Des anomalies cutanées peuvent survenir en raison de troubles liés à la méthylation.
Anomalies cutanéesMéthylation de l'ADN
Prévention
5
#1
Comment prévenir les anomalies de méthylation ?
Une alimentation équilibrée et un mode de vie sain peuvent réduire les risques.
AlimentationMode de vie
#2
Le stress influence-t-il la méthylation ?
Oui, le stress chronique peut affecter les niveaux de méthylation de l'ADN.
StressMéthylation de l'ADN
#3
Les suppléments nutritionnels aident-ils ?
Certains suppléments, comme l'acide folique, peuvent soutenir une méthylation saine.
Suppléments nutritionnelsAcide folique
#4
L'exercice physique a-t-il un impact ?
Oui, l'exercice régulier peut influencer positivement la méthylation de l'ADN.
Exercice physiqueMéthylation de l'ADN
#5
Les habitudes de sommeil affectent-elles la méthylation ?
Un sommeil de qualité est crucial pour maintenir une méthylation adéquate.
SommeilMéthylation de l'ADN
Traitements
5
#1
Quels traitements ciblent la méthylation ?
Des agents déméthylants comme l'azacitidine sont utilisés pour traiter certains cancers.
Agents déméthylantsCancer
#2
La thérapie génique peut-elle corriger la méthylation ?
Oui, la thérapie génique vise à restaurer la méthylation normale dans certaines conditions.
Thérapie géniqueMéthylation de l'ADN
#3
Y a-t-il des traitements préventifs ?
Des interventions diététiques et des modifications du mode de vie peuvent aider à prévenir des anomalies.
PréventionMode de vie
#4
Les médicaments peuvent-ils influencer la méthylation ?
Oui, certains médicaments peuvent modifier les niveaux de méthylation de l'ADN.
MédicamentsMéthylation de l'ADN
#5
Comment la recherche avance-t-elle sur ce sujet ?
Des études cliniques explorent de nouvelles thérapies ciblant la méthylation pour diverses maladies.
Recherche cliniqueThérapies ciblées
Complications
5
#1
Quelles complications sont liées à la méthylation anormale ?
Des complications incluent le développement de cancers et de maladies auto-immunes.
CancersMaladies auto-immunes
#2
La 5-méthylcytosine est-elle liée à des troubles mentaux ?
Oui, des anomalies de méthylation peuvent contribuer à des troubles mentaux comme la dépression.
Troubles mentauxDépression
#3
Y a-t-il des risques de maladies cardiovasculaires ?
Des études suggèrent un lien entre la méthylation et les maladies cardiovasculaires.
Maladies cardiovasculairesMéthylation de l'ADN
#4
Les complications peuvent-elles être réversibles ?
Certaines complications peuvent être atténuées par des traitements ciblés et des changements de mode de vie.
Traitements ciblésMode de vie
#5
La 5-méthylcytosine affecte-t-elle la fertilité ?
Des modifications de méthylation peuvent influencer la fertilité et le développement embryonnaire.
FertilitéDéveloppement embryonnaire
Facteurs de risque
5
#1
Quels facteurs augmentent le risque de méthylation anormale ?
Des facteurs comme l'âge, l'alimentation et l'exposition à des toxines peuvent augmenter le risque.
ÂgeToxines
#2
Le tabagisme influence-t-il la méthylation ?
Oui, le tabagisme est associé à des modifications de la méthylation de l'ADN.
TabagismeMéthylation de l'ADN
#3
L'environnement joue-t-il un rôle ?
Oui, des facteurs environnementaux comme la pollution peuvent affecter la méthylation.
EnvironnementPollution
#4
Les antécédents familiaux influencent-ils le risque ?
Oui, des antécédents familiaux de maladies peuvent augmenter le risque de méthylation anormale.
Antécédents familiauxMaladies
#5
Le mode de vie a-t-il un impact sur la méthylation ?
Oui, un mode de vie sédentaire et une mauvaise alimentation peuvent affecter la méthylation.
Mode de vieAlimentation
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CAS Key Laboratory of Genomic and Precision Medicine, Collaborative Innovation Center of Genetics and Development, College of Future Technology, Beijing Institute of Genomics, Chinese Academy of Sciences, Beijing 100101, China; Sino-Danish College, University of Chinese Academy of Sciences, Beijing 101408, China; Institute of Stem Cell and Regeneration, Chinese Academy of Sciences, Beijing 100101, China. Electronic address: ygyang@big.ac.cn.
CAS Key Laboratory of Genomic and Precision Medicine, College of Futuer Technology, Beijing Institute of Genomics, Chinese Academy of Sciences, Beijing, China.
CAS Key Laboratory of Genomic and Precision Medicine, College of Futuer Technology, Beijing Institute of Genomics, Chinese Academy of Sciences, Beijing, China.
Department of Biochemistry and Biophysics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA; Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA.
College of Life Sciences, University of Chinese Academy of Sciences, Beijing 100049, China; CAS Key Laboratory of Genomic and Precision Medicine, Collaborative Innovation Center of Genetics and Development, College of Future Technology, Beijing Institute of Genomics, Chinese Academy of Sciences, Beijing 100101, China; Sino-Danish College, University of Chinese Academy of Sciences, Beijing 101408, China.
CAS Key Laboratory of Genomic and Precision Medicine, College of Futuer Technology, Beijing Institute of Genomics, Chinese Academy of Sciences, Beijing, China.
University of Chinese Academy of Sciences, Beijing, China.
EMBL-Australia Collaborating Group, Department of Genome Sciences, John Curtin School of Medical Research, Australian National University, Canberra, 2601, Australian Captial Territory, Australia. thomas.preiss@anu.edu.au.
Victor Chang Cardiac Research Institute, Sydney, New South Wales, 2010, Australia. thomas.preiss@anu.edu.au.
Department of Biochemistry and Biophysics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA; Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA.
University of Chinese Academy of Sciences, Beijing, China.
State Key Laboratory of Environmental Chemistry and Ecotoxicology, Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing, China.
University of Chinese Academy of Sciences, Beijing, China.
State Key Laboratory of Environmental Chemistry and Ecotoxicology, Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing, China.
CAS Key Laboratory of Genomic and Precision Medicine, Collaborative Innovation Center of Genetics and Development, College of Future Technology, Beijing Institute of Genomics, Chinese Academy of Sciences, Beijing, China.
University of Chinese Academy of Sciences, Beijing, China.
Institute of Stem Cell and Regeneration, Chinese Academy of Sciences, Beijing, China.
State Key Laboratory of Molecular Biology, Shanghai Key Laboratory of Molecular Andrology, CAS Center for Excellence in Molecular Cell Science, Shanghai Institute of Biochemistry and Cell Biology, Chinese Academy of Sciences, University of Chinese Academy of Sciences, Shanghai, China. huangy@sibcb.ac.cn.
Key Laboratory of Spine and Spinal Cord Injury Repair and Regeneration of Ministry of Education, Orthopaedic Department of Tongji Hospital, School of Life Sciences and Technology, Tongji University, Shanghai 200092, China.
Shanghai Key Laboratory of Signaling and Disease Research, School of Life Sciences and Technology, Tongji University, Shanghai 200092, China.
Key Laboratory of Spine and Spinal Cord Injury Repair and Regeneration of Ministry of Education, Tongji Hospital, Clinical Center for Brain and Spinal Cord Research, School of Medicine, Tongji University, Shanghai 200092, China.
Key Laboratory of Spine and Spinal Cord Injury Repair and Regeneration of Ministry of Education, Orthopaedic Department of Tongji Hospital, School of Life Sciences and Technology, Tongji University, Shanghai 200092, China.
Shanghai Key Laboratory of Signaling and Disease Research, School of Life Sciences and Technology, Tongji University, Shanghai 200092, China.
IT tools has brought a new perspective to collaborative learning where students do not just sit in a chair and swallow lecture content but instead participate in creating and sharing knowledge. Howeve...
This research develops an interactive application for learning calculus that promotes human-system interaction via augmented reality (AR) and human-human interaction through chat functions. The study ...
The research adopted a quasi-experimental study design and pre-post test data analysis to evaluate the effect of interactivities on learning experience and consequently the effect of learning experien...
The results found that both interactivities affect learning experience positively; human-human interactivity has a higher impact than the human-system interactivity. It was also found that learning pe...
The application of non-cognitive factors represented by facial emotion in educational evaluation has attracted much attention in recent years. There are many existing studies on facial emotion assiste...
Binz et al. highlight the potential of meta-learning to greatly enhance the flexibility of AI algorithms, as well as to approximate human behavior more accurately than traditional learning methods. We...
Analysing movement learning can rely on human evaluation, e.g. annotating video recordings, or on computing means in applying metrics on behavioural data. However, it remains challenging to relate hum...
This study reports from a municipality in Norway that implemented a competence enhancement programme for all its institutional nursing staff during the COVID-19 pandemic to fill identified competence ...
Many Norwegian municipalities are experiencing a demand for expanded community healthcare services due to an increase in elderly patients and patients with extensive and complex needs. At the same tim...
Nursing staff were encouraged to complete targeted competence enhancing activities with the aim of enhancing their competence in identified areas. The learning activities were blended and consisted of...
The results provide insight into the competence development of registered nurses and assistant nurses in institutional community health services. They show that the implementation of a workplace-based...
Offering workplace-based competence enhancing activities seems to be a sustainable way of facilitating lifelong learning among nursing staff. Facilitation of learning activities in a blended learning ...
A spatial iterative learning control (sILC) method is proposed for a robot to learn a desired path in an unknown environment. When interacting with the environment, the robot initially starts with a p...
This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI's presence (teaching, cognitive, and social) in the context of online educational setting...
Our knowledge of the world is populated with categories such as dogs, cups, and chairs. Such categories shape how we perceive, remember, and reason about their members. Much of our exposure to the ent...
In contrast to conventional cognitive training paradigms, where learning effects are specific to trained parameters, playing action video games has been shown to produce broad enhancements in many cog...
Assessment can positively influence learning, however designing effective assessment-for-learning interventions has proved challenging. We implemented a mandatory assessment-for-learning system compri...
We conducted semi-structured interviews with year-3 and 4 medical students at McGill University to explore how the assessment system had influenced their learning in year 3. We conducted theory-inform...
Eleven students participated, revealing that the assessment influenced learning through several mechanisms. Some required little student engagement (i.e., feed-up, test-enhanced learning, looking thin...
Our assessment system failed to engage students enough to leverage its full potential. We discuss the inherent flaws and external factors that hindered student engagement. Assessment designers should ...