Relation between coronal type II bursts, associated flares and CMEs

We study a sample of complex events; each includes a coronal type II burst, accompanied by a GOES SXR flare and LASCO CME. The radio bursts were recorded by the ARTEMIS-IV radio spectrograph (100-650 MHz range); the GOES SXR flares and SOHO/LASCO CMEs, were obtained from the Solar Geophysical Data (SGD) and the LASCO lists respectively. The radio burst-flare-CME characteristics were compared and two groups of events with similar behavior were isolated. In the first the type II shock exciter appears to be a flare blast wave propagating in the wake of a CME. In the second the type II burst appears CME initiated though it is not always clear if it is driven by the bow or the flanks of the CME or if it is a reconnection shock.Comment: Universal Heliophysical Processes, Proceedings of the International Astronomical Union, IAU Symposium, Volume 257, p. 299-30

Uneventful octreotide LAR therapy throughout three pregnancies, with favorable delivery and anthropometric measures for each newborn: a case report

<p>Abstract</p> <p>Introduction</p> <p>The safety of octreotide use, in its short-acting preparation, in pregnancy is still unclear. This report provides the first documentation of uneventful octreotide LAR use during three pregnancies in a woman with bronchial carcinoid-associated adrenocorticotropic hormone-dependent Cushing's syndrome.</p> <p>Case presentation</p> <p>A 25-year-old Arabic woman presented to our emergency department with rapid onset of headache, flaring acne and hirsutism, facial puffiness, weight gain and paroxysmal myopathy, and paranoiac thoughts of rape and sexual intimidation. After undergoing surgical removal of a mass by left lower lung lobectomy, her residual lung disease medical therapy failed. Chronic octreotide LAR injections were initiated as indicated by a positive octreoscan.</p> <p>Follow-up revealed a long-lasting positive response to octreotide. Avidity of octreotide to somatostatin receptor sub-type 2 was later confirmed by a positive somatostatin receptor sub-type 2 in the resected tumor specimen. Against our instructions, the patient had three spontaneous pregnancies leading to delivery of three full-term healthy children while her octreotide LAR therapy continued.</p> <p>Conclusion</p> <p>This case adds more data supporting the potential for the safe use of octreotide and the feasibility of octreotide LAR use during pregnancy, making compliance with the patient's preference not to withdraw octreotide therapy as soon as her pregnancy is confirmed a thoughtful option.</p

Collision sellar lesions: experience with eight cases and review of the literature

The concomitant presence of a pituitary adenoma with a second sellar lesion in patients operated upon for pituitary adenoma is an uncommon entity. Although rare, quite a great variety of lesions have been indentified coexisting with pituitary adenomas. In fact, most combinations have been described before, but an overview with information on the frequency of combined pathologies in a large series has not been published. We present a series of eight collision sellar lesions indentified among 548 transsphenoidally resected pituitary adenomas in two Neurosurgical Departments. The histological studies confirmed a case of sarcoidosis within a non-functioning pituitary adenoma, a case of intrasellar schwannoma coexisting with growth hormone (GH) secreting adenoma, two Rathke’s cleft cysts combined with pituitary adenomas, three gangliocytomas associated with GH-secreting adenomas, and a case of a double pituitary adenoma. The pertinent literature is discussed with emphasis on pathogenetic theories of dual sellar lesions. Although there is no direct evidence to confirm the pathogenetic relationship of collision sellar lesions, the number of cases presented in literature makes the theory of an incidental occurrence rather doubtful. Suggested hypotheses about a common embryonic origin or a potential interaction between pituitary adenomas and the immune system are presented

The diversity of education in pathology worldwide and perspectives of the International Academy of Pathology

The article, based on the personal experience of the President of the International Academy of Pathology (IAP), presents the features of three main training programs for pathologists: European, Anglo-Saxon and North-American, applied in accordance with the guidelines of the European Union of Medical Professionals (UEMS), the Royal College of Pathologists (RCPath) and the American Board of Pathology (ABPath), respectively. Differences in the training of pathologists in different countries are associated with the structure and time of training, the possibilities of financing it, the sub-specialties of pathologists and their accreditation by the commissions for pathology. The minimum training time for pathologists varies in different countries of the world and is: six years (in Sri Lanka), five and a half years (in the countries of the British Commonwealth), four years (in the USA, North American countries, EU countries, Norway, Switzerland, Turkey, Australia, New Zealand), three to five years (in South Africa), two years (in Russia, Armenia, Mongolia, Vietnam, Cambodia), one year (in Ukraine). The structure of training for resident pathologists is also different. For example, the European system of training pathologists covers such compulsory subjects as clinical and surgical pathology, autopsy, cytopathology, as well as additional (for some sub-specialties) educational disciplines: neuropathology, dermatopathology, pediatric pathology. The Anglo-Saxon system, in addition to clinical and surgical pathology, includes chemical pathology (metabolic medicine), virology, infectious diseases, and optional subjects: hematopathology and biochemistry. Medical microbiology and chemical pathology are also being studied in Arab countries. The North American resident pathologist training system includes surgical pathology, autopsy, forensic medical examination, chemistry, cytopathology, cytogenetics, molecular diagnostics, hematopathology, dermatopathology, neuropathology, virology, infectious diseases, liver pathology, transplant pathology, transfusion medicine. The financial support provided by the Education Committee of the IAP encourages the development of educational programs and the creation of schools in pathology in developing countries, the organization of international Congresses, teleconferences and webinars, and the development of the international program “Goodwill / Visiting / Ambassador”. In conclusion, Albert Einstein’s statement is given: “Education is not the learning of facts, but the training of the mind to think”. Conclusion. The time has come for an educational revolution. It is necessary to give strength to everyone in order to open channels everywhere to improve education and achieve harmonization of Pathology globally

Різноманіття освіти з патології у світі та перспективи Міжнародної академії патології

  The article, based on the personal experience of the President of the International Academy of Pathology (IAP), presents the features of three main training programs for pathologists: European, Anglo-Saxon and North-American, applied in accordance with the guidelines of the European Union of Medical Professionals (UEMS), the Royal College of Pathologists (RCPath) and the American Board of Pathology (ABPath), respectively. Differences in the training of pathologists in different countries are associated with the structure and time of training, the possibilities of financing it, the sub-specialties of pathologists and their accreditation by the commissions for pathology. The minimum training time for pathologists varies in different countries of the world and is: six years (in Sri Lanka), five and a half years (in the countries of the British Commonwealth), four years (in the USA, North American countries, EU countries, Norway, Switzerland, Turkey, Australia, New Zealand), three to five years (in South Africa), two years (in Russia, Armenia, Mongolia, Vietnam, Cambodia), one year (in Ukraine). The structure of training for resident pathologists is also different. For example, the European system of training pathologists covers such compulsory subjects as clinical and surgical pathology, autopsy, cytopathology, as well as additional (for some sub-specialties) educational disciplines: neuropathology, dermatopathology, pediatric pathology. The Anglo-Saxon system, in addition to clinical and surgical pathology, includes chemical pathology (metabolic medicine), virology, infectious diseases, and optional subjects: hematopathology and biochemistry. Medical microbiology and chemical pathology are also being studied in Arab countries. The North American resident pathologist training system includes surgical pathology, autopsy, forensic medical examination, chemistry, cytopathology, cytogenetics, molecular diagnostics, hematopathology, dermatopathology, neuropathology, virology, infectious diseases, liver pathology, transplant pathology, transfusion medicine. The financial support provided by the Education Committee of the IAP encourages the development of educational programs and the creation of schools in pathology in developing countries, the organization of international Congresses, teleconferences and webinars, and the development of the international program “Goodwill / Visiting / Ambassador”. In conclusion, Albert Einstein's statement is given: “Education is not the learning of facts, but the training of the mind to think”.Conclusion. The time has come for an educational revolution. It is necessary to give strength to everyone in order to open channels everywhere to improve education and achieve harmonization of Pathology globally. На основании личного опыта президента Интернациональной академии патологии (IAP) представлены особенности трех основных программ подготовки специалистов-патологов: европейской, англосаксонской и североамериканской, – применяемых в соответствии с руководящими принципами Европейского союза медицинских специалистов (UEMS), Королевского колледжа патологов (RCPath) и Американского совета патологии (ABPath) соответственно. Различия в подготовке патологов в разных странах связаны со структурой и временем обучения, возможностями его финансирования, субспециальностями патологов и их аккредитацией комиссиями по патологии. Минимальный срок обучения патологов разный в разных странах мира и составляет 6 шесть лет в Шри-Ланке, 5,5 года – в странах Британского Содружества, 4 года – в США, североамериканских странах, странах ЕС, Норвегии, Швейцарии, Турции, Австралии, Новой Зеландии, 3–5 лет – в странах Южной Африки, 2 года – в РФ, Армении, Монголии, Вьетнаме, Камбодже, 1 год – в Украине. Отличается также структура обучения резидентов-патологов. Например, Европейская система подготовки патологов охватывает такие обязательные предметы, как клиническая и хирургическая патология, аутопсия, цитопатология, а также дополнительные (для некоторых cубспециальностей) учебные дисциплины: нейропатологию, дерматопатологию, детскую патологию. Англосаксонская система, кроме клинической и хирургической патологии, включает химическую патологию (метаболическую медицину), вирусологию, инфекционные заболевания и факультативные предметы: гематопатологию и биохимию. В арабских странах также изучают медицинскую микробиологию и химическую патологию. Североамериканская система обучения резидента-патолога включает хирургическую патологию, аутопсию, судебно-медицинскую экспертизу, химию, цитопатологию, цитогенетику, молекулярную диагностику, гематопатологию, дерматопатологию, нейропатологию, вирусологию, инфекционные заболевания, патологию печени, патологию трансплантата, трансфузионную медицину. Показана финансовая поддержка, которую оказывает Комитет по образованию Интернациональной академии патологии в развитие образовательных программ и создание школ по патологии в развивающихся странах; в организацию международных конгрессов, телеконференций и вебинаров; в развитие международной программы «Доброжелательность / Визит / Посол» («Goodwill / Visiting / Ambassador»). В завершение приведено высказывание Альберта Эйнштейна: «Образование – это не изучение фактов, а  подготовка разума к мышлению».Выводы. Настало время для образовательной революции, нужно дать силы всем и каждому, чтобы повсюду открыть каналы для улучшения образования и глобальной гармонизации патологии.  На підставі власного досвіду президента Міжнародної академії патології (IAP) наведені особливості трьох основних програм підготовки фахівців-патологів: європейської, англосаксонської та північноамериканської, – що застосовуються відповідно до основних принципів Європейського союзу медичних спеціалістів (UEMS), Королівського коледжу патологів (RCPath) та Американської ради патології (ABPath) відповідно. Відмінності в підготовці патологів у різних країнах пов’язані зі структурою та часом навчання, можливостями фінансування, субспеціальностями патологів та їхньою акредитацією комісіями з патології. Мінімальний термін навчання патологів різний у різних країнах світу становить 6 років у Шрі-Ланці, 5,5 року – у країнах Британської Співдружності, 4 роки – у США, північноамериканських країнах, країнах ЄС, Норвегії, Швейцарії, Туреччині, Австралії, Новій Зеландії, 3–5 років – у країнах Південної Африки, 2 роки – у РФ, Вірменії, Монголії, В’єтнамі, Камбоджі, 1 рік – в Україні. Відрізняється також структура навчання резидентів-патологів. Наприклад, європейська система підготовки патологів охоплює такі обов’язкові предмети, як клінічна та хірургічна патологія, аутопсія, цитопатологія, а також додаткові (для деяких cубспеціальностей) навчальні дисципліни: нейропатологію, дерматопатологію, дитячу патологію. Англосаксонська система, крім клінічної та хірургічної патології, включає хімічну патологію (метаболічну медицину), вірусологію, інфекційні захворювання та факультативні предмети: гематопатологію та біохімію. В арабських країнах вивчають також медичну мікробіологію та хімічну патологію. Північноамериканська система навчання резидента-патолога включає хірургічну патологію, аутопсію, судово-медичну експертизу, хімію, цитопатологію, цитогенетику, молекулярну діагностику, гематопатологію, дерматопатологію, нейропатологію, вірусологію, інфекційні захворювання, патологію печінки, патологію трансплантата, трансфузійну медицину. Висвітлено фінансову підтримку, яку надає Комітет з освіти IAP у розвиток освітніх програм і створення шкіл із патології у країнах, що розвиваються; в організацію міжнародних конгресів, телеконференцій і вебінарів; у розвиток міжнародної програми «Доброзичливість / Візит / Посол» («Goodwill / Visiting / Ambassador»). На завершення наведено висловлювання Альберта Ейнштейна: «Освіта – це не вивчення фактів, а підготовка розуму до мислення».Висновки. Настав час для освітньої революції, потрібно дати сили всім та кожному, щоб усюди відкрити канали для поліпшення освіти, глобальної гармонізації патології.

Willingness to Invest in Agricultural Cooperatives: Evidence from Greece

This paper uses logistic regression to analyze the characteristics that determine Greek farmers’ willingness to invest in agricultural cooperatives. The data are from a field survey of 235 Greek farmers – members of agricultural cooperatives in Thessaly and Western Macedonia regions. Although Greek farmers are commonly members of agricultural cooperatives, the majority are inactive. Therefore, it is important to identify motives that can increase farmers’ commitment to the cooperative. In this paper, investment in cooperatives, which is vital for their sustainability, is assumed as an indicator of farmers’ commitment to the cooperative. The regression results demonstrate that education, urban residence, participation in the cooperative’s administrative procedures, as well as the farmers’ perceptions of possible future strategies and previous managerial failures can positively affect members’ decision to invest in the cooperative, confirming three of our initial hypotheses. On the other hand, the hypotheses that the existence of a successor in the farm and large farm size positively affect farmers’ willingness to invest in the cooperative were rejected

High-risk pituitary adenomas and strategies for predicting response to treatment

High-risk pituitary adenomas are aggressive. They show clinical and imaging features similar to those of carcinomas, including infiltration of the surrounding brain structures, but lack cerebrospinal or systemic metastases. In addition, they display distinct behavior, including tendency for fast growth and frequent recurrences, which are difficult to control. The term “high-risk” adenoma was first introduced in the 4th edition of the World Health Organization Classification of Endocrine Tumors in 2017. Five defined adenoma types belong to this category, including sparsely granulated somatotroph, lactotroph in men, Crooke cell, silent corticotroph, and plurihormonal PIT-1 positive adenomas. The morphological and immunohistochemical characteristics of high-risk adenomas are herein described in detail. In addition, the clinical features and the treatment options are presented. This review focuses on predictive markers assessed by immunohistochemistry, which help clinicians to design the appropriate treatment strategies for high-risk adenomas. Somatostatin receptor status predicts effectiveness of postsurgical treatment with somatostatin analogs, and MGMT expression predicts response to treatment with temozolomide. This comprehensive review presents the clinical and pathological features of high-risk pituitary adenomas, underlines the contribution of immunohistochemistry, and emphasizes the leading role of pathology in the design of optimal clinical management