Rutgers College Research Articles

NEITHER ECONOMIST NOR HISTORIAN

I defended my doctoral dissertation on stochastic stability of general equilibrium systems in Penn’s Applied Mathematics program in fall 1968. That year I began teaching math for economists, mathematical economics, microeconomics, and even econometrics at Rutgers College, where I remained for a couple of years before moving to Duke. At Rutgers I saw that graduate students took required courses in micro, macro, statistics, math, and econometrics, and there were electives in other fields like public finance and economic history. I didn’t know that there was any subdiscipline, or field, called the history of economic thought.

Editorial introductions.

Editorial introductions.

ВИХОДЕЦЬ ІЗ УКРАЇНИ ЗЕЛЬМАН АБРАХАМ ВАКСМАН — ВИДАТНИЙ ВЧЕНИЙ, НОБЕЛІВСЬКИЙ ЛАУРЕАТ, РОДОНАЧАЛЬНИК СТРЕПТОМІЦИНУ ТА СУЧАСНОЇ ЕРИ ПРОТИТУБЕРКУЛЬОЗНОЇ ХІМІОТЕРАПІЇ

Throughout its existence, humanity has experienced both evolution and progress in health matters and borne the burden of complex diseases and shortened life duration. Tuberculosis is an example of a pathology that until recently was a sentence for the patient. Every successful step in the search for tuberculosis treatment (which means saving a life) is priceless. The aim was to study of the biography of Selman Waksman and the history of the streptomycin discovery according to the literature data. Selman Waksman was born in 1888 in a Ukrainian village near Vinnitsa, and immigrated to the United States in 1910. He received a bachelor’s degree in 1915, and in 1916 — a magister degree in the agricultural course of Rutgers College. In 1918, Selman received Ph.D. in Biochemistry in the University of California. Since 1918, he worked in the Department of Soil Microbiology at Rutgers University and studied actinomycetes. In 1923, Waksman discovered that certain actinomycetes produced substances toxic to bacteria, and in 1939 he began an extensive research program to determine the nature of the substances by which various soil microbes destroyed each other. Actinomycin, an effective but toxic antibiotic, was isolated in 1940. In 1942, the antibiotic streptothricin was discovered and studied, a highly active against the M. tuberculosis, but too toxic. In 1943, together with graduate student Albert Schatz, two strains of Actinomyces were isolated, which produced a substance with antibiotic activity — streptomycin. Streptomycin had shown antibiotic activity against several bacteria, including M. tuberculosis. The drug was not toxic to animals. The great practical prospects of streptomycin for the treatment of tuberculosis and other infections led to the award of the Nobel Prize in Physiology or Medicine in 1952. Dr. Waksman introduced and popularized the term “antibiotic” in microbiology. He published more than 447 articles and wrote, independently or with co-authors, 28 books. When the Nobel Prize was awarded to the developer of streptomycin, a drug that saved thousands of human lives, the outstanding scientist was recognized as one of the greatest benefactors of mankind. Key words: Selman Abraham Waksman, streptomycin, tuberculosis, history of medicine.

Cropping The Desert: Erasure and Reclamation in Jen Bervin and John C. Van Dyke

In the summer of 1898, John C. Van Dyke abruptly abandoned his comfortable life as a librarian and professor of Art History at Rutgers College in New Jersey and set off on a nearly three-year journey across the deserts of North America. He had no fixed itinerary, no companions other than his terrier Cappy, and brought only about fifty pounds of supplies. For an indefinite sojourn into some of the hottest and driest portions of the planet, he carried one gallon of water. Forty-two years old, and by all accounts asthmatic, Van Dyke hardly seemed the type to embark on such an ambitious, one might even say reckless, adventure. Indeed, a certain air of mystery and rumor still surrounds his voyage: had he fathered an illegitimate child and was thus fleeing a scandal? Did Andrew Carnegie send him to Mexico on a secret diplomatic mission? 1 Whatever precipitated the voyage––and despite his apparent lack of preparation––Van Dyke would survive his wanderings across California, Arizona, and Mexico to write The Desert: Further Studies in Natural Appearances. Originally published by Scribner’s in 1901, the book was, for a time, extremely popular and is described by Richard Shelton in his introduction to the 1980 edition as “a touchstone, a model of accuracy, deep feeling, and simplicity” that “not even the poets” have “surpassed” (xvi–xvii).

Dr. David Murray: Superintendent of Education in the Empire of Japan, 1873–1879 by Benjamin Duke

Reviewed by: Dr. David Murray: Superintendent of Education in the Empire of Japan, 1873–1879 by Benjamin Duke Ian Ruxton (bio) Dr. David Murray: Superintendent of Education in the Empire of Japan, 1873–1879. By Benjamin Duke. Rutgers University Press, New Brunswick NJ, 2019. vi, 385 pages. $69.95, cloth; $69.95, E-book. This book is the first biography in English of David Murray, a professor of mathematics at Rutgers College, who was appointed by the Japanese government as Superintendent of Education in the Empire of Japan in 1873. The founding of the Gakusei in 1872—the first public school system launched in Japan—marks the beginning of modern education in Japan, accommodating all children of elementary school age. The book's author, Benjamin Duke, is a professor emeritus of International Christian University and has authored several books, including The History of Modern Japanese Education (Rutgers University Press, 2009). Dr. David Murray introduces Murray's work to assist about 100 samurai students with their studies at Rutgers and his role in early Japan-U.S. relations—which is claimed to be "unprecedented." It is further claimed on the back cover that Rutgers "made a greater contribution to the development of modern education in the early Meiji era than any other non-Japanese college or university in the world." This is, of course, a bold claim, and no potential rivals in the United States or Europe for this honor are mentioned or discussed. In fact, the scope and extent of the book go far beyond a mere biography of Murray. We are given a very full account of some of the early encounters of Japanese students with the United States, both from Nagasaki (the direct route) and Satsuma via London (the indirect route). We learn a great deal about the interesting character Guido Verbeck (1830–98), the engineer turned pastor of the Dutch Reform Church, who sent students to Rutgers from Nagasaki by writing letters of recommendation, and who through a memorandum had significant input into clarification of the purposes of the Iwakura Mission to the United States and Europe, 1871–73, though this is not mentioned. We also are told much about William Elliot Griffis (1843–1928) and his lonely posting as a physical science teacher to Fukui (where there is now a museum bearing his name) and his escape back to Edo/Tokyo. Griffis, himself a Rutgers alumnus, was also recommended by Verbeck to Matsudaira Shungaku. Several eminent Japanese are introduced and appear repeatedly in the book, some already known to this reader, others not. It is clear that Murray and his wife had close and probably unrivaled social relations with most of the key members of the Meiji administration and their families. The [End Page 479] most well known are the court noble Iwakura Tomomi, Kido Takayoshi (Kōin), Itō Hirobumi, and Fukuzawa Yukichi. Of course Murray knew Mori Arinori (1847–89), the first minister to the United States (1871–73) and the first minister of education after Murray left Japan. Early in the book, Baron Kikuchi Dairoku (1855–1917) makes an appearance. He was the first Japanese student at the University of Cambridge and later became president of the imperial universities of Tokyo and Kyoto, and minister of education (1901–3).1As president of the Imperial Academy (Teikoku Gakushiin), he was commissioned by that body in December 1909 to visit Murray's grave and "pay proper respects to him" during a visit to the United States. This Kikuchi did in February 1910 when he gave a lecture on foreign influences in Japanese education (pp. 4–5) and was awarded an honorary LL.D. of Rutgers.2 A lesser-known man who was heavily involved in the selection of Murray as educational advisor during the Iwakura Mission's visit to the United States in 1872 was Tanaka Fujimaro (1845–1909). Originally a middle-ranking samurai from Owari Province (now Aichi Prefecture), he was made vice minister for education in 1874 and continued in that role—effectively as Murray's boss—until 1880. A remarkable fact is that Murray himself had apparently no useful or useable Japanese-language skills, which surely meant that he would have relied...

‘So near while apart’: Correspondence Editions as Critical Library Pedagogy and Digital Humanities Methodology

The following case study describes two library-led text encoding projects involving correspondence collections. The first, a documentary edition of personal papers held by Peter Still, a former slave, was conceived as an independent research project involving the participation of two undergraduate research assistants; the second, based upon letters to and from the Rutgers College War Service Bureau (1917–1919), has been designed as a two-week text encoding unit in a proposed undergraduate course on data and culture. These two projects, both featuring the letter as their object of study, are compared and contrasted as models of data and process, affording reflections on the overlapping concerns of the library instruction and digital humanities communities of practice. I propose viewing text encoding projects, particularly those that focus on lesser known creators or on life documents such as letters, as a means of accessing both critical library pedagogy and digital humanities methodology. By developing such projects, librarians address a number of collection and instruction related objectives of the library, while offering a valuable introduction to a set of methods that are of increasing importance to undergraduate education. Furthermore, these projects may be conducted at smaller scales, by reusing and adapting methods and software shared by the digital humanities community, thereby limiting reliance on institutional partners for technology and infrastructure support, which may not be forthcoming in under-resourced institutional contexts.

From Queen's College to Rutgers College

<p class="Default">Why is Rutgers University named for a wealthy bachelor who resided in New York City? What was his involvement with the institution of higher learning we now call Rutgers, The State University of New Jersey? To understand why this lifelong New Yorker supported a small denominational college in New Brunswick, we must examine what took place following the American Revolution and during in the early years of the 19th century.</p><p> </p>

Using CBPR to Assess Client Needs at a Social Service Agency.

Community-based participatory research (CBPR) has become an important research approach for universities to partner with social service agencies by uniting them in project design, planning, implementation, and evaluation. This study involved FOCUS, an urban social service agency, and Rutgers College of Nursing (RUCON) collaboratively conducting a needs assessment to compare the health needs of its clients and their employees' perception of their clients health needs, utilizing CBPR. Qualitative data was collected using the focus group method, field notes, photographs, and observation. The employees of FOCUS facilitated focus groups, participant recruitment, and transcribed and translated data. Three themes emerged: Health Education, Cost of Health Care, and Barriers to Health Care. This study contributes to the growing body of knowledge of integrating the CBPR approach when conducting acommunity needs assessment with a social service agency. The CBPR approach closely reflects theidentified health needs of its clients resulting in interventions that will meet their specific health needs.

Nurses in war: voices from Iraq and Afghanistan

is no doubt the most significant work on military nursing recorded since Florence Nightingale wrote her Notes on Nursing. You definitely want to have this book for your private bookshelf.--Society of Air Force (SAFN) Newsletter This book speaks to the strength, skill, professionalism, and determination of US military nurses, clearly identifying them as unsung heroes of the Afghanistan and Iraq wars....Recommended.--Choice: Current Reviews for Academic Libraries Nurses in War embodies the core values of each of the military services and is a personal testament to the integrity, excellence, selflessness, devotion to duty, courage, and commitment that exemplifies military nursing...This book should be in every nurse's personal library. It has a well-deserved place of honor in my own nursing literature collection. Brigadier General Linda J. Stierle (Retired) United States Air Force Thank you to Beth Scannell-Desch and Mary Ellen Doherty for documenting this critical period of nursing history. It is a true classic, deserving a prominent place in your library. Lucille A. Joel, RN, EdD, FAAN Professor, Rutgers College of Nursing Former President, American Association Former First Vice-President, International Council of (ICN) Powerful, poignant, riveting account of nurses in war...This book captures the palpable essence of what it is like to live and work in Iraq and Afghanistan as a military nurse during the current wars. Based on three research studies, this book reads like a novel. The reader gets up close to these 37 nurses as they care for casualties in combat support hospitals, on medevac aircraft, and on forward surgical teams. You can feel the tension as mortars fall in hospital compounds. You can hear the sound of helicopters ferrying patients. You can feel the adrenaline rush as nurses respond to mass casualties in the emergency room or triage area as they fight to save the lives of soldiers, local villagers, and children caught in the chaos of war. book is a must-read. Wendy C. Budin, PhD, RN-BC, FACCE, FAAN Director of Nursing Research at NYU Langone Medical Center, NY Adjunct Professor, NYU College of Nursing President-Elect, Eastern Nursing Research Society Editor-in-Chief of the Journal of Perinatal Education unique volume presents the experience of 37 U.S. military nurses sent to the Iraq and Afghanistan theaters of war to care for the injured and dying. The personal and professional challenges they faced, the difficulties they endured, the dangers they overcame, and the consequences they grappled with are vividly described from deployment to discharge. In mobile surgical field hospitals and fast-forward teams, detainee care centers, base and city hospitals, medevac aircraft, and aeromedical staging units, these nurses cared for their patients with compassion, acumen, and inventiveness. And when they returned home, they dealt with their experience as they could. The text is divided into thematic chapters on essential issues: how the nurses separated from their families and the uncertainties they faced in doing so; their response to horrific injuries that combatants, civilians and children suffered; working and living in Iraq and Afghanistan for extended periods; personal health issues; and what it meant to care for enemy insurgents and detainees. Also discussed is how the experience enhanced their clinical skills, why their adjustment to civilian life was so difficult, and how the war changed them as nurses, citizens, and people. Key Features: Describes verbatim the experiences of 37 nurses in two brutal, chaotic theaters of war Offers poignant encounters with patients Includes advice, clarity, and lessons learned about nursing in war Offers a women's health perspective on working and living in a war zone Demonstrates the dedication, expertise, and spirit of military nurses

Thawing the Chilly Climate: Two Decades of Women Artists at Douglass College

This is an appropriate time to reflect on importance of Mary H. Dana Women Artists Series for Douglass College and university community. The 20th anniversary of Women Artists Series coincides with two other celebrations on campus during coming academic yearDouglass College will mark 75th anniversary of its founding and Rutgers College will host a series of events in honor of its 20th year of coeducation. It is also a particularly relevant time for me to reflect on my experiences at University-as a graduate of Douglass and Rutgers Graduate School; and since 1976, as a member of Rutgers faculty-especially as they mirror rationale, development, and success of Mary H. Dana Women Artists Series. These personal reminiscences acknowledge political atmosphere on campus and attest to what Bernice Sandler, former Executive Director of The Project on Status and Education of Women of Association of American Colleges, has named the chilly climate on campus for women. I felt it, as well, as especially chilly for women in visual arts. In late 1960s, mood at Douglass College was fairly typical of that found on any U.S. college campus. Students and faculty were caught up in debate over our governments involvement in Vietnam, civil rights issues, and second feminist wave. I remember quite vividly students capturing Old Queens, shutting down University and eventually causing final exams to be disrupted. I remember going to a classroom, only to move to a new location because of latest bomb threat to building. (These reached epidemic proportions around time of hourlies.) But most of all, I remember debates at Douglass about co-education in response to 1969 Rutgers College decision to admit women.

Additional Archives of the Yatoi

FO R some time scholars have realized that it would be difficult to treat modern Japanese relations with the West, more particularly, Japan's contacts with America, without a visit to New Brunswick. This is true because of the location of the Griffis Papers in the Department of Special Collections and Archives of the University Libraries. The presence of the Griffis Papers at Rutgers University was in turn the product of the experience and interest of a remarkable individual, as well as of a fortuitous relationship between Rutgers and Japan during the nineteenth century. The individual was, of course, William Elliot Griffis (1843-1928, Rutgers Class of 1869),1 who was doubtless America's first old Japan hand. The relationship was technically between the Rutgers Grammar School (now Rutgers Preparatory School),2 Rutgers College (now part of Rutgers University), and a feudal domain, Echizen (modern Fukui Prefecture).3 The ties began in the 1860s, when a band of samurai (with assumed names to hide their illegal exit from Japan) arrived to study English and then to transfer into college-level work at Rutgers. In our day, thanks to the work of American and Japanese scholars and to the generosity of Japanese philanthropy, the original Griffis Papers have been greatly augmented and the significance of this resource greatly enhanced. On December 6, 1980 in the Alexander

Alexander Johnston: An Appreciation

AC E N T U R Y ago few American historians enjoyed a larger reputation than Alexander Johnston of the Rutgers College class of 1870. As the Professor of Jurisprudence and Political Economy at the College of New Jersey (Princeton University) and as the author of several highly praised books and innumerable articles, he had, within the span of a decade, achieved more than most scholars could expect to accomplish over a full lifetime. In 1889, at the age of forty, he was dead. Although his writings continued to go through successive reprintings long after his untimely death, he is now an all but forgotten figure. But his brief career was so remarkable that it merits recounting here. Little information is available on Johnston's early years.1 He was born in Brooklyn, New York, on April 29, 1849, the son of Samuel G. Johnson and his wife, Matilda McAlan. His father served in the army during the Civil War and later moved to Illinois, leaving young Alexander and his mother in the care of an uncle, John McAloney, in Brooklyn. Johnston attended the Brooklyn Polytechnic Institute, where he was an outstanding student, and entered Rutgers College in 1866.2 He arrived as the College was embarking on a period marked

James Dickson Carr: First Black Graduate of Rutgers College

In 1892 Carr became probably the first black graduate of Rutgers and was on one of very few black graduates in all the colleges of the Northeast. First attending Rutgers Grammar School in 1886, he entered the college in 1888, where he was an outstanding student. Later he went on to receive a LL.D from Columbia Law School. He was an assistant district attorney of New York County and held other offices in NYC government. He accomplished all of this despite many obstacles due to racial discrimination. In 1919 he wrote a remarkable letter, transcribed here, to President Demerest protesting the action of Rutgers football team to pull Paul Robeson from a game because the opposing team would not against a black player.  

The Creation of a Landmark: The Bishop House of College Avenue

DU R I N G the early 19th century New Brunswick was a thriving manufacturing and shipping community, and among its most prominent citizens was M r . James Bishop Jr. , a wealthy merchant who made his fortune importing and exporting between South America, Africa, Europe and New Brunswick. James Bishop Jr. , born on May n t h , 1816, was fifth-generation American and the first of two sons of James Bishop Sr. and Ellen Bennett Bishop, who married in 1816. James Sr., born in 1788, had migrated from his family's home in Woodbridge, New Jersey, to enter the shipping business in New Brunswick. In 1830 he owned a large grain depot and a dozen sloops that brought the grain from New Brunswick to New York. James Sr. also imported rubber and owned several local rubber goods factories.1 In 1839 James Jr. married Harriet McCleland, daughter of a Rutgers College professor. James Sr. died soon after, in 1845, a n d James Jr. took control of his father's enterprises. Shortly thereafter Harriet died childless. In 1850 James married 19-year-old Mary Ellis of Sing Sing, New York, and also transferred his shipping business to New York, as the railroad had made shipping from New Brunswick obsolete. Nevertheless, Bishop remained fond of his hometown, and in 1848 he purchased a desirable ten acre site along the Raritan River, between the present day College Avenue, Bishop Place, George Street and Senior St. According to a 1951 paper by William Sherman;

Rutgers and the Civil War

McCormick describes the conditions at Rutgers College during the Civil War from Rutgers president Theodore Frelinghuysen's patriotical call at the outset of the War to the undergraduates to drastically declining enrollments during the during the war. At the same time, college life continued and by the end of the war was setting forth upon a wholly new course of development.

The Rutgers Lotteries

Nordell traces the history of fundraising for Queen's College and Rutgers College through lotteries.

Notes from the Library

"Another Gift from Dr. Paltsis" by Donald Sinclair. Describes manuscript letters and documents related to Queens College and Rutgers College."An Unpublished Letter of William the Silent" by Madeleine Charanis. Transcribes and translates from the Dutch an original letter written by William the Silent (1533–1584)."Elia" by J. Milton French. Describes the rare. first edition of Charles Lamb's "Elia" and "The Last Essays of Elia" acquired by the Library."Philip Freneau's Records of Sea Voyages" by Lewis Leary.

History of the Library

Demarest (1863–1956), an alumnus (1863) and the president of Rutgers (1906 to 1924) and author of the first comprehensive history of Rutgers, The History of Rutgers College (Princeton University Press, 1924), presents a detailed history of the Rutgers library, including finances, personnel, collections acquired and its various locations, from the books made available by Rutgers' first tutors in the 1770s to 1937 when the collections were housed in the Voorhees Library, the first purposely-built library building with holdings of 300,000 volumes.

Book History in Scarlet Letters: The Beginning and Growth of a College Yearbook during the Gilded Age

Introduction If a researcher were to look for early college yearbooks from Rutgers, he or she may encounter a disintegrating, leather-bound volume, with "Memorials, Geo. S. Duryee" stamped in gilt on the spine. Inside would be various copies of Rutgers College Catalogues from the 1860s and Scarlet Letter yearbooks from the 1870s. The researcher might notice that Duryee had penciled Greek letters beside his classmates' names in the Catalogue, and that subsequently, the first Scarlet Letter grouped young men by society affiliation without regard to class year. Looking at the materials more closely, a researcher might also see that Duryee was the first Scarlet Letter editor, or observe that his collection includes items from Princeton, Columbia, and Yale. This interesting artifact speaks to many historical concerns. For instance, it could serve to document the early history of the Scarlet Letter, as well as to uncover the history of college publications, campus life during the Gilded Age, the capabilities of printers of the era, or developments in the illustrated book industry. The permanence of the Scarlet Letter—and of many other college publications founded in the late nineteenth century—is [End Page 179] both a curiosity and a great boon to print historians. Like students at other institutions, young men at Rutgers had attempted other publications, such as the short-lived Rutgers Miscellany (1842), Rutgers College Quarterly (1858–ca. 1861), and Ivy Banner (ca. 1881–4). But until the coming of the monthly Targum (1869) and the Scarlet Letter yearbook (1871), collegiate journalism enjoyed, at best, a precarious existence "on the banks of the Raritan." In contrast, the Scarlet Letter has been produced continuously for more than 130 years (except for a brief pause during World War II).1 Publications like the Scarlet Letter arose and thrived during the nineteenth century because of the convergence of various educational, social, cultural, economic, and technological trends. Student expression in campus yearbooks and newspapers was encouraged by a new "elective" curriculum of higher education; the rise of advertising and consumer culture; a surge in fraternal involvement, competitive athletics, and other pastimes; declining postage rates; and many other factors. Most important, college students were developing, recognizing, sharing, and defending a lifestyle all their own. Elements of Gilded Age Scarlet Letters indicate that they were compiled to capture a historic moment of the student community in print, but also to generate solidarity and pride among students and alumni. Therefore, the college yearbook was a document of both past and present. Perhaps of greater interest to readers of Book History are developments in the illustrated book industry of the late nineteenth century, how the editors of the Scarlet Letter incorporated these innovations into their publications, and what contributions, if any, young people may have made in spreading the word about new styles and technological capabilities. Like assembling a football "eleven," Rutgers students appointed a board of editors to compete with their opposite numbers in other colleges. The editors' charge was to compile the most beautiful and informative publication that could be had for the money, effort, and technology available at the time. New editors responded to the criticisms of previous editions, continuously expanding and improving the book. Yet through their connections with students at other colleges, Rutgers editors also learned of the latest artistic styles, printing technologies, and modes of conducting business over distance. They borrowed ideas from peers at other colleges and patronized businesses recommended by them—sometimes with sample copies from other colleges in hand as they did so. Thus Rutgers students worked with businesses in major cities such as New York and Philadelphia, as well as regional and local companies based in Newark, Trenton, and New Brunswick, New Jersey. This tale of young men and their interplay with a growing industry is a fascinating story for those who explore connections between American popular and print culture. [End Page 180] Rutgers...

Collagen fibril diameters in the umbilical arteries of preterm growth restricted fetuses

RESTRICTED FETUSES WENDY KINZLER, JOHN SMULIAN, CANDE ANANTH, DONALD GERECKE, RITAHAHN, GEORGE LAMBERT, MARIONGORDON, University of Medicine and Dentistry of New Jersey, Obstetrics, Gynecology and Reproductive Sciences, New Brunswick, New Jersey, Rutgers, The State University of New Jersey, Pharmacology and Toxicology, Rutgers College of Pharmacy, Piscataway, New Jersey, University of Medicine and Dentistry of New Jersey, New Brunswick, New Jersey OBJECTIVE: Our previous work has demonstrated that fetal growth restriction (FGR) in preterm gestations is associated with changes in extracellular matrix (ECM) components which control fibril diameter. Our objective was to determine if actual collagen fibril diameters within the umbilical arterial wall are altered in FGR versus appropriately grown (AGA) fetuses delivered preterm (!37 weeks). STUDY DESIGN: Preterm FGR pregnancies (ultrasound-estimated fetal weight !10th% ile for gestational age and abnormal umbilical Doppler velocimetry) were compared with preterm AGA pregnancies. The umbilical artery was collected at delivery and prepared for examination by transmission electron microscopy. Because of potential differences in mechanical forces and hypoxic exposures between the inner and outer arterial wall, micrographs were taken at the outer, middle and inner 3rd at 30K magnification. Cross-sectional collagen fibril diameters were measured by the same examiner and converted from mm to nm using a standard magbar reference on each micrograph. The means and variances in fibril diameters were modeled using general linear models based on quasi-likelihood estimating functions. P!0.05 was considered significant. RESULTS: 1133 fibril diameters from 4 FGR pregnancies were compared with 1266 fibril diameters measured from 3 AGA pregnancies. Mean fibril diameters (95%CI) for FGR and AGA pregnancies were as follows: 33.7 (31.4-35.9) nm versus 37.4 (35.7-39.1) nm, P=0.04. The largest diameters were found in the outer 3rd of the arterial wall for both FGR and AGA pregnancies. Middle and inner 3rd diameters were similar among FGR pregnancies, while AGA pregnancies demonstrated a progressive decrease in fibril diameter toward the inner 3rd of the arterial wall. CONCLUSION: Collagen fibril diameters in the umbilical arteries of preterm FGR pregnancies are thinner than diameters of AGA pregnancies and vary depending on the arterial wall site which is sampled. This may be the result of ECM remodeling in FGR pregnancies and may contribute to the genesis of future cardiovascular disease.