Fish, docosahexaenoic acid and Alzheimer’s disease

Cognitive decline in the elderly, particularly Alzheimer’s disease (AD), is a major socio-economic and healthcare concern. We review here the literature on one specific aspect of diet affecting AD, that of the ω3 fatty acids, particularly the brain’s principle ω3 fatty acid – docosahexaenoic acid (DHA). DHA has deservedly received wide attention as a nutrient supporting both optimal brain development and for cardiovascular health. Our aim here is to critically assess the quality of the present literature as well as the potential of ω3 fatty acids to treat or delay the onset of AD. We start with a brief description of cognitive decline in the elderly, followed by an overview of well recognized biological functions of DHA. We then turn to epidemiological studies, which are largely supportive of protective effects of fish and DHA against risk of AD. However, biological studies, including blood and brain DHA analyses need careful interpretation and further investigation, without which the success of clinical trials with DHA may continue to struggle. We draw attention to some of the methodological issues that need resolution as well as an emerging mechanism that may explain how DHA could be linked to protecting brain function in the elderly

N-3 Polyunsaturated Fatty Acids and the Resolution of Neuroinflammation

In the past few decades, as a result of their anti-inflammatory properties, n-3 long chain polyunsaturated fatty acids (n-3 LC-PUFAs), have gained greater importance in the regulation of inflammation, especially in the central nervous system (in this case known as neuroinflammation). If sustained, neuroinflammation is a common denominator of neurological disorders, including Alzheimer's disease and major depression, and of aging. Hence, limiting neuroinflammation is a real strategy for neuroinflammatory disease therapy and treatment. Recent data show that n-3 LC-PUFAs exert anti-inflammatory properties in part through the synthesis of specialized pro-resolving mediators (SPMs) such as resolvins, maresins and protectins. These SPMs are crucially involved in the resolution of inflammation. They could be good candidates to resolve brain inflammation and to contribute to neuroprotective functions and could lead to novel therapeutics for brain inflammatory diseases. This review presents an overview 1) of brain n-3 LC-PUFAs as precursors of SPMs with an emphasis on the effect of n-3 PUFAs on neuroinflammation, 2) of the formation and action of SPMs in the brain and their biological roles, and the possible regulation of their synthesis by environmental factors such as inflammation and nutrition and, in particular, PUFA consumption

Étude exploratoire et comparative de la culture organisationnelle de deux commissions scolaires du Québec : une commission scolaire francophone et une commission scolaire anglophone : le point de vue de cadres intermédiaires

Cette recherche est issue d'un questionnement personnel au regard d'impressions singulières ressenties lors de certaines interactions professionnelles avec des confrères de commissions scolaires distinctes au niveau de la langue d’enseignement. Elle compare les cultures organisationnelles de deux commissions scolaires différentes par la langue d'enseignement et de travail : une commission scolaire francophone et une commission scolaire anglophone. Ces cultures organisationnelles sont esquissées à partir de propos recueillis auprès de cadres intermédiaires issus de différentes unités administratives de chacune des commissions scolaires. Ce statut d'emploi a été choisi car ces cadres sont au cœur des flux informationnels entre le sommet stratégique et les centres opérationnels. De plus, bien qu’ils interviennent officiellement dans les processus consultatifs et décisionnels de leur commission scolaire, leurs rôles sont peu étudiés par les chercheurs en administration. Cette recherche exploratoire de deux commissions scolaires utilise une approche multiperspective afin d'éclairer les différentes facettes que peut présenter une culture organisationnelle. Trois perspectives sont considérées : la perspective de l'intégration qui explore les caractéristiques culturelles qui favorisent une cohérence des comportements des acteurs aux objectifs organisationnels; la perspective de la différenciation qui tente de discerner l'existence de sous-cultures dans les organisations; la perspective de la fragmentation qui interroge les significations particulières que peuvent attribuer, aux actions et aux décisions des pairs, certains regroupement d'individus. Deux processus d'enquête ont été utilisés dans cette recherche : l'interview semi-directif et la recherche documentaire. Les données recueillies ont été analysées selon le procédé de l'analyse thématique. Ainsi, les propos émis par les cadres intermédiaires ont été transposés en un certain nombre de thèmes en rapport avec l'orientation de recherche. Les résultats révèlent que les cadres intermédiaires sont des acteurs réflexifs dans l'appropriation, la construction et la diffusion de la culture générale de leur commission scolaire, mais également d'une culture identitaire de leur unité administrative. De plus, des différences significatives ont été identifiées, entre autres, sur l'identification des éléments culturels propre à chacun des groupes linguistiques. Alors que les cadres de la commission scolaire francophone décrivent leur culture comme une structure d'encadrement des processus consultatifs, décisionnels et d'accompagnement, les cadres de la commission scolaire anglophone mentionnent surtout des valeurs associées à des postulats de base issus de leur appartenance linguistique.This research is resulting from a personal questioning taking into consideration singular impression felt at the time of certain professional interactions with fellow-members of distinct school commissions at the linguistic level. It thus aims at comparing the organisational cultures of two school commissions different by the language from teaching and work. These organisational cultures are outlined starting from remarks received from intermediate frameworks resulting from various administrative units of two linguistic school commissions. This statute of employment was selected because these frameworks are in the middle of informational flow between the strategic top and the operational centres. Moreover, although they intervene officially in the advisory and decisional processes of their school commission, their roles are studied little by the researchers in school administration. This ethnography of two linguistic school commissions uses a multiperspective approach in order to light the various facets which can present an organisational culture. Three prospects are considered: the prospect for the integration which explores the cultural characteristics which support a coherence of the behaviors of the actors to the organisational objectives; the prospect for the differentiation which tries to distinguish the existence of subcultures in the organizations; the prospect for the fragmentation which questions the particular significances that can allot, with the actions and the decisions of the pars, unquestionable regrouping of individuals. Two processes of investigation suitable for the ethnography were used in this research: the semi-directing interview and the document retrieval. The data collected were analyzed according to the process of the analysis set of themes. Thus the remarks emitted by the intermediate executives were transposed in a certain number of topics in keeping with the orientation of research. The results show that the intermediate executives are reflexive actors in the appropriation, the construction and the general dissemination of culture of their school commission, but also of an identity culture of their administrative unit. Moreover, since this research wants to be especially a comparative study of two linguistic school commissions, significant differences were identified, inter alia, on the identification of the cultural elements clean to each linguistic group. Whereas the French-speaking executives describe their culture like a structure of framing of the advisory processes, decisional and of accompaniment, the anglophone executives mention especially values associated with basic postulates resulting from their linguistic membership