė Žičkienė, Šiauliai University, Lithuania Maria Pescaru, University of Pitești, ROMANIA Indrajit Goswami, N. L. Dalmia Institute of Management Studies and Research, India Patrick van Esch, Moravian College, Australia & US Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Montserrat Crespi Vallbona, University of Barcelona, Spain

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

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List of abstacts and authors:1. Integrating the art and science of psychiatryEugene Allers2. Chronic pain as a predictor of outcome in an inpatient Psychiatric populationEugene Allers and Gerhard Grundling3. Recent advances in social phobiaChrister Allgulander4. Clinical management of patients with anxiety disordersChrister Allgulander5. Do elephants suffer from Schizophrenia? (Or do the Schizophrenias represent a disorder of self consciousness?) A Southern African perspectiveSean Exner Baumann6. Long term maintenance treatment of Bipolar Disorder: Preventing relapseCharles L. Bowden7. Predictors of response to treatments for Bipolar DisorderCharles L. Bowden8. Aids/HIV knowledge and high risk behaviour: A Geo-graphical comparison in a schizophrenia populationP Buckley, S van Vuuren, L Koen, J E Muller, C Seller, H Lategan, D J H Niehaus9. Does Marijuana make you go mad?David J Castle10. Understanding and management of Treatment Resistant SchizophreniaDavid J Castle11. Workshop on research and publishingDavid J Castle12. From victim to victor: Without a self-help bookBeatrix Jacqueline Coetzee13. The evaluation of the Gender Dysphoric patientFranco Colin14. Dissociation: A South African modelA M Dikobe, C K Mataboge, L M Motlana, B F Sokudela, C Kruger15. Designated smoking rooms...and other "Secret sins" of psychiatry: Tobacco cessation approaches in the severely mentally illCharl Els16. Dual diagnosis: Implications for treatment and prognosisCharl Els17. Body weight, glucose metabolism and the new generation antipsychoticsRobin Emsley18. Neurological abnormalities in first episode Schizophrenia: Temporal stability and clinical and outcome correlatesRobin Emsley, H Jadri Turner, Piet P Oosthuizen, Jonathan Carr19. Mythology of depressive illnesses among AfricansSenathi Fisha20. Substance use and High school dropoutAlan J. Flisher, Lorraine Townsend, Perpetual Chikobvu, Carl Lombard, Gary King21. Psychosis and Psychotic disordersA E Gangat 22. Vulnerability of individuals in a family system to develop a psychiatric disorderGerhard Grundling and Eugene Allers23. What does it Uberhaupt mean to "Integrate"?Jürgen Harms24. Research issues in South African child and adolescent psychiatryS M Hawkridge25. New religious movements and psychiatry: The Good NewsV H Hitzeroth26. The pregnant heroin addict: Integrating theory and practice in the development and provision of a service for this client groupV H Hitzeroth, L Kramer27. Autism spectrum disorderErick Hollander28. Recent advances and management in treatment resistanceEric Hollander29. Bipolar mixed statesM. Leigh Janet30. Profile of acute psychiatric inpatients tested for HIV - Helen Jospeh Hospital, JohannesburgA B R Janse van Rensburg31. ADHD - Using the art of film-making as an education mediumShabeer Ahmed Jeeva32. Treatment of adult ADHD co-morbiditiesShabeer Ahmed Jeeva33. Needs and services at ward one, Valkenberg HospitalDr J. A. Joska, Prof. A.J. Flisher34. Unanswered questions in the adequate treatment of depressionModerator: Dr Andre F JoubertExpert: Prof. Tony Hale35. Unanswered questions in treatment resistant depressionModerator: Dr Andre F JoubertExpert: Prof. Sidney Kennedy36. Are mentally ill people dangerous?Sen Z Kaliski37. The child custody circusSean Z. Kaliski38. The appropriatenes of certification of patients to psychiatric hospitalsV. N. Khanyile39. HIV/Aids Psychosocial responses and ethical dilemmasFred Kigozi40. Sex and PsychiatryB Levinson41. Violence and abuse in psychiatric in-patient institutions: A South African perspectiveMarilyn Lucas, John Weinkoove, Dean Stevenson42. Public health sector expenditure for mental health - A baseline study for South AfricaE N Madela-Mntla43. HIV in South Africa: Depression and CD4 countM Y H Moosa, F Y Jeenah44. Clinical strategies in dealing with treatment resistant schizophreniaPiet Oosthuizen, Dana Niehaus, Liezl Koen45. Buprenorphine/Naloxone maintenance in office practice: 18 months and 170 patients after the American releaseTed Parran Jr, Chris Adelman46. Integration of Pharmacotherapy for Opioid dependence into general psychiatric practice: Naltrexone, Methadone and Buprenorphine/ NaloxoneTed Parran47. Our African understanding of individulalism and communitarianismWillie Pienaar48. Healthy ageing and the prevention of DementiaFelix Potocnik, Susan van Rensburg, Christianne Bouwens49. Indigenous plants and methods used by traditional African healers for treatinf psychiatric patients in the Soutpansberg Area (Research was done in 1998)Ramovha Muvhango Rachel50. Symptom pattern & associated psychiatric disorders in subjects with possible & confirmed 22Q11 deletional syndromeJ.L. Roos, H.W. Pretorius, M. Karayiorgou51. Duration of antidepressant treatment: How long is long enough? How long is too longSteven P Roose52. A comparison study of early non-psychotic deviant behaviour in the first ten years of life, in Afrikaner patients with Schizophrenia, Schizo-affective disorder and Bipolar disorderMartin Scholtz, Melissa Janse van Rensburg, J. Louw Roos53. Treatment, treatment issues, and prevention of PTSD in women: An updateSoraya Seedat54. Fron neural networks to clinical practiceM Spitzer55. Opening keynote presentation: The art and science of PsychiatryM Spitzer56. The future of Pharmacotherapy for anxiety disordersDan J. Stein57. Neuropsychological deficits pre and post Electro Convulsive Therapy (ECT) thrice a week: A report of four casesUgash Subramaney, Yusuf Moosa58. Prevalence of and risk factors for Tradive Dyskinesia in a Xhosa population in the Eastern CapeDave Singler, Betty D. Patterson, Sandi Willows59. Eating disorders: Addictive disorders?Christopher Paul Szabo60. Ethical challenges and dilemmas of research in third world countriesGodfrey B. Tangwa61. The interface between Neurology and Psychiatry with specific focus on Somatoform dissociative disordersMichael Trimble62. Prevalence and correlates of depression and anxiety in doctors and teachersH Van der Bijl, P Oosthuizen63. Ingrid Jonker: A psychological analysisL. M. van der Merwe64. The strange world we live in, and the nature of the human subjectVasi van Deventer65. Art in psychiatry: Appendix or brain stem?C W van Staden66. Medical students on what "Soft skills" are about before and after curriculum reformC W van Staden, P M Joubert, A-M Bergh, G E Pickworth, W J Schurink, R R du Preez, J L Roos, C Kruger, S V Grey, B G Lindeque67. Attention deficit hyperactivity disorder (ADHD) - Medical management. Methylphenidate (Ritalin) or Atomoxetine (Strattera)Andre Venter68. A comprehensive guide to the treatment of adults with ADHDW J C Verbeeck69. Treatment of Insomnia: Stasis of the Art?G C Verster70. Are prisoners vulnerable research participants?Merryll Vorster71. Psychiatric disorders in the gymMerryl Vorster72. Ciprales: Effects on anxiety symptoms in Major Depressive DisorderBruce Lydiard

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As the 110th anniversary of the beginning of the excavations at Vinča is nearing, the question arises as to how much we really know about the role and motives of a number of British subjects who in various ways played decisive roles in the research and the international affirmation of this important Late Neolithic site. It is possible, on the basis of archives and personal correspondence of Miloje M. Vasić, to view the investigations of Vinča in the wider context of political and military relations, influencing the general situation in the Kingdom of The Serbs, Croats and Slovenes, later Yugoslavia. John Lynton Myres was a professor at the universities in Oxford and Liverpool, the founder and editor of the Journal Man and the director of the British Archaeological School in Athens. During the World War I, between 1916 and 1919, he was an officer of the Royal Navy Volunteer Reserve, first in the Navy Intelligence Service, and then in Military Control Office in Athens. The Browns, Alec and Catherine, also played an important role. Alec Brown, a left-oriented writer, translator and correspondent, arrived to Serbia as a Cambridge graduate, aiming at the post of an English language teacher in high schools. In the period from 1929 to 1931 he took part in the excavations at Vinča, taking this setting as the base for the plot of one of his books. His wife, Elsie Catherine Brown, whose life is very poorly documented, served in the British Embassy in Belgrade between the wars. Vasić dedicated the third volume of Prehistoric Vinča to her, for her devoted work in the British medical mission and the care she took of the Serbian soldiers near Thessalonica, but also for her part played in the establishment of the initial contact with Sir Charles Hyde. The life of Catherine Brown may be seen as one of the many exceptional stories about the noble British ladies, celebrated in Serbia for over a century. However, one should bear in mind that the events and characters (Myres, Hyde, the Browns) linked to the research in Vinča may be a part of a larger scene, and a consequence of other, equally important circ*mstances of a more direct involvement of Great Britain in the political situation in Yugoslavia between the wars. Myres, a man close to the scientific, intelligence and diplomatic circles, is the key person in the initial contact between Vasić and Catherine Brown. Since his first encounter with Vasić in 1918 in Athens, on the occasion of his return from France to Serbia, Myres himself or through Catherine Brown, worked to establish the collaboration and keep the contact with Vasić. It is possible that the Athens meeting, initiated by Myres, was a consequence not only of the scholarly interest, but also the growing British involvement in the Balkans. After the same line of reasoning, the arrival of Alec Brown in Belgrade cannot be understood solely as a consequence of the individual ambition of a young Slavic scholar, but as well as a part of the strategy of deepening the British influences over the region traditionally more inclined towards France, due to the political and cultural ties and military alliances. After the war, many Serbian linguists were posted as teachers of the language at the most prestigious British universities, such as Oxford and Cambridge, where Alec Brown earned his degree. His application to the post of English teacher in Serbia is closely preceded by the recommendation of Earl Curzon of Kedleston, British Foreign Secretary, to secure teaching English in the Yugoslav schools, and not only French, as it was previously the case. The collaboration between British and Serbian intellectuals was surely a very suitable context for the establishment of intimate contacts and spreading of cultural and political influences. As illustrated by the case of the Near East, archaeology and archaeologists are particularly useful in this respect. Their long sojourns and mobility in the field, command of the language, enabled them to gain the confidence of the locals, learn about the customs, and gain information, just like Myres the Blackbeard did, and more or less successfully Catherine and Alec Brown as well. Regardless of the real or clandestine motifs, in the case of the investigations of Vinča, this collaboration made possible the publication the four-volume work of Vasić – Prehistoric Vinča, exceptional in many respects, and the international recognition of Vinča as one of the most important Late Neolithic settlements in South-eastern Europe.

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Introduction: Curriculum integration is critical to medical education. It represents a constant challenge for teachers since there is no shared concept about what it means, what is to be included, and the dynamics of operationalization. Objectives: To promote and implement the integration of a human semiology curriculum module (medical clinic, pediatrics, diagnostic imaging, psychology and health informatics) through interactive methodologies; to evaluate the students perception of the module. Methods: Action research involved 76 teachers and 125 third-year medical students. Monthly meetings were held between the coordinators. Discussions focused on monitoring and following-up on implementation of interactive methodologies and reviewing integration of theory and practice. Also included were the implementation of a joint discussion of clinical cases, a holistic view of the patient and presenting problems. Collaboration and communication between teachers, joint classes, integrated evaluation of the process of learning and teaching in small groups. In addition, training workshops were held for the use of a Moodle platform by teachers for page construction of Curriculum Module. The evaluation of students' perceptions was performed through a voluntary and anonymous questionnaire with open questions (qualitative). All 125 students answered the questionnaire. A five-point Likert scale was used with a midpoint indicating intermediate or nullity, domain of discordance (values 1 and 2) and domain of cordance (4 and 5). The analysis of the data was made comparing their results with those obtained in the tests of the previous year. The Statistical Package for the Social Sciences (version 17.0, SPSS®, Chicago, IL, USA). Results: Data analysis showed that there was a positive impact after the integration between the subjects and the introduction of interactive methodologies in the course. Give the data for this statement here. There was a significant improvement in performance, both theoretical and practical, as measured by the scores obtained by the students, when compared to the students of the previous year (p <0.001). On the other hand, in open questions, students still mentioned heterogeneity among teachers and in the evaluation. They students also commented on, the need for a continuous effort to improve and maintain the integration and adjust their workload. Conclusion: The evaluation analysis supported the need to continue to implement teacher development, joint planning and the continuity of the articulation process. The integration of interactive methodologies was shown to improve student performance compared to the previous class in a Semiology Curricular Module.ResumoIntrodução: A integração do currículo é fundamental para a formação médica. Representa, todavia, um constante desafio para os professores envolvidos, visto que não há uniformidade sobre o conceito, sobre a necessidade de inclusão de atividades integradas, e mesmo sobre sua operacionalização. Objetivos: Promover a integração da unidade curricular (UC) de semiologia humana (clínica médica, pediatria, diagnóstico por imagem, psicologia e informática em saúde) através da implantação de metodologias interativas, e avaliar a percepção dos estudantes do módulo de semiologia humana, após a implementação destas metodologias. Métodos: Utilizou-se pesquisa-ação, envolvendo 76 professores e 125 estudantes da 3ª série do curso médico. Para a integração da UC foram realizadas: reuniões mensais entre os coordenadores para implementação e acompanhamento das metodologias interativas, que consistiram de integração da teoria com a prática, implantação de discussão conjunta de casos clínicos, visão holística do paciente e de seus problemas, colaboração e comunicação entre os professores, aulas conjuntas, avaliação integrada com o processo de aprendizagem e ensino em pequenos grupos. Além disso, foram realizadas oficinas de capacitação para uso da plataforma Moodle pelos professores e construção de página com as atividades da UC. A avaliação da percepção dos estudantes sobre a UC foi realizada através de questionário voluntário e anônimo e de questões abertas (qualitativa). Todos os estudantes responderam ao questionário. Foi utilizada a escala de Likert de cinco pontos com um ponto médio manifestando situação intermediária ou de nulidade, domínio de discordância (valores 1 e 2) e domínio de concordância (4 e 5). A análise do desempenho destes alunos da 3ª série do curso de medicina foi feita comparando-se os seus resultados com os obtidos nas provas do ano anterior. Na análise estatística foi utilizado o Statistical Package for the Social Sciences (versão 17.0, SPSS®, Chicago, IL, EUA). Resultados: A análise conjunta das categorias do questionário demonstrou que houve impacto positivo após a integração entre as disciplinas e a introdução de metodologias interativas no curso. Houve melhora significante do desempenho, tanto teórico quanto prático, avaliado pelas notas obtidas pelos alunos, quando comparado aos alunos do ano anterior (p<0,001). Por outro lado, nas questões abertas, os alunos ainda referiram heterogeneidade entre os professores e na avaliação, necessidade de um esforço contínuo para melhorar e manter a integração, bem como adequar a carga horária, considerada insuficiente. Conclusão: A análise da avaliação evidenciou a necessidade de implementar o desenvolvimento docente, o planejamento conjunto e a continuidade do processo de articulação. A utilização das metodologias interativas contribuiu para a integração da Unidade Curricular de semiologia.ResumenIntroducción: La integración del currículo es fundamental para la formación médica. Sin embargo, representa un constante desafío para los profesores involucrados, ya que no hay uniformidad sobre el concepto, sobre la necesidad de inclusión de actividades integradas, y incluso sobre su operacionalización. Objetivos: Promover la integración de la unidad curricular (UC) de semiología humana (clínica médica, pediatría, diagnóstico por imagen, psicología e informática en salud) a través de la implantación de metodologías interactivas, y evaluar la percepción de los estudiantes del módulo de semiología humana, después de la aplicación de estas metodologías. Métodos: Se utilizó investigación-acción, involucrando a 76 profesores y 125 estudiantes de la 3ª serie del curso médico. Para la integración de la UC se realizaron: reuniones mensuales entre los coordinadores para implementación y seguimiento de las metodologías interactivas, que consistieron en la integración de la teoría con la práctica, implantación de discusión conjunta de casos clínicos, visión holística del paciente y de sus problemas, colaboración y comunicación entre los profesores, clases conjuntas, evaluación integrada con el proceso de aprendizaje y enseñanza en pequeños grupos. Además se realizaron talleres de capacitación para uso de la plataforma Moodle por los profesores y construcción de página con las actividades de la UC. La evaluación de la percepción de los estudiantes sobre la UC se realizó a través de un cuestionario voluntario y anónimo y de cuestiones abiertas (cualitativa). Todos los estudiantes respondieron al cuestionario. Se utilizó la escala de Likert de cinco puntos con un punto medio manifestando situación intermedia o de nulidad, dominio de discordancia (valores 1 y 2) y dominio de concordancia (4 y 5). El análisis del desempeño de estos alumnos de la 3ª serie del curso de medicina se hizo comparando sus resultados con los obtenidos en las pruebas del año anterior. En el análisis estadístico se utilizó el Statistical Package for the Social Sciences (versión 17.0, SPSS®, Chicago, IL, EE.UU.). Resultados: El análisis conjunto de las categorías del cuestionario demostró que hubo impacto positivo tras la integración entre las disciplinas y la introducción de metodologías interactivas en el curso. Se observó una mejora significativa del rendimiento, tanto teórico como práctico, evaluado por las notas obtenidas por los alumnos, en comparación con los alumnos del año anterior (p <0,001). Por otro lado, en las cuestiones abiertas, los alumnos todavía refirieron heterogeneidad entre los profesores y en la evaluación, necesidad de un esfuerzo continuo para mejorar y mantener la integración, así como adecuar la carga horaria, considerada insuficiente. Conclusión: El análisis de la evaluación evidenció la necesidad de implementar el desarrollo docente, la planificación conjunta y la continuidad del proceso de articulación. La utilización de las metodologías interactivas contribuyó a la integración de la Unidad Curricular de semiología.Keywords: Semiology, Medical education, Student, Methodology.Palavras-chave: Semiologia, Educação médica, Estudante, Metodologia.Palabras clave: Semiología, Educación médica, Estudiante, Metodología.ReferencesALMEIDA, Maria José de. Gestão da escola médica: crítica e autocrítica. Rev Bras Educ Med, 32 (2):202-9, março, 2008.BATALDEN, Paul; DAVIDOFF, Frank. Teaching quality improvement: the devil is in the details. JAMA, 298 (9):1059-1061, September, 2007.CARR, Wilfred; KEMMIS Stephen. Teoría crítica de la enseñanza. Barcelona: Martinez Roca, 1988, 245p.DOLL JR., William E. Currículo: uma perspectiva pós-moderna. Porto Alegre: Artes Médicas, 1997. 224p.FOGARTY Robin. Ten ways to integrate curriculum. Educ Leadersh, 49(2):61-5, October, 1991.HARDEN Ronald M.; LAIDLAW, Jennifer M. Essential skills for a medical teacher. Edinburgh: Elsevier, 2012, 272p.HARDEN, Ronald M.; SOWDEN, Susette; DUNN, William R. Some educational strategies in curriculum development: The SPICES model. Med Educ, 18 (4): 284-297, July, 1984.HARDEN, Ronald M. Change – Building windmills not walls. Medical Teacher, 20 (3): 189-191, 1998.HARDEN, Ronald M. The integration ladder: a tool for curriculum planning and evaluation. Med Educ, 34 (7): 551-557, July, 2000.HOLLANDER, Harry; LOESER, Helen; IRBY, David. An anticipartory quality improvement process for curricular reform. Acad Med, 77(9): 930, September, 2002.JANSSEN-NOORDMAN, Ameike M.B.; MERRIËNBOER, Jeroen J.G.; VAN DER VLEUTEN, Cees P.M.; SCHERPBIER Albert J.A. Design of integrated practice for professional learning competences, Medical Teacher, 28(5): 447-452, August, 2006.MALIK, Alam Sher; MALIK Rukhsana Hussain. Twelve tips for developing an integrated curriculum. Med Teach, 33 (2): 99-104, 2011.MENNIN, Stewart P.; KRACKOV, Sharon K. Reflections on relevance, resistance, and reform in medical education. Academic Medicine. 73(9): S 60-64, September, 1998.MINISTÉRIO DA EDUCAÇÃO E CULTURA. Conselho Nacional de Educação. Câmara de Educação Superior. Parecer CNE/CES de 2014. Institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. Brasília (DF). Conteúdo online disponível em: http://portal. mec.gov.br/cne/arquivos/pdf/CES1133.pdf, acesso em 2006.MIRANDA, Marilia Gouvea de; RESENDE Anita C. Azevedo. Sobre a pesquisa-ação na educação e as armadilhas do praticismo - Revista Brasileira de Educação, v. 11, n. 33, set./dez, 2006.MULLER, Jessica H.; JAIN, Sharad; LOESER, Helen; IRBY, David M. Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders. Med Educ, 42(8), p.778-85, agosto, 2008.PERERA, Jennifer; LEE, Nagarajah; WIN, Khin; PERERA, Joachim; WIJESURIYA, Lionel. Formative feedback to students: the mismatch between faculty perceptions and student expectations, Medical Teacher, 30 (4): 395-399, 2008.PRIDEAUX, David; ASH, Julie K. Integrated learning. In: DENT, John A.; HARDEN, Ronald M. A practical guide for medical teachers. 4. ed. London: Elsevier, p.183-189, 2013.PUCCINI, Rosana Fiorini; SAMPAIO, Lucia de Oliveira; BATISTA, Nildo Alves. A Formação médica na Unifesp – excelência e compromisso social. São Paulo: Editora Unifesp, 2008, 312p.STEINERT Yvonne; MANN, Karen; CENTENO, Angel; DOLMANS, Diana; SPENCER, John; GELULA, Mark; DAVID, Prideaux. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach, 28(6): 497-526, September, 2006.TINTO, Vincent. Stages of student departure. Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4): 438-455, Jul-Aug, 1998. Conteúdo online disponível em: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm, acesso em 2006. WATER-ADAMS. Action research in education - Conteúdo online disponível em: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm, acesso em 2006.

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NOTICIAS / NEWS (“transfer”, 2018) 1) LIBROS – CAPÍTULOS DE LIBRO / BOOKS – BOOK CHAPTERS 1. Bandia, Paul F. (ed.). (2017). Orality and Translation. London: Routledge. <<www.routledge.com/Orality-and-Translation/Bandia/p/book/9781138232884>> 2. Trends in Translation and Interpretin, Institute of Translation & Interpreting<<www.iti.org.uk/news-media-industry-jobs/news/819-iti-publishes-trends-e-book>> 3. Schippel, Larisa & Cornelia Zwischenberger. (eds). (2017). Going East: Discovering New and Alternative Traditions in Translation Studies. Berlin: Frank & Timme.<<www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-28-larisa-schippelcornelia-zwischenberger-eds-going-east-discovering-new-and-alternative/backPID/transkulturalitaet-translation-transfer.html>> 4. Godayol, Pilar. (2017). Tres escritoras censuradas: Simone de Beauvoir, Betty Friedan y Mary McCarthy. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3149-Tres_escritoras_censuradas.html>> 5. Vanacker, Beatrijs & Tom Toremans. (eds). (2016). Pseudotranslation and Metafictionality/Pseudo-traduction: enjeux métafictionnels. Special issue of Interférences Littéraires.<<www.interferenceslitteraires.be/nr19>> 6. Jiménez-Crespo, Miguel A. (2017). Crowdsourcing and Online Collaborative Translations: Expanding the Limits of Translation Studies. Amsterdam: John Benjamins. <<https://benjamins.com/#catalog/books/btl.131>> 7. Quality Assurance and Assessment Practices in Translation and Interpreting<<www.igi-global.com/publish/call-for-papers/call-details/2640>> 8. Hurtado Albir, Amparo. (ed.). (2017). Researching Translation Competence by PACTE Group. Amsterdam: John Benjamins.<<www.benjamins.com/#catalog/books/btl.127/main>> 9. Taivalkoski-Shilov, Kristiina, Liisa Tittula and Maarit Koponen. (eds). (2017). Communities in Translation and Interpreting. Toronto: Vita Traductiva, York University<<http://vitatraductiva.blog.yorku.ca/publication/communities-in-translation-and-interpreting>> 10. Giczela-Pastwa, Justyna and Uchenna Oyali (eds). (2017). Norm-Focused and Culture-Related Inquiries in Translation Research. Selected Papers of the CETRA Research Summer School 2014. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/25509>> 11. Castro, Olga & Emek Ergun (eds). (2017). Feminist Translation Studies: Local and Transnational Perspectives. London: Routledge.<<www.routledge.com/Feminist-Translation-Studies-Local-and-Transnational-Perspectives/Castro-Ergun/p/book/9781138931657>> 12. Call for papers: New Trends in Translation Studies. Series Editor: Prof. Jorge Díaz-Cintas, Centre for Translation Studies (CenTraS), University College London.<<(www.ucl.ac.uk/centras)>>, <<www.peterlang.com/view/serial/NEWTRANS>> 13. Valero-Garcés, Carmen & Rebecca Tipton. (eds). (2017). Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb=9781783097517>> 14. Mahyub Rayaa, Bachir & Mourad Zarrouk. 2017. A Handbook for Simultaneous Interpreting Training from English, French and Spanish to Arabic / منهج تطبيقي في تعلّم الترجمة الفورية من الانجليزية والفرنسية والإسبانية إلى العربية. Toledo: Escuela de Traductores.<<https://issuu.com/escueladetraductorestoledo/docs/cuaderno_16_aertefinal_version_web>> 15. Lapeña, Alejandro L. (2017). A pie de escenario. Guía de traducción teatral. Valencia: JPM ediciones.<<http://jpm-ediciones.es/catalogo/details/56/11/humanidades/a-pie-de-escenario>> 16. Mével, Alex. (2017). Subtitling African American English into French: Can We Do the Right Thing? Oxford: Peter Lang.<<www.peterlang.com/view/product/47023>> 17. Díaz Cintas, Jorge & Kristijan Nikolić. (eds). (2017). Fast-Forwarding with Audiovisual Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?K=9781783099368>> 18. Taibi, Mustapha. (ed.). (2017). Translating for the Community. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb= 9781783099122>> 19. Borodo, Michał. (2017). Translation, Globalization and Younger Audiences. The Situation in Poland. Oxford: Peter Lang.<<www.peterlang.com/view/product/81485>> 20. Reframing Realities through Translation Cambridge Scholars Publishing<<https://cambridgescholarsblog.wordpress.com/2017/07/28/call-for-papers-reframing-realities-through-translation>> 21. Gansel, Mireille. 2017. Translation as Transhumance. London: Les Fugitives<<www.lesfugitives.com/books/#/translation-as-transhumance>> 22. Goźdź-Roszkowski, S. and G. Pontrandolfo. (eds). (2018). Phraseology in Legal and Institutional Settings. A Corpus-based Interdisciplinary Perspective. London: Routledge<<www.routledge.com/Phraseology-in-Legal-and-Institutional-Settings-A-Corpus-based-Interdisciplinary/Roszkowski-Pontrandolfo/p/book/9781138214361>> 23. Deckert, Mikołaj. (ed.). (2017). Audiovisual Translation – Research and Use. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/80659>> 24. Castro, Olga; Sergi Mainer & Svetlana Page. (eds). (2017). Self-Translation and Power: Negotiating Identities in European Multilingual Contexts. London: Palgrave Macmillan.www.palgrave.com/gb/book/9781137507808 25. Gonzalo Claros, M. (2017). Cómo traducir y redactar textos científicos en español. Barcelona: Fundación Dr. Antonio Esteve.<<www.esteve.org/cuaderno-traducir-textos-cientificos>> 26. Tian, Chuanmao & Feng Wang. (2017).Translation and Culture. Beijing: China Social Sciences Press.<<http://product.dangdang.com/25164476.html>> 27. Malamatidou, Sofia. (2018). Corpus Triangulation: Combining Data and Methods in Corpus-Based Translation Studies. London: Routledge.<<www.routledge.com/Corpus-Triangulation-Combining-Data-and-=Methods-in-Corpus-Based-Translation/Malamatidou/p/book/9781138948501>> 28. Jakobsen, Arnt L. and Bartolomé Mesa-Lao. (eds). (2017). Translation in Transition: Between Translation, Cognition and Technology. Amsterdam: John Benjamins.<<https://benjamins.com/#catalog/books/btl.133>> 29. Santaemilia, José. (ed.). (2017). Traducir para la igualdad sexual / Translating for Sexual Equality. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3198-Traducir_para_la_igualdad_sexual.html>> 30. Levine, Suzanne Jill & Katie Lateef-Jan. (eds). (2018). Untranslatability Goes Global. London: Routledge.<<www.routledge.com/Untranslatability-Goes-Global/Levine-Lateef-Jan/p/book/9781138744301>> 31. Baer, Brian J. & Klaus Kindle. (eds). (2017). Queering Translation, Translating the Queer. Theory, Practice, Activism. New York: Routledge.<<www.routledge.com/Queering-Translation-Translating-the-Queer-Theory-Practice-Activism/Baer-Kaindl/p/book/9781138201699>> 32. Survey: The translation of political terminology<<https://goo.gl/forms/w2SQ2nnl3AkpcRNq2>> 33. Estudio de encuesta sobre la traducción y la interpretación en México 2017<<http://italiamorayta.org/wp-content/uploads/2017/09/ENCUESTAS.pdf>> 34. Beseghi, Micòl. (2017). Multilingual Films in Translation: A Sociolinguistic and Intercultural Study of Diasporic Films. Oxford: Peter Lang.<<www.peterlang.com/view/product/78842>> 35. Vidal Claramonte, María Carmen África. (2017). Dile que le he escrito un blues: del texto como partitura a la partitura como traducción en la literatura latinoamericana. Madrid: Iberoamericana.<<www.iberoamericana-vervuert.es/FichaLibro.aspx?P1=104515>> 36. Figueira, Dorothy M. & Mohan, Chandra. (eds.). (2017). Literary Culture and Translation. New Aspects of Comparative Literature. Delhi: Primus Books. ISBN: 978-93-84082-51-2.<<www.primusbooks.com>> 37. Tomiche, Anne. (ed.). (2017). Le Comparatisme comme aproche critique / Comparative Literature as a Critical Approach. Tome IV: Traduction et transfers / Translation and Transferts. París: Classiques Garnier. ISBN: 978-2-406-06533-3. 2) REVISTAS / JOURNALS 1. Call for papers: The Translator, special issue on Translation and Development, 2019. Contact: jmarais@ufs.ac.za 2. Call for papers: Applied Language LearningContact: jiaying.howard@dliflc.edu<<www.dliflc.edu/resources/publications/applied-language-learning>> 3. Panace@: Revista de Medicina, Lenguaje y Traducción; special issue on “La comunicación escrita para pacientes”, vol. 44<<www.tremedica.org/panacea/PanaceaActual.htm>> 4. mTm, issue 9<<www.mtmjournal.gr/default.asp?catid=435>> 5. Asia Pacific Translation and Intercultural Studies, Volume 4 Issue 3 (November 2017)<<http://explore.tandfonline.com/cfp/ah/aptis>>, <<www.tandfonline.com/rtis>> 6. Call for papers: The Journal of Translation Studies, special issue on Translation and Social Engagement in the Digital AgeContact: Sang-Bin Lee, sblee0110@naver.com 7. Current Trends in Translation Teaching and Learning E<<www.cttl.org>> 8. Translation and Interpreting Studies, 15 (1), Special issue on The Ethics of Non-Professional Translation and Interpreting in Public Services and Legal Settings<<www.atisa.org/call-for-papers>> 9. Call for papers: Translation & Interpreting – The International Journal of Translation and Interpreting Research, Special issue on Translation of Questionnaires in Cross-national and Cross-cultural Research<<www.trans-int.org/index.php/transint/announcement/view/19>> 10. Revista Digital de Investigación en Docencia Universitaria (RIDU), Special issue on Pedagogía y didáctica de la traducción y la interpretación<<http://revistas.upc.edu.pe/index.php/docencia/pages/view/announcement>> 11. Translation, Cognition & Behavior<<https://benjamins.com/#catalog/journals/tcb/main>> 12. FITISPos International Journal, vol. 4 (2017)Shedding Light on the Grey Zone: A Comprehensive View on Public Services Interpreting and Translation<<www3.uah.es/fitispos_ij>> 13. Post-Editing in Practice: Process, Product and NetworksSpecial issue of JoSTrans, The Journal of Specialised Translation, 31<<www.jostrans.org/Post-Editing_in_Practice_Jostrans31.pdf>> 14. Call for papers: MonTI 10 (2018), Special issue on Retos actuales y tendencias emergentes en traducción médica<<https://dti.ua.es/es/monti/convocatorias.htm>> 15. Call for papers: trans‐kom Special Issue on Industry 4.0 meets Language and Knowledge Resources.Contact: Georg Löckinger (georg.loeckinger@fh‐wels.at)<<http://trans-kom.eu/index-en.html>> 16. Translaboration: Exploring Collaboration in Translation and Translation in CollaborationSpecial Issue, Target, vol 32(2), 2020.<<www.benjamins.com/series/target/cfp_target_32.pdf>> 17. redit, Revista Electrónica de Didáctica de la Traducción e Interpretación, nº11.<<www.revistas.uma.es/index.php/redit>> 18. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.Contact: alessandra.rizzo@unipa.it & karen.Seago1@city.ac.uk<<www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 19. trans-kom, Vol. 10 (1), 2017. <<www.trans-kom.eu>> 20. JoSTrans, The Journal of Specialised Translation, issue 28 (July 2017).<<www.jostrans.org/issue28/issue28_toc.php>> 21. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.<<www.unipa.it/dipartimenti/scienzeumanistiche/.content/documenti/CFPInverbis.pdf>> 22. Call for papers: TTR, special Issue on Lost and Found in Transcultural and Interlinguistic Translation/La traduction transculturelle et interlinguistique : s’y perdre et s’y retrouver<<http://professeure.umoncton.ca/umcm-merkle_denise/node/30>> 23. Call for proposals for thematic issues:Linguistica Antverpiensia, New Series – Themes in Translation Studies (LANS – TTS)<<https://lans-tts.uantwerpen.be>> 24. Call for papers: trans‑kom, special issue on Didactics for Technology in Translation and InterpretingVol. 11(2), December 2018.Contact: aietimonografia@gmail.com / carmen.valero@uah.es 25. Journal of Languages for Special PurposesVol 22/2, New Perspectives on the Translation of Advertising<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/53>>Vol 23/1, Linguistics, Translation and Teaching in LSP<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/72>> 26. Call for papers: Parallèles, special issue on La littérature belge francophone en traduction (in French), Volume 32(1), 2020.Contact: katrien.lievois@uantwerpen.be & catherine.gravet@umons.ac.be 27. Call for papers: Asia Pacific Translation and Intercultural Studies, Volume 5(1), 2018.<<www.tandfonline.com/rtis>> 28. Target, special issue on Translaboration: Exploring Collaboration in Translation and Translation in Collaboration<<www.benjamins.com/series/target/cfp_target_32.pdf>> 29. Research in Language, special issue on Translation and Cognition: Cases of Asymmetry, Volume 15(2).<<www.degruyter.com/view/j/rela.2017.15.issue-2/issue-files/rela.2017.15.issue-2.xml>> 30. Call for papers: Translation Spaces, special issue on Translation in Non-governmental Organisations, 7(1), 2018.<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs.pdf>> 31. Call for papers: Translating the Margin: Lost Voices in the Aesthetic Discourse, special issue of InVerbis (2018).<<www.unipa.it/dipartimenti/scienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 32. Call for papers: Translation and Disruption: Global and Local Perspectives, special issue of Revista Tradumàtica (2018).Contact: akiko.sakamoto@port.ac.uk; jonathan.evans@port.ac.uk and olga.torres.hostench@uab.cat 33. Call for papers: JoSTrans. The Journal of Specialised Translation 33 (January 2020), Special Issue on ‘Experimental Research and Cognition in Audiovisual Translation’. Guest editors: Jorge Díaz Cintas & Agnieszka Szarkowska. Deadline for proposals: 19 February 2018<<http://www.jostrans.org/>> 34. Dragoman – Journal of Translation Studies<<www.dragoman-journal.org/books>> 35. Call for papers: Translation Spaces 7(1) 2018, special issue on Translation in Non-governmental Organisations<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs-public-extended_deadline.pdf>> 36. Call for papers: Public Service Interpreting and Translation and New Technologies Participation through Communication with Technology, special issue of FITISPos International Journal, Vol 5 (2018).Contact: Michaela Albl-Mikasa (albm@zhaw.ch) & Stefanos Vlachopoulos (stefanos@teiep.gr) 37. Sendebar, Vol. 28 (2017)<<http://revistaseug.ugr.es/index.php/sendebar>> 38. Ranzato, Irene. (2016). North and South: British Dialects in Fictional Dialogue, special issue of Status Quaestionis – Language, Text, Culture, 11.<<http://statusquaestionis.uniroma1.it/index.php/statusquaestionis>> 39. Translation Studies 10 (2), special issue on Indirect Translation.<<www.tandfonline.com/toc/rtrs20/current>> 40. Translation & Interpreting – Special issue on Research Methods in Interpreting Studies, Vol 9 (1), 2017. 41. Translation and Translanguaging in Multilingual Contexts, special issue on Between Specialised Texts and Institutional Contexts – Competence and Choice in Legal Translation, edited by V. Dullion, 3 (1), 2017.<<https://benjamins.com/#catalog/journals/ttmc.3.1/toc>> 42. Translation and Performance, 9 (1), 2017<<https://journals.library.ualberta.ca/tc/index.php/TC/issue/view/1879>> 3) CONGRESOS / CONFERENCES 1. ATISA IX: Contexts of Translation and InterpretingUniversity of Wisconsin, Milwaukee, USA, 29 March – 1 April 2018<<www.atisa.org/sites/default/files/CFP_ATISA_2018_FINAL.pdf> 2. V International Translating Voices Translating Regions – Minority Languages, Risks, Disasters and Regional CrisesCentre for Translation Studies (CenTraS) at UCL and Europe House, London, UK, 13-15 December 2017.<<www.ucl.ac.uk/centras/translation-news-and-events/v-translating-voices>> 3. Translation and Health Humanities: The Role of Translated Personal Narratives in the Co-creation of Medical KnowledgeGenealogies of Knowledge I Translating Political and Scientific Thought across Time and Space, University of Manchester, UK7-9 December 2017.<<http://genealogiesofknowledge.net/2017/02/20/call-panel-papers-translation-health-humanities-role-translated-personal-narratives-co-creation-medical-knowledge>> 4. Fourth International Conference on Non-Professional Interpreting and Translation (NPIT4), Stellenbosch University, South Africa, 22-24 May 2018.<<http://conferences.sun.ac.za/index.php/NPIT4/npit4>> 5. I International Conference on Interdisciplinary Approaches for Total Communication: Education, Healthcare and Interpreting within Disability Settings, University of Málaga, Spain, 12-14 December 2017.<<https://ecplusproject.uma.es/cfp-iciatc>> 6. Translation & Minority 2: Freedom and DifferenceUniversity of Ottawa, Canada, 10-11 November 2017.<<https://translationandminority.wordpress.com>> 7. Staging the Literary Translator: Roles, Identities, PersonalitiesUniversity of Vienna, Austria, 17-19 May 2018.<<http://translit2018.univie.ac.at/home>> 8. IATIS 2018 – Translation and Cultural MobilityPanel 9: Translating Development: The Importance of Language(s) in Processes of Social Transformation in Developing CountriesHong Kong, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel09>> 9. Fun for All 5: Translation and Accessibility in Video Games Conference, Universitat Autònoma de Barcelona, Spain, 7-8 June 2018.<<http://jornades.uab.cat/videogamesaccess>> 10. ACT/Unlimited! 2 Symposium, Universitat Autònoma de Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 11. IATIS 2018 – Translation and Cultural MobilityPANEL 06: Museum Translation: Encounters across Space and TimeHong Kong Baptist University, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel06>> 12. IATIS 2018 – Translation and Cultural Mobility PANEL 12: Advances in Discourse Analysis in Translation Studies: Theoretical Models and Applications Hong Kong Baptist University3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel12>> 13. Understanding Quality in Media Accessibility, Universidad Autònoma de Barcelona, Spain, 5 June 2018. <<http://pagines.uab.cat/umaq/content/umaq-conference>> 14. Managing Anaphora in Discourse: Towards an Interdisciplinary Approach, University of Grenoble Alpes, France, 5-6 April 2018.<<http://saesfrance.org/4071-2>> 15. Traduire les voix de la nature / Translating the Voices of Nature, Paris, France, 25-26 May 2018.<<www.utu.fi/en/units/hum/units/languages/mts/Documents/CFP.pdf>> 16. IATIS 2018 – Translation and Cultural MobilityPANEL 10: Audiovisual Translation as Cross-cultural Mediation – New Trajectories for Translation and Cultural Mobility?Hong Kong Baptist University, 3-6 July 2018. <<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel10>> 17. The Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/firstcircular>> 18. I Coloquio Internacional Hispanoafricano de Lingüística, Literatura y Traducción. España en contacto con África, su(s) pueblo(s) y su(s= cultura(s) Universidad FHB de Cocody-Abidjan, Costa de Marfil 7-9 March 2018.<<www.afriqana.org/encuentros.php>> 19. Transius Conference 2018, Geneva, Switzerland, 18-20 June 2018.<<http://transius.unige.ch/en/conferences-and-seminars/conferences/18/>> 20. 39th International GERAS Conference - Diachronic Dimensions in Specialised Varieties of English: Implications in Communications, Didactics and Translation Studies, University of Mons, Belgium15-17 March 2018.<<www.geras.fr/index.php/presentation/breves/2-uncategorised/245-cfp-39th-international-geras-conference>> 21. 31st Annual Conference of the Canadian Association for Translation Studies - Translation and Adaptation, University of Regina, Canada, 28-30 May 2018.<<https://linguistlist.org/issues/28/28-3413.html>> 22. 2nd Valencia/Napoli Colloquium on Gender and Translation: Translating/Interpreting LSP through a Gender PerspectiveUniversità di Napoli 'L'Orientale', Italy, 8-9 February 2018.Contact: eleonorafederici@hotmail.com 23. Ninth Annual International Translation Conference: Translation in the Digital Age: From Translation Tools to Shifting Paradigms, Hamad Bin Khalifa’s Translation & Interpreting Institute (TII), Doha, Qatar, 27-28 March 2018.<<www.tii.qa/9th-annual-translation-conference-translation-digital-age-translation-tools-shifting-paradigms>> 24. ACT/Unlimited! 2 Symposium – Quality Training, Quality Service in Accessible Live Events, Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 25. Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain, 20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/secondcircular2018>> 26. Talking to the World 3. International Conference in T&I Studies – Cognition, Emotion, and Creativity, Newcastle University, UK, 17-18 September 2018.<<www.ncl.ac.uk/sml/news-events/news/item/talkingtotheworld3ticonference.html>> 27. Translation & Interpreting in the Digital Era, Hankuk University of Foreign Studies, Seoul, South Korea, 29-30 January 2018.Contact: itri@hufs.ac.kr 28. 7th META-NET Annual Conference: Towards a Human Language Project, Hotel Le Plaza, Brussels, Belgium, 13-14 November 2017.<<www.meta-net.eu/events/meta-forum-2017>> 4) CURSOS – SEMINARIOS – POSGRADOS / COURSES – SEMINARS – MA PROGRAMMES 1. Certificate / Diploma / Master of Advanced Studies in Interpreter Training (online), FTI, University of Geneva, Switzerland,4 September 2017 - 10 September 2019.<<www.unige.ch/formcont/masit>> 2. Master’s Degree in Legal Translation, Institute of Advanced Legal Studies, London, UK.<<http://ials.sas.ac.uk/study/courses/llm-legal-translation>> 3. Certificat d’Université en Interprétation en contexte juridique : milieu judiciaire et secteur des demandes d’asile, University of Mons, Belgium.<<http://hosting.umons.ac.be/php/centrerusse/agenda/certificat-duniversite-en-interpretation-en-contexte-juridique-milieu-judiciaire-et-secteur-des-demandes-dasile.html>> 4. Online MA in Translation and Interpreting ResearchUniversitat Jaume I, Castellón, Spain.Contact: monzo@uji.es<<www.mastertraduccion.uji.es>> 5. MA in Intercultural Communication, Public Service Interpreting and Translation 2017-2018, University of Alcalá, Madrid, Spain.<<www3.uah.es/master-tisp-uah/introduction-2/introduction>> 6. Research Methods in Translation and Interpreting StudiesUniversity of Geneva, Switzerland.<<www.unige.ch/formcont/researchmethods-distance1>><<www.unige.ch/formcont/researchmethods-distance2>> 7. La Traducción audiovisual y el aprendizaje de lenguas extranjeras, Universidad Nacional de Educación a Distancia (UNED), Spain, 4 December 2017.<<https://goo.gl/3zpMgY>> 8. Fifth summer school in Chinese-English Translation and Interpretation (CETIP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 9. First summer school in Arabic – English Translation and Interpretation (AETP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 10. Third summer school in translation pedagogy (TTPP)University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 4) PREMIOS/AWARDS 1. The Warwick Prize for Women in Translation<<http://www2.warwick.ac.uk/fac/cross_fac/womenintranslation>

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A Short Biodata of Dr Chung-Hsuan Winston Chen. Professor Judith A. Whitworth — Director of the John Curtin School of Medical Research and Howard Florey Professor of Medical Research at the Australian National University. Using Biodiversity Information Effectively.

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Recruiting and retaining professionals such as doctors, allied health professionals, and teachers to rural communities has been a significant issue in Australia for decades. Research has established that a successful rural clinical placement, delivered in a rural setting, can significantly influence a graduate's work location choices. However, less is known about the factors that support or discourage a student's engagement with rural clinical placement opportunities. This research project used semi-structured interviews and thematic analysis to understand the factors experienced by Curtin Medical School's first cohort as they engaged with the opportunity to undertake a rural clinical placement. The project identified several motivators and barriers which enable the Medical School to modify and adapt processes for future students. The problematic barriers specific to undergraduate students are identified and warrant an appropriate plan for managing those obstacles. This research will form part of a broader longitudinal tracking of the Curtin University medical graduates to determine if the Curtin Medical School meets its stated objective to increase the number of graduates working in rural locations.

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The American Federation for Medical Research (AFMR) continues its series of articles that address the challenges faced by academic medical centers and other institutions in developing medical scientists. The goal of this series is to assist leaders at academic medical centers in addressing the challenges for training the next generation of health care investigators. In addition, we hope to educate junior investigators and trainees on the many issues that their facilitators and mentors face in developing adequate programs for training and career development.Our second interview in this series is with Michael John McPhaul, MD, and it focuses on developing research interests among medical students. Dr. McPhaul is professor of medicine in the Department of Internal Medicine, Division of Endocrinology, at the University of Texas (UT) Southwestern Medical School in Dallas, Texas. He is associate dean for medical student research and the program leader of the UT Southwestern Doris Duke Clinical Research Fellowship for Medical Students. Dr. McPhaul has a productive research laboratory focused on the mechanisms of androgen action. His laboratory is well funded and quite productive because he has published over 100 articles. He has been successful in his endeavors in supporting and fostering medical student research interests over the last several years and has assisted in the development of some novel programs. We are happy to have the opportunity for Dr. McPhaul to give his thoughts on how research interests and skills can be developed in medical students.

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Abstract Scientific poster sessions (http://apiii.upmc.edu/abstracts/index.html) were conducted at the 10th annual international conference on Advancing Practice, Instruction, and Innovation Through Informatics (APIII 2005) on August 24–26, 2005, at Lake Tahoe, Calif. One of the course directors was Michael J. Becich, MD, PhD, professor of pathology and information sciences and telecommunications, director of the Center for Pathology Informatics, and director of Benedum Oncology Informatics Center at the University of Pittsburgh School of Medicine, Pittsburgh, Pa. Also serving as course director was John R. Gilbertson, MD, director of research and development, Center for Pathology Informatics, University of Pittsburgh School of Medicine, Pittsburgh, Pa.

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05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; doris@ied.edu.hk) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; f.collins@roehampton.ac.uk), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Education, Israel) & Shifra Sagy, Beliefs about teaching, teachers and schools among pre-service teachers: the case of Israeli-Bedouin students. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 59–71.05–469Gamliel, Eyal & Liema Davidovitz (Ruppin Academic Center, Israel; eyalg@ruppin.ac.il), Online versus traditional teaching evaluation: mode can matter. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 581–592.05–470Gebhard, Jerry G. (Indiana U of Pennsylvania, USA), Awareness of teaching through action research: examples, benefits, limitations. JALT Journal (Tokyo, Japan) 27.1 (2005), 53–69.05–471Gillies, Robyn M. (U of Queensland, Australia; r.gillies@uq.edu.au), The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.3 (2005), 257–279.05–472Grugeon, Elizabeth (De Montfort U, Bedford, UK; egrugeon@dmu.ac.uk), Listening to learning outside the classroom: student teachers study playground literacies. Literacy (Oxford, UK) 39.1 (2005), 3–9.05–473Harfitt, Gary & Nicole Tavares (U of Hong Kong, Hong Kong, China; gharfitt@hkucc.hku.hk), Obstacles as opportunities in the promotion of teachers' learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 353–366.05–474Hosie, Peter (Curtin U of Technology, Australia; Peter.Hosie@cbs.curtin.edu.au), Renato Schibeci & Ann Backhaus, A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 539–553.05–475Katyal, Kokila & Colin Evers (U of Hong Kong, Hong Kong, China; kkatyal@hkusua.hku.hk), Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 367–382.05–476Kwo, Ora W. Y. (U of Hong Kong, Hong Kong, China; wykwo@hku.hk), Understanding the awakening spirit of a professional teaching force. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 292–306.05–477Lewis, Ramon (La Trobe U, Melbourne, Australia), Shlomo Romi, Xing Qui & Yaacov J. Katz, Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education21.6 (2005), 729–741.05–478Ogier, John (U of Canterbury, New Zealand; john.ogier@canterbury.ac.nz), Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 477–488.05–479Orland-Barak, Lily (The U of Haifa, Israel) & Hayuta Yinon, Different but similar: student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 91–113.05–480Pearson, Sue (Leeds U, UK; S.E.Pearson@education.leeds.ac.uk) & Gary Chambers, A successful recipe? Aspects of the initial training of secondary teachers of foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 115–122.05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; perry@kumamoto-u.ac.jp), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.05–482Ricketts, Chris (Plymouth U, UK; C.Ricketts@plymouth.ac.uk) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.05–484Wu, Zongjie (Zhejiang U, China; zongjiewu@zju.edu.cn), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.

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07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisem*nts by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au), Reading practices: Postgraduate Thai student perceptions. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 51–68.07–566Bndaka, Eleni (ebintaka@sch.gr), Using newspaper articles to develop students' reading skills in senior high school. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 166–175.07–567Coiro, Julie & Elizabeth Dobler, Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly (International Reading Association) 42.2 (2007), 214–257.07–568Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–569Commeyras, Michelle & Hellen N. Inyega, An Integrative review of teaching reading in Kenyan primary schools. Reading Research Quarterly (International Reading Association) 42.2 (2007), 258–281.07–570Compton-Lilly, Catherine (U Wisconsin–Madison, USA), The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly (International Reading Association) 42.1 (2007), 72–98.07–571Duffy, John (U Notre Dame, Notre Dame, USA), Recalling the letter: The uses of oral testimony in historical studies of literacy. Written Communication (Sage) 24.1 (2007), 84–107.07–572Dyehouse, Jeremiah (U Rhode Island, USA), Knowledge consolidation analysis: Toward a methodology for studying the role of argument in technology development. Written Communication (Sage) 24.2 (2007), 111–139.07–573Godley, Amanda J., Brian D. Carpenter (U Pittsburgh, USA) & Cynthia A. Werner, ‘I'll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly (International Reading Association) 42.1 (2007), 100–131.07–574Guénette, Danielle (U du Québec, Canada; guenette.daniele@uqam.ca), Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing (Elsevier) 16.1 (2007), 40–53.07–575Gutiérrez-Palma, Nicolás (U de Jaén, Spain; ngpalma@ujaen.es) & Alfonso Palma Reves (U Granada, Spain), Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading (Blackwell) 30.2 (2007), 157–168.07–576Hu, Guangwei (Nanyang Technical U, Singapore; guangwei.hu@nie.edu.sg), Developing an EAP writing course for Chinese ESL students. RELC Journal (Sage) 38.1 (2007), 67–86.07–577Hunt, George (U Edinburgh, UK; george.hunt@ed.ac.uk), Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape community school, South Africa. Journal of Research in Reading (Blackwell) 30.1 (2007), 80–96.07–578Jiang, Xiangying & William Grabe (Northern Arizona U, USA), Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55.07–579Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 30–50.07–580Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi, Content schemata, linguistic simplification, and EFL readers' comprehension and recall. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33.07–581Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–582Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr), Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211.07–583Li, Yongyan, Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79.07–584Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz), A comparative analysis of racism in the original and modified texts ofThe Cay. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68.07–585Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising. Written Communication (Sage) 24.2 (2007), 168–187.07–586Mellard, Daryl, Margaret Becker Patterson & Sara Prewett, Reading practices among adult education participants. Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213.07–587Mishra, Ranjita (U London, UK) & Rhona Stainthorp, The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders. Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37.07–588Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22.07–589Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za), Playing football without a ball: Language, reading and academic performance in a high-poverty school. Journal of Research in Reading (Blackwell) 30.1 (2007), 38–58.07–590Pulido, Diana (Michigan State U, USA), The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics (Oxford University Press) 28.1 (2007), 66–86.07–591Purcell-Gates, Victoria (U British Columbia, Canada), Neil K. Duke & Joseph A. Martineau, Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly (International Reading Association) 42.1 (2007), 8–45.07–592Rahimi, Mohammad (Shiraz U, Iran; mrahimy@gmail.com), L2 reading comprehension test in the Persian context: Language of presentation as a test method facet. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 151–165.07–593Rao, Zhenhui (Jiangxi Normal U, China; rao5510@yahoo.com), Training in brainstorming and developing writing skills. ELT Journal (Oxford University Press) 61.2 (2007), 100–106.07–594Ravid, Dorit & Yael Epel Mashraki (Tel Aviv U, Israel; doritr@post.tau.ac.il), Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading (Blackwell) 30.2 (2007), 140–156.07–595Rosary, Lalik (Virginia Polytechnic Institute and State, USA) & Kimberly L. Oliver, Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls. Reading Research Quarterly (International Reading Association) 42.1 (2007), 46–70.07–596Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–597Takase, Atsuko (Osaka International U, Japan; atsukot@jttk.zaq.ne.jp), Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 1–18.07–598Tanaka, Hiroya & Paul Stapleton (Hokkaido U, Japan; higoezo@ybb.ne.jp), Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 115–131.07–599Weinstein, Susan (Louisiana State U, Baton Rouge, USA), Pregnancy, pimps, and ‘clichèd love things’: Writing through gender and sexuality. Written Communication (Sage) 24.1 (2007), 28–48.07–600Williams, Eddie (U Bangor, UK; eddie.williams@bangor.ac.uk), Extensive reading in Malawi: Inadequate implementation or inappropriate innovation?Journal of Research in Reading (Blackwell) 30.1 (2007), 59–79.07–601Yamash*ta, Junko, The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 81–105.07–602Yi, Youngjoo (U Alabama, USA; yyi@ua.edu), Engaging literacy: A biliterate student's composing practices beyond school. Journal of Second Language Writing (Elsevier) 16.1 (2007), 23–39.07–603Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

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RECIPIENTS of The Endocrine Society’s Laureate Awards are selected annually by the Awards Committee. The Laureate Awards are presented to endocrinologists, members or nonmembers, from anywhere in the world. Each recipient is presented with an award certificate and is honored at the Society’s annual Awards Dinner in June. Nominations may be submitted by Society members only. A complete listing of all past awardees is available on the Society’s web site, www.endo-society.org. Nominations must be submitted by early April on the appropriate nomination form. The nomination form may be obtained by visiting the Society web site or by contacting The Endocrine Society. Fred Conrad Koch Award In 1957 a substantial legacy was bequeathed to the Society by the late Elizabeth Koch for the purpose of establishing the Fred Conrad Koch Memorial Fund in memory of her late husband, Distinguished Service Professor of Physiological Chemistry at the University of Chicago, and pioneer in the isolation of the androgens. This is the highest honor of the Society and is presented with the Koch Medal of The Endocrine Society, as well as a $25,000 honorarium. The award is given annually for exceptional contributions to endocrinology. The recipients of this award for the past ten years were: Ronald M. Evans and Michael G. Rosenfeld, 1999; C. Ronald Kahn, 2000; Robert J. Lefkowitz, 2001; Jan-Åke Gustafsson, 2002; Maria I. New, 2003; Patricia K. Donahoe, 2004; William F. Crowley, Jr., 2005; Gerald M. Reaven, 2006; John D. Baxter, 2007; and P. Reed Larsen, 2008. Ernst Oppenheimer Memorial Award The Ernst Oppenheimer Memorial Award was first presented by The Endocrine Society in 1944 and is the premier award to a young investigator in recognition of meritorious accomplishments in the field of basic or clinical endocrinology. The recipient must not have reached age 45 by July 1 of the year in which the award is presented. The award includes a $3,000 honorarium. The recipients of this award for the past five years were: Ursula B. Kaiser, 2004; Steven A. Kliewer, 2005; Charis Eng, 2006; Rohit N. Kulkarni, 2007; and Joel K. Elmquist and Randy J. Seeley, 2008. Robert H. Williams Distinguished Leadership Award The Robert H. Williams Distinguished Leadership Award was established by Dr. Robert H. Williams in 1970. The award is presented annually in recognition of outstanding leadership in endocrinology as exemplified by the recipient’s contributions and those of his/her trainees and associates to teaching, research, and administration. Distinguished leadership in endocrinology and metabolism may be manifest in a variety of ways and activities (international, national, and local). This award includes a $5,000 honorarium. The recipients of this award for the past five years were: David M. de Kretser, 2004; Gordon H. Williams, 2005; Richard J. Santen, 2006; Lewis E. Braverman, 2007; and Ron G. Rosenfeld, 2008. Edwin B. Astwood Award Lecture The Edwin B. Astwood Award Lecture is awarded for outstanding research in endocrinology. The recipient presents a plenary lecture at the annual meeting to honor the late Dr. Edwin B. Astwood of Boston. The award includes a $2,000 honorarium. The recipients of this award for the past five years were: Paolo Sassone-Corsi, 2004; Willa A. Hsueh, 2005; Mitchell A. Lazar, 2006; Lawrence C. Chan, 2007; and John A. Cidlowski, 2008. Clinical Investigator Award Lecture The Clinical Investigator Award Lecture is presented to an internationally recognized clinical investigator who has made major contributions to clinical research related to the pathogenesis, pathophysiology, and therapy of endocrine disease. The recipient presents a plenary lecture at the annual meeting and receives a $3,500 honorarium. The recipients of this award for the past five years were: Shlomo Melmed, 2004; Paul M. Stewart, 2005; Walter L. Miller, 2006; Stephen O’Rahilly, 2007; and John C. Marshall, 2008. Gerald D. Aurbach Award Lecture This award was first presented in 1993 in honor of the late Dr. Gerald D. Aurbach, who served as president of The Endocrine Society from 1989–1990. This award is presented for outstanding contributions to research in endocrinology. Dr. Aurbach received his B.A. and M.D. from the University of Virginia. After his training in endocrinology at Tufts University School of Medicine, he joined the Public Health Service and the National Institutes of Health in 1959 and had served as chief of the Metabolic Disease Branch, National Institute of Diabetes, Digestive and Kidney Diseases since 1973. He was the first to isolate PTH and played a key role in discovering the hormone’s biochemical mechanism of action in bone disease and calcium metabolism. The recipient presents a plenary lecture at the annual meeting and receives an honorarium of $1,000. The recipients of this award for the past five years were: David J. Mangelsdorf, 2004; David R. Clemmons, 2005; Paul A. Kelly, 2006; Eve Van Cauter, 2007; and Andrew F. Stewart, 2008. Sidney H. Ingbar Distinguished Service Award The Sidney H. Ingbar Distinguished Service Award is named in honor of the 65th President of The Endocrine Society and presented in recognition of distinguished service in the field of endocrinology. The award includes a $2,000 honorarium. The recipients of this award for the past five years were: Margaret A. Shupnik, 2004; P. Michael Conn, 2005; Robert D. Utiger, 2006; Robert A. Vigersky, 2007; and Lisa H. Fish, 2008. Roy O. Greep Award Lecture This award was first presented in 1999 in memory of Dr. Roy O. Greep, President of The Endocrine Society in 1965–1966, Editor-in-Chief of Endocrinology, and President of the Laurentian Hormone Conference. He retired in 1974 as director emeritus of the Laboratory of Human Reproductive Biology at Harvard’s Medical School and as the John Rock Professor Emeritus of Population Studies at Harvard’s School of Public Health. Dr. Greep received international recognition as a pioneer in the field of endocrinology, receiving the Society’s highest honor, the Fred Conrad Koch Award, in 1971. Dr. Greep will be remembered by his colleagues as a remarkable investigator, a loyal friend, and a patient and devoted teacher. The recipient of this award presents a plenary lecture at the annual meeting and receives a $1,000 honorarium. The recipients of this award for the past five years were: Phyllis M. Wise, 2004; Evan R. Simpson, 2005; Benita S. Katzenellenbogen and John Katzenellenbogen, 2006; Sally A. Camper, 2007; and Nancy Lynn Weigel, 2008. Distinguished Educator Award This award was established by the Society in 1998 to recognize exceptional achievement of educators in the field of endocrinology and metabolism. The award includes an honorarium of $3,000. The recipients of this award for the past five years were: E. Brad Thompson, 2004; Ernest L. Mazzaferri, 2005; Gilbert H. Daniels, 2006; Kenneth L. Becker, 2007; and Ronald S. Swerdloff, 2008. Distinguished Physician Award The Distinguished Physician Award was established by the Society in 1998 to honor physicians who have made outstanding contributions to the practice of endocrinology. The award includes an honorarium of $3,000. The recipients of this award for the past five years were: Edward S. Horton, 2004; Robert M. Carey, 2005; Glenn D. Braunstein, 2006; Bernardo L. Wajchenberg, 2007; and F. John Service, 2008. Richard E. Weitzman Memorial Award This award was established in 1982 to honor outstanding research achievements in the field of endocrinology and metabolism by a young investigator. The award was established in memory of the late Dr. Richard E. Weitzman. Born in 1943, Dr. Weitzman was educated at Cornell University and the State University of New York Upstate Medical Center (Syracuse). He received training in endocrinology at the University of Virginia and the Harbor-UCLA School of Medicine, rising to the rank of Associate Professor, and began a productive career studying neurohypophyseal hormone and cardiovascular-endocrine physiology. In honor of Dr. Weitzman, an anonymous donor has provided funds for an annual award of $1,000 to be given to an exceptionally promising young investigator who has not reached the age of 40 before July 1 of the year in which the award is presented. The award is based on the contributions and achievements of the nominee’s independent scholarship performed after completion of training and shall be based on the entire body of these contributions, rather than a single work. The recipients of this award for the past five years were: Tso-Pang Yao, 2004; Peter Tontonoz, 2005; Fabio Broglio, 2006; W. Lee Kraus, 2007; and Tannishtha Reya, 2008. The Endocrine Society and Pfizer, Inc. International Award for Excellence in Published Clinical Research in The Journal of Clinical Endocrinology & Metabolism In 1998, “The Endocrine Society and Pfizer, Inc. International Award for Excellence in Published Clinical Research in The Journal of Clinical Endocrinology & Metabolism (JCE&M)” was established to encourage, recognize, and reward excellence in clinical research published in JCE&M. There are no restrictions with respect to professional affiliation or geographic location. Each year, a jury selects the four best clinical research papers published in JCE&M in a volume year. Each finalist paper receives a $10,000 award. In addition to the monetary prize, the award includes coach airline travel, meeting registration, hotel for one night, and one day’s per diem for one author on each paper to attend the Society’s annual meeting in June. The announcement of the winners is made in April each year with the awards presented at The Endocrine Society annual meeting in June. Papers accepted for publication but not yet published are not eligible until the year that they are actually published.

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Swerts, An, and Jenny Bakker. Get Well Soon, Grandpa! New York: Clavis, 2013. Print. Get Well Soon, Grandpa! is written by An Swerts and beautifully illustrated by Jenny Bakker. This 2013 English edition is translated from the original Dutch title, Lieve opa, ik help je wel (2012). It tells the heart-warming story of a caring strawberry-haired girl, Faye, her doting Grandpa Bert, and their experiences of dealing with Grandpa Bert’s unexpected health issue, a stroke.The story starts with Faye’s exciting sleepover with Grandpa Bert. Their close relationship and fun together are evident in their messy pancake-cooking, habitual bedtime stories, and Faye’s special role in Grandpa Bert’s morning shaving rituals. The story is well paced and satisfyingly realistic and whimsical. Young readers would gain insight that a stroke can happen suddenly, and a child, like Faye, can react calmly and appropriately. The medical aspect of stroke is skillfully and aptly explained through colourful lovely images and Faye’s simple questions and dialogue with a gentle physician. The story shows that when an aging relative sustains a stroke, it can be a confusing, stressful, and worrisome time for both young children and adults, as experienced by Faye and Faye’s mother. For passionate and eager Faye, being unfamiliar with the hospital environment and rules, she devises a special and bold plan to make sure Grandpa Bert’s hospital stay is not lonely over the summer, and that he gets to see his dog, Toby.Another noteworthy element of the story is that it superbly highlights the multidisciplinary and rehabilitative nature of stroke therapy with visits from Tom, the physical therapist, and Lena, the speech therapist. Their interactions with Grandpa Bert and Faye are friendly and beneficial. Finally, the move-in of Grandpa Bert to Faye’s home and her ability to help with Grandpa Bert’s exercises and activities of daily living indicate the importance of family’s love, adjustment and involvement in the healing process.With an age-appropriate portrayal of stroke and its manifestation, and the admirable bond between a grandparent and grandchild, this is an excellent book for public libraries and elementary school libraries.Highly recommended: 4 stars out of 4Reviewer: Liza ChanLiza Chan is a Research Librarian, cross-appointed at Alberta Innovates – Health Solutions and University of Alberta John W. Scott Health Sciences Libraries. She is also a proud auntie to 2 nephews, with whom she often enjoys visiting local libraries.

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06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition (Elsevier) 23.1 (2006), 49–67.06–483Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz), ‘What did I change and why did I do it?’ Young writers' revision practices. Literacy (Blackwell) 40.1 (2006), 3–10.06–484Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk), How to support a one-handed economist: The role of modalisation in economic forecasting. English for Specific Purposes (Elsevier) 25.2 (2006), 200–216.06–485Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert. Written Communication (Sage) 23.2 (2006), 150–172.06–486Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161.06–487Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 77–92.06–488Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228.06–489Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts?Written Communication (Sage) 23.2 (2006), 135–149.06–490Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition (Elsevier) 23.1 (2006), 4–31.06–491Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal. Literacy (Blackwell) 40.1 (2006), 36–41.06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.

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Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. HUMAN TISSUE AND BIOLOGIC SPECIMEN RESOURCES NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147; e-mail: bhatiak@mail.nih.gov NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147; e-mail: tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503; e-mail: cowiec@extra.niddk.nih.gov NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007; e-mail: rr185i@nih.gov Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154; e-mail: jlonsdale@ndriresource.org The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106; e-mail: jkaddis@coh.org The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www. swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892; e-mail: mfsowers@umich.edu HUMAN AND ANIMAL CELL AND BIOLOGIC REAGENT RESOURCES NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432; e-mail: parlow@humc.edu Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. ANIMAL RESOURCES NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597; e-mail: rodents@nia.nih.gov NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819; e-mail: griederf@ncrr.nih.gov NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802; e-mail: Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048; e-mail: abrahamk@extra.niddk.nih.gov NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819; e-mail: hardingj@mail.nih.gov NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010; e-mail: nadonn@nia.nih.gov NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm. The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443; e-mail: bchansen@aol.com NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. MISCELLANEOUS RESOURCES NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518; e-mail: lrubin@iupui.edu The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790; e-mail: haywarda@ncrr.nih.gov

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Abstract Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. HUMAN TISSUE AND BIOLOGIC SPECIMEN RESOURCES NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com. NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com. NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147; e-mail: bhatiak@mail.nih.gov. NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147; e-mail: tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503; e-mail: cowiec@extra.niddk.nih.gov. NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007; e-mail: rr185i@nih.gov. Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov. Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154; e-mail: jlonsdale@ndriresource.org. The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106; e-mail: jkaddis@coh.org. The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www.swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892; e-mail: mfsowers@umich.edu. HUMAN AND ANIMAL CELL AND BIOLOGIC REAGENT RESOURCES NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432; e-mail: parlow@humc.edu. Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. ANIMAL RESOURCES NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597; e-mail: rodents@nia.nih.gov. NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819; e-mail: griederf@ncrr.nih.gov. NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802; e-mail: Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048; e-mail: abrahamk@extra.niddk.nih.gov. NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819; e-mail: hardingj@mail.nih.gov. NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010; e-mail: nadonn@nia.nih.gov. NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm. The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443; e-mail: bchansen@aol.com. NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. MISCELLANEOUS RESOURCES NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518; e-mail: lrubin@iupui.edu. The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790; e-mail: haywarda@ncrr.nih.gov.

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Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. Human Tissue and Biologic Specimen Resources NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com. NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; e-mail: marrouliss@imsweb.com. NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147; e-mail: bhatiak@mail.nih.gov. NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147; e-mail: tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503; e-mail: cowiec@extra.niddk.nih.gov. NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007; e-mail: rr185i@nih.gov. Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov. Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154; e-mail: jlonsdale@ndriresource.org. The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106; e-mail: jkaddis@coh.org. The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www. swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892; e-mail: mfsowers@umich.edu. Human and Animal Cell and Biologic Reagent Resources NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432; e-mail: parlow@humc.edu. Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. Animal Resources NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597; e-mail: rodents@nia.nih.gov. NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819; e-mail: griederf@ncrr.nih.gov. NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802; e-mail: Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048; e-mail: abrahamk@extra.niddk.nih.gov. NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819; e-mail: hardingj@mail.nih.gov. NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010; e-mail: nadonn@nia.nih.gov. NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm.The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443; e-mail: bchansen@aol.com. NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. Miscellaneous Resources NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518; e-mail: lrubin@iupui.edu. The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790; e-mail: haywarda@ncrr.nih.gov.

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Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. Human Tissue and Biologic Specimen Resources NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770;marrouliss@imsweb.com. NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770;marrouliss@imsweb.com. NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147;bhatiak@mail.nih.gov. NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147;tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503;cowiec@extra.niddk.nih.gov. NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007;rr185i@nih.gov. Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov. Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154;jlonsdale@ndriresource.org. The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106;jkaddis@coh.org. The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www. swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892;mfsowers@umich.edu. Human and Animal Cell and Biologic Reagent Resources NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432;parlow@humc.edu. Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. Animal Resources NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597;rodents@nia.nih.gov. NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819;griederf@ncrr.nih.gov. NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802;Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048;abrahamk@extra.niddk.nih.gov. NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819;hardingj@mail.nih.gov. NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010;nadonn@nia.nih.gov. NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm.The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443;bchansen@aol.com. NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. Miscellaneous Resources NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518;lrubin@iupui.edu. The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790;haywarda@ncrr.nih.gov.

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Abstract:

Resources currently available to the scientific community that may be of interest for endocrinology research are described briefly here. More information is available through The Endocrine Society Home Page (http://www.endo-society.org) or the information provided below. HUMAN TISSUE AND BIOLOGIC SPECIMEN RESOURCES NCI - Cooperative Human Tissue Network (CHTN) The NCI Cooperative Human Tissue Network (CHTN) provides normal, benign, precancerous, and cancerous human tissue to the scientific community for biomedical research. Specimens are collected according to the investigator’s individual protocol. Information provided with the specimens includes routine histopathologic and demographic data. The CHTN can also provide a variety of tissue microarrays. Contact the CHTN Web site at http://www-chtn.ims.nci.nih.gov, or 1-866-GO2-CHTN (1-866-462-2486). NCI - Cooperative Breast Cancer Tissue Resource (CBCTR) The NCI Cooperative Breast Cancer Tissue Resource (CBCTR) can provide researchers with access to formalin-fixed, paraffin-embedded primary breast cancer specimens, with associated pathologic, clinical, and outcome data. All specimens are evaluated for pathologic diagnosis by CBCTR pathologists using standard diagnostic criteria. The collection is particularly well suited for validation studies of diagnostic and prognostic markers. The CBCTR also makes available breast cancer tissue microarrays designed by NCI statisticians to provide high statistical power for studies of stage-specific markers of breast cancer. Contact CBCTR’s Web site at http://cbctr.nci.nih.gov, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; email: marrouliss@imsweb.com. NCI - Cooperative Prostate Cancer Tissue Resource (CPCTR) The NCI Cooperative Prostate Cancer Tissue Resource (CPCTR) can provide access to over 4,000 cases of formalin-fixed, paraffin-embedded primary prostate cancer specimens, with associated pathology and clinical data. Fresh-frozen tissue is also available with limited clinical follow-up information. In addition, slides from prostate cancer tissue microarrays with associated pathology and clinical data are now available. Contact the CPCTR Web site at http://www.prostatetissues.org, or contact Steve Marroulis at Information Management Services, Inc.: telephone: (301) 680-9770; email: marrouliss@imsweb.com. NCI - AIDS and Cancer Specimen Resource (ACSR) The AIDS and Cancer Specimen Resource (ACSR) provides qualified researchers with tissue, cell, blood, and fluid specimens, as well as clinical data from patients with AIDS and cancer. The specimens and clinical data are available for research studies, particularly those that translate basic research findings to clinical application. Contact the ACSR Web site (http://acsr.ucsf.edu/) or Dr. Kishor Bhatia, (301) 496-7147; email: bhatiak@mail.nih.gov. NCI - Breast and Ovarian Cancer Family Registries (CFRs) The Breast and Ovarian CFRs facilitate and support interdisciplinary and population-based research on the identification and characterization of breast and ovarian cancer susceptibility genes, with particular emphasis on gene-gene and gene-environment interaction research. Available from the registries are: a) family history, epidemiologic and clinical data, b) updates on cancer recurrence, morbidity and mortality in participating families, and c) biospecimens, including plasma, lymphocytes, serum, DNA, Guthrie cards or buccal smears, and paraffin blocks of tumor tissue. For further information on these registries, contact the CFR Web site (http://epi.grants.cancer.gov/BCFR) or (301) 496-9600. NCI - Specimen Resource Locator The NCI Specimen Resource Locator (http://cancer.gov/specimens) is a database that helps researchers locate specimens for research. The database includes resources such as tissue banks and tissue procurement systems with access to normal, benign, precancerous, and/or cancerous human tissue covering a wide variety of organ sites. Researchers specify the types of specimens, number of cases, preservation methods, and associated data they require. The Locator will search the database and return a list of tissue resources most likely to meet their requirements. When no match is obtained, the researcher is referred to the NCI Tissue Expediter [(301) 496-7147; email: tissexp@mail.nih.gov]. The Tissue Expediter is a scientist who can help match researchers with appropriate resources or identify appropriate collaborators when those are necessary. NIDDK - Biologic Samples from Diabetic Study Foundation A portion (1/3) of all stored nonrenewable samples (plasma, serum, urine) from subjects enrolled in the Diabetes Control and Complications Trial (DCCT) is available for use by the scientific community to address questions for which these samples may be invaluable. Announcements for using this resource appear in the NIH Guide for Grants and Contracts periodically. Inquiries may be addressed to: Catherine C. Cowie, Ph.D., Director, Diabetes Epidemiology Program, NIDDK, 6707 Democracy Blvd., Room 691, MSC 5460, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD 20892-5460. Phone: (301) 594-8804; fax: (301) 480-3503; email: cowiec@extra.niddk.nih.gov. NIDDK - NIDDK Central Repositories (Diabetes Prevention Study) The NIDDK Central Repositories have selected biosamples from the DPT-1 (The Diabetes Prevention Type 1) study that are available to qualified investigators through an application process. These samples are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. Information about how to apply for these materials can be obtained from the NIDDK Central Repositories by contacting Ms. Helen Ray of RTI, 1-919-316-3418, or hmp@rti.org. Direct scientific-technical inquiry to the Project Officer of the NIDDK Central Repositories, Dr. Rebekah Rasooly, at phone: (301) 594-6007; email: rr185i@nih.gov. Visit the Repositories Web site at http://www.niddkrepository.org. NICHD - Brain and Tissue Bank for Developmental Disorders The purpose of the Bank is to collect, preserve, and distribute human tissues to investigators interested in autism and developmental disorders; normal tissues may be available for other research purposes. Further information can be obtained at www.btbank.org. The contact persons are H. Ron Zielke or Sally Wisniewsky, University of Maryland (1-800-847-1539), and Carol Petito or Stephanie Lojko, University of Miami (1-800-592-7246). NICHD - Reproductive Tissue Sample Repository (RTSaR) The Reproductive Tissue Sample Repository (RTSaR) is a virtual repository with online tissue sample acquisition capabilities. The RTSaR provides investigators with real-time access to human and nonhuman primate tissue and fluid inventories from four tissue bank facilities that are supported through the Specialized Cooperative Centers Program in Reproduction Research. The tissue banks are located at the University of California, San Diego (human ovary bank), Stanford University (human endometrium and DNA bank), Johns Hopkins University (male reproductive tissues and fluids), and the Oregon National Primate Research Center (nonhuman primate tissues). The web site for the RTSaR is https://rtsar.nichd.nih.gov/rtsar/login. If you wish to access the RTSaR, you can request an id and password to access the system by contacting the network administrator at RTSaR@mail.nih.gov. Once you access the system, contact information for each bank is provided. Access is open to all investigators living in North America who are supported by research and research training grants from the NIH. One id and password will be provided to each principal investigator that can be utilized by any person working in the P.I.’s laboratory, or, in the case of institutional training grants (T32) and institutional career development award programs (K12), any person supported by the aforementioned awards. NCRR - Human Tissues and Organs Resource (HTOR) The Human Tissues and Organs Resource (HTOR) cooperative agreement supports a procurement network developed by the National Disease Research Interchange (NDRI), a not-for-profit organization. By collaborating with various medical centers, hospitals, pathology services, eye banks, tissue banks, and organ procurement organizations, HTOR provides a wide variety of human tissues and organs—both diseased and normal—to researchers for laboratory studies. Such samples include tissues from the central nervous system and brain, cardiovascular system, endocrine system, eyes, bone, and cartilage. For further information, consult the NDRI Web site (www.ndri.com) or contact Dr. John T. Lonsdale at NDRI, 8 Penn Center, 8th Floor, 1628 JFK Boulevard, Philadelphia, PA 19103. Phone: (800) 222-6374, ext. 271; fax: (215) 557-7154; email: jlonsdale@ndriresource.org. The NDRI Web site is http://www.ndri.com. NCRR - Islet Cell Resource (ICR) With support from NCRR, 10 Islet Cell Resource (ICR) centers isolate, purify, and characterize human pancreatic islets for subsequent transplantation into patients with type I diabetes. The ICR centers procure whole pancreata and acquire relevant data about donors; improve islet isolation and purification techniques; distribute islets for use in approved clinical protocols; and perfect the methods of storage and shipping. In this way, the centers optimize the viability, function, and availability of islets and help clinical researchers capitalize on the recently reported successes in islet transplantation. Information on submitting requests for islet cells can be obtained from Mr. John Kaddis, ICR Coordinating Center Project Manager, City of Hope National Medical Center, 1500 E. Duarte Road, Duarte, California 91010. Phone (626) 359-8111, ext. 63377; fax: (626) 471-7106; email: jkaddis@coh.org. The Coordinating Center hosts a Web site at http://icr.coh.org. NIA - SWAN Repository (longitudinal, multiethnic study of women at midlife including the menopausal transition) The SWAN Repository is a biologic specimen bank of the Study of Women’s Health Across the Nation (SWAN). The SWAN cohort was recruited in 1996/1997 and consists of 3302 African-American, Caucasian, Chinese, Hispanic, and Japanese women. The SWAN Repository contains more than 350,000 blood and urine specimens generated from the study participants’ annual visits (8 visits to date), at which time medical and health history, psychosocial measures, biological measures, and anthropometric data were and are being collected. In addition, a subset of the participants are providing urine samples, collected daily over the length of one menstrual cycle, each year. More than 900,000 of these samples are in the SWAN Repository and are available to researchers who wish to study the midlife and menopausal transition. Additionally, a DNA sample repository is also available and includes DNA as well as transformed B-lymphoblastoid cell lines from more than 1800 of the participants. To learn more about the SWAN Repository and how to apply to use SWAN Repository specimens, contact the Web site at http://www. swanrepository.com or Dr. MaryFran Sowers, University of Michigan, School of Public Health, Epidemiology Dept., (734) 936-3892; email: mfsowers@umich.edu. HUMAN AND ANIMAL CELL AND BIOLOGIC REAGENT RESOURCES NIDDK - National Hormone and Peptide Program The National Hormone and Peptide Program (NHPP) offers peptide hormones and their antisera, tissues (rat hypothalami), and miscellaneous reagents to qualified investigators. These reagents are supplied for research purposes only, not for therapeutic, diagnostic, or commercial uses. These materials can be obtained from Dr. A. F. Parlow of the Harbor-UCLA Medical Center, Research and Education Institute, Torrance, CA. A more complete description of resources within this program is provided in The Endocrine Society journals. Direct scientific-technical inquiry to NHPP Scientific Director, Dr. Al Parlow, at phone: (310) 222-3537; fax: (310) 222-3432; email: parlow@humc.edu. Visit the NHPP Web site at http://www.humc.edu/hormones. NICHD - National Hormone and Pituitary Program (see NIDDK listing) Following is a list of reagents currently available through the resources of NICHD: Androgen receptor and peptide antigen Recombinant monkey (cynomolgus) and baboon luteinizing hormone and follicle-stimulating hormone and antisera. NIA - Aging Cell Bank To facilitate aging research on cells in culture, the NIA provides support for the Aging Cell Bank located at the Coriell Institute for Medical Research in Camden, NJ. The Aged Cell Bank provides fibroblast, lymphoblastoid, and differentiated cell lines from a wide range of human age-related conditions and other mammalian species, as well as DNA from a limited subset of cell lines. For further information, the Aged Cell Bank catalog can be accessed at http://locus.umdnj.edu/nia or contact Dr. Donald Coppock at 1-800-752-3805. NCRR - Various Cell Repositories NCRR maintains the following cell repository resources: National Cell Culture Center, National Stem Cell Resource, and the Yeast Genetic Stock Center. Further information regarding these resources may be obtained through the NCRR Web site at: www.ncrr.nih.gov/ncrrprog/cmpdir/BIOLOG.asp. ANIMAL RESOURCES NIA - Aging Rodent Resources NIA maintains both rat and mouse colonies for use by the scientific community. The animals available range in age from 1 to 36 months. A repository of fresh-frozen tissue from the NIA aged rodent colonies is stocked with tissue from mouse and rat strains, including caloric-restricted BALB/c mice. The NIA also maintains a colony of calorically restricted rodents of selected genotypes, which are available to the scientific community. For further information, please refer to the Aged Rodent information handbook at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentColoniesHandbook/ or contact the Office of Biological Resources and Resource Development order desk. Phone: (301) 496-0181; fax: (301) 402-5597; email: rodents@nia.nih.gov. NIA - Aged Rodent Tissue Bank The rodent tissue bank contains flash-frozen tissues from rodents in the NIA aged rodent colonies. Tissue is collected from rodents at 4 or 5 age points throughout the lifespan. Tissue arrays are also available. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/AgedRodentTissueBankHandbook/. NCRR - Mutant Mouse Regional Resource Centers (MMRRC) The Mutant Mouse Regional Resource Center (MMRRC) Program consists of centers that collectively operate as a one-stop shop to serve the biomedical research community. Investigators who have created select mutant mouse models may donate their models to an MMRRC for broad dissemination to other investigators who request them for noncommercial research investigations related to human health, disease, and treatments. The NCRR Division of Comparative Medicine (DCM) supports the MMRRCs, which are electronically linked through the MMRRC Informatics Coordinating Center (ICC) to function as one facility. The ICC, located at The Jackson Laboratory in Bar Harbor, ME, provides database and other informatics support to the MMRRC to give the research community a single entry point to the program. Further information can be obtained from the Web site at http://www.mmrrc.org, or from Franziska Grieder, D.V.M., Ph.D., Division of Comparative Medicine, NCRR. Phone (301) 435-0744; fax: (301) 480-3819; email: griederf@ncrr.nih.gov. NCRR - Induced Mutant Mouse Resource (IMR) The Induced Mutant Mouse Resource (IMR) at The Jackson Laboratory provides researchers with genetically engineered mice (transgenic, targeted mutant, retroviral insertional mutant, and chemically induced mutant mice). The function of the IMR is to select, import, cryopreserve, maintain, and distribute these important strains of mice to the research community. To improve their value for research, the IMR also undertakes genetic development of stocks, such as transferring mutant genes or transgenes to defined genetic backgrounds and combining transgenes and/or targeted mutations to create new mouse models for research. Over 800 mutant stocks have been accepted by the IMR. Current holdings include models for research on cancer, immunological and inflammatory diseases, neurological diseases and behavioral disorders, cardiovascular diseases, developmental disorders, metabolic and other diseases, reporter (e.g. GFP) and recombinase (e.g. cre/loxP) strains. About 8 strains a month are being added to the IMR holdings. A list of all strains may be obtained from the IMR Web site: www.jax.org/resources/documents/imr/. Online submission forms are also available on that site. All mice can be ordered by calling The Jackson Laboratory’s Customer Service Department at 1-800-422-MICE or (207) 288-5845 or by faxing (207) 288-6150. NIDDK - Mouse Metabolic Phenotyping Centers The mission of the Mouse Metabolic Phenotyping Centers is to provide the scientific community with standardized, high-quality metabolic and physiologic phenotyping services for mouse models of diabetes, diabetic complications, obesity, and related disorders. Researchers can ship mice to one of the four Centers (University of Cincinnati, University of Texas Southwestern Medical Center, Vanderbilt University, and Yale University) and obtain on a fee-for-service basis a range of complex exams used to characterize mouse metabolism, blood composition, energy balance, eating and exercise, organ function and morphology, physiology, and histology. Many tests are done in living animals and are designed to elucidate the subtle hallmarks of metabolic disease. Information, including a complete list of available tests, can be found at www.mmpc.org, or contact Dr. Maren R. Laughlin, NIDDK, at (301) 594-8802; email: Maren.Laughlin@nih.gov; or Dr. Kristin Abraham, NIDDK, at (301) 451-8048; email: abrahamk@extra.niddk.nih.gov. NCRR - National Primate Research Centers (NPRCs) National Primate Research Centers (NPRCs) are a network of eight highly specialized facilities for nonhuman primates (NHP) research. Funded by grants through NCRR’s Division of Comparative Medicine (DCM), each center, staffed with experienced research and support staff, provides the appropriate research environment to foster the development of NHP models of human health and disease for biomedical investigations. The NPRCs are affiliated with academic institutions and are accessible to eligible biomedical and behavioral investigators supported by research project grants from the National Institutes of Health and other sources. Further information may be obtained from the notice, Procedures for Accessing Regional Primate Research Centers, published in the NIH Guide for Grants and Contracts at http://grants2.nih.gov/grants/guide/notice-files/not97-014.html, or from John Harding, Ph.D., National Primate Research Centers and AIDS Animal Models Program, Division of Comparative Medicine, NCRR. Phone: (301) 435-0744; fax: (301) 480-3819; email: hardingj@mail.nih.gov. NIA - Nonhuman Primates, Aging Set-Aside Colony NIA maintains approximately 200 nonhuman primates (M. mulatta) at four National Primate Research Centers (see above) for conducting research on aging. These animals range in age from 18 to 35 years. While these animals are predominantly reserved for non-invasive research, exceptions can be made to this policy. For further information, please contact Dr. Nancy Nadon, Office of Biological Resources and Resource Development, NIA. Phone: (301) 402-7744; fax: (301) 402-0010; email: nadonn@nia.nih.gov. NIA - Nonhuman Primate (NHP) Tissue Bank and Aging Database The NIA developed two new resources to facilitate research in the NHP model. The NHP tissue bank contains fresh-frozen and fixed tissue donated by primate centers around the country. Information is available at http://www.nia.nih.gov/ResearchInformation/ScientificResources/NHPTissueBankHandbook.htm. The Primate Aging Database provides an internet accessible database with data from thousands of primates around the country. It can be used to investigate the effect of age on a variety of parameters, predominantly blood chemistry and husbandry measurements. The site is password protected. The URL is http://ipad.primate.wisc.edu. NIA - Obesity, Diabetes and Aging Animal Resource (USF-ODARC) The NIA supports a colony of aged rhesus macaques, many of which are obese and/or diabetic. This is a long-term colony of monkeys housed at the University of South Florida’s Obesity, Diabetes and Aging Research Center. They have been extensively and longitudinally characterized for general health variables, blood chemistry, food intake, and body weight. Diabetic monkeys are tested daily for urine glucose and ketone levels, and prediabetic monkeys are tested weekly. Data for some of the monkeys extend as far back as 15 years. This unique resource is available for collaborative studies. ODARC has a significant amount of stored tissue collected at necropsy and stored blood/plasma collected longitudinally. Serial blood collection or tissue collection at necropsy can also be performed prospectively. Testing and imaging can also be performed on the monkeys. Inquiries regarding collaborative studies using the ODARC colony should be directed to: Barbara C. Hansen, Ph.D., Director, Obesity, Diabetes and Aging Research Center, University of South Florida, All Children’s Hospital, 801 6th Street South #9340, St. Petersburg, FL 33701. Phone: (727) 767-6993; fax: (727) 767-7443; email: bchansen@aol.com. NCRR - Various Animal Resources NCRR maintains the following animal resources: Animal Models and Genetic Stocks, Chimpanzee Biomedical Research Program, NIH Animal Genetic Resource, and the Specific Pathogen Free Macaque Breeding and Research Program. Further information regarding these and other resources may be obtained through the NCRR Web site at www.ncrr.nih.gov/comparative_med.asp. MISCELLANEOUS RESOURCES NCRR - National Gene Vector Laboratories (NGVLs) The National Gene Vector Laboratories (NGVLs), with core funding from NCRR, serve as a resource for researchers to obtain adequate quantities of clinical-grade vectors for human gene transfer protocols. The vector types include retrovirus, lentivirus, adenovirus, adeno-associated virus, herpes-virus, and DNA plasmids. The NGVLs consist of three vector production centers at: Baylor College of Medicine; City of Hope National Medical Center and Beckman Research Institute; and Indiana University, which also serves as the Coordinating Center for all the laboratories. Two additional laboratories conduct toxicology studies for NGVL-approved investigators. These laboratories are located at the Southern Research Institute and the University of Florida. Additional information about the process for requesting vector production and/or pharmacology/toxicology support should be directed to Ms. Lorraine Matheson, NGVL Project Coordinator, Indiana University School of Medicine. Phone: (317) 274-4519; fax: (317) 278-4518; email: lrubin@iupui.edu. The NGVL Coordinating Center at Indiana University also hosts a Web site at http://www.ngvl.org. NCRR - General Clinical Research Centers (GCRCs) The General Clinical Research Centers (GCRCs) are a national network of 82 centers that provide optimal settings for medical investigators to conduct safe, controlled, state-of-the-art in-patient and out-patient studies of both children and adults. GCRCs also provide infrastructure and resources that support several career development opportunities. Investigators who have research project funding from the National Institutes of Health (NIH) and other peer-reviewed sources may apply to use GCRCs. Because the GCRCs support a full spectrum of patient-oriented scientific inquiry, researchers who use these centers can benefit from collaborative, multidisciplinary research opportunities. To request access to a GCRC facility, eligible investigators should initially contact a GCRC program director, listed in the National Center for Research Resources (NCRR) Clinical Research Resources Directory (www.ncrr.nih.gov/ncrrprog/clindir/crdirectory.asp). Further information can be obtained from Anthony R. Hayward, M.D., Director, Division for Clinical Research Resources, National Center for Research Resources at NIH. Phone: (301) 435-0790; email: haywarda@ncrr.nih.gov.

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Abstract:

Integrity is fundamental to everyone involved in education – students, parents, teachers, lecturers, administrators and future employers, as well as the general public. It is hardly surprising therefore, that research on educational integrity continues to gather momentum, as evidenced by the growing number of conferences and seminars on this subject around the world. I am very pleased to report that while student cheating and plagiarism continue to be topics of interest, practitioners and researchers are also exploring the broader, social context and the changing, globalised and increasingly commercialised nature of education itself. The current issue of the International Journal for Educational Integrity is introduced by William Astore's Plenary Address from the Annual International Center for Academic Integrity Conference, held at Washington University in St Louis, Illinois in October this year. Astore spoke boldly to conference delegates of the 'wider dimensions of academic integrity', using anecdotes from his own experience as a military instructor at the Air Force Academy in Colorado Springs, and as a history professor at the Pennsylvania College of Technology. He convincingly argued that systemic breaches of integrity are far more harmful than individual lapses such as student cheating because they compromise the institution as a whole. In his Address, Astore was openly critical of the marketisation of higher education, a topic which was also explored at the 4th Asia-Pacific Conference on Educational Integrity: Creating an Inclusive Approach, held in September at the University of Wollongong in NSW, Australia. The four best refereed papers from the Asia-Pacific Conference are included in this issue of the IJEI. Kim awyer from the University of Melbourne, and Jackie Johnson and Mark Holub from the University of Western ustralia, provide a candid analysis of the decline in academic standards and integrity in Australian higher education. This paper provides a thorough overview of recent changes in Australian higher education. As Richard Davis commented in his review, "Critics of the modern university face an uphill task. Accused of advocating old, inefficient ways and lamenting a decadent past, they are easily silenced by self-satisfied colleagues enjoying their large research grants and consultancies. Some critics can do little more than condemn local personalities. All would be well if the vice-chancellor was less authoritarian or the university council less mean in its refusal of salary increases. The strength of the current paper lies in its remorseless analysis of the system which developed inexorably from the government's determination to educate more students while cutting its higher education costs. The 'new' corporate market-based university replaced the 'old' university dedicated to the ideals of free enquiry and education as an end in itself". Moving from the broad educational context to specific practices, the next four papers in this issue investigate issues of learning, teaching, assessment and adjudication. Clair Hughes from the University of Queensland addresses an apparent shortfall in Australian universities' implementation of 'Graduate Attributes' (GA), including the GA relating to ethical conduct. Hughes maintains that to authentically operationalise GAs, much more is needed than simply mapping specific attributes against existing programs and courses. Hughes argues for a whole of programme approach, the explicit inclusion of ethics in course teaching and assessment plans, and provides specific examples of how this may be achieved. Jon Yorke, Kathryn Lawson and Graham McMahon from Curtin University of Technology in Western Australia, ask how those who adjudicate breaches of academic integrity can reliably determine 'intent' in cases of plagiarism. The authors draw on a desktop study of institutional policies and procedures in 20 universities from Australia, US, Singapore, Hong Kong, India and the UK to analyse the way that 'intent' is defined and determined. Their findings indicate that despite the espoused significance of 'intent' in determining outcomes for alleged academic misconduct in many policies, there is inconsistency in the way that it is treated. The authors provide a preliminary series of 'probability factors' which might be used to determine 'intent' and call for further research in this little explored aspect of academic integrity. Grace McCarthy and Ann Rogerson from the University of Wollongong in NSW, Australia, share the results of a trial at the Sydney Business School where 61 international students were encouraged to use 'originality reports' provided by the software program Turnitin to assess the originality of their own work and thus avoid inadvertent plagiarism. In conjunction with hands-on support from teaching staff, students were permitted to submit as many drafts as necessary to Turnitin, with the result that all final submissions had a text match of 5% or less. As a consequence of the positive results of the trial, the use of Turnitin as a drafting mechanism, coupled with an extensive program of embedded support and supplementary workshops, has now been mandated for all subjects. The authors share further qualitative and quantitative data to support their thesis that "the use of text-matching software can be a powerful aid to help students improve their writing and to help academic staff identify potential plagiarism". The final paper in this issue is the only one not previously presented at one of the international conferences on academic integrity held during 2009. Mary Davis and Jude Carroll from Oxford Brookes University, using data collected over three years from cohorts of international students in the UK, also explore the role of text-matching software in plagiarism education, with a focus on the importance of formative feedback through tutorial intervention. As one part of an overall educative approach, students worked hand in hand with their tutors to read and interpret the Originality Reports of ungraded drafts of assignments prior to final submission. Students were also surveyed at the end of the module to ascertain their perceptions of the value of using Turnitin in this way. The data indicated that the approach taken at Oxford Brookes University resulted in reductions in the amount of plagiarism, over-reliance on sources, citations errors and insufficient paraphrasing. This study provides an example of best practice in the educational use of text-matching software and provides a potential counter to those who are concerned that the sole function of such software is to police and punish students. I hope that you enjoy this issue of the International Journal for Educational Integrity, and invite you to submit a paper for review directly to me at tracey.bretag@unisa.edu.au or respond to the Call for Papers for Volume 6(2) below. Tracey Bretag, IJEI Editor December 2009 Call for papers, Volume 6(2) 2010 Special issue of IJEI on 'digital technologies and educational integrity' Edited by Chris Moore and Ruth Walker This special issue seeks articles that address the impact of digital technologies on educational integrity. Many different terms have emerged in an attempt to capture the shifting terrain of media and users in various networked environments: 'social', 'participatory', 'user-generated' or simply 'new' media. Common to the online and interactive spaces of Web2.0 is the challenge of technologies and practices that are capable of changing the way we teach, learn, and share knowledge. How can we best engage and support students and colleagues coming to terms with the dynamics of these technologies and the development of new literacies? We are particularly interested in innovative research from scholars in cultural and media studies and/or the scholarship of teaching and learning, and welcome interest from the other disciplinary researchers, who might consider a broad range of questions about digital technologies that critically unpack the conversation about education integrity that goes beyond preoccupation with plagiarism and research ethics. Critical voices of concern, examples of best practice and consideration of the perceived impact of digital technology on institutional boundaries are keenly sought as is research exploring the collaborative approaches to social and participatory media that challenge conceptions about authorial identity and scholarly writing practices. Research examining the development of new literacies that celebrate the appropriation, adaptation and transformation of source material would fit well within the scope of this special issue. Abstract due date: 31 March 2010 Full paper deadline: 1 July 2010 Special issue release date: December 2010 Send all enquiries and 500 word abstract to the guest editors at ruth_walker@uow.edu.au With thanks to our reviewers in 2009: Kate Andre, University of South Australia Peter Bowden, University of Sydney Kylie Brass, University of Western Sydney Deborah Churchman, University of South Australia Geoffrey Crisp, University of Adelaide Richard Davis, University of Tasmania John Dearn, Australian National University Fiona Duggan Lawrence B. Ebert Teddi Fishman, Clemson University Neera Handa, University of Western Sydney Beverley Kokkin, University of South Australia Margaret Lightbody, University of Adelaide Nancy Matchett, University of Colorado Paul Moore, University of Wollongong Gerry Mullins, University of Adelaide Nicholas Proctor, University of South Australia Wendy Sutherland-Smith, Monash University Daniel Wueste, Clemson University