A sample of 62 asthmatic children was divided into two subgroups on the basis of scores on the Allergic Potential Scale (APS)-an index of somatic or constitutional predisposition to allergy. The subgroups were compared, together with the associated mothers, on a variety of independent psychological tests and standardized interactional situations. The hypothesis that psychopathological factors would be observed significantly more often in the children identified by low APS scores, and their mothers, was supported. It was shown that the two groups were comparable with respect to the degree of severity of asthma and socioeconomic level. The results attest to the fruitfulness of seeking subgroups and suggest that a differentiated approach to asthma reconciles some findings in the literature which otherwise appear to be contradictory. The APS may prove useful, not only in other research, but as a guide for differential treatment of asthmatic children.I H E SUPPOSITION of homogeneity within subject samples is pervasive in psychology. It influences methodological decisions and it underlies many statistical techniques on which the researcher is dependent in the analysis of his data.

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Table of contents O1 Tumour heterogeneity: what does it mean? Dow-Mu Koh O2 Skeletal sequelae in adult survivors of childhood cancer Sue Creviston Kaste O3 Locoregional effects of breast cancer treatment Sarah J Vinnicombe O4 Imaging of cancer therapy-induced CNS toxicity Giovanni Morana, Andrea Rossi O5 Screening for lung cancer Christian J. Herold O6Risk stratification of lung nodules Theresa C. McLoud O7 PET imaging of pulmonary nodules Kirk A Frey O8 Transarterial tumour therapy Bernhard Gebauer O9 Interventional radiology in paediatric oncology Derek Roebuck O10 Image guided prostate interventions Jurgen J. Fütterer O11 Imaging cancer predisposition syndromes Alexander J. Towbin O12Chest and chest wall masses Thierry AG Huisman O13 Abdominal masses: good or bad? Anne MJB Smets O14 Hepatobiliary MR contrast: enhanced liver MRI for HCC diagnosis and management Giovanni Morana O15 Role of US elastography and multimodality fusion for managing patients with chronic liver disease and HCC Jeong Min Lee O16 Opportunities and challenges in imaging metastatic disease Hersh Chandarana O17 Diagnosis, treatment monitoring, and follow-up of lymphoma Marius E. Mayerhoefer, Markus Raderer, Alexander Haug O18 Managing high-risk and advanced prostate cancer Matthias Eiber O19 Immunotherapy: imaging challenges Bernhard Gebauer O20 RECIST and RECIST 1.1 Andrea Rockall O21 Challenges of RECIST in oncology imaging basics for the trainee and novice Aslam Sohaib O22 Lymphoma: PET for interim and end of treatment response assessment: a users’ guide to the Deauville Score Victoria S Warbey O23 Available resources Hebert Alberto Vargas O24 ICIS e-portal and the online learning community Dow-Mu Koh O25 Benign lesions that mimic pancreatic cancer Jay P Heiken O26 Staging and reporting pancreatic malignancies Isaac R Francis, Mahmoud, M Al-Hawary, Ravi K Kaza O27 Intraductal papillary mucinous neoplasm Giovanni Morana O28 Cystic pancreatic tumours Mirko D’Onofrio O29 Diffusion-weighted imaging of head and neck tumours Harriet C. Thoeny O30 Radiation injury in the head and neck Ann D King O31 PET/MR of paediatric brain tumours Giovanni Morana, Arnoldo Piccardo, Maria Luisa Garrè, Andrea Rossi O32 Structured reporting and beyond Hebert Alberto Vargas O33 Massachusetts General Hospital experience with structured reporting ...

The goal of our i4’s Toward Tomorrow Program is to enrich the future workforce with STEM by providing students with an early, inspirational, interdisciplinary experience fostering inclusive excellence. We attempt to open the eyes of students who never realized how much their voice is urgently needed by providing an opportunity for involvement, imagination, invention, and innovation. Students see how what they are learning, designing, and building matters to their own life, community, and society. Our program embodies convergence by obliterating artificially created, disciplinary boundaries to go far beyond STEM or even STEAM by including artists, designers, social scientists, and entrepreneurs collaborating in diverse teams using scientific discoveries to create inventions that could shape our future. Our program connects two recent revolutions by amplifying Bioinspired Design with the Maker Movement and its democratizing effects empowering anyone to innovate and change the world. Our course is founded in original discovery. We explain the process of biological discovery and the importance of scaling, constraints, and complexity in selecting systems for bioinspired design. By spotlighting scientific writing and publishing, students become more science literate, learn how to decompose a biology research paper, extract the principles, and then propose a novel design by analogy. Using careful, early scaffolding of individual design efforts, students build the confidence to interact in teams. Team building exercises increase self-efficacy and reveal the advantages of a diverse set of minds. Final team video and poster project designs are presented in a public showcase. Our program forms a student-centered creative action community comprised of a large-scale course, student-led classes, and a student-created university organization. The program structure facilitates a community of learners that shifts the students' role from passive knowledge recipients to active co-constructors of knowledge being responsible for their own learning, discovery, and inventions. Students build their own shared database of discoveries, classes, organizations, research openings, internships, and public service options. Students find next step opportunities so they can see future careers. Description of our program here provides the necessary context for our future publications on assessment that examine 21st century skills, persistence in STEM, and creativity.

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The purpose of this article has been to discuss certain aspects of a pediatric group partnership agreement and to outline one possible method of setting up pre-payment financing in a pediatric practice. Some assistance may from this be given to those doctors who are in the process of their planning. It is hoped that other pediatricians who have had parallel experience will contribute further discussion concerning either subject, so that this section in Pediatrics can serve as a well-rounded help in planning the relationships and the finances within a pediatric office. Any group of doctors desiring to work together in medical practice will produce a partnership arrangement which meets the individual desires and needs of the members involved. We have mentioned here a few of the issues which must be discussed and settled. There will of course be as many different ways of solving these issues as there are doctors combining in groups, since the human personality varies widely. Our effort has been to settle these issues in such a way as to allow for the greatest universality of control and the greatest unity of organization within our group of physicians. Pre-payment pediatric care, by comparison with pay-per-visit care, tends to carry a different emphasis with greater interest in preventive medicine and in the normal health problems of childhood growth. The degree of this emphasis in a doctor's practice toward well child care and away from illness care is determined by the amount of time that a particular pediatrician allots to routine health supervision visits. A given pediatrician's interest in trying out or in enlarging the pre-payment method of financing in his practice will be influenced by his own desire to emphasize preventive medicine.

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