Rotavirus-Like Particles: A Novel Nanocarrier for the Gut

The delivery of bioactive molecules directly to damaged tissues represents a technological challenge. We propose here a new system based on virus-like particles (VLP) from rotavirus, with a marked tropism for the gut to deliver bio-active molecules to intestinal cells. For this, nonreplicative VLP nanoparticles were constructed using a baculovirus expression system and used to deliver an exogenous biomolecule, the green fluorescent protein (GFP), into either MA104 cells or intestinal cells from healthy and 2,4,6-trinitrobenzene sulfonic acid (TNBS)-treated mice. Our results show that expression of rotavirus capsid proteins in baculovirus led to the auto assembly of VLP that display similar properties to rotavirus. In vitro experiments showed that VLP were able to enter into MA104 cells and deliver the reporter protein. Intragastric administration of fluorescent VLP in healthy and TNBS-treated mice resulted in the detection of GFP and viral proteins in intestinal samples. Our results demonstrate an efficient entry of non-replicative rotavirus VLP into the epithelial cell line MA104 and provide the first in vivo evidence of the potential of these nanoparticles as a promising safe candidate for drug delivery to intestinal cells

Methods and Experimental Protocols to Design a Simulated Bio-Mimetic Quadruped Robot

International audienceThis paper presents a bio‐mimetic approach to design and simulate a tortoise‐like virtual robot. This study takes a multidisciplinary approach: from in vivo and in vitro experiments on animals, data are collected and used to design, control and simulate a bio‐mimetic virtual robot using MD ADAMS platform. From the in vitro experiments, the geometrical and inertial properties of body limbs are measured, and a model of tortoise kinematics is derived. From the in vivo experiments the contact forces between each limb and the ground are measured. The contributions of hind and forelimbs in the generation of propelling and braking forces are studied. The motion of the joints between limb segments are recorded and used to solve the inverse kinematics problem. A virtual model of a tortoise‐like robot is built; it is a linkage of 15 rigid bodies articulated by 22 degrees of freedom. This model is referred to as TATOR II. It has the inertial and geometrical properties measured during the in vitro experiments. TATOR II motion is achieved using a Proportional‐Derivative controller copying the joint angle trajectories calculated from the in vivo experiments

If you want to develop an effective autism training, ask autistic students to help you

Autistic university students face stigma. Online trainings have been used to improve explicit autism stigma (social distance) and knowledge among university students in different countries. However, autistic university students have not typically been involved in developing such trainings. We developed two autism trainings: a participatory training (developed in collaboration with autistic university students) and a non-participatory training. We evaluated these trainings with undergraduate students in the United States and Lebanon. A pilot study revealed improvements in implicit biases (measured with an Implicit Association Test) and knowledge following both trainings, but no clear benefit of the participatory training in particular. Feedback revealed that participants found the Implicit Association Test tedious, suggesting that it might have dampened effects by boring participants. To increase engagement, we removed the Implicit Association Test and conducted a cross-university training comparison which revealed evidence that the participatory training was more effective than the non-participatory training at improving autism knowledge, explicit stigma, and attitudes toward inclusion. Autistic co-authors coded participant feedback and identified three key themes to guide future training development and adaptation: an (inter)personal element, accessibility, and clarity of information. These studies provide empirical support for the oft-cited, but rarely directed tested, benefits of involving autistic people in research about autism.Lay abstractAutistic university students are often left out because people do not understand autism. We wanted to help people understand autism. Most autism trainings are not made by autistic people. Autistic people know what it is like to be autistic. So autistic people may be the best teachers when it comes to teaching about autism. Autistic students and non-autistic professors made an autism training. The students made videos for the training. They also helped make questions to see what people learned from the trainings. Professors who are not autistic made a training on their own. Students in New York City tried out the trainings. After they answered questions, they did either the training the autistic students helped make or the training made by only professors. Then, they answered questions again. We learned from the students how to make our trainings better. Then, students from two universities in the United States and one university in Lebanon did our trainings and questions. Both trainings made hidden feelings about autism better. The training autistic students helped make taught students more than the training professors made on their own. The autistic-led training also helped students accept autism more. These studies show that autistic students can make autism research and trainings better. At the end of this article, autistic students share their ideas for how to make autism trainings even better in the future

If you want to develop an effective autism training, ask autistic students to help you

Autistic university students face stigma. Online trainings have been used to improve explicit autism stigma (social distance) and knowledge among university students in different countries. However, autistic university students have not typically been involved in developing such trainings. We developed two autism trainings: a participatory training (developed in collaboration with autistic university students) and a non-participatory training. We evaluated these trainings with undergraduate students in the United States and Lebanon. A pilot study revealed improvements in implicit biases (measured with an Implicit Association Test) and knowledge following both trainings, but no clear benefit of the participatory training in particular. Feedback revealed that participants found the Implicit Association Test tedious, suggesting that it might have dampened effects by boring participants. To increase engagement, we removed the Implicit Association Test and conducted a cross-university training comparison which revealed evidence that the participatory training was more effective than the non-participatory training at improving autism knowledge, explicit stigma, and attitudes toward inclusion. Autistic co-authors coded participant feedback and identified three key themes to guide future training development and adaptation: an (inter)personal element, accessibility, and clarity of information. These studies provide empirical support for the oft-cited, but rarely directed tested, benefits of involving autistic people in research about autism.Lay abstractAutistic university students are often left out because people do not understand autism. We wanted to help people understand autism. Most autism trainings are not made by autistic people. Autistic people know what it is like to be autistic. So autistic people may be the best teachers when it comes to teaching about autism. Autistic students and non-autistic professors made an autism training. The students made videos for the training. They also helped make questions to see what people learned from the trainings. Professors who are not autistic made a training on their own. Students in New York City tried out the trainings. After they answered questions, they did either the training the autistic students helped make or the training made by only professors. Then, they answered questions again. We learned from the students how to make our trainings better. Then, students from two universities in the United States and one university in Lebanon did our trainings and questions. Both trainings made hidden feelings about autism better. The training autistic students helped make taught students more than the training professors made on their own. The autistic-led training also helped students accept autism more. These studies show that autistic students can make autism research and trainings better. At the end of this article, autistic students share their ideas for how to make autism trainings even better in the future

Exploration de la biodiversité fongique pour la déconstruction de la biomasse lignocellulosique et la mise en oeuvre de nouvelles voies de biosynthèses pour la chimie verte

National audienc

Exploration de la biodiversité fongique pour la déconstruction de la biomasse lignocellulosique et la mise en oeuvre de nouvelles voies de biosynthèses pour la chimie verte

National audienc

Exploration of fungal biodiversity for the deconstruction of lignocellulosic biomass and the implementation of new biosynthetic pathways for green chemistry

Directeur de l'ouvrage : Arnaud DiemerDirecteur de l'ouvrage : Florian DiericksDirecteur de l'ouvrage : Ganna GladkykhDirecteur de l'ouvrage : Manuel E MoralesDirecteur de l'ouvrage : Tim ParriqueDirecteur de l'ouvrage : Julian TorresAuteur de l'ouvrage : Arnaud DiemerExploration of fungal biodiversity for the deconstruction of lignocellulosic biomass and the implementation of new biosynthetic pathways for green chemistry. European Union and Sustainable Development: Challenges and Prospect