Bronchial asthma is a common immune-mediated disorder characterized by reversible airway inflammation, mucus production, and variable airflow obstruction with airway hyperresponsiveness. Allergen exposure results in the activation of numerous cells of the immune system, of which dendritic cells (DCs) and Th2 lymphocytes are of paramount importance. Although the epithelium was initially considered to function solely as a physical barrier, it is now evident that it plays a central role in the Th2-cell sensitization process due to its ability to activate DCs. Cytokines are inevitable factors in driving immune responses. To the list of numerous cytokines already known to be involved in the regulation of allergic reactions, new cytokines were added, such as TSLP, IL-25, and IL-33. IgE is also a central player in the allergic response. The activity of IgE is associated with a network of proteins, especially with its high- and low-affinity Fc receptors. Understanding the cellular and molecular mechanisms of allergic reactions helps us not only to understand the mechanisms of current treatments, but is also important for the identification of new targets for biological intervention. An IgE-specific monoclonal antibody, omalizumab, has already reached the clinic and similar biological agents will surely follow.
The knowledge that asthma is an inflammatory disorder has prompted us to investigate the plasma levels of a new inflammatory marker sTREM-1 that is released from the surfaces of activated neutrophils and monocytes. The plasma levels of sTREM-1 were analysed by a sandwich ELISA test in the cohort of 76 patients with allergic asthma bronchiale and 39 healthy controls. Our results revealed more than 3.5 times higher levels of sTREM-1 in AB patients (92.3 pg/mL ± 125.6) compared with healthy subjects (25.7 pg/mL ± 9.2; P = 0.0001). Higher levels of sTREM-1 were found also in patients with exacerbated AB (170.5 pg/mL ± 78.2) compared with nonexacerbated AB patients (59.1 ± 78.2; P < 0.0001), patients with respiratory tract obstruction (176.4 pg/mL ± 177.8), than those without obstruction (51.99 pg/mL ± 64.0; P < 0.0001) and patients with anti-IgE therapy (P < 0.0001). Levels of sTREM-1 correlated with number of leucocytes (P = 0.002), and absolute number of neutrophils (P = 0.001). Elevated plasma levels of sTREM-1 reflect the severity, state of exacerbation, presence of respiratory tract obstruction in AB patients and together with increased number of neutrophils point to the role of neutrophils in inflammation accompanying AB.
109 patients (62 boys/men and 47 girls/women) suffering from bronchial asthma induced by pollen allergens were typed for HLA-DRB1 and-DQBl alleles, respectively, by a low resolution SSP technique. Frequencies of DRB1 alleles varied from 0.5 % to 16.1 %. The most frequent was HLA-DRB1*11 (16.1 %), the least frequent HLA-DRB1*09 (0.4 %). Occurrence rates of HLA-DQB1 alleles ranged from 2.3 % to 37.2 %, HLA-DQB1*03 being the most frequent (37.2 %) and DQB1*04 stood on the opposite pole (2.3 %). By comparing to occurrence rates in the healthy population, no statistically signifi cant differences were disclosed (Tab. 2, Ref. 16).
In this paper, we analyze experience-based learning in the subject of ethical education as one of the most effective methods that help students keep permanently personally realized and inner experiences -I can utilize what I experience. We point out to experience mainly as the means of the objective achievement, it is not dominant, and we focus on the Kolb' cycle of experience identification that has an unsubstitutable position in ethical education. Key words experience-based learning, ethical educationAnotácia V našom príspevku analyzujeme zážitkové učenie v rámci predmetu etická výchova, ako jednu z najefektívnejších metód, ktorá dokáže v žiakovi trvalo udržať sebe uskutočnené prežívanie a zvnútornené skúsenosti -čo zažijem, to dokážem použiť. Poukážeme, že zážitok je hlavne prostriedok k dosiahnutiu cieľa, nie je dominantný a svoju pozornosť upriamime aj na Kolbov cyklus skúsenostného učenia, ktorý má nenahraditeľné miesto v etickej výchove. Kľúčové slová zážitkové učenie, etická výchova Úvod "Povedz mi niečo a ja to zabudnem. Ukáž mi niečo a ja si to zapamätám. Dovoľ mi, aby som si to vyskúšal na vlastnej koži a ja to budem ovládať. Dovoľ mi, aby som to prežil a ja to budem cítiť a chápať. Ak sa má stať človek človekom, musí sa vzdelávať." J. A. KomenskýVychádzajúc zo súčasnej praxe a postavením niektorých predmetov v školstve vieme, že žiaci na základných školách nemajú stále rešpekt pred neklasifikovanými predmetmi, akým je napríklad etická výchova. Daný učiteľ musí preto vynaložiť všetko svoje pedagogické majstrovstvo, aby žiakov motivoval k spolupráci v rámci predmetu. Zážitková pedagogikaZážitková pedagogika patrí k novším pedagogickým smerom. Zážitková pedagogika sa snaží pomôcť žiakom prekonať strach zo školy, nechuť k učeniu a nadobudnúť radosť. Na základe zážitku a skúsenosti vedie žiakov k
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