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Pfeifer-Weber-Christian disease (PWCD) is a rare idiopathic disease characterized by lobular panniculitis of adipose tissue with systemic symptoms and multiple organ involvement. Even though the systemic involvement is rare, it is life-threatening and represent a treatment challenge for the clinicians. We report a case of PWCD characterized by hepatic, hematologic, and renal involvement, with good response to mofetil mycophenolate and prednisone treatment. A 47-year-old female presented several months’ history of painful subcutaneous nodules, fever and lymphadenopathy with recent appearing of microcytic hypochromic anemia, leucopenia with neutropenia, and increase in transaminase. Skin biopsy showed lobular panniculitis with lymph-histiocytic and neutrophilic infiltrates with necrosis of adipocytes. A combination therapy of corticosteroid with mofetil mycophenolate was effective. Moreover, we discuss the clinical manifestation and the therapeutic choices in PWCD, from classical immunosuppressive drugs to new biotechnological agents, and we provide a comprehensive review of the available literature.

(1) Background: The current outbreak of COVID-19 infection is an ongoing challenge and a major threat to public health that requires surveillance, prompt diagnosis, as well as research efforts to understand the viral pathogenesis. Despite this, to date, very few studies have been performed concerning autoptic specimens. Therefore, this study aimed: (i) to reiterate the importance of the autoptic examination, the only method able to precisely define the cause of death; (ii) to provide a complete post-mortem histological and immunohistochemical investigation pattern capable of diagnosing death from COVID-19 infection. (2) Methods: In this paper, the lung examination of two subjects who died from COVID-19 are discussed, comparing the obtained data with those of the control, a newborn who died from pneumonia in the same pandemic period. (3) Results: The results of the present study suggest that COVID-19 infection can cause different forms of acute respiratory distress syndrome (ARDS), due to diffuse alveolar damage and diffuse endothelial damage. Nevertheless, different patterns of cellular and cytokine expression are associated with anti-COVID-19 antibody positivity, compared to the control case. Moreover, in both case studies, it is interesting to note that COVID-19, ACE2 and FVIII positivity was detected in the same fields. (4) Conclusions: COVID-19 infection has been initially classified as exclusively interstitial pneumonia with varying degrees of severity. Subsequently, vascular biomarkers showed that it can also be considered a vascular disease. The data on Factor VIII discussed in this paper, although preliminary and limited in number, seem to suggest that the thrombogenicity of Sars-CoV2 infection might be linked to widespread endothelial damage. In this way, it would be very important to investigate the pro-coagulative substrate both in all subjects who died and in COVID-19 survivors. This is because it may be hypothesized that the different patterns with which the pathology is expressed could depend on different individual susceptibility to infection or a different personal genetic-clinical background. In light of these findings, it would be important to perform more post-mortem investigations in order to clarify all aspects of the vascular hypothesis in the COVID-19 infection.

What is commonly understood by the term ‘clinical education’? Despite the attraction of a ‘one size fits all’ approach, the concept of clinical education is approached differently in diverse disciplines, which may give rise to pedagogical uncertainty. Clinical education in higher education institutions, previously understood to apply exclusively to health professional disciplines, is no longer the sole domain of medicine and health sciences. Instead, it has evolved into an educational model adopted by multiple disciplines to create and implement experiential learning opportunities for students. For example, in the discipline of law it has given rise to law clinics where students are able to deal with real-life clients and obtain professional experience in interviewing and drafting legal letters and documents under close practitioner supervision. In other areas, such as psychology, clinical education has been implemented as an integral part of the educational model through university clinics and external placements that provide the opportunity to practice clinical skills under conditions of supervision prior to becoming registered as an independent practitioner. This paper examines the definition of ‘clinical education’ in the diverse disciplines of medicine, law and psychology by drawing on available literature and industry practice, and compares and distinguishes the understanding and application of the term in these areas. It further considers whether a cross-disciplinary approach may enhance and inform practices in different disciplines.

Introduction: The book provides a fresh look at Clinical Legal Education (CLE) in Australia in 2017, and examines the diverse factors which influence law clinics during a time when many disruptions are occurring in higher education. The authors argue that clinics make numerous contributions to Australian legal education, including fostering student awareness of concepts of justice and how the law and legal processes impact on people. They express the view that CLE can challenge a contemporary overemphasis on screen-based learning, particularly in cases where learning is purely technology-based without human interaction. They also argue persuasively that CLE is potentially the major disruptor of traditional law schools' core functions, by challenging some of the accepted norms in traditional learning in law, such as a reliance on case law and teaching by way of a formal lecture. As the book is the result of research report prepared by the authors with funding from the National Office of Learning and Teaching, it is based on extensive and thorough research in the area of CLE in Australia. The book also considers the complex issues associated with enhancing law students' public-interest professionalism in an Australian context, and offers practical guidance on how to construct and operate a 'best practice' CLE program for the benefit of various stakeholders, including regulators, law deans, associate deans, law teachers and students.

Abstract We showed that the chemokine receptor C‐X‐C Motif Chemokine Receptor 2 (CXCR2) is essential for cartilage homeostasis. Here, we reveal that the CXCR2 ligand granulocyte chemotactic protein 2 (GCP‐2) was expressed, during embryonic development, within the prospective permanent articular cartilage, but not in the epiphyseal cartilage destined to be replaced by bone. GCP‐2 expression was retained in adult articular cartilage. GCP‐2 loss‐of‐function inhibited extracellular matrix production. GCP‐2 treatment promoted chondrogenesis in vitro and in human cartilage organoids implanted in nude mice in vivo. To exploit the chondrogenic activity of GCP‐2, we disrupted its chemotactic activity, by mutagenizing a glycosaminoglycan binding sequence, which we hypothesized to be required for the formation of a GCP‐2 haptotactic gradient on endothelia. This mutated version (GCP‐2‐T) had reduced capacity to induce transendothelial migration in vitro and in vivo, without affecting downstream receptor signaling through AKT, and chondrogenic activity. Intra‐articular adenoviral overexpression of GCP‐2‐T, but not wild‐type GCP‐2, reduced pain and cartilage loss in instability‐induced osteoarthritis in mice. We suggest that GCP‐2‐T may be used for disease modification in osteoarthritis.

As clinical legal education (CLE) is intrinsically a practice-based learning experience for law students, the COVID-19 pandemic has in many respects challenged traditional models of CLE. It has directly affected clinicians and clinical legal educators’ ability to provide students with the same learning experience as had been offered to their peers in prior semesters. These challenges have required educators to think creatively and laterally about ways in which to sustain and enhance the student experience in CLE during pandemic times. Whilst many existing face-to-face interaction opportunities were lost, at least temporarily, other opportunities for learning emerged as a more technology-centred approach was embraced in teaching practices. This paper examines the short-term and projected longer-term effects of the pandemic on the development of law graduate employability skills in CLE. It considers the ways in which COVID-19 challenges have been addressed by tertiary institutions in Australia and envisages the emergence of new opportunities to prepare students for legal practice in the future, even reimagining traditional CLE models by embracing technology in future offerings.

Abstract A child with a maxillary Ewing sarcoma was operated for tumor asportation and reconstruction with free fibula flap. Adequate anticoagulation was achieved with lower doses of heparin and monitored with multiple ACT values. We used NIRS monitoring to avoid hypoperfusion. Post‐operative pain relief was guarantited by local anestethic continous infusion.

Quality Control (QC) and Quality Assurance (QA) principles are essential for effective cervical cancer prevention. Being a crucial diagnostic step, colposcopy’s sensitivity and specificity improvements are strongly advocated worldwide since inter- and intra-observer differences are the main limiting factors. The objective of the present study was the evaluation of colposcopy accuracy through the results of a QC/QA assessment from a survey in Italian tertiary-level academic and teaching hospitals. A web-based, user-friendly platform based on 100 colposcopic digital images was forwarded to colposcopists with different levels of experience. Seventy-three participants were asked to identify colposcopic patterns, provide personal impressions, and indicate the correct clinical practice. The data were correlated with a panel of experts’ evaluation and with the clinical/pathological data of the cases. Overall sensitivity and specificity with the threshold of CIN2+ accounted for 73.7% and 87.7%, respectively, with minor differences between senior and junior candidates. Identification and interpretation of colposcopic patterns showed full agreement with the experts’ panel, ranging from 50% to 82%, in some instances with better results from junior colposcopists. Colposcopic impressions correlated with a 20% underestimation of CIN2+ lesions, with no differences linked to level of experience. Our results demonstrate the good diagnostic performance of colposcopy and the need for improving accuracy through QC assessments and adhesion to standard requirements and recommendations.

Background: In recent times, different novel GnRH-antagonist protocols with various combinations of gonadotropins and other molecules (e.g., aromatase inhibitors, selective estrogen receptor modulators) have been proposed for expected normal ovarian responders undergoing assisted reproductive treatments. The purpose of this study was to evaluate the effectiveness of a novel ovarian stimulation protocol based on the combination of corifollitropin-alfa plus five days of letrozole in E-NOR women undergoing IVF as compared with a daily recombinant-FSH regimen. Methods: We conducted a retrospective-controlled study on 182 couples undergoing their first IVF attempt. In Group A (experimental), letrozole (2.5 mg daily) was administered from day 2 (up to day 6 of the cycle), followed by corifollitropin-alfa on day 3 and daily recombinant FSH from day 10. In Group B, recombinant FSH from day 2 were administered (150 IU-225 IU daily). Statistical analysis was completed using SPSS Statistics. The primary outcome was the total number of MII oocytes retrieved. Results: Group A showed similar results compared to Group B in terms of MII oocytes, live birth, implantation, and clinical pregnancy rates (p = ns). Nevertheless, the experimental group was associated with a trend towards a higher number of developing follicles, total oocytes, and embryos (p < 0.05) with lower estradiol and progesterone values at ovulation induction compared to Group B, resulting in an increased chance of performing a fresh embryo transfer (p < 0.05). Conclusions: The combination of CFα plus five days of letrozole was associated with a trend towards a higher number of developing follicles, total oocytes, and obtained embryos. Moreover, the experimental protocol resulted in lower estradiol and progesterone values at ovulation induction compared to daily rFSH, with an increased chance of performing a fresh embryo transfer (with no OHSS occurrence). Given the observational design of our study, further well-conducted RCTs are needed.

Francesco Paolo Cantatore,1 Nicola Maruotti,1 Addolorata Corrado,1 Domenico Ribatti2,3 1Rheumatology Clinic, Department of Medical and Surgical Sciences, University of Foggia Medical School, Foggia, 2Department of Basic Medical Sciences, Neurosciences and Sensory Organs, University of Bari Medical School, 3National Cancer Institute “Giovanni Paolo II”, Bari, Italy Introduction: Angiogenesis plays a key role in the pathogenesis of numerous rheumatic diseases, such as rheumatoid arthritis, psoriatic arthritis, and vasculitides. Therefore, the inhibition of pathological angiogenesis may be considered a useful therapeutical approach in these rheumatic diseases. Methods: This review article is based on a literature research about the role of biotechnological therapies in angiogenesis inhibition. Results and conclusions: Several evidences have demonstrated a role for biotechnological therapies in angiogenesis inhibition. Nevertheless, further research and clinical trials are needed to better quantify the real impact of biotechnological therapies on pathological angiogenesis. Keywords: abatacept, anakinra, angiogenesis, rituximab, TNF-α, tocilizumab

Introduction: The book provides a fresh look at Clinical Legal Education (CLE) in Australia in 2017, and examines the diverse factors which influence law clinics during a time when many disruptions are occurring in higher education. The authors argue that clinics make numerous contributions to Australian legal education, including fostering student awareness of concepts of justice and how the law and legal processes impact on people. They express the view that CLE can challenge a contemporary overemphasis on screen-based learning, particularly in cases where learning is purely technology-based without human interaction. They also argue persuasively that CLE is potentially the major disruptor of traditional law schools’ core functions, by challenging some of the accepted norms in traditional learning in law, such as a reliance on case law and teaching by way of a formal lecture. As the book is the result of research report prepared by the authors with funding from the National Office of Learning and Teaching, it is based on extensive and thorough research in the area of CLE in Australia. The book also considers the complex issues associated with enhancing law students’ public-interest professionalism in an Australian context, and offers practical guidance on how to construct and operate a ‘best practice’ CLE program for the benefit of various stakeholders, including regulators, law deans, associate deans, law teachers and students.

Law schools have an obligation to produce law graduates who are not only knowledgeable and competent but also committed to working towards the public good. Clinical law programs, and in particular pro bono law clinics, have the potential to provoke a positive personal transformation on the part of the law student, leading to the development of civic virtue, but law schools lack a useful framework for conceptualising, facilitating and evaluating this personal transformation. The emergent field of heroism science provides such a framework. In particular the notion of the ‘hero’s journey’ can be drawn upon to address some of the challenges in cultivating civic virtue within clinical law programs.

The increased use of technology in legal practice requires law schools to provide students with effective learning opportunities to prepare them for future practice. Clinical legal education (CLE) provides a suitable framework within which to introduce students to the increased demands of legal practice in the technology age. Skills such as familiarity with online systems and resources, as well as coding skills may prove desirable in future law graduates and could be incorporated successfully within a clinical framework. CLE also provides an opportunity for students to learn about digital disruption in the legal industry and new models of legal practice affecting access to justice. Advances in technology have increased opportunities to provide members of the community with solution centred access to justice initiatives. Awareness of these products and initiatives can add value to law clinics by incorporating technology-based tools to enhance access to justice. This article investigates the current focus on legal technology in Australian CLE programs and considers how legal technology may be incorporated into existing clinical structures at universities in order to: firstly, prepare law students for technology-based practice requirements after graduation; and secondly, to enhance access to justice for clients or partners of university law clinics.

What is commonly understood by the term 'clinical education'? Despite the attraction of a 'one size fits all' approach, the concept of clinical education is approached differently in diverse disciplines, which may give rise to pedagogical uncertainty. Clinical education in higher education institutions, previously understood to apply exclusively to health professional disciplines, is no longer the sole domain of medicine and health sciences. Instead, it has evolved into an educational model adopted by multiple disciplines to create and implement experiential learning opportunities for students. For example, in the discipline of law it has given rise to law clinics where students are able to deal with real-life clients and obtain professional experience in interviewing and drafting legal letters and documents under close practitioner supervision. In other areas, such as psychology, clinical education has been implemented as an integral part of the educational model through university clinics and external placements that provide the opportunity to practice clinical skills under conditions of supervision prior to becoming registered as an independent practitioner. This paper examines the definition of 'clinical education' in the diverse disciplines of medicine, law and psychology by drawing on available literature and industry practice, and compares and distinguishes the understanding and application of the term in these areas. It further considers whether a cross-disciplinary approach may enhance and inform practices in different disciplines.

*Law schools have an obligation to produce law graduates who are not only knowledgeable and competent but also committed to working towards the public good. Clinical law programs, and in particular pro bono law clinics, have the potential to provoke a positive personal transformation on the part of the law student, leading to the development of civic virtue, but law schools lack a useful framework for conceptualising, facilitating and evaluating this personal transformation. The emergent field of heroism science provides such a framework. In particular the notion of the 'hero's journey' can be drawn upon to address some of the challenges in cultivating civic virtue within clinical law programs.*

This edited collection of contributions by academics, lawyers, and industry stake-holders addresses recent developments in Clinical Legal Education (CLE) in England and Wales and concludes with a final chapter by Australian CLE expert, Professor Jeff Giddings.