Human antiglioma monoclonal antibodies from patients with astrocytic tumors.

The current management of malignant gliomas is unsatisfactory compared to that of other solid tumors; the expected median survival period is less than 1 year with the patient undergoing conventional surgery, radiotherapy, and chemotherapy treatment. Immunological reagents could be a useful adjunct. Human monoclonal antibodies derived from patients with astrocytic tumors might recognize subtle antigenic specificities that would differ from those recognized by xenogeneic (murine) systems. Five hybridomas, designated as BT27/1A2, BT27/2A3, BT32/A6, BT34/A5, and BT54/B8, were produced from the fusion of peripheral blood lymphocytes of four patients with astrocytic tumors to the human myeloma-like cell line TM-H2-SP2. This cell line has a 46, XX karyotype and is negative for hypoxanthine guanine phosphoribosyltransferase. All five human monoclonal antibodies produced 2.4 to 44 micrograms/ml of immunoglobulin M, had a similar but not identical pattern of reactivity against a panel of human tumor cell lines, and failed to react with normal human astrocytes. Labeling of four neuroectodermal tumor explant cultures by BT27/2A3 was demonstrated by flow cytometry. Karyotyping of three of the five hybridomas demonstrated that two were pseudodiploid (2-3n) and one hypodiploid (less than 2n). The monoclonality of the hybridomas was evaluated by Southern blot analysis of JH gene rearrangements, revealing two types of rearrangements for each hybridoma, both consistent with monoclonality. Preliminary antigen characterization indicated that at least four of the five human monoclonal antibodies were directed to cell-surface glycolipids.

The form and substance of secondary resource models: content area versus skill instruction.

The provision of core content coursework instruction by secondary learning disability (LD) teachers has increased dramatically in recent years. This article describes the results of a study that compared the perceptions of 48 LD content teachers and 45 basic skills teachers concerning (a) their relationship with the mainstream, (b) curricular structure, (c) instructional methodology, and (d) the behavioral characteristics of their students. Differences in the teachers' judgements were evaluated by t tests. Results indicated that, despite pronounced differences in caseloads and class sizes, the two groups are very similar in how they evaluate their instructional emphases. The data also indicate that the groups differ not so much in how they teach as in how they perceive their interactions and their students' with the mainstream.