Jethro, S Johnson; Opiyo, Monica N; Thomson, Marian; Karim, Gharbi; Andreas, Heger; Chapman, Karen E(The Journal of Endocrinology, December , 2016)
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Abstract:
The enzyme 11β-hydroxysteroid dehydrogenase (11β-HSD) interconverts active glucocorticoids and their intrinsically inert 11-keto forms. The type 1 isozyme, 11β-HSD1, predominantly reactivates glucocorticoids in vivo and can also metabolise bile acids. 11β-HSD1-deficient mice show altered inflammatory responses and are protected against the adverse metabolic effects of a high-fat diet. However, the impact of 11β-HSD1 on the composition of the gut microbiome has not previously been investigated. We used high-throughput 16S rDNA amplicon sequencing to characterise the gut microbiome of 11β-HSD1-deficient and C57Bl/6 control mice, fed either a standard chow diet or a cholesterol- and fat-enriched ‘Western’ diet. 11β-HSD1 deficiency significantly altered the composition of the gut microbiome, and did so in a diet-specific manner. On a Western diet, 11β-HSD1 deficiency increased the relative abundance of the family Bacteroidaceae, and on a chow diet, it altered relative abundance of the family Prevotellaceae. Our results demonstrate that (i) genetic effects on host–microbiome interactions can depend upon diet and (ii) that alterations in the composition of the gut microbiome may contribute to the aspects of the metabolic and/or inflammatory phenotype observed with 11β-HSD1 deficiency.
Amukowa, Wycliffe; Ayuya, Caroline(Academic Journal of Interdisciplinary Studies, March , 2013)
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Abstract:
Africa like other parts of the world strongly believes in the axiom of education per excellence, that is,
African nations share in the vision of education as a pivot for social change and integrated development.
However review of literature shows a discontent from some African scholars over the practice of Western
formal education on the Continent of Africa. This discontent stems from the belief that Western formal
education destroys Africa; resulting into the loss of Africans’ educational identity, underdevelopment, moral
decadence and cultural erosion. Several concerns emerge in the light of this discontent: 1).What is
Education? 2).Who is an educated person? 3) Who is responsible for Africans loss of educational identity?
This paper engages a critical appraisal and review of this discontent with the intentions of arriving at an
understanding of the 21st
Key Words: Africa, Colonialism, Culture, Development, Education, European, Schooling
Century educated African Person and proposes an educational model for Africa in
this regard.
