Binding of macrophages and phospholipid flip-flop in supported lipid bilayers

AbstractSubclass-specific antibody-dependent interactions (binding and triggering) between macrophages and supported lipid bilayers have been studied. Percentages of mouse macrophage binding (J774 cell line) to the lipid bilayers were dependent on mouse monoclonal IgG subclasses. The efficiencies were as follows: IgG1 = IgG2a > IgG2b > IgG3. Furthermore, macrophage triggering (spreading) was more efficient on IgG2a-or IgGl-coated lipid bilayers than on IgG2a, IgG3, or non-specific rabbit IgG. The present experiments show also that phospholipid molecules are able to flip-flop from one side of a supported planar bilayer membrane to the other with a half-life of 10 h–1 day at 25°C

An analysis of a Japanese ESL learner’s diary: Factors involved in the L2 learning process

This article presents the findings of an analysis of a daily diary, or language learning journal, kept by a Japanese college-level ESL learner in the target language (TL) environment. The analysis resulted in the identification of65 factors which were involved in the diarist's second language (L2) learning experience over an 8-week period of intensive study in the ESL classroom. Several oftbe more prominent personal factors are discussed, separately and in their relation to other factors, and the results are compared with past diary studies. Significant findings include the effects of positive feedback on learner motivation, the importance of affective classroom climate for the leamer's L2 development, and the role of selfawareness and self-analysis in the diarist's L2 learning process