Atopic dermatitis(AD) is a T cell-mediated skin disease associated with a Th2 local response and skin inflammation is associated with CLA expression. In this work we evaluated expression of CLA on CD4 and CD8 T cells in 2 groups of patients one of them received metilprednisolone(mP-Advantan-) as treatment(Group 1) and second group received mP and dialyzable leukocyte extracts(DLE-Transferon-) as immune modulator(Group 2). Methods: Double blind randomized placebo controlled study, approved by hospital ethical committee. PBMC were obtained before, during (14 day) and at the end of treatment (28 day) and CLA expression on CD4 and CD8 was evaluated by flow cytometry. Results: Group 1:Frequency of CD4+CLA+T cells before treatment 1%±0.6 vs 1.9%±0.9 p=0.02 after treatment. CD8+CLA+T cells before treatment 4.5%±0.9 vs 8.1%±1.9 p=0.0002 after treatment. Group 2: CD8+CLA+T cells before treatment 5.3%±2.1 vs 8.8%±1.8 p=0.005 after treatment. Conclusion: We treated 58 AD-pediatric patients with mP or with mP+DLE, in both groups clinical outcome was improved after therapy; mP-treated patients induced CLA on CD4+ and CD8+ Tcells, while DLE-treated patients induced only CD8+CLA+T cells. Despite CLA expression is associated with local skin inflammation, some authors have suggested that CLA expression is also induced in Tregs; it is possible that DLE- induced CD8+CLA+ T could be enriched Tregs since it has been reported a diminished frequency of AD activation after DLE immune modulation.
The image is a symbolic element that certainly fills our environment in all areas, especially in areas such as entertainment, advertising, media, etc. Its potential is infinite in each of the fields from which you study this because of their configuration, generating a visual language of communication from which the man intaractúa each other and with their context. Thus, the image as communicative product has been the guardian and transmitter of knowledge since time immemorial, as Egyptian hieroglyphics, to give a clear example. From the educational field, the image has been involved in various materials and educational resources such as textbooks, guides, charts, manuals, etc., however, their role has been to support resources for learning and not to pedagogical mediation instrument in the whole process of teaching and learning. Therefore, in the present an approach reivindicador exposed to potentiate the didactic nature of the image. It is possible to approach the study of the teaching of the image with this approach, thanks to new environments learned-zaje brought about by digital technologies, in which the graphical interfaces (built and configured by language-jes visual), are precisely the didactic element of pedagogical mediation between actors: student-teachers (users), content and learning technologies (GUIs - object), educational institutions and context (environment), teaching-learning process (pedagogical action). Thus, from the analysis of up-tes, educational communication, visual configuration, design and significance of teaching image are elements of pedagogical mediation in the teaching-learning mediated by digital technologies, which act as a vehicle or means digital teaching resources.RESUMENLa imagen es un elemento simbólico que indudablemente inunda nuestro entorno en todos los ámbitos, sobretodo en áreas como el entretenimiento, la publicidad, los medios de comunicación, etc. Su potencial es infinito en cada uno de los campos desde el que se estudie, esto debido a su configuración, que genera un lenguaje de comunicación visual a partir del cual el hombre intaractúa entre sí y con su contexto. Así, la imagen como producto comunicativo ha sido la guardiana y transmisora del conocimiento desde tiempos inmemoriales, como los jeroglifícos egipcios, por poner un claro ejemplo. Desde el campo educativo, la imagen ha estado inmersa en diversos materiales y recursos didácticos como libros de texto, guías, esquemas, manuales, etc., sin embargo, su papel ha sido el de apoyo en los recursos para el aprendizaje y no el de instrumento de mediación pedagógica en todo el proceso de enseñanza-aprendizaje. Por tal motivo, en el presente, se expone un planteamiento reivindicador para potencializar el cáracter didáctico de la imagen. Es posible abordar los estudios de la didáctica de la imagen con este enfoque, gracias a los nuevos entornos de aprendizaje propiciados por las tecnologías digitales, en las que las interfaces gráficas (construidas y configuradas por lenguajes visuales), constituyen precisamente el elemento didáctico de mediación pedagógica entre los actores: alumnos-profesores (usuarios), contenidos y tecnologías para el aprendizaje (interfaces gráficas - objeto), instituciones educativas y contexto (entorno), proceso de enseñanza-aprendizaje (acción pedagógica). Así, a partir del análisis de los componentes, la comunicación educativa, configuración visual, diseño y significación de la imagen didáctica son elementos de mediación pedagógica en los procesos de enseñanza-aprendizaje mediados por tecnologías digitales, en las que actúan como vehículo o medio los recursos didácticos digitales. Contacto principal: elisa.delgado.c@gmail.com
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