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Additional file 1 The online version contains supplementary materials. Supplementary Fig. S1. Phylogenetic tree of V1Rs and V2Rs of seven vertebrate species. The OTU names of the seven vertebrates are as follows: Pse, bichir; Loc, spotted ger; Ola, medaka; Hch or Oni, cichlid; Dre, zebrafish; Lch, coelacanth; Xtr, tropical clawed frog; and Bta, cow. Bootstrap values are only partially shown above each branch. Scale bars indicate the number of amino acid substitutions per site. (A) The phylogenetic tree of V1Rs. T2Rs (bitter-taste receptors) were used as the outgroup. Bichir V1Rs are shown in magenta, indicating the presence of t-V1Rs, f-V1Rs, and ancV1R. (B) The phylogenetic tree of V2s. CaSRs (calcium sensing receptors) were used as the outgroup. Bichir V2Rs are shown in magenta, indicating the presence of t-V2Rs, f-V2Rs, V2R2, and ancV2R. Supplementary Fig. S2. Coexpression of t-V1Rs with ancV1R in the olfactory organ of bichir. (A) t-V1R11, (B) t-V1R22, and (C) t-V1R30 (green) are coexpressed with ancV1R (magenta). The cell nuclei were stained by DAPI (blue). Arrowheads indicate the coexpressing cells. All scale bars represent 20 ��m. Supplementary Fig. S3. OMP expression pattern in the olfactory organ of spotted gar. (A) The expression pattern of OMP (green) in a horizontal section of the spotted gar olfactory organ. (A���) Higher magnification view of the dotted square in (A). Note that OMP is expressed only in the concave areas of the lamellae, suggesting that these concave areas are sensory epithelium and that the convex areas are nonsensory epithelium. The dotted lines indicate the center of the lamellae. The cell nuclei were stained by DAPI (blue). The scale bars indicate 500 ��m (A) or 100 ��m (A���). Supplementary Table. S1. PCR primers used in this study.

This report is to clarify the value of modern novel on reading education. The value has consisted in the freshness of the sentences. However until now, when modern novel were the teaching materials, the freshness are not always picked up. But, when the sentences characterized by the freshness were used as the teaching materials, if a teacher didn't make students notice the learning which modern novel had a freshness, the value of the sentences as the teaching materials may be lower. Modern novel is the art of languages which are accepted and expressed in the present age. Therefore, I consider what kind of learning does exist by reading modern novel as a member of the society who lives in this age. To read as a member of the society is to read while asking that why does a novelist write the word now and now is the word caught by the reader now. For example, I consider about to read Hiromi Kawakami's “Kamisama 2011" while asking that why did Kawakami write “Kamisama 2011" with comparing “Kamisama" written in 1993. The growing up by the education of reading in that way is the main contribution to the succession and the development to language as a culture. I think that is the one of the values of teaching materials as the contemporary literatures of modern novels.

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Intracellular homo-and hetero-polymeric blocks degrading enzyme activity incapable of degrading intact sodium alginate was detected in Alteromonas sp. strain H-4. The enzyme activity for polyM and MG blocks was highest during the late log phase of the bacterium and was not induced by the addition of sodium alginate to the culture medium. The activity for MG random block was as high as that for polyM, but that for polyG block was half and that for sodium alginate was one fifth. At least 4 kinds of enzyme activities, a polyM specific, a MG-polyM specific, and two kinds of polyG specific enzymes, were detected from the crude intracellular fraction, but a trace spot for sodium alginate. Analysis of reaction products using a partially purified preparation of the enzyme indicated that the enzyme generated a saturated diuronate and an unsaturated polyuronide from polyM block. These results suggest that the intracellular enzymes can degrade only oligosaccharides generated from high molecular alginate by the extracellular alginate lyase and may have an important role in the alginate metabolism of the bacterium.

Words works as the vehicles of reading which grow up "one thought", when they are recognized as important with the flexibility of the words. In other words, the education (lesson) of words as the vehicles for grace is to bring up readers to be able to find "the common(yoke) point" between a word and their experience. When their emotion without words meets the word which can move them (their heart), they can recognize that they understood that the emotion was there before they knew the word. The theory of Mr. Kumagai is to renew "thought" by meeting with the words. I insist that the education of literature is possible by bringing up readers to think how is the word leads to vehicles for grace, and to know the preciousness that it is to hard to get the answer that the words could be the vehicles for grace. Reading is personal and individual deed, but, the words which are read already is possible to share each other. On this truth, I insist that we can educate (lesson) words as vehicles for grace

The relationship between children's emotion decoding ability and their social acceptance was examined, with a major focus on potential nonlinear components. Based on the display rules literature, the prediction was tested that social acceptance and emotion decoding skills can be best described as an inverted U-shaped function. Children in kindergarten through fifth grade (113 girls and 123 boys) completed measures of postural and facial decoding accuracy (FACES and TALK) and their social acceptance was assessed using child and teacher reports (SPPC or PSPC). The results showed only a statistically significant quadratic relationship for girls and a statistically significant linear relationship for boys in the link between postural decoding and teacher-rated social acceptance.