Induction of unresponsiveness limits tumor protection by adoptively transferred MDM2-specific cytotoxic T lymphocytes.

There is evidence showing that high avidity CTLs can be more effective than low avidity CTLs for adoptive tumor immunotherapy. Because many T cell-recognized tumor antigens are nonmutated self-proteins, tolerance mechanisms are likely to render high avidity T cells unresponsive or cause T cell elimination by clonal deletion. We recently used the allo-restricted strategy to circumvent immunologic tolerance to a ubiquitously expressed tumor-associated protein, MDM2, and raised high avidity CTLs in humans and in mice. In this study, we investigated whether high avidity MDM2-specific CTLs can mediate tumor protection without causing damage to normal tissues in mice. Although the CTLs prolonged survival of tumor-bearing mice without causing damage to normal tissues, tumor protection was incomplete. We show that tumor growth occurred despite the continued presence of MDM2-specific CTLs and the continued susceptibility of tumor cells to CTL killing. However, analysis of the CTLs revealed that they had been rendered unresponsive in vivo because they did not produce interferon \u3b3 in response to antigen-specific stimulation. These experiments suggest that induction of unresponsiveness may be an important mechanism limiting the efficacy of adoptive CTL therapy

Creating Authentic Assessments for Online Music Courses: Mapping a Learning Task

The need for identifying authentic assessments, or learning tasks, in online music courses is becoming integral as the rate of online music course offerings has been exponentially increasing. Supportive research also suggests that instructors teaching in higher education may require a paradigm shift in their pedagogical approach as they develop social-constructivist based authentic assessments for music subjects taught in an online environment. To assist with the understanding of both why and how to generate authentic assessment for a Bachelor's-level online music course, the chapter explores the nature of authentic assessment for music and Koh's Criteria for Authenticity in Authentic Assessment. Finally, to provide a practical exemplar of how online discussions can be used as an authentic learning tool in the online music class, an online discussion task for a songwriting class is identified and examined through the lens of Koh's characteristics