US-Guided Vacuum-Assisted Biopsy of Microcalcifications in Breast Lesions and Long-Term Follow-Up Results

Objective To evaluate the diagnostic accuracy of the use of an ultrasonography (US)-guided vacuum-assisted biopsy for microcalcifications of breast lesions and to evaluate the efficacy of the use of US-guided vacuum-assisted biopsy with long-term follow-up results. Materials and Methods US-guided vacuum-assisted biopsy cases of breast lesions that were performed between 2002 and 2006 for microcalcifications were retrospectively reviewed. A total of 62 breast lesions were identified where further pathological confirmation was obtained or where at least two years of mammography follow-up was obtained. These lesions were divided into the benign and malignant lesions (benign and malignant group) and were divided into underestimated group and not-underestimated lesions (underestimated and not-underestimated group) according to the diagnosis after a vacuum-assisted biopsy. The total number of specimens that contained microcalcifications was analyzed and the total number of microcalcification flecks as depicted on specimen mammography was analyzed to determine if there was any statistical difference between the groups. Results There were no false negative cases after more than two years of follow-up. Twenty-nine lesions were diagnosed as malignant (two invasive carcinomas and 27 carcinoma in situ lesions). Two of the 27 carcinoma in situ lesions were upgraded to invasive cancers after surgery. Among three patients diagnosed with atypical ductal hyperplasia, the diagnosis was upgraded to a ductal carcinoma in situ after surgery in one patient. There was no statistically significant difference in the number of specimens with microcalcifications and the total number of microcalcification flecks between the benign group and malignant group of patients and between the underestimated group and not-underestimated group of patients. Conclusion US-guided vacuum-assisted biopsy can be an effective alternative to stereotactic-guided vacuum-assisted biopsy in cases where microcalcifications are visible with the use of high-resolution USope

31st Annual Meeting and Associated Programs of the Society for Immunotherapy of Cancer (SITC 2016) : part two

Background The immunological escape of tumors represents one of the main ob- stacles to the treatment of malignancies. The blockade of PD-1 or CTLA-4 receptors represented a milestone in the history of immunotherapy. However, immune checkpoint inhibitors seem to be effective in specific cohorts of patients. It has been proposed that their efficacy relies on the presence of an immunological response. Thus, we hypothesized that disruption of the PD-L1/PD-1 axis would synergize with our oncolytic vaccine platform PeptiCRAd. Methods We used murine B16OVA in vivo tumor models and flow cytometry analysis to investigate the immunological background. Results First, we found that high-burden B16OVA tumors were refractory to combination immunotherapy. However, with a more aggressive schedule, tumors with a lower burden were more susceptible to the combination of PeptiCRAd and PD-L1 blockade. The therapy signifi- cantly increased the median survival of mice (Fig. 7). Interestingly, the reduced growth of contralaterally injected B16F10 cells sug- gested the presence of a long lasting immunological memory also against non-targeted antigens. Concerning the functional state of tumor infiltrating lymphocytes (TILs), we found that all the immune therapies would enhance the percentage of activated (PD-1pos TIM- 3neg) T lymphocytes and reduce the amount of exhausted (PD-1pos TIM-3pos) cells compared to placebo. As expected, we found that PeptiCRAd monotherapy could increase the number of antigen spe- cific CD8+ T cells compared to other treatments. However, only the combination with PD-L1 blockade could significantly increase the ra- tio between activated and exhausted pentamer positive cells (p= 0.0058), suggesting that by disrupting the PD-1/PD-L1 axis we could decrease the amount of dysfunctional antigen specific T cells. We ob- served that the anatomical location deeply influenced the state of CD4+ and CD8+ T lymphocytes. In fact, TIM-3 expression was in- creased by 2 fold on TILs compared to splenic and lymphoid T cells. In the CD8+ compartment, the expression of PD-1 on the surface seemed to be restricted to the tumor micro-environment, while CD4 + T cells had a high expression of PD-1 also in lymphoid organs. Interestingly, we found that the levels of PD-1 were significantly higher on CD8+ T cells than on CD4+ T cells into the tumor micro- environment (p < 0.0001). Conclusions In conclusion, we demonstrated that the efficacy of immune check- point inhibitors might be strongly enhanced by their combination with cancer vaccines. PeptiCRAd was able to increase the number of antigen-specific T cells and PD-L1 blockade prevented their exhaus- tion, resulting in long-lasting immunological memory and increased median survival

EDU5710-UG.Tchg Literacy Mid & High 5-12.Su14.Elvecrog,Barbara

Goals: Facilitate acquisition of knowledge and the development of skills essential in assessing and teaching literacy skills in 5-12 school classrooms. Content: Addresses the need of middle and high school students as they make the transition from emergent to fluent readers. Works to expand the definition of literacy to on that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students’ appreciation of literacy in the learning process. Taught: Fall term only Prerequisites: Admission to Undergraduate Teacher Education (UTE) program AND (EDU 3260 or EDU 5690) Clinical Requirement: 20 hours outside of scheduled class time. Dates, times, and local school site determined the first week of class. Students who transfer in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn course equivalency. Credits:

GED7871-01.Tchg Literacy Mid/Sec Sch 5-12.F13.Elvecrog,Barbara

Address the needs of middle- and secondary-level students as they make the transition from emergent to fluent readers. Gain an expanded definition of literacy that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students\u27 appreciation for skills of literacy in the learning process. This is a graduate level course with graduate level expectations. Prerequisite: Completion of GED 7815, Schools and Society. Completion of GED 7825, Educational Psychology. Completion of Theory to Practice. GED 7862, Education and Cultural Diversity is recommended

GED7871-02.Tchg Literacy Mid/Sec Sch 5-12.Su14.Elvecrog,Barbara

Address the needs of middle- and secondary-level students as they make the transition from emergent to fluent readers. Gain an expanded definition of literacy that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students\u27 appreciation for skills of literacy in the learning process. This is a graduate level course with graduate level expectations. Prerequisite: Completion of GED 7815, Schools and Society. Completion of GED 7825, Educational Psychology. Completion of Theory to Practice. GED 7862, Education and Cultural Diversity is recommended

EDU5710-BL.Tchg Literacy Mid & High 5-12.F13.Elvecrog,Barbara

Goals: Facilitate acquisition of knowledge and the development of skills essential in assessing and teaching literacy skills in 5-12 school classrooms. Content: Addresses the need of middle and high school students as they make the transition from emergent to fluent readers. Works to expand the definition of literacy to on that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students’ appreciation of literacy in the learning process. Taught: Fall term only Prerequisites: Admission to Undergraduate Teacher Education (UTE) program AND (EDU 3260 or EDU 5690) Clinical Requirement: 20 hours outside of scheduled class time. Dates, times, and local school site determined the first week of class. Students who transfer in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn course equivalency. Credits:

EDU5750-BE.Teaching in Secondary Schools.Sp14.Elvecrog,Barbara

Goals: This is an advanced-level methods class in which students will apply theories of learning, instruction, adolescent development, motivation, and assessment to classroom situations typical for secondary students. Content: With specific attention to students in secondary schools, analysis of teaching and learning instructional theory; structuring and managing the learning environment; strategies for assessing learning; designing developmentally appropriate learning opportunities to incorporate different approaches to learning, learning styles, and multiple intelligences; strategies for culturally responsive instruction; and uses of technology to facilitate and enhance learning. Taught: Fall and spring terms Prerequisites: EDU 3150, EDU 3250, EDU 5690, junior standing, and admission to Undergraduate Teacher Education program. Clinical Requirement: 20 hours in a local school. Credits: 4 credit

GED7875-03.Teaching in Secondary School.Sp14.Elvecrog,Barbara

This course has a 30-hour field placement. Practice in planning, using and assessing effective teaching techniques across disciplines. Use technology to facilitate and enhance teaching and assessment. Develop feedback and relection skills. Discuss capstone topics. This is a graduate level course with graduate level expectations. This course is recommended the semester prior to student teaching. Prerequisite: Completion of GED 7867, Theory to Practice with grade of B- or higher