Browsing by Author "Fox, Stephen"

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    Assessing tumor infiltrating lymphocytes in solid tumors: a practical review for pathologists and proposal for a standardized method from the International Immuno-Oncology Biomarkers Working Group: Part 1: Assessing the host immune response, TILs in invasive breast carcinoma and ductal carcinoma in situ, metastatic tumor deposits and areas for further research
    (Wolters Kluwer, 2017-09) Hendry, Shona; Salgado, Roberto; Gevaert, Thomas; Russell, Prudence; John, Tom; Thapa, Bibhusal; Christie, Michael; van de Vijver, Koen; Estrada, M. V.; Gonzalez-Ericsson, Paula; Sanders, Melinda; Soloman, Benjamin; Solinas, Cinzia; Van den Eynden, Gert; Allory, Yves; Preusser, Matthias; Hainfellner, Johannes; Pruneri, Giancarlo; Vingiani, Andrea; Demaria, Sandra; Symmans, Fraser; Nuciforo, Paolo; Comerma, Laura; Thompson, E. A.; Lakhani, Sunil; Kim, Seong-Rim; Schnitt, Stuart; Colpaert, Cecile; Sotiriou, Christos; Scherer, Stefan; Ignatiadis, Michail; Badve, Sunil S.; Pierce, Robert; Viale, Giuseppe; Sirtaine, Nicolas; Penault-Llorca, Frederique; Sugie, Tomohagu; Fineberg, Susan; Paik, Soonmyung; Srinivasan, Ashok; Richardson, Andrea; Wang, Yihong; Chmielik, Ewa; Brock, Jane; Johnson, Douglas; Balko, Justin; Wienert, Stephan; Bossuyt, Veerle; Michiels, Stefan; Ternes, Nils; Burchardi, Nicole; Luen, Stephen; Savas, Peter; Klauschen, Frederick; Watson, Peter; Nelson, Brad; Criscitiello, Carmen; O'Toole, Sandra; Larsimont, Denis; de Wind, Roland; Curigliano, Giuseppe; André, Fabrice; Lacroix-Triki, Magali; van de Vijver, Mark; Rojo, Federico; Floris, Giuseppe; Bedri, Shahinaz; Sparano, Joseph; Rimm, David; Nielsen, Torsten; Kos, Zuzana; Hewitt, Stephen; Singh, Baljit; Farshid, Gelareh; Loibl, Sibylle; Allison, Kimberly; Tung, Nadine; Adams, Sylvia; Willard-Gallo, Karen; Horlings, Hugo; Gandhi, Leena; Moreira, Andre; Hirsch, Fred; Dieci, Maria; Urbanowicz, Maria; Brcic, Iva; Korski, Konstanty; Gaire, Fabien; Koeppen, Hartmut; Lo, Amy; Giltnane, Jennifer; Rebelatto, Marlon; Steele, Keith; Zha, Jiping; Emancipator, Kenneth; Juco, Jonathan; Denkert, Carsten; Reis-Filho, Jorge; Loi, Sherene; Fox, Stephen; Pathology and Laboratory Medicine, School of Medicine
    Assessment of tumor-infiltrating lymphocytes (TILs) in histopathologic specimens can provide important prognostic information in diverse solid tumor types, and may also be of value in predicting response to treatments. However, implementation as a routine clinical biomarker has not yet been achieved. As successful use of immune checkpoint inhibitors and other forms of immunotherapy become a clinical reality, the need for widely applicable, accessible, and reliable immunooncology biomarkers is clear. In part 1 of this review we briefly discuss the host immune response to tumors and different approaches to TIL assessment. We propose a standardized methodology to assess TILs in solid tumors on hematoxylin and eosin sections, in both primary and metastatic settings, based on the International Immuno-Oncology Biomarker Working Group guidelines for TIL assessment in invasive breast carcinoma. A review of the literature regarding the value of TIL assessment in different solid tumor types follows in part 2. The method we propose is reproducible, affordable, easily applied, and has demonstrated prognostic and predictive significance in invasive breast carcinoma. This standardized methodology may be used as a reference against which other methods are compared, and should be evaluated for clinical validity and utility. Standardization of TIL assessment will help to improve consistency and reproducibility in this field, enrich both the quality and quantity of comparable evidence, and help to thoroughly evaluate the utility of TILs assessment in this era of immunotherapy.
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    Best Practices in the Multidialectal High School English Class: Implementing Code-switching and Code-meshing
    (2022-01) Johnson, Alicia M.; Fox, Stephen; Lovejoy, Kim Brian; Buchenot, Andre
    Linguists define dialect as a form of a language, and they agree that all dialects are equally legitimate forms of the language. The stratification of dialects, however, is based on social hierarchies and results in some dialects being privileged and others carrying stigma. The bias against nondominant dialects results in language discrimination and limits one’s access to social power. This inequity gives rise to additional obstacles that impede academic success for students who speak a nondominant variety. A significant portion of those obstacles can be addressed with appropriate teacher training and the incorporation of language studies in the secondary English classroom. Language studies will benefit students who speak the dominant dialect by preparing them for interactions with the wide varieties of English they will encounter in the increasingly diverse and global workforce. Students who speak nondominant dialects will be equipped with the tools to navigate and challenge the standard language ideology.
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    Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study
    (2020-08) Meranda, Stephanie Kay; Fox, Stephen; White, Julie; Weeden, Scott
    The presented study contributes to growing and necessary research compilations that include the field of Deaf Education and First Year Composition. The central goal of this study is to better understand what d/Deaf students, American Sign Language interpreters, and writing instructors currently experience when working together in a mainstream writing classroom to conduct clear communication among all participants. To address the support of d/Deaf students in such environments, a review of current literature that intersects the fields of Deaf Education, Disability Studies, and Writing and Rhetoric was conducted. Then, an IRB approved general interview study was conducted with culturally Deaf students, mainstream writing educators, and a nationally certified interpreter of the Deaf. Although this research touches just the very edges of an entire situation of inquiry and discourse, it offers a starting point from which educators and researchers alike can continue to develop further analysis of communication techniques to support d/Deaf writers in the writing classroom at the college level.