21 research outputs found

    Evidence of a causal and modifiable relationship between kidney function and circulating trimethylamine N-oxide

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    The host-microbiota co-metabolite trimethylamine N-oxide (TMAO) is linked to increased cardiovascular risk but how its circulating levels are regulated remains unclear. We applied "explainable" machine learning, univariate, multivariate and mediation analyses of fasting plasma TMAO concentration and a multitude of phenotypes in 1,741 adult Europeans of the MetaCardis study. Here we show that next to age, kidney function is the primary variable predicting circulating TMAO, with microbiota composition and diet playing minor, albeit significant, roles. Mediation analysis suggests a causal relationship between TMAO and kidney function that we corroborate in preclinical models where TMAO exposure increases kidney scarring. Consistent with our findings, patients receiving glucose-lowering drugs with reno-protective properties have significantly lower circulating TMAO when compared to propensity-score matched control individuals. Our analyses uncover a bidirectional relationship between kidney function and TMAO that can potentially be modified by reno-protective anti-diabetic drugs and suggest a clinically actionable intervention for decreasing TMAO-associated excess cardiovascular risk

    Imidazole propionate is increased in diabetes and associated with dietary patterns and altered microbial ecology

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    Microbiota-host-diet interactions contribute to the development of metabolic diseases. Imidazole propionate is a novel microbially produced metabolite from histidine, which impairs glucose metabolism. Here, we show that subjects with prediabetes and diabetes in the MetaCardis cohort from three European countries have elevated serum imidazole propionate levels. Furthermore, imidazole propionate levels were increased in subjects with low bacterial gene richness and Bacteroides 2 enterotype, which have previously been associated with obesity. The Bacteroides 2 enterotype was also associated with increased abundance of the genes involved in imidazole propionate biosynthesis from dietary histidine. Since patients and controls did not differ in their histidine dietary intake, the elevated levels of imidazole propionate in type 2 diabetes likely reflects altered microbial metabolism of histidine, rather than histidine intake per se. Thus the microbiota may contribute to type 2 diabetes by generating imidazole propionate that can modulate host inflammation and metabolism

    Genome Sequence of SG33 Strain and Recombination between Wild-Type and Vaccine Myxoma Viruses

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    Myxomatosis in Europe is the result of the release of a South America strain of myxoma virus in 1952. Several attenuated strains with origins in South America or California have since been used as vaccines in the rabbit industry. We sequenced the genome of the SG33 myxoma virus vaccine strain and compared it with those of other myxoma virus strains. We show that SG33 genome carries a large deletion in its right end. Furthermore, our data strongly suggest that the virus isolate from which SG33 is derived results from an in vivo recombination between a wild-type South America (Lausanne) strain and a California MSD-derived strain. These findings raise questions about the use of insufficiently attenuated virus in vaccination

    Éducation non formelle

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    Chacun s’accorde à penser que l’éducation est un enjeu de société. Pourtant, chaque société pense l’éducation de façons différentes. Certaines la mettent au centre de leurs préoccupations, d’autres l’énoncent puis l’oublient, l’éducation devenant une évidence telle qu’elle se perd parmi les priorités d’État. Mais de quoi parle-t-on lorsqu’on évoque l’éducation ? La première pensée va vers l’école et la famille. Ces deux institutions ont longtemps été repérées comme les seuls espaces d’éducation. Pourtant, depuis le xviiie siècle, une autre forme d’éducation tente de s’imposer, l’éducation populaire. Comment, alors, cette troisième forme d’éducation s’est-elle développée au travers de l’histoire de la société française et comment en sommes-nous arrivés à dissocier trois formes d’éducation : l’éducation formelle, informelle, non formelle ? Ce numéro a pour ambition de montrer comment le champ de l’éducation non formelle tente de s’organiser en France. Que se passe-t-il dans d’autres pays ? Quels sont les enjeux aujourd’hui de la reconnaissance de l’existence d’une éducation hors de l’école et hors de la famille ? Ce volume permet d’explorer ce champ à partir de travaux de recherche qui montrent comment le public qui s’inscrit dans un processus d’éducation non formelle acquiert des compétences, des savoirs, des savoir-faire, des savoir-être. Le contenu de ces articles est révélateur de la construction du champ de l’éducation non formelle comme terrain de recherche dans lequel les objets peuvent varier en fonction des publics, des acteurs et de leur professionnalisation en émergence perpétuelle
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