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Aim: To compare the effects of high-dose therapy (HDT consisting of high-dose chemotherapy followed by autologous stem cell transplantation) and conventional-dose chemotherapy (non-HDT) on the uptake of 18F-sodium fluoride (NaF) in the whole bone, pelvis, and femoral neck of multiple myeloma (MM) patients. Method: The data of 19 MM patients who received HDT (61.5 (SD 5.6) years) and 11 MM patients who received conventional-dose chemotherapy (70.9 (SD 7.2) years) were collected in a prospective study. NaF PET/CT imaging was performed at baseline, and 8 weeks and 2 weeks after treatment for the HDT group and the non-HDT group, respectively. A CT-based algorithm was applied to segment the bones, and the global mean SUV (GSUVmean) of the whole bone and pelvis was calculated (OsiriX MD v.9.0, Pixmeo SARL; Bernex, Switzerland). In addition, regions of interest for the whole, medial, and lateral femoral neck were delineated bilaterally. Whole bone and pelvis measurements were replicated by two observers. Results: The average GSUVmean in the whole bone and pelvis of the patients who underwent HDT significantly decreased from before to after treatment (− 16.27%, p = 0.02 and − 16.54%, p = 0.01, respectively). A significant decrease in the whole and lateral femoral neck was also observed bilaterally in the HDT group. No significant decrease in average GSUVmean was observed in the non-HDT group. A high level of inter-observer reliability was found in intra-class correlation (ICC for pre-treatment whole bone 0.983, post-treatment whole bone 0.989, pre-treatment whole pelvis 0.998, post-treatment whole pelvis 0.996). Conclusion: NaF uptake significantly decreased after treatment in patients who received high-dose therapy. A high level of agreement was observed between two operators for whole bone and pelvis measurements. [ABSTRACT FROM AUTHOR]

What can be done to achieve a high-quality education in Life Sciences at gymnasia level that arouses the interest of most students and motivates them to accomplish high performances? The recipe for success is simple: Employ excellent natural scientists who combine the passion for their subject with strong pedagogic skills as teachers to your school. The challenge is to create an environment that makes teaching attractive for scientists and that has a positive and lasting effect on the motivation of the teachers. We consider the following criteria especially significant: The social structure/arrangement is likely to be the key aspect. Ideally it consists of a constructive relation between the teachers, the school administrators, the staff and most importantly the students. The work must be challenging, but the workload should be in a good proportion to the resources of the teachers. To communicate a realistic impression of Life Sciences an adequate infrastructure and facilities are necessary that allow an education based on experiments and practical. The curriculum should consider the interests of the students and should contain topics which are relevant for society. Finally it should grant enough educational latitude for the teachers so they can use their specialized skills. Contacts to other gymnasia, universities and industry are important for orientation, the exchange of knowledge and to enable extracurricular projects.