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Assessing tumor response to systemic therapies is one of the main applications of PET/CT. Routinely, only a small subset of index lesions out of multiple lesions is analyzed. However, this operator dependent selection may bias the results due to possible significant inter-metastatic heterogeneity of response to therapy. Automated, AI based approaches for lesion tracking hold promise in enabling the analysis of many more lesions and thus providing a better assessment of tumor response. This work introduces a Siamese CNN approach for lesion tracking between PET/CT scans. Our approach is applied on the laborious task of tracking a high number of bone lesions in full-body baseline and follow-up [68Ga]Ga- or [18F]F-PSMA PET/CT scans after two cycles of [177Lu]Lu-PSMA therapy of metastatic castration resistant prostate cancer patients. Data preparation includes lesion segmentation and affine registration. Our algorithm extracts suitable lesion patches and forwards them into a Siamese CNN trained to classify the lesion patch pairs as corresponding or non-corresponding lesions. Experiments have been performed with different input patch types and a Siamese network in 2D and 3D. The CNN model successfully learned to classify lesion assignments, reaching a lesion tracking accuracy of 83 % in its best configuration with an AUC = 0.91. For remaining lesions the pipeline accomplished a re-identification rate of 89 %. We proved that a CNN may facilitate the tracking of multiple lesions in PSMA PET/CT scans. Future clinical studies are necessary if this improves the prediction of the outcome of therapies., Comment: 25 pages, 9 figures, 3 tables

Teachers should refer to theoretical models in their professional decision making. Such models must be complete enough to reflect the current theories, yet they must be simple enough to be useful to classroom teachers. These models, whether they emphasize learning theories, curriculum theories, or instructional theories, should tie together into a workable design the bits and pieces of those theories. This manuscript assumes teachers will be familiar with instructional objectives, modes of instruction, and most means of feedback. What this manuscript does is to introduce another means of feedback, the cassette tape, and then goes on to establish a model practitioners can use to make congruent selections. (Author)

Melbourne (Australia) independent schools often advertize their high academic standards, quality curriculum, and competent and caring teaching staff. American public schools should highlight their own strengths by aggressively marketing their college-bound to vocational curricula, their expert and caring faculty, and their disciplined environment. Informative newsletters and coats-of-arms should back up the "sales pitch." (MLH)

College students (n=446) and faculty (n=97) completed survey examining views of cheating. Agreement was noted on most situations. When differences appeared, students tended to be stricter than faculty in their evaluations and were more likely than faculty to label situation as cheating. Opinions and views of cheating were influenced more by behavior than by intention. (Author/NB)

Teachers must cultivate students' attention by offering the material in an interesting and captivating way. This article presents ways to "come alive" in front of a classroom, to know one's lines and vary them amusingly. Dramatizing techniques include animation (through body language and voice), space utilization, self-disclosure, humor, character-playing, suspense, and surprise. (15 references) MLH)

Based on the premise that educational psychology is often taught as theory with few opportunities for practical application, the Student Mini-Learning Exercise (SMiLE) Cards are presented to help students apply educational psychology concepts to field experiences. Components of these SMiLE Cards focus on: identification information; the concept under investigation; definition of the concept; the procedure designed to demonstrate the concept; and reaction following implementation of the procedure. Use of the SMiLE Cards is described as a procedure requiring students to: (1) design, implement, and react to 24 SMiLE Cards in one semester; (2) develop skills in turning theory into practice; and (3) obtain comments and evaluations from the instructor. Suggestions as to how this practice enhances learning retention are offered. (Author/KMF)

An inservice training program was implemented at the Erie County Technical School in Pennsylvania to familiarize school shop teachers with the Dictionary of Occupational Titles (DOT) so they could use it as a tool to develop relevant competency-based vocational education (CBVE) programs. Addressed during the inservice were the following topics: unlocking that portion of the DOT that most relates to given shop areas, identifying occupational titles describing areas that program graduates are prepared to enter, isolating entry-level and additional training occupations, and extracting worker actions and tools used from given DOT definitions. After the occupational information obtained by the workshop participants was validated by Craft Advisory Committee members, the end products of the inservice were shared with a wider audience of interested students, parents, counselors, and other school and community personnel. The inservice, which can be offered in four hours, has been implemented successfully in seven different sites throughout Pennsylvania and has proven to be a valuable means of providing shop teachers with the knowledge of the recent development in the world of work that is prerequisite to the development of current and relevant CBVE curricula. (MN)

A technique is described for reducing the incidence of cheating on multiple choice exams. One form of the test is used and each item is assigned multiple numbers. Depending upon the instructions given to the class, some students will use the first of each pair of numbers to determine where to place their responses on a separate answer sheet, while others will use the second number of the pair. Students record their social security number, or other unique identification, in a specified area of the examination and answer sheet. They are instructed to use the final digit of the number to determine which item number they should follow, the first or the second. Most preventative measures to combat cheating include preparation and administration of alternative forms of exams. The cost, in time and manpower, to prepare and use alternative test forms is often prohibitive. Multiple numbering one form of an exam can achieve the same effect. [The technique has been used at Behrend College of Pennsylvania State University.] (DWH)

A system that rivals today's computer-based exam preparation systems is described. The INSTA-EXAM system is 10 times faster than the more traditional, labor-intensive method of typing directly on stencil masters. Its ability to quickly and efficiently change, update, and delete information makes it especially useful. (RM)