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Separation of the D- and V-zones of the OE on the basis of markers. (A) Immunostaining of an OE section with antibodies directed against OMACS and OCAM. OMACS and OCAM are markers for the D- and V-zones, respectively. Enlarged photos are shown on the bottom. White dotted lines show the boundaries of the D- and V-zones. The OE section was counterstained with DAPI. (B) Immunostaining of an OE section with antibodies directed against OMACS and NQO1. Both molecules were co-expressed in the D-zone of the OE. Note that OMCAS was expressed not only in the OE but also in the lamina propria. Enlarged photos are shown on the bottom. White dotted lines show the boundaries of the D- and V-zones. The OE section was counterstained with DAPI. (PDF 2969Â kb)

Separation of the D- and V-zones of the OE on the basis of markers. (A) Immunostaining of an OE section with antibodies directed against OMACS and OCAM. OMACS and OCAM are markers for the D- and V-zones, respectively. Enlarged photos are shown on the bottom. White dotted lines show the boundaries of the D- and V-zones. The OE section was counterstained with DAPI. (B) Immunostaining of an OE section with antibodies directed against OMACS and NQO1. Both molecules were co-expressed in the D-zone of the OE. Note that OMCAS was expressed not only in the OE but also in the lamina propria. Enlarged photos are shown on the bottom. White dotted lines show the boundaries of the D- and V-zones. The OE section was counterstained with DAPI. (PDF 2969Â kb)

PCR primer sets used to generate RNA probes for in situ hybridization. (DOCX 13Â kb)

At our school, one student obtained a score of 955 points in one year of study. In this research, based on his progress, the focal points of preparatory study for the TOEIC test are described and, furthermore, theoretical aspects associated with his advance are suggested. The focal points, whose roles are regarded as indispensable in the language acquisition, are pronunciation and listening. In theoretical aspects, connectionism is adopted because it seems to be quite effective in analyzing his progress. Apart from the theories, two hypotheses are proposed. One is termed the Big Bang Hypothesis. This is because his competence of English has expanded like the phenomenon of the astronomical term. I call the other one the Synchronized Hypothesis because the language-processing ability in terms of language reception and production and the competence to store the knowledge of the language synchronize with each other just like a phenomenon in the physical world. In addition, his perspective for further intention of studying English is also introduced., 著者漢字表記：竹内 春樹