Over the last 2 decades, omalizumab is the only anti-IgE antibody that has been approved for asthma and chronic spontaneous urticaria (CSU). Ligelizumab, a higher-affinity anti-IgE mAb and the only rival viable candidate in late-stage clinical trials, showed anti-CSU efficacy superior to that of omalizumab in phase IIb but not in phase III. This report features the antigenic-functional characteristics of UB-221, an anti-IgE mAb of a newer class that is distinct from omalizumab and ligelizumab. UB-221, in free form, bound abundantly to CD23-occupied IgE and, in oligomeric mAb-IgE complex forms, freely engaged CD23, while ligelizumab reacted limitedly and omalizumab stayed inert toward CD23; these observations are consistent with UB-221 outperforming ligelizumab and omalizumab in CD23-mediated downregulation of IgE production. UB-221 bound IgE with a strong affinity to prevent FcԑRI-mediated basophil activation and degranulation, exhibiting superior IgE-neutralizing activity to that of omalizumab. UB-221 and ligelizumab bound cellular IgE and effectively neutralized IgE in sera of patients with atopic dermatitis with equal strength, while omalizumab lagged behind. A single UB-221 dose administered to cynomolgus macaques and human IgE (ε, κ)–knockin mice could induce rapid, pronounced serum-IgE reduction. A single UB-221 dose administered to patients with CSU in a first-in-human trial exhibited durable disease symptom relief in parallel with a rapid reduction in serum free-IgE level.

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Social comparison is a mind-altering determinant that affects students’ learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compositions on their own; (2) The Upward Comparison Group (UCG): superior composition examples were provided and the students were asked to write compositions on the same topics; and (3) The Downward Comparison Group (DCG): inferior examples were provided for students to critique. Taiwanese junior high school ninth graders participated in three groups, and wrote compositions on six themes. The results revealed that the Chinese composition writing (CCW) skills of the students in the UCG and DCG improved significantly more than those of the students in the NCG. Composition-prompted cognitive anxiety in the DCG declined substantially. The results imply that adopting upward and downward comparisons for students to practice Chinese composition is worth adopting in writing lessons.

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