Dissertation Abstract

Subclases de Igg Especifica en la Polinosis y Efecto Biologico de la Igg(4) Producida por la Inmunoterapia

Untreated pollinic patients present levels of IgG$\sb4$ against Phleum higher than those of non-pollinic atopic patients. Specific IgG$\sb1$ antibodies increase in an early and temporary manner in the course of immunotherapy (IT). Specific IgG$\sb2$ and IgG$\sb4$ increase progressively in the course of IT. Only IgG$\sb4$ antibodies bear correlation with the clinical recovery undergone by patients during hyposensitization.

Human basophils of pollinic patients do not release histamine when stimulated by monoclonal anti-IgG$\sb4$. Hyperimmune sera from pollinic patients under IT exert a blocking effect on histamine release when the allergen is preincubated with the aforementioned sera. Likewise, IgG$\sb4$ in hyperimmune sera of pollinic patients with IT and purified by means of affinity chromatography exerts a blocking effect on the release of antigen-specific histamine.

While students at the three programs perform equally well on skills measures, there are likely differences among the sites in disposition to think critically. There are more marked differences in how the three sites implement certain instructional activities and the choice of activity type than the differences in frequency of use. The study suggests that long term use of the following activities/strategies over the course of the educational program may be associated with greater critical thinking disposition: (a) analysis of real-world problems, (b) performance based problem solving, (c) verbalizing evidence supporting arguments or decisions, (d) extensive writing, (e) attention to classroom environment, and (f) use of group work in and out of the classroom.

Findings suggest that there is a continuum of program development for critical thinking instruction. At one extreme is a site with a nascent view of critical thinking instruction characterized by intuitive practices. At the other extreme is a program that incorporates many of the best practices for critical thinking development, including those that extend learning beyond the classroom. In the middle is a site that is consciously and regularly continuing to adapt classroom practice to improve its ability to encourage critical thinking among its students.

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