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The goal of the Multispecies Ovary Tissue Histology Electronic Repository (MOTHER) project is to establish a collection of nonhuman ovary histology images for multiple species as a resource for researchers and educators. An important component of sharing scientific data is the inclusion of the contextual metadata that describes the data. MOTHER extends the Ecological Metadata Language (EML) for documenting research data, leveraging its data provenance and usage license with the inclusion of metadata for ovary histology images. The design of the MOTHER metadata includes information on the donor animal, including reproductive cycle status, the slide and its preparation. MOTHER also extends the ezEML tool, called ezEML+MOTHER, for the specification of the metadata. The design of the MOTHER database (MOTHER-DB) captures the metadata about the histology images, providing a searchable resource for discovering relevant images. MOTHER also defines a curation process for the ingestion of a collection of images and its metadata, verifying the validity of the metadata before its inclusion in the MOTHER collection. A Web search provides the ability to identify relevant images based on various characteristics in the metadata itself, such as genus and species, using filters. 

OBJECTIVE: Rapamycin prolongs reproductive lifespan in mice by halting primordial follicle activation. The impact of rapamycin on the preantral follicle pool and senescence markers during ovarian aging in macaques was evaluated. MATERIALS AND METHODS: One ovary was removed from young (n=2, 6–9 yr) and old (n=2, 17–21 yr) adult female rhesus macaques during a normal menstrual cycle (pre-treatment). The remaining ovary was obtained after animals were treated with rapamycin (bid, IM, 0.02mg/kg) for 10 months. Ovaries were fixed and serially sectioned for follicle counting (each 10th section, 15-39 sections/ovary). Immunohistochemical analyses were performed for anti-Mullerian hormone (AMH) and cellular senescence markers p16, p53, and p21 (1 slide/ovary). Qualitative comparisons were made due to the small sample size. RESULTS: The primordial follicle pool was decreased in young (3,939 pre-treatment vs. 2,219 post-treatment), but similar in old (555 pre- vs. 574 post-treatment) females after rapamycin. The number of transitional primordial follicles was greater before rapamycin than after in both young (14,920 vs. 4,924) and old (1,915 vs. 1,311) females. The number of primary follicles before (2,617) rapamycin was greater than after (560) in young and old females (518 pre- vs. 428 post-treatment). A similar proportion of follicles positive for p16 was seen before and after rapamycin in both young and old females. Similar findings were also observed for AMH, except there are fewer positive follicles in the rapamycin-treated older group. The proportion of follicles staining positive for both p53 and p21 was increased in both young and old monkeys after treatment. CONCLUSIONS: Rapamycin had no impact on the primordial and primary follicle pools in old female macaques while unexpectedly decreasing both pools in young females. While the number of p16-positive follicles was unaffected by rapamycin treatment, the number of p53 and p21-positive follicles was increased by treatment in both age cohorts. IMPACT STATEMENT: At the dose and treatment interval used, rapamycin does not appear to suppress follicular activation and has mixed effects on senescence markers in aging nonhuman primate ovaries. 

Abstract New graduate students in biology programs may lack the quantitative skills necessary for their research and professional careers. The acquisition of these skills may be impeded by teaching and mentoring experiences that decrease rather than increase students’ beliefs in their ability to learn and apply quantitative approaches. In this opinion piece, we argue that revising instructional experiences to ensure that both student confidence and quantitative skills are enhanced may improve both educational outcomes and professional success. A few studies suggest that explicitly addressing productive failure in an instructional setting and ensuring effective mentoring may be the most effective routes to simultaneously increasing both quantitative self-efficacy and quantitative skills. However, there is little work that specifically addresses graduate student needs, and more research is required to reach evidence-backed conclusions.