33 research outputs found
The Immunogenomic Landscape of Neuroendocrine Prostate Cancer
No full textPurpose: Patients with neuroendocrine prostate cancer (NEPC) are often managed with immunotherapy regimens extrapolated from small cell lung cancer (SCLC). We sought to evaluate the tumor immune landscape of NEPC compared to other prostate cancer types and SCLC. Experimental design: In this retrospective study, a cohort of 170 patients with 230 RNA sequencing and 104 matched whole exome sequencing data were analyzed. Differences in immune and stromal constituents, frequency of genomic alterations, and associations with outcomes were evaluated. Results: In our cohort, 36% of the prostate tumors were identified as CD8+ T-cell inflamed, while the remaining 64% were T-cell depleted. T-cell inflamed tumors were enriched in anti-inflammatory M2 macrophages and exhausted T-cells and associated with shorter overall survival relative to T-cell depleted tumors (HR=2.62, p<0.05). Among all prostate cancer types in the cohort, NEPC was identified to be the most immune depleted, wherein only 9 out of the 36 total NEPC tumors were classified as T-cell inflamed. These inflamed NEPC cases were enriched in interferon gamma signaling and PD-1 signaling compared to other NEPC tumors. Comparison of NEPC with SCLC revealed that NEPC had poor immune content and less mutations compared with SCLC, but expression of checkpoint genes PD-L1 and CTLA-4 was comparable between NEPC and SCLC. Conclusions: NEPC is characterized by a relatively immune-depleted tumor immune microenvironment compared with other primary and metastatic prostate adenocarcinoma except in a minority of cases. These findings may inform development of immunotherapy strategies for patients with advanced prostate cancer
Academic Ableism: Disability and Higher Education (Corporealities: Discourses of Disability)
No full textDOI: 10.7176/JEP/12-3-06 Publication date: January 31st 2021 In Academic Ableism: Disability and Higher Education (Corporealities: Discourses Of Disability), Dolmage represented an influentially pioneer work in the field of special education, particularly in the field of Disability and Higher Education; not only are the materials presented in subsequently logical and organized style, but also one of the most impressive characteristics of the book is the supreme readability and comprehensibility, which makes it one of the must-read texts for those in relation to this field of study. Consequently, Dolmage’s work is very likely to be of interest to a variety of scholars in numerous interdisciplinary fields, such as learning disabilities, speech and hearing science, assistive technology, and more. By no means should this not be surprising; Jay Timothy Dolmage is associate professor of English at the University of Waterloo and received his doctoral degree from Miami University of Ohio. Since then, he has published a number of books related to learning and disability, for which he received a considerable number of awards, such as the Theresa J. Enos Award for the best essay in the journal Rhetoric Review, which was “Breathe Upon Us as Even Flame: Hephaestus, History and the Body of Rhetoric.”, written in the Rhetoric Review journal, by 25.2 ((Spring 2006, pp. 119-140). In the introduction, Dolmage clearly declares that he is addresses the rhetoric of disability connected to learning issues and the social scope of disability in terms of its relationships to education, with focus on higher education and how it was framed and gradually altered. He points out, “for most of the 20th century, people with disabilities were institutionalized in asylums, ‘schools’ for the ‘feeble minded’ and other exclusionary institutions, locations that became the dark shadows of the college and university … what is ironic about this is that if you flip a few key points, you have great description of the universities also being developed in the same period”. The book is comprised of five chapters, sorted into an introduction followed by five major parts, each of which addresses ad hoc key point of the topic. In Chapter 1, “Steep Steps”, the book sheds lights of the historical aspects of the concept of disability among society and academia of institutions, with more focus on the suppositions regarded to disability that were found and raised in university societies, i. e., campuses, about who is qualified to be enrolled. In Chapter 2, titled in: "The Retrofit," the author attempts to dismantle contemporary rhetoric about the accommodations set to address and fix the relationship and conceptualization of disability in society and academia and how such an attempt can clearly reveal the persistence of unwanted discriminations. The author reviews a number of rhetorical examples of addressing disability, such as “Cover Your Ass”, and “The Effect of Accommodation” moving through describing the transfer from education to negotiation. In the beginning of Chapter 3, "Imaginary College Students" (the shortest chapter of the book), Dolmage continues "Imaginary College Students", Dolmage maintains addressing and discussing the previous issue, thus defining the rhetorical aspects of addressing students based on being “able-minded” or “able-bodied”. Appeals for support were mistakenly viewed and treated based on the student’s “legitimacy” of having the right to receive support based on his/her mind or body’s ability. This can imply that, in contrary, supports for students with disabilities were viewed negatively as a lower degree or right to support compared to support given to able-minded and able-bodied students. Chapter 4, the longest chapter and the peak of the book’s ideas, is titled "Universal Design". The concept of Universal Design refers to what is seen as the panacea that can aid students with disabilities when being enrolled in higher education. However, Dolmage asserts the problem is still standing and the historical gaps are still observable in higher educational institutions due to making the priority in addressing Universal Design to the institutional interests. This chapter appears to be the pioneer chapter as it helps readers and researchers develop a reliable view to the ongoing scene. Criticizing the usability of Universal Design in the contemporary context is primarily related to the interest convergence, based on which academic institutions define Universal Design. The last chapter in the book, chapter 5, titled in "Disability on Campus, On Film: Framing the Failures of Higher Education", attempts to philosophize that the rhetoric of ‘disability’ concept in higher education is vastly and mostly borrowed from the reproduction of the issue in media. This tendency of treating the rhetorical construction of disability in higher education based on media reproduction is a major explanation of why academia institutions suffer failure in accommodating students with disabilities. The book’s price is reasonable compared to the prices of academic affairs-related publications in general, especially with the considerable eminent gains of the book. As the author of this book review, doctoral student, and special education teacher, I find this statement to be true; the book is concise, informative, comprehensive balanced, and affordable. Not only may the book’s content be used in learning disabilities and higher education applications and approaches, it also can be helpful in building firm understanding in a considerable number of theoretical and practical bases, especially in certain related fields, such as learning disabilities. The author’s purpose for writing this book is explained clearly in the introduction, in which he indicates that he attempts to describe the problems of rhetoric construction of the term “disability” in the academic institutions and the ongoing and continuous negative views and procedures with accommodating students with disabilities in the college setting. Academic ableism as it relates to “ able bodies” and “non-able bodies” is described as “a genre or category of statements and sentiments that distance the speaker from responsibility for the selective, stratifying forces within higher education, selecting and stratifying functions that depend upon ableism and disablism to make sure that privilege is portioned out only along traditional lines: to ensure that students who move, think, or express themselves outside of a narrow set of norms will not thrive or survive in college” (p.35). Dolmage’s message is to rethink the rights of students with disabilities in being accommodated in higher education and academic institutions as they do not seem to be soundly addressed and treated even in the contemporary rhetoric, which has not historically changed much according to tracing the historical stages of the rhetoric construction of disability, society and academia by the author. From the viewpoint of this reviewer, a researcher in the field of special education, Academic Ableism: Disability and Higher Education is an outstanding academic publication that addresses certain roots of describing the problem of disability and academia. Such an academic contribution to the field of special education and higher education can play an important role in raising individual, social and institutional awareness of the concept of disability in the higher education setting. It can be considered one of the most recent attempts to trace the issue of disability and higher education returning to the historical roots. One of the strengths of the book is its argument that, historically, little has occurred to affect the relationship between disability and higher education, implying that social justice is still responsible for the inequality of this relationship compared to the relationship between academia and students without disabilities. Academic Ableism: Disability and Higher Education is a meaningful contribution that is received with admiration among scholars and researchers in the field of special education and special education and higher education. It comprehensively sheds lights on dimensional roots of disability, such as society and media, to describe the ongoing rhetoric and argue the changes that occurred affecting the status of social justice and disability. Finally, this book calls for academic institutions and civic institutions to consider academic ableism in the scope of culturally changing views and procedures of addressing disability in terms of social justice and academic ableism. References Linton, S. (1998) Claiming Disability. New York, NY: New York City Press
Metastatic malignant PEComa of the leg with identification of ATRX mutation by next-generation sequencing
No full textThe effects of calcitonin on post‐orthodontic relapse in rats
No full textAbstract Objectives To determine the effects of systematic calcitonin administration on post‐orthodontic relapse in rat model. Material and methods This experimental animal model involved 36 male Wister rats. The maxillary right first molars were moved mesially, using a modified orthodontic appliance delivered 50 gm, for 14 days, retained for 4 days and left to relapse for 10 days. The study group was divided into three subgroups in which a single injection of calcitonin (20 IU/Kg), three injections of calcitonin (20 IU/Kg), each every other day, and normal saline were administered subcutaneously after orthodontic tooth movement has finished. The relapse ratio, histomorphometric analysis including osteoblasts, osteoclasts numbers and bone area and immunohistochemical analysis including the expression of receptor activator of nuclear factor kappa Β (RANK), receptor activator of nuclear factor kappa Β ligand (RANKL) and osteoprotegerin (OPG) were measured and assessed. Results The relapse ratio was significantly reduced in the three‐dose calcitonin group (28%) compared to the single dose calcitonin group (34%) and the control group (46%). This was accompanied by a nonsignificant increase in osteoblasts number and bone area in three‐dose calcitonin group and a nonsignificant reduction in osteoclast number. However, the immune histochemical expression of RANK, RANKL and OPG did not show statistically significant difference at the end of relapse period. Conclusions Systemic administration of three doses of calcitonin may minimize the relapse ratio in experimentally moved rat molars
143 Metastatic Renal Cell Carcinoma to the Head and Neck Area: A Clinicopathologic Study
No full textHereditary diffuse gastric cancer and lynch syndromes in a BRCA1/2 negative breast cancer patient
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Subgemmal Neurogenous Plaque: A Clinical and Pathologic Review With Comparison to Common Head and Neck Neural Tumors
No full textObjective: In humans, subgemmal neurogenous plaques (SNPs) are normally found associated with taste buds. On histology, SNP may be mistaken for a neural neoplasm. The objective of this study was to correctly differentiate SNP among head and neck neural lesions and provide clinical and pathologic information that may assist in avoiding misdiagnosis. To our knowledge, this is the first study to provide an estimate of the degree of overdiagnoses of mucosal lesions in the head and neck mucosal area. Study design: Retrospective pathology and chart review. Methods: All cases of head and neck mucosal neural lesions only in the mucosa of the oral cavity, oropharynx, or larynx from the pathology archives of a single urban tertiary care center between 3/2000 and 6/2017 were obtained. The pathologic and clinical data were reviewed. Results: Twenty-six cases were identified: 9 neuromas, 9 neurofibromas, 2 ganglioneuromas and 6 cases of hyperplastic subepithelial nerve bundles. The mean greatest dimension of SNPs was 2.0 mm (range 1-3 mm) and most were subjacent to taste buds (13 cases). The 20 cases of SNP involved 15 women and 5 men. Their median age was 60 years (range 30-85 years). Clinical data were available in 19 cases. The most common presenting complaint was of a painless lesion (8 patients). Conclusions: This review confirmed the rarity of true neural neoplasms in the head and neck mucosa and estimates the risk of their over diagnosis given the possible diagnostic confusion with SNP
