How Camillo Golgi became "the Golgi"

On April 1898 Camillo Golgi communicated to the Medical-Surgical Society of Pavia, the discovery of the "internal reticular apparatus", a novel intracellular organelle which he observed in nerve cells with the silver impregnation he had introduced for the staining of the nervous system. Soon after the discovery it became evident that this cellular component, which was also named the "Golgi apparatus", was a ubiquitous structure in eukaryotic cells. However the reality of the organelle was questioned for years and many cytologists considered the internal reticular apparatus as an artefact due to the fixation and/or metallic impregnation procedure. The controversy was finally solved in the mid-1950s by electron microscopy when the Golgi apparatus definitely acquired its dignity of being a genuine cell organelle. The designation of "Golgi complex" entered officially in the literature in 1956. Both the terms Golgi apparatus and Golgi complex are currently interchangeable. However a quick "the Golgi" and the introduction of Golgi in adjectival form are now prevalent in the blooming scientific literature on the organelle. Thus Camillo Golgi underwent his final transformation and, becoming the eponym of the organelle he had discovered, he found a way to immortality. © 2009 Federation of European Biochemical Societies

Histórias em Intercompreensão: a voz dos autores

Este relatório foi elaborado no âmbito do lote 7 (Inserção Curricular da Intercompreensão) do projeto MIRIADI. Trata-se de um lote cujo objetivo é desenvolver processos de integração curricular da Intercompreensão (IC) à distância em grupos plurilingues, a partir de trabalhos experimentais levados a cabo no terreno e realizados numa lógica de investigação-ação, tendo em vista compreender as “condições de exequibilidade” desta abordagem didática nos curricula de aprendizagem de línguas e de formação. Procura-se, em particular, identificar empiricamente permeabilidades e resistências dos contextos e dos atores educativos face à IC como conceito prático com relevância profissional, bem como vantagens e limites do ponto de vista da aprendizagem linguística que possam justificar o seu valor educativo. A Intercompreensão tem vindo, nas últimas décadas, a percorrer um percurso de destaque em Didática de Línguas (sobretudo Estrangeiras) na Europa e fora dela, em particular no âmbito das atuais abordagens plurais, ocupando um lugar de visibilidade nos discursos e práticas de investigação e formação desta disciplina e contribuindo para a tonalidade da sua voz mais propriamente politico-ideológica (Alarcão, Andrade, Araújo e Sá, Melo-Pfeifer & Santos, 2009). Contudo, a presença do conceito nos espaços concretos de educação em línguas (tais como escolas, liceus, universidades e outras instituições) é extremamente débil, limitando-se a algumas experiências pontuais, sob o impulso (e mesmo a condução), na maior parte dos casos, dos investigadores e tendo como finalidade principal a produção de conhecimento didático (Degache & Tavares, 2011). Assim, pouco se sabe ainda do que pode ser efetivamente o contributo da IC para o projeto educativo das instituições, e muito menos do modo como o conceito pode ser integrado em práticas curriculares continuadas e sistemáticas de educação em línguas, sabendo-se que estas mesmas práticas são reguladas por múltiplas instâncias, internas e externas, objetivas e subjetivas, que atuam a vários níveis (macro, meso, micro) e que não podem deixar de ser consideradas. O lote 7 de Miriadi propõe abordar estas questões, relativas à integração curricular da IC, a partir de uma outra lógica epistemológica, uma lógica que não busca propostas desenhadas a partir dos resultados da investigação e orientadas para a transferência do conhecimento, ou seja, que não reflete uma perspetiva aplicacionista do saber didático. Ao invés, o trabalho realizado por este lote entende o currículo como uma construção dinâmica que se (re)define e se (re)negocia em função dos contextos específicos em que ocorre, atribuindo-lhe por conseguinte uma natureza contingente, situada, intersubjetiva e local. Nesta perspetiva sócio-construtivista, em que o currículo é uma co-construção que ocorre entre sujeitos precisos nas suas ações educativas quotidianas, a integração curricular da IC produz-se no âmbito destas ações, ou, dito de outra forma, através de práticas situadas nas especificidades e possibilidades que oferecem os contextos concretos, em particular os sujeitos que deles fazem parte. Esta perspetiva de trabalho do lote 7 parece-nos ser a mais coerente com o posicionamento teórico relativamente à IC enquanto conceito didático do projeto MIRIADI. Com efeito, está amplamente estudado que a IC tem vindo a ser tratada segundo diferentes pontos de vista, de acordo com as escolas epistemológicas e as proveniências e ancoragens disciplinares dos seus autores (para uma revisão recente, ver Araújo e Sá, 2013; Olliver, 2013). No âmbito do percurso específico de investigação/formação/intervenção do grupo e-Gala (www.e-gala.eu), no seio do qual emergiu MIRIADI, em particular das suas mais disseminadas realizações – as plataformas Galanet (www.galanet.eu) e Galapro (www-galapro.eu/sessions) -, a IC é abordada numa perspetiva socio-construtivista do saber e da relação comunicativa. Dito de outra forma, MIRIADI define a IC como um processo e uma prática interacional que ocorre entre sujeitos, atores sociais que vivem em diferentes línguas e que se implicam coletivamente num quadro dialógico “où le grand enjeu devient la construction d’un territoire de parole partagé” (Araújo e Sá, Degache & Spita, 2010: 26). Esta aceção interacionista (e plurilingue e intercultural) é complementada pelo recurso a meios de comunicação tecnológicos. Definido o enquadramento conceptual e metodológico do lote7, importa agora explicitar como se desenvolveu o trabalho ao longo dos seus 36 meses de execução. O lote organizou-se em 3 grandes etapas, que envolveram toda a equipa: Etapa 1. Identificação e caracterização de contextos de ensino e formação linguística suscetíveis de poderem beneficiar de uma integração curricular da IC (plurilingue e à distância) (os resultados desta etapa encontram-se na Prestation 7.1. do projeto, referida na nota anterior). Etapa 2. Planificação e desenvolvimento de múltiplas e diversificadas iniciativas de divulgação da IC nesses mesmos contextos, destinadas à comunidade educativa na generalidade (públicos, professores/formadores, órgãos de gestão, funcionários, etc.), tendo em vista a sua familiarização com a IC enquanto conceito didático e prática de educação em línguas, de modo a criar condições (e aberturas) para a sua integração curricular; uma atenção especial foi dada à formação dos agentes educativos. Etapa 3. Planificação, experimentação e avaliação, numa lógica de investigação-ação e em rede (aproveitando-se as potencialidades das plataformas Galapro e Galanet), de propostas de integração curricular da IC; pretendia-se, em especial, com estas propostas, identificar contributos da IC para a qualidade dos projetos educativos dos contextos de integração caracterizados (na etapa 1), mas também constrangimentos, fragilidades, obstáculos e resistências, numa abordagem crítica do conceito que fosse sensível às propriedades dos espaços-alvo de educação em línguas. Neste sentido, foram recolhidos, analisados e discutidos, em função das suas características contextuais (definidas na etapa 1), dados empíricos de natureza diversa (produções dos alunos, transcrições de excertos de aulas, testemunhos espontâneos de alunos e professores, respostas a questionários, entre outros). Este Rapport é um produto da Etapa 3. Trata-se de um documento multimédia, que pretende dar acesso sistematizado e crítico aos discursos e vozes de sujeitos reais que experienciaram propostas didáticas concretas de IC elaboradas durante esta etapa do lote. Mais concretamente, este relatório oferece 6 narrativas de estudos de caso (3 em contexto de ensino secundário e outros 3 no ensino superior), realizados em vários países (Brasil, França, Itália Portugal e República da Maurícia), contendo uma descrição detalhada das situações educativas experimentadas e uma análise dos dados recolhidos, com apresentação dos recursos e materiais utilizados e testemunhos dos sujeitos concretos (professores e alunos). Incluem-se igualmente os instrumentos de recolha de dados e alguns exemplos dos mesmos. Cada narrativa obedece a uma mesma estrutura discursiva, de forma a mais facilmente poderem ser comparáveis, permitindo a extração de conclusões transversais aos vários estudos: introdução; descrição do contexto de intervenção; descrição da intervenção (objetivos, atividades, com acesso aos recursos utilizados, e avaliação); resultados obtidos; conclusões e implicações A secção final, “Témoignages”, apresenta-se sob a forma de um conjunto de vídeos e podcasts, identificados de acordo com a instituição parceira do projeto que os recolheu e organizados segundo três critérios: • as línguas dos locutores (espanhol, francês, italiano e português); • os contextos de formação onde decorreram as experiências de IC (ensino secundário e ensino universitário); • o tipo de intervenientes nas experiências de IC (alunos ou professores). Assume-se mais uma vez, neste Rapport, as dinâmicas de trabalho plurilingue da equipa Miriadi, cuja rentabilidade para a produção do conhecimento didático foi analisada e evidenciada no âmbito de projetos anteriores (ver Melo-Pfeifer, 2014) e se encontra ilustrada, numa outra linguagem, nos nossos postais (disponíveis no Facebook). Assim, com exceção desta introdução, que foi traduzida para francês (ver acima), o documento encontra-se nas línguas de trabalho dos membros da equipa que o redigiram.Ce rapport a été préparé par le lot 7 (Insertion Curriculaire de l’Intercompréhension) du projet MIRIADI. Il s'agit d'un lot dont l’objectif est de développer des processus d’intégration curriculaire de l’Intercompréhension (IC) à distance dans des groupes plurilingues, à partir de travaux expérimentaux menés sur le terrain et réalisés dans une logique de recherche-action, pour comprendre les "conditions de faisabilité" de cette approche didactique dans les programmes d'apprentissage et de formation. Il est question, en particulier, d'identifier empiriquement des perméabilités et des résistances des contextes (abordés à partir d’une approche holistique) et des acteurs éducatifs confrontés à l’IC en tant que concept pratique à visée professionnelle. L'intercompréhension a, au cours des dernières décennies, réalisé un parcours marquant dans l'enseignement des Langues (principalement Étrangères) en Europe et en dehors, en particulier dans le contexte des approches plurielles, occupant une place de grande visibilité dans les discours et dans les pratiques de recherche et de formation de cette discipline et lui apportant une nette tonalité idéologique qui contribue pour la définition de sa voix politique (Alarcão, Andrade, Araújo e Sá, Melo-Pfeifer & Santos, 2009). Cependant, la circulation du concept sur les terrains de l'éducation en langues (tels que les écoles, les collèges, les universités et autres institutions) est très faible, limitée à quelques expériences ponctuelles, sous l'impulsion (et même la conduite), dans la plupart cas, des chercheurs, le but principal étant la production du savoir didactique (Degache & Tavares, 2011). Ainsi, on en sait peu sur ce que peut effectivement être la contribution de l'IC pour le projet éducatif des établissements d'enseignement, et encore moins sur la manière dont elle peut être intégrée dans les pratiques curriculaires continues et systématiques en langues, sachant que ces mêmes pratiques sont réglementées par plusieurs instances, internes et externes, objectives et subjectives, qui agissent à différents niveaux (macro, méso, micro) et qui ne peuvent manquer d'être prises en considération. Le lot 7 de Miriadi propose d’aborder ces questions, liées à l'intégration curriculaire de l’IC, à partir d'une autre logique épistémologique : une logique qui ne cherche pas des propositions obtenues à partir des résultats de la recherche et orientées vers le transfert de connaissance, c'est-à-dire qui ne reflète pas une perspective applicationniste du savoir didactique. Dans un autre sens, on comprend le curriculum comme une construction dynamique qui se fait entre des sujets dans leurs activités éducatives quotidiennes et qui se (re)définit et se (re)négocie selon les contextes, lui donnant un caractère contingent, situé, intersubjectif et local. Dans cette perspective socio-constructiviste, l'intégration curriculaire de l’IC se produit dans ces activités, à travers des pratiques situées dans les spécificités et les possibilités offertes par les contextes concrets, en particulier par les sujets qui les construisent. Cette approche de travail du lot 7 nous semble être la plus cohérente par rapport au positionnement théorique de l’IC en tant que concept didactique du projet MIRIADI. En effet, il est largement connu que l'IC est abordée selon différents points de vue, dépendants des écoles épistémologiques et des origines et ancrages disciplinaires de leurs auteurs (pour une révision, voir Araújo e Sá, 2013; Olliver, 2013 ). Dans le parcours spécifique du groupe de recherche / formation / intervention e-Gala (www.e-gala.eu), duquel a émergé MIRIADI, et en particulier de ses réalisations les plus répandues Galanet (www.galanet.eu) et Galapro (www-galapro.eu/sessions), l’IC est abordée dans une perspective socio-constructiviste du savoir et de la relation communicative, c'est-à-dire comme un processus et une pratique interactionnelle qui se produit entre individus, acteurs sociaux qui vivent dans différentes langues et qui s’ impliquent collectivement dans un cadre dialogique “où le grand enjeu devient la construction d’un territoire de parole partagé” (Araújo e Sá, Degache & Spita, 2010: 26). Ce sens interactionnel (et plurilingue et interculturel) est complété par l'utilisation de la communication technologique. L’encadrement conceptuel et méthodologique du lot 7 étant défini, nous présentons maintenant le plan de travail du lot au cours de ses 36 mois de mise en œuvre. Le lot a été organisé en trois grandes étapes, qui ont impliqué la participation de toute l'équipe: Étape 1. Identification et caractérisation des contextes d'enseignement et de formation linguistique susceptibles de bénéficier d'une intégration curriculaire de l'IC (plurilingue et à distance) (les résultats de cette étape se trouvent dans la Prestation 7.1. du projet, voir note antérieure). Étape 2. Planification et développement de multiples initiatives de diffusion de l’IC dans ces contextes, adressées à la communauté éducative en général (publics-cibles, enseignants / formateurs, organes de gestion, autres personnels, etc.), afin de se familiariser avec l'IC en tant que concept didactique et pratique d’éducation en langues, de manière à créer les conditions (et ouvertures) pour son intégration curriculaire; une attention particulière est accordée à la formation des agents éducatifs. Étape 3. Planification, expérimentation et évaluation, dans une logique de recherche-action et de mise en réseau, de propositions d'intégration curriculaire de l’IC; il visait, en particulier, avec ces propositions, identifier non seulement les contributions de l’IC à la qualité des projets éducatifs des contextes d'intégration caractérisés (dans l’étape 1), mais aussi les contraintes, les faiblesses, les obstacles et les résistances, dans une approche critique du concept qui soit sensible aux spécificités des espaces-cible de l'éducation en langues. En ce sens, des données empiriques de nature diverse (productions d’étudiants, témoignages d'étudiants et d'enseignants, réponses à des questionnaires, transcriptions d’extraits de cours, entre autres) ont été recueillies, analysées et discutées, en fonction de leurs caractéristiques contextuelles (définis à l'étape 1). Ce Rapport est un produit de l'étape 3. Il s’agit d’un document multimédia qui donne accès aux discours et voix des sujets réels qui ont expérimenté les propositions didactiques de l’IC développés au cours de cette dernière étape du lot. En particulier, ce rapport propose six récits d'études de cas (3 dans un contexte d’enseignement secondaire et 3 autres dans l'enseignement supérieur), menées dans divers pays (Brésil, France, Italie, Portugal et la République de Maurice), contenant une description détaillée des situations éducatives expérimentées et une analyse des données recueillies, avec la présentation des ressources et des matériaux utilisés et des témoignages de sujets (enseignants et étudiants). Il comprend également des outils de collecte de données et quelques exemples de celles-ci. Chaque récit suit la même structure du discours, afin qu'ils puissent être plus facilement comparés, permettant l’obtention de conclusions transversales aux différentes études: introduction; description du contexte d'intervention; description de l'intervention (objectifs, activités, avec accès aux ressources utilisées, et évaluation); résultats obtenus; conclusions et implications La dernière section, "Témoignages", se présente sous la forme d'un ensemble de vidéos et de podcasts, identifiés conformément à l'institution partenaire du projet qui les a recueilli et organisés selon trois critères: • les langues des locuteurs (espagnol, français, italien et portugais); • les contextes de formation où ont eu lieu les expériences de l’lC (enseignement secondaire et universitaire); • le type d’intervenants dans les expériences d’IC (étudiants ou enseignants). Dans ce Rapport, nous assumons les dynamiques de travail plurilingue de l’équipe Miriadi, dont la rentabilité pour la production de la connaissance didactique a été analysée et démontrée dans le cadre de projets antérieurs (voir Melo-Pfeifer, 2014) et qui a été illustré, dans un autre langage, dans nos cartes-postales (disponibles sur Facebook). Ainsi, à l’exception de cette Introduction, qui a été traduite du portugais, ce document se trouve rédigé dans les langues de travail des membres de l’équipe qui l’ont élaboré

Detailed stratified GWAS analysis for severe COVID-19 in four European populations

Given the highly variable clinical phenotype of Coronavirus disease 2019 (COVID-19), a deeper analysis of the host genetic contribution to severe COVID-19 is important to improve our understanding of underlying disease mechanisms. Here, we describe an extended genome-wide association meta-analysis of a well-characterized cohort of 3255 COVID-19 patients with respiratory failure and 12 488 population controls from Italy, Spain, Norway and Germany/Austria, including stratified analyses based on age, sex and disease severity, as well as targeted analyses of chromosome Y haplotypes, the human leukocyte antigen region and the SARS-CoV-2 peptidome. By inversion imputation, we traced a reported association at 17q21.31 to a ~0.9-Mb inversion polymorphism that creates two highly differentiated haplotypes and characterized the potential effects of the inversion in detail. Our data, together with the 5th release of summary statistics from the COVID-19 Host Genetics Initiative including non-Caucasian individuals, also identified a new locus at 19q13.33, including NAPSA, a gene which is expressed primarily in alveolar cells responsible for gas exchange in the lung.S.E.H. and C.A.S. partially supported genotyping through a philanthropic donation. A.F. and D.E. were supported by a grant from the German Federal Ministry of Education and COVID-19 grant Research (BMBF; ID:01KI20197); A.F., D.E. and F.D. were supported by the Deutsche Forschungsgemeinschaft Cluster of Excellence ‘Precision Medicine in Chronic Inflammation’ (EXC2167). D.E. was supported by the German Federal Ministry of Education and Research (BMBF) within the framework of the Computational Life Sciences funding concept (CompLS grant 031L0165). D.E., K.B. and S.B. acknowledge the Novo Nordisk Foundation (NNF14CC0001 and NNF17OC0027594). T.L.L., A.T. and O.Ö. were funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation), project numbers 279645989; 433116033; 437857095. M.W. and H.E. are supported by the German Research Foundation (DFG) through the Research Training Group 1743, ‘Genes, Environment and Inflammation’. L.V. received funding from: Ricerca Finalizzata Ministero della Salute (RF-2016-02364358), Italian Ministry of Health ‘CV PREVITAL’—strategie di prevenzione primaria cardiovascolare primaria nella popolazione italiana; The European Union (EU) Programme Horizon 2020 (under grant agreement No. 777377) for the project LITMUS- and for the project ‘REVEAL’; Fondazione IRCCS Ca’ Granda ‘Ricerca corrente’, Fondazione Sviluppo Ca’ Granda ‘Liver-BIBLE’ (PR-0391), Fondazione IRCCS Ca’ Granda ‘5permille’ ‘COVID-19 Biobank’ (RC100017A). A.B. was supported by a grant from Fondazione Cariplo to Fondazione Tettamanti: ‘Bio-banking of Covid-19 patient samples to support national and international research (Covid-Bank). This research was partly funded by an MIUR grant to the Department of Medical Sciences, under the program ‘Dipartimenti di Eccellenza 2018–2022’. This study makes use of data generated by the GCAT-Genomes for Life. Cohort study of the Genomes of Catalonia, Fundació IGTP (The Institute for Health Science Research Germans Trias i Pujol) IGTP is part of the CERCA Program/Generalitat de Catalunya. GCAT is supported by Acción de Dinamización del ISCIII-MINECO and the Ministry of Health of the Generalitat of Catalunya (ADE 10/00026); the Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) (2017-SGR 529). M.M. received research funding from grant PI19/00335 Acción Estratégica en Salud, integrated in the Spanish National RDI Plan and financed by ISCIII-Subdirección General de Evaluación and the Fondo Europeo de Desarrollo Regional (European Regional Development Fund (FEDER)-Una manera de hacer Europa’). B.C. is supported by national grants PI18/01512. X.F. is supported by the VEIS project (001-P-001647) (co-funded by the European Regional Development Fund (ERDF), ‘A way to build Europe’). Additional data included in this study were obtained in part by the COVICAT Study Group (Cohort Covid de Catalunya) supported by IsGlobal and IGTP, European Institute of Innovation & Technology (EIT), a body of the European Union, COVID-19 Rapid Response activity 73A and SR20-01024 La Caixa Foundation. A.J. and S.M. were supported by the Spanish Ministry of Economy and Competitiveness (grant numbers: PSE-010000-2006-6 and IPT-010000-2010-36). A.J. was also supported by national grant PI17/00019 from the Acción Estratégica en Salud (ISCIII) and the European Regional Development Fund (FEDER). The Basque Biobank, a hospital-related platform that also involves all Osakidetza health centres, the Basque government’s Department of Health and Onkologikoa, is operated by the Basque Foundation for Health Innovation and Research-BIOEF. M.C. received Grants BFU2016-77244-R and PID2019-107836RB-I00 funded by the Agencia Estatal de Investigación (AEI, Spain) and the European Regional Development Fund (FEDER, EU). M.R.G., J.A.H., R.G.D. and D.M.M. are supported by the ‘Spanish Ministry of Economy, Innovation and Competition, the Instituto de Salud Carlos III’ (PI19/01404, PI16/01842, PI19/00589, PI17/00535 and GLD19/00100) and by the Andalussian government (Proyectos Estratégicos-Fondos Feder PE-0451-2018, COVID-Premed, COVID GWAs). The position held by Itziar de Rojas Salarich is funded by grant FI20/00215, PFIS Contratos Predoctorales de Formación en Investigación en Salud. Enrique Calderón’s team is supported by CIBER of Epidemiology and Public Health (CIBERESP), ‘Instituto de Salud Carlos III’. J.C.H. reports grants from Research Council of Norway grant no 312780 during the conduct of the study. E.S. reports grants from Research Council of Norway grant no. 312769. The BioMaterialBank Nord is supported by the German Center for Lung Research (DZL), Airway Research Center North (ARCN). The BioMaterialBank Nord is member of popgen 2.0 network (P2N). P.K. Bergisch Gladbach, Germany and the Cologne Excellence Cluster on Cellular Stress Responses in Aging-Associated Diseases, University of Cologne, Cologne, Germany. He is supported by the German Federal Ministry of Education and Research (BMBF). O.A.C. is supported by the German Federal Ministry of Research and Education and is funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under Germany’s Excellence Strategy—CECAD, EXC 2030–390661388. The COMRI cohort is funded by Technical University of Munich, Munich, Germany. This work was supported by grants of the Rolf M. Schwiete Stiftung, the Saarland University, BMBF and The States of Saarland and Lower Saxony. K.U.L. is supported by the German Research Foundation (DFG, LU-1944/3-1). Genotyping for the BoSCO study is funded by the Institute of Human Genetics, University Hospital Bonn. F.H. was supported by the Bavarian State Ministry for Science and Arts. Part of the genotyping was supported by a grant to A.R. from the German Federal Ministry of Education and Research (BMBF, grant: 01ED1619A, European Alzheimer DNA BioBank, EADB) within the context of the EU Joint Programme—Neurodegenerative Disease Research (JPND). Additional funding was derived from the German Research Foundation (DFG) grant: RA 1971/6-1 to A.R. P.R. is supported by the DFG (CCGA Sequencing Centre and DFG ExC2167 PMI and by SH state funds for COVID19 research). F.T. is supported by the Clinician Scientist Program of the Deutsche Forschungsgemeinschaft Cluster of Excellence ‘Precision Medicine in Chronic Inflammation’ (EXC2167). C.L. and J.H. are supported by the German Center for Infection Research (DZIF). T.B., M.M.B., O.W. und A.H. are supported by the Stiftung Universitätsmedizin Essen. M.A.-H. was supported by Juan de la Cierva Incorporacion program, grant IJC2018-035131-I funded by MCIN/AEI/10.13039/501100011033. E.C.S. is supported by the Deutsche Forschungsgemeinschaft (DFG; SCHU 2419/2-1).Peer reviewe

Detailed stratified GWAS analysis for severe COVID-19 in four European populations

Given the highly variable clinical phenotype of Coronavirus disease 2019 (COVID-19), a deeper analysis of the host genetic contribution to severe COVID-19 is important to improve our understanding of underlying disease mechanisms. Here, we describe an extended GWAS meta-analysis of a well-characterized cohort of 3,260 COVID-19 patients with respiratory failure and 12,483 population controls from Italy, Spain, Norway and Germany/Austria, including stratified analyses based on age, sex and disease severity, as well as targeted analyses of chromosome Y haplotypes, the human leukocyte antigen (HLA) region and the SARS-CoV-2 peptidome. By inversion imputation, we traced a reported association at 17q21.31 to a highly pleiotropic ∼0.9-Mb inversion polymorphism and characterized the potential effects of the inversion in detail. Our data, together with the 5th release of summary statistics from the COVID-19 Host Genetics Initiative, also identified a new locus at 19q13.33, including NAPSA, a gene which is expressed primarily in alveolar cells responsible for gas exchange in the lung.Andre Franke and David Ellinghaus were supported by a grant from the German Federal Ministry of Education and Research (01KI20197), Andre Franke, David Ellinghaus and Frauke Degenhardt were supported by the Deutsche Forschungsgemeinschaft Cluster of Excellence “Precision Medicine in Chronic Inflammation” (EXC2167). David Ellinghaus was supported by the German Federal Ministry of Education and Research (BMBF) within the framework of the Computational Life Sciences funding concept (CompLS grant 031L0165). David Ellinghaus, Karina Banasik and Søren Brunak acknowledge the Novo Nordisk Foundation (grant NNF14CC0001 and NNF17OC0027594). Tobias L. Lenz, Ana Teles and Onur Özer were funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation), project numbers 279645989; 433116033; 437857095. Mareike Wendorff and Hesham ElAbd are supported by the German Research Foundation (DFG) through the Research Training Group 1743, "Genes, Environment and Inflammation". This project was supported by a Covid-19 grant from the German Federal Ministry of Education and Research (BMBF; ID: 01KI20197). Luca Valenti received funding from: Ricerca Finalizzata Ministero della Salute RF2016-02364358, Italian Ministry of Health ""CV PREVITAL – strategie di prevenzione primaria cardiovascolare primaria nella popolazione italiana; The European Union (EU) Programme Horizon 2020 (under grant agreement No. 777377) for the project LITMUS- and for the project ""REVEAL""; Fondazione IRCCS Ca' Granda ""Ricerca corrente"", Fondazione Sviluppo Ca' Granda ""Liver-BIBLE"" (PR-0391), Fondazione IRCCS Ca' Granda ""5permille"" ""COVID-19 Biobank"" (RC100017A). Andrea Biondi was supported by the grant from Fondazione Cariplo to Fondazione Tettamanti: "Biobanking of Covid-19 patient samples to support national and international research (Covid-Bank). This research was partly funded by a MIUR grant to the Department of Medical Sciences, under the program "Dipartimenti di Eccellenza 2018–2022". This study makes use of data generated by the GCAT-Genomes for Life. Cohort study of the Genomes of Catalonia, Fundació IGTP. IGTP is part of the CERCA Program / Generalitat de Catalunya. GCAT is supported by Acción de Dinamización del ISCIIIMINECO and the Ministry of Health of the Generalitat of Catalunya (ADE 10/00026); the Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) (2017-SGR 529). Marta Marquié received research funding from ant PI19/00335 Acción Estratégica en Salud, integrated in the Spanish National RDI Plan and financed by ISCIIISubdirección General de Evaluación and the Fondo Europeo de Desarrollo Regional (FEDER-Una manera de hacer Europa").Beatriz Cortes is supported by national grants PI18/01512. Xavier Farre is supported by VEIS project (001-P-001647) (cofunded by European Regional Development Fund (ERDF), “A way to build Europe”). Additional data included in this study was obtained in part by the COVICAT Study Group (Cohort Covid de Catalunya) supported by IsGlobal and IGTP, EIT COVID-19 Rapid Response activity 73A and SR20-01024 La Caixa Foundation. Antonio Julià and Sara Marsal were supported by the Spanish Ministry of Economy and Competitiveness (grant numbers: PSE-010000-2006-6 and IPT-010000-2010-36). Antonio Julià was also supported the by national grant PI17/00019 from the Acción Estratégica en Salud (ISCIII) and the FEDER. The Basque Biobank is a hospitalrelated platform that also involves all Osakidetza health centres, the Basque government's Department of Health and Onkologikoa, is operated by the Basque Foundation for Health Innovation and Research-BIOEF. Mario Cáceres received Grants BFU2016-77244-R and PID2019-107836RB-I00 funded by the Agencia Estatal de Investigación (AEI, Spain) and the European Regional Development Fund (FEDER, EU). Manuel Romero Gómez, Javier Ampuero Herrojo, Rocío Gallego Durán and Douglas Maya Miles are supported by the “Spanish Ministry of Economy, Innovation and Competition, the Instituto de Salud Carlos III” (PI19/01404, PI16/01842, PI19/00589, PI17/00535 and GLD19/00100), and by the Andalussian government (Proyectos Estratégicos-Fondos Feder PE-0451-2018, COVID-Premed, COVID GWAs). The position held by Itziar de Rojas Salarich is funded by grant FI20/00215, PFIS Contratos Predoctorales de Formación en Investigación en Salud. Enrique Calderón's team is supported by CIBER of Epidemiology and Public Health (CIBERESP), "Instituto de Salud Carlos III". Jan Cato Holter reports grants from Research Council of Norway grant no 312780 during the conduct of the study. Dr. Solligård: reports grants from Research Council of Norway grant no 312769. The BioMaterialBank Nord is supported by the German Center for Lung Research (DZL), Airway Research Center North (ARCN). The BioMaterialBank Nord is member of popgen 2.0 network (P2N). Philipp Koehler has received non-financial scientific grants from Miltenyi Biotec GmbH, Bergisch Gladbach, Germany, and the Cologne Excellence Cluster on Cellular Stress Responses in Aging-Associated Diseases, University of Cologne, Cologne, Germany. He is supported by the German Federal Ministry of Education and Research (BMBF).Oliver A. Cornely is supported by the German Federal Ministry of Research and Education and is funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under Germany's Excellence Strategy – CECAD, EXC 2030 – 390661388. The COMRI cohort is funded by Technical University of Munich, Munich, Germany. Genotyping was performed by the Genotyping laboratory of Institute for Molecular Medicine Finland FIMM Technology Centre, University of Helsinki. This work was supported by grants of the Rolf M. Schwiete Stiftung, the Saarland University, BMBF and The States of Saarland and Lower Saxony. Kerstin U. Ludwig is supported by the German Research Foundation (DFG, LU-1944/3-1). Genotyping for the BoSCO study is funded by the Institute of Human Genetics, University Hospital Bonn. Frank Hanses was supported by the Bavarian State Ministry for Science and Arts. Part of the genotyping was supported by a grant to Alfredo Ramirez from the German Federal Ministry of Education and Research (BMBF, grant: 01ED1619A, European Alzheimer DNA BioBank, EADB) within the context of the EU Joint Programme – Neurodegenerative Disease Research (JPND). Additional funding was derived from the German Research Foundation (DFG) grant: RA 1971/6-1 to Alfredo Ramirez. Philip Rosenstiel is supported by the DFG (CCGA Sequencing Centre and DFG ExC2167 PMI and by SH state funds for COVID19 research). Florian Tran is supported by the Clinician Scientist Program of the Deutsche Forschungsgemeinschaft Cluster of Excellence “Precision Medicine in Chronic Inflammation” (EXC2167). Christoph Lange and Jan Heyckendorf are supported by the German Center for Infection Research (DZIF). Thorsen Brenner, Marc M Berger, Oliver Witzke und Anke Hinney are supported by the Stiftung Universitätsmedizin Essen. Marialbert Acosta-Herrera was supported by Juan de la Cierva Incorporacion program, grant IJC2018-035131-I funded by MCIN/AEI/10.13039/501100011033. Eva C Schulte is supported by the Deutsche Forschungsgemeinschaft (DFG; SCHU 2419/2-1).N

Sertoli, Enrico

Biografia di Enrico Sertol

Tenchini, Lorenzo

Biografia di Lorenzo Tenchin