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3 results on '"M Moxley"'

1. Transduction of human T cells with a novel T-cell receptor confers anti-HCV reactivity.

Author

Yi Zhang, Yeuying Liu, Kelly M Moxley, Lucy Golden-Mason, Michael G Hughes, Tongxin Liu, Mirjam H M Heemskerk, Hugo R Rosen, and Michael I Nishimura

Subjects
Immunologic diseases. Allergy, RC581-607, Biology (General), QH301-705.5
Abstract

Hepatitis C Virus (HCV) is a major public health concern, with no effective vaccines currently available and 3% of the world's population being infected. Despite the existence of both B- and T-cell immunity in HCV-infected patients, chronic viral infection and HCV-related malignancies progress. Here we report the identification of a novel HCV TCR from an HLA-A2-restricted, HCV NS3:1073-1081-reactive CTL clone isolated from a patient with chronic HCV infection. We characterized this HCV TCR by expressing it in human T cells and analyzed the function of the resulting HCV TCR-transduced cells. Our results indicate that both the HCV TCR-transduced CD4(+) and CD8(+) T cells recognized the HCV NS3:1073-1081 peptide-loaded targets and HCV(+) hepatocellular carcinoma cells (HCC) in a polyfunctional manner with cytokine (IFN-gamma, IL-2, and TNF-alpha) production as well as cytotoxicity. Tumor cell recognition by HCV TCR transduced CD8(-) Jurkat cells and CD4(+) PBL-derived T cells indicated this TCR was CD8-independent, a property consistent with other high affinity TCRs. HCV TCR-transduced T cells may be promising for the treatment of patients with chronic HCV infections.

Published
2010
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2. Affective Language in Student Peer Reviews : Exploring Data from Three Institutional Contexts

Author

Anna Wärnsby, Laura Aull, Joseph M. Moxley, Asko Kauppinen, and Djuddah A. J. Leijen

Subjects
060201 languages & linguistics, Medicin och hälsovetenskap, business.industry, media_common.quotation_subject, Big data, corpus research, Context (language use), Cognition, 06 humanities and the arts, intercultural rhetoric, Medical and Health Sciences, Negotiation, peer-review, big data, 0602 languages and literature, Pedagogy, Personal pronoun, Criticism, affective language, Praise, business, Psychology, media_common
Abstract

Although peer review is a common practice in writing classrooms, there are still few studies that analyze written patterns in students’ peer reviews across multiple institutional contexts. Based on a sample of approximately 50,000 peer reviews written by students at the University of South Florida (USF), Malmo University (MAU), and the University of Tartu (UT), this study examines how students formulate criticism and praise, negotiate power relations, and express authority and expertise in reviewing their peers’ writing. The study specifically focuses on features of affective language, including adjectives, expressions of suggestion, boosters and hedges, cognitive verbs, personal pronouns, and adversative transitions. The results show that across all three contexts, the peer reviews contain a blend of foci, including descriptions and evaluations of peer texts, directives or suggestions for revisions, responses to the writer or the text, and indications of reader interpretations. Across all three contexts, peer reviews also contain more positively glossed responses than negatively glossed responses. By contrast, certain features of affective language pattern idiosyncratically in different contexts; these distinctions can be explained variously according to writer experience, nativeness, and institutional context. The findings carry implications for continued research and for instructional guidance for student peer review.

Published
2018

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