Regulation of inflammatory diseases via the control of mRNA decay

Inflammation orchestrates a finely balanced process crucial for microorganism elimination and tissue injury protection. A multitude of immune and non-immune cells, alongside various proinflammatory cytokines and chemokines, collectively regulate this response. Central to this regulation is post-transcriptional control, governing gene expression at the mRNA level. RNA-binding proteins such as tristetraprolin, Roquin, and the Regnase family, along with RNA modifications, intricately dictate the mRNA decay of pivotal mediators and regulators in the inflammatory response. Dysregulated activity of these factors has been implicated in numerous human inflammatory diseases, underscoring the significance of post-transcriptional regulation. The increasing focus on targeting these mechanisms presents a promising therapeutic strategy for inflammatory and autoimmune diseases. This review offers an extensive overview of post-transcriptional regulation mechanisms during inflammatory responses, delving into recent advancements, their implications in human diseases, and the strides made in therapeutic exploitation

学習者、教授者、メディア : 外国語教育研究の統合的枠組みに向けて

This article provides an integrated framework for foreign language (FL) education research. This framework has three principal components or spheres: learner, teacher, and media, all of which can contribute to the realization of “learner autonomy” via “guided participation” and “emergent behavior.” In the first half of this article, each component or sphere is defined and the relevant research topics and key concepts are discussed. The key concepts treated are: “strategy,” “self-regulation,” and “reflection/noticing” for the “learner” sphere; “awareness,” “facilitation,” and “scaffolding” for the “teacher” sphere; and “affordance” and “elicitation” for the “media” sphere. In addition, a societal/cultural sphere, i.e., community, is stipulated as a reference point for the three components described above. In the latter half, the interplay among these spheres is elaborated on. Lastly, a schematic representation of the framework and its research/pedagogical implications are provided, along with some caveats against compartmentalization, de-contextualization, and oversimplification

What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context

This article reports on a qualitative study conducted in the Japanese foreign language (FL) context about good foreign language learners, in which the author analyzes the strategy use reported in 67 books on “how I have learned a foreign language.” Results suggest that there are strategies especially favored in the Japanese FL context and that the use of some strategies seems to be closely connected to specific stages of learning. Some research implications are also discussed