DOCSLIB.ORG

Evolution and Health Course Time and Location: Tth 11:00 Am – 12:15 Pm BSN 1401

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Evolution and Health Course Time and Location: Tth 11:00 Am – 12:15 Pm BSN 1401 Spring 2013 ANT 4930: Evolution and Health Course Time and Location: TTh 11:00 am – 12:15 pm BSN 1401 Professor: Dr. Elizabeth Miller Email: [email protected] Office Hours: T 3:30-4:30pm or by appointment, SOC 136 Graduate Assistant: Nicole Falk Smith Email: [email protected] Course Description Can a cough, fever, and runny nose actually be good for you? Why is it a bad idea to take antibiotics for a cold? Can a parasite infection protect us from other diseases? Why is childbirth so dangerous for women and babies? Can your size at birth predict your risk for disease later in life? Why do we age? These are just some questions that this class of ‘evolutionary investigators’ will explore. Using an evolutionary framework to develop scientific hypotheses, we will make inquiry into the origins and causes of illness. Investigators will use a variety of methods - lecture, readings, film, discussion, group assignments and critical writing assignments – to track down evolutionary explanations for disease. Course Objectives This course will help students become acquainted with human health from an evolutionary perspective This course will discuss the evolved relationships between humans and infectious organisms and consequences for disease management and treatment This course will explore the mismatch between evolved human physiology and current lifestyle conditions that increase the risk of chronic diseases This course will allow students to explore how science is practiced Student Learning Outcomes Students will be able to synthesize health information across disciplines, including anthropology, medicine, evolutionary biology, immunology, and public health, through class discussion, exams, and writing assignments Students will be able to approach traditional problems in health and medicine in novel ways via class participation and critical writing assignments Students will be able to improve their communication skills through group presentations and writing assignments Course Evaluation Two exams. There are two exams in this course. The first exam will cover material up to February 19th. The final exam will be cumulative and will be given during our scheduled final exam date and time. o Exam 1: February 19 100 points o Exam 2: April 30, 10:00 am - 12:00 pm 150 points 4-6 page paper. Students will write an in-depth paper on one of the topics we have covered in class, using 3-5 outside references. More information on this assignment will be given in class. o Due April 4 100 points Group presentation. In groups of 4, students will prepare a group assignment on a disease or illness we have not covered in class. Students will be graded individually and as a group. More information on this assignment will be given in class. o Presentations April 18-25 100 points Total 450 points Attendance Attendance for class is not mandatory. However, much of the exam material will come from course lectures and it is highly recommended that students attend all classes. In addition, there may be some attendance- based extra credit opportunities given at random throughout the semester that are only available to students who are present in class that day. Grade Scale I will follow the default grade scale on Canvas for assigning final letter grades. Canvas Canvas plays a large role in course organization. Please refer to Canvas often for updates, course materials, and grades. Email Policy Please email me through Canvas. I expect to reply to most emails within 24-48 hours. Do not plan on an immediate email response from me, particularly the night before an exam. Administrative Policies Make-up exams. Make-up exams will be given only under extraordinary circumstances at my discretion. Medical emergencies require a written medical excuse. Having assignments due from other courses is not an extraordinary circumstance. Final Examinations Policy. All final examinations are to be scheduled in accordance with the University's final examination policy. http://www.ugs.usf.edu/policy/FinalExams.pdf Early Notification Requirement for Observed Religious Days. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, at the beginning of the term. http://www.ugs.usf.edu/policy/ReligiousDays.pdf Disruption of the Academic Process: http://www.ugs.usf.edu/policy/DisruptionOfAcademicProcess.pdf Gender-Based Crimes: Educators must report incidents of gender-based crimes including sexual assault, sexual harassment, stalking, dating violence and domestic violence. If a student discloses in class, in papers, or to an instructor, the instructor is required by law to report the disclosure. The Center for Victim Advocacy and Violence Prevention (813-974-5757) is a confidential resource where you can talk about such situations and receive assistance in confidence. Additional confidential resources on campus are: the Counseling Center (813-974-2831) and Student Health Services(813-974-2331). Student Academic Grievance Procedures: http://www.ugs.usf.edu/policy/StudentAcademicGrievanceProcedures.pdf Students with Disabilities: Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request. o See student responsibilities: http://www.sds.usf.edu o See instructor responsibilities: http://www.asasd.usf.edu/instructorresponsibilities.asp?refer=FACULTY University Emergency Policy: In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information. Academic Integrity It is expected that all students will follow the highest possible standards of scholarship and academic integrity while participating in this course. Students who violate the ethical standards set forth by this University will not be tolerated. Examples of academic violation include plagiarism and cheating. The definition of plagiarism is submitting material that is not one’s own work without attributing the source that generated that material or idea. Students are expected to cite others’ ideas properly and to assure that assignments are written in their own words. Cheating is committing fraud during the execution of a course requirement, including exams. It is expected that students will not cheat on exams. Cases of academic misconduct will be referred to the Anthropology Department and the CAS Dean’s office for resolution. Refer to: http://www.ugs.usf.edu/policy/AcademicIntegrityOfStudents.pdf for more information on academic integrity at University of South Florida. Behavioral Expectations All are expected to conduct themselves in a respectful and mature manner befitting a member of this university, both in class and through electronic and in-person communication. Unacceptable behavior will not be tolerated. Examples include arriving late to class, gathering books and papers before the end of class, sleeping, harassing or belittling students or groups, texting or making phone calls, non-classroom related laptop use, and non-class related conversation. If you are not able to behave in a respectful way, you will be asked to leave. If problems persist, you will be referred to the Anthropology Department. Similarly, I expect that you will communicate appropriately in emails and in office hours. Permission to Sell Notes/Recordings You do not have permission to sell notes or recordings of the class lecture. Course Schedule Date Topic Readings PART I: Evolutionary Mechanisms January 8 Introduction to the course and syllabus Syllabus January 10 Introduction to Evolutionary Medicine Williams & Nesse January 15 Evolutionary mechanisms I Evolution 101 January 17 Evolutionary mechanisms II Evolution 101; Grant January 22 Evolutionary mechanisms III Evolution 101 January 24 Evolutionary trade-offs Lochmiller & Deerenberg; Sheldon & Verhulst January 29 Overview of the immune system skim NIH NIAID January 31 Epidemiological transitions Harper & Armelagos PART II: Infectious Diseases February 5 Human-pathogen co-evolution Ewald; Brockhurst February 7 Antibiotic Resistance Groopman; Walsh & Fischbach February 12 Film: Rx: Disease Warriors/Rise of the None Superbugs February 14 Vaccines Branswell; Gandon et al. February 19 Exam 1 February 21 Malaria Diamond; Livingstone February 26 Parasite infections / Film: Parasites: A User’s Guide Begin Zuk February 28 Diarrheal diseases / Film: Formula for Disaster Zuk March 5 Emerging infections Robbins; Zuk March 7 HIV/AIDS Finish Zuk March 11-16 SPRING BREAK: NO CLASS PART III: Chronic Disease March 19 Perspectives on chronic disease Begin Gluckman & Hanson March 21 Psychoneuroimmunology and psychiatric disorders Nesse; Thornton & Andersen March 26 Chronic inflammation Taverna-Mendoza & White; Wenner March 28 Fetal nutrition and the metabolic syndrome Finish Gluckman & Hanson April 2 Pregnancy and childbirth Rosenberg and Trevathan, Fessler April 4 Film:
Load more

Recommended publications
  • The Pandemic Exposes Human Nature: 10 Evolutionary Insights PERSPECTIVE Benjamin M
    PERSPECTIVE The pandemic exposes human nature: 10 evolutionary insights PERSPECTIVE Benjamin M. Seitza,1, Athena Aktipisb, David M. Bussc, Joe Alcockd, Paul Bloome, Michele Gelfandf, Sam Harrisg, Debra Liebermanh, Barbara N. Horowitzi,j, Steven Pinkerk, David Sloan Wilsonl, and Martie G. Haseltona,1 Edited by Michael S. Gazzaniga, University of California, Santa Barbara, CA, and approved September 16, 2020 (received for review June 9, 2020) Humans and viruses have been coevolving for millennia. Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, the virus that causes COVID-19) has been particularly successful in evading our evolved defenses. The outcome has been tragic—across the globe, millions have been sickened and hundreds of thousands have died. Moreover, the quarantine has radically changed the structure of our lives, with devastating social and economic consequences that are likely to unfold for years. An evolutionary per- spective can help us understand the progression and consequences of the pandemic. Here, a diverse group of scientists, with expertise from evolutionary medicine to cultural evolution, provide insights about the pandemic and its aftermath. At the most granular level, we consider how viruses might affect social behavior, and how quarantine, ironically, could make us susceptible to other maladies, due to a lack of microbial exposure. At the psychological level, we describe the ways in which the pandemic can affect mating behavior, cooperation (or the lack thereof), and gender norms, and how we can use disgust to better activate native “behavioral immunity” to combat disease spread. At the cultural level, we describe shifting cultural norms and how we might harness them to better combat disease and the negative social consequences of the pandemic.
    [Show full text]
  • Darwinian Medicine Basic Theory with Practical Uses for Public Health 150 Years After the Origin
    Darwinian Medicine Basic theory with Practical Uses for Public Health 150 Years after The Origin EvolutionEvolution justjust nownow beingbeing appliedapplied inin manymany areasareas ofof medicinemedicine AA historicalhistorical transitiontransition inin howhow wewe understandunderstand diseasedisease AA RecentRecent FloweringFlowering On the Aims and Methods of Ethology Niko Tinbergen, 1983 Recent and Upcoming Meetings Humboldt University, Berlin York Hull Medical School University of Copenhagen NESCENT meeting at Duke American Institute for Biological Sciences American Physiological Society University of Arizona Wissenschaftskolleg zu Berlin American Clinical Epidemiology Society National Academy Sackler Symposium Origins of Darwinian Medicine "The purport of the following pages is an endeavor to reduce the facts belonging to animal life into classes, orders, genre and species; and by comparing them with each other to unravel the theory of diseases". Darwin,Darwin, 17941794 ErasmusErasmus DarwinDarwin OpeningOpening paragraphparagraph ofof ZoonomiaZoonomia,, E Conchis Omnia (Everything From Shells! ) Erasmus Darwin 1731-1802 Origins of evolution in medicine ErasmusErasmus DarwinDarwin——PhysicianPhysician RobertRobert DarwinDarwin——PhysicianPhysician CharlesCharles DarwinDarwin——MedicalMedical schoolschool dropoutdropout BecauseBecause hehe hatedhated geology!geology! What is Darwinian Medicine? Darwinian (Evolutionary) Medicine TheThe enterpriseenterprise ofof usingusing thethe basicbasic sciencescience ofof evolutionaryevolutionary
    [Show full text]
  • The Holistic Approach of Evolutionary Medicine: an Epistemological Analysis
    Institute of Advanced Insights Study TheThe HolisticHolistic ApproachApproach ofof EvolutionaryEvolutionary Medicine:Medicine: AnAn EpistemologicalEpistemological AnalysisAnalysis Fabio Zampieri Volume 5 2012 Number 2 ISSN 1756-2074 Institute of Advanced Study Insights About Insights Insights captures the ideas and work-in-progress of the Fellows of the Institute of Advanced Study at Durham University. Up to twenty distinguished and ‘fast-track’ Fellows reside at the IAS in any academic year. They are world-class scholars who come to Durham to participate in a variety of events around a core inter-disciplinary theme, which changes from year to year. Each theme inspires a new series of Insights, and these are listed in the inside back cover of each issue. These short papers take the form of thought experiments, summaries of research findings, theoretical statements, original reviews, and occasionally more fully worked treatises. Every fellow who visits the IAS is asked to write for this series. The Directors of the IAS – Veronica Strang, Stuart Elden, Barbara Graziosi and Martin Ward – also invite submissions from others involved in the themes, events and activities of the IAS. Insights is edited for the IAS by Barbara Graziosi. Previous editors of Insights were Professor Susan Smith (2006–2009) and Professor Michael O’Neill (2009–2012). About the Institute of Advanced Study The Institute of Advanced Study, launched in October 2006 to commemorate Durham University’s 175th Anniversary, is a flagship project reaffirming the value of ideas and the public role of universities. The Institute aims to cultivate new thinking on ideas that might change the world, through unconstrained dialogue between the disciplines as well as interaction between scholars, intellectuals and public figures of world standing from a variety of backgrounds and countries.
    [Show full text]
  • Evolution: a Basic Science for Medicine, 2012
    Comp. by: Balasubramanian Stage: Proof Chapter No.: 6 Title Name: Poiani Page Number: 0 Date:26/7/11 Time:09:31:40 6 Evolution: a basic science for medicine Randolph M. Nesse The 2009 celebrations of Darwin’s birth and the publication of The Origin of Species were grand not only because his discoveries changed biology, but also because they are continuing to benefit society. Nowhere is this more evident than in medicine and public health. You might think that Darwin’s discoveries would have been fully applied long ago, but a deep fracture in the intellectual landscape has prevented medicine from making full use of evolutionary biology. This is changing fast. Scientists are now recognising that diseases need evolutionary explanations as well as explanations based only on the body’s mechanisms. The field that tries to understand why natural selection has left the body vulnerable to diseases is called Darwinian medicine. Also called evolutionary medicine, it applies every aspect of evolutionary biology to every problem in medicine and public health. It has grown quickly since 1991 (Williams and Nesse, 1991). Major edited volumes have illustrated the opportunity in areas from infectious disease epidemiology to genetics, anatomy and physiology. The most significant ones are already in second editions (Stearns and Koella, 2007; Trevathan et al., 2007). They are being widely read and studied except, it seems, by physicians. Most doctors never take a course in evolutionary biology before medical school, and evolution is not part of the usual medical curriculum. This is a significant detriment to human health. It is as if we left out embryology from the medical curriculum.
    [Show full text]
  • Evolution and Medicine
    Evolution and Medicine Robert L. Perlman Perspectives in Biology and Medicine, Volume 56, Number 2, Spring 2013, pp. 167-183 (Article) Published by The Johns Hopkins University Press For additional information about this article http://muse.jhu.edu/journals/pbm/summary/v056/56.2.perlman.html Access provided by Chicago Library (26 Aug 2013 12:54 GMT) 05_perlman 167–83:03_51.3thagard 335– 8/1/13 9:14 AM Page 167 Evolution and Medicine Robert L. Perlman ABSTRACT Evolutionary medicine is a new field whose goal is to incorporate an evolutionary perspective into medical education, research, and practice. Evolutionary biologists and physicians have traditionally been concerned with different problems and have developed different ways of approaching and understanding biological phe- nomena. Evolutionary biologists analyze the properties of populations and the ways in which populations change over time, while physicians focus on the care of their indi- vidual patients. Evolutionists are concerned with the ultimate causes of biological phe- nomena, causes that operated during the phylogenetic history of a species, while physi- cians and biomedical scientists have been more interested in proximate causes, causes that operate during the ontogeny and life of an individual. Evolutionary medicine is based on the belief that an integration of these complementary views of biological phenomena will improve our understanding of health and disease.This essay reviews the theory of evolution by natural selection, as it was developed by Darwin and as it is now understood by evolutionary biologists. It emphasizes the importance of variation and selection, points out the differences between evolutionary fitness and health, and discusses some of the reasons why our evolutionary heritage has left us vulnerable to disease.
    [Show full text]
  • Biological and Biomedical Implications of the Co-Evolution of Pathogens and Their Hosts
    progress Biological and biomedical implications of the co-evolution of pathogens and their hosts Mark E.J. Woolhouse1, Joanne P. Webster2, Esteban Domingo3, Brian Charlesworth4 & Bruce R. Levin5 Co-evolution between host and pathogen is, in principle, a powerful determinant of the biology and genetics of infection and disease. Yet co-evolution has proven difficult to demonstrate rigorously in practice, and co-evolutionary thinking is only just beginning to inform medical or veterinary research in any meaningful way, even though it can have a major influence on how genetic variation in biomedically important traits is interpreted. Improving our understanding of the biomedical significance of co-evo- lution will require changing the way in which we look for it, complementing the phenomenological approach traditionally favored by evolutionary biologists with the exploitation of the extensive data becoming available on the molecular biology and molecular genetics of host–pathogen interactions. http://www.nature.com/naturegenetics That pathogens and hosts have evolutionary effects on one In this review, we assess the evidence for co-evolution in another and that these effects might be reciprocal—that is, host–pathogen systems. We then explore the complexities of pathogens and hosts co-evolve—are attractive, plausible and studying co-evolution in the ‘real world’, where there are many powerful ideas whose implications for the medical and veteri- different constraints on the potential for pathogen and host to nary sciences are only just beginning to be recognized1. An co-evolve. We proceed to consider the largely untapped oppor- important instance concerns the genetics of susceptibility to and tunity for studying co-evolution at the mechanistic as well as pathogenicity of infectious diseases.
    [Show full text]
  • Abstracts for the ??Evolutionary Medicine Conference
    Ashdin Publishing Journal of Evolutionary Medicine ASHDIN Vol. 3 (2015), Article ID 235924, 45 pages publishing doi:10.4303/jem/235924 Abstracts CONFERENCE PROCEEDINGS Abstracts for the “Evolutionary Medicine Conference: Interdisciplinary Perspectives on Human Health and Disease” at the University of Zurich, Switzerland (July 30–August 1, 2015) Kaspar Staub,1 Nicole Bender,2 Paul Ewald,3 and Frank Ruhli¨ 1 1Institute of Evolutionary Medicine, University of Zurich, Winterthurerstrasse 190, CH-8057 Zurich, Switzerland 2Institute of Social and Preventive Medicine, University of Bern, Finkenhubelweg 11, CH-3012 Bern, Switzerland 3Department of Biology, University of Louisville, Louisville, KY 40292, USA Address correspondence to Frank Ruhli,¨ [email protected] Received 17 Aril 2015; Revised 11 May 2015; Accepted 14 May 2015 Copyright © 2015 Kaspar Staub et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Summary In summer 2015, the “Evolutionary Medicine Conference diseases. The discipline is now at a turning point at which a 2015: Interdisciplinary Perspectives on Human Health and Disease” rigorous application of evolutionary insights to the medical takes place at the Institute of Evolutionary Medicine, University of sciences will require not only assessing the validity of the Zurich, Switzerland. This international conference is the first of its kind in Europe and brings together eight distinguished keynote speak- full spectrum of possible explanations for each disease ers from all over the world as well as experts from different disci- but the interplay of different contributors to illness within plines (including medicine, anthropology, molecular/evolutionary biol- and between the three broad categories of causal factors: ogy, paleopathology, archeology, history, psychology, epidemiology, genetic, infectious, and environmental.
    [Show full text]
  • Evolutionary Medicine Evolutionary Medicine: Ancient Biological Samples to Study the Evolution of Disease
    Institute of Anatomy – Centre for Evolutionary Medicine Evolutionary Medicine: Ancient biological samples to study the evolution of disease Frank Rühli MD, PhD Institute of Anatomy – Centre for Evolutionary Medicine Outline Nature Medicine Evolutionary Medicine Swiss Mummy Project The field of aDNA Skeletal series bone microdamage of archaeological cortical bone (Tomils, 11th–15th AD ) fuchsin stained Future Papageorgopoulou et al., J Archeol Sci, 2009 Institute of Anatomy – Centre for Evolutionary Medicine Aim To present the research potential of clinically-oriented evolutionary medicine using unique, ancient samples (mummies, skeletons) The Neolithic Iceman, ca 5300 BP Institute of Anatomy – Centre for Evolutionary Medicine Evolutionary medicine Evolutionary medicine investigates human disease vulnerability and disease aetiologies (genetics, behaviour, environment, pathogens, etc.) from evolutionary perspective. It also addresses future developments in human health as a result of present-day medical and socio-economic practices. Humans still evolve, in terms of anatomical structures + disease patterns/prevalence. Institute of Anatomy – Centre for Evolutionary Medicine The Centre for Evolutionary Medicine (ZEM), University of Zurich As a transdisciplinary bridge between the past, the present and the future, researchers at the ZEM study the general evolutionary aspects of, e.g. disease aetiology and disease patterns (prevalence, socio-economic stratifications, etc.). Primarily, musculoskeletal and joint diseases as well as the molecular
    [Show full text]
  • BIOA 355/BIOL 385: Evolutionary Medicine Spring 2018 Instructor
    BIOA 355/BIOL 385: Evolutionary Medicine Spring 2018 Instructor: Dan Eisenberg, PhD E-mail: For course-related questions: 1) First check to see if the answer is in the syllabus. 2) Use the course discussion forum to ask general questions so the rest of the class can benefit. 3) Only use email for personal questions which you don’t want others to see or which would not be of interest to other students ([email protected]). Office Hours: By appointment Teaching Assistant: Hilary Bethancourt, MPH, MA E-mail: As noted above, for course-related questions: 1) First check to see if the answer is in the syllabus. 2) Use the course discussion forum to ask general questions so the rest of the class can benefit. 3) Only use email for personal questions which you don’t want others to see or which would not be of interest to other students ([email protected]). Office Hours: By appointment Class meeting time: T, Th 10:00 – 11:20 am (1 hr 20 min) Class meeting place: Smith 211 Class homepage: https://canvas.uw.edu/courses/1129820 Course description: This course explores evolutionary explanations for health and disease and considers how natural selection and the legacies of our human, primate, mammalian and bacterial ancestries have shaped our biology. Topics include mental disorders, aging, cancer, diet, obesity, diabetes, infectious diseases, racism and health differences between human groups. Course goals: By the end of this course, students should: Ø Understand evolutionary theory and how it can inform our current biology, health and disease at individual, population and societal levels.
    [Show full text]
  • Ten Questions for Evolutionary Studies of Disease Vulnerability, Evol Apps
    Evolutionary Applications ISSN 1752-4571 PERSPECTIVE Ten questions for evolutionary studies of disease vulnerability Randolph M. Nesse Departments of Psychiatry and Psychology, Institute for Social Research, The University of Michigan, Ann Arbor, MI, USA Keywords Abstract Darwinian medicine, disease, evolutionary medicine, hypothesis testing, methodology, Many evolutionary applications in medicine rely on well-established methods, vulnerability. such as population genetics, phylogenetic analysis, and observing pathogen evo- lution. Approaches to evolutionary questions about traits that leave bodies vul- Correspondence nerable to disease are less well developed. Strategies for formulating questions Randolph M. Nesse, Departments of and hypotheses remain unsettled, and methods for testing evolutionary hypoth- Psychiatry and Psychology, Institute for Social eses are unfamiliar to many in medicine. This article uses recent examples to Research, 3018 East Hall, The University of Michigan, Ann Arbor, MI 48109, USA. illustrate successful strategies and some common challenges. Ten questions Tel.: +1 734 764 6593; fax: +1 734 647 arise in the course of considering hypotheses about traits that leave bodies vul- 3652; e-mail: [email protected] nerable to disease. Addressing them systematically can help minimize confusion and errors. Received: 5 December 2010 Accepted: 20 December 2010 doi:10.1111/j.1752-4571.2010.00181.x as well as proximate explanations (Tinbergen 1963; Mayr Text 1983). In addition to explanations for how the body Evolutionary biology is finding new applications in medi- works, we also need evolutionary explanations for how it cine and public health (Williams and Nesse 1991; Stearns came to be the way it is. Understanding the evolutionary and Koella 2007; Trevathan et al.
    [Show full text]
  • Evolutionary Medicine
    EDITORIAL RESEARCH Evolutionary medicine In recognition that evolutionary theory is critical for understanding modern human health, eLife is publishing a special issue on evolutionary medicine to showcase recent research in this growing and increasingly interdisciplinary field. GEORGE H PERRY ur individual and collective health is One area of particularly active research is O shaped and affected by many factors. studying how various pathogens and parasites These factors include our environ- evolve within and among human hosts, between ment, our inherited and somatic genetic var- human and non-human hosts and/or vectors, iants, our variable exposure to pathogens, our and in response to drug treatments. Work on diets and lifestyles, our social systems, and our the evolution of bacterial pathogen resistance to cultural innovations. antibiotics (Bakkeren et al., 2020), virus resis- None of these factors are static, and they all tance to antivirals (Irwin et al., 2016), fungal interact with each other. Human genetic adapta- resistance to antifungals (Robbins et al., 2017), tions to our past environments, disease burdens, and parasite resistance to other antimicrobials and cultural practices can affect disease risks (e.g., Haldar et al., 2018) is understandably today, especially if any of the underlying envi- prominent. Yet the evolutionary forces of muta- ronmental, disease, or cultural factors have tion, genetic drift and gene flow (including that changed in the interim. Meanwhile, human mediated by human host, animal host, and pathogens and parasites continually adapt to insect vectors movement and behavior), and the our biology and to cultural innovations, including interplay between these forces and human advances in medicine, the development of new immunity, are also critical components of human drugs, and infrastructure improvements (such infectious disease dynamics.
    [Show full text]
  • Syllabus, IB 169 Lecture
    IB 169, Evolutionary Medicine Syllabus, Spring 2021, Version 1-11-21 Instructor: Tom Carlson IB 169, EVOLUTIONARY MEDICINE, Spring 2021 Instructor: Tom Carlson [email protected] Department of Integrative Biology, University of California, Berkeley Lectures: 11:00-12:30 Tuesdays and Thursdays Carlson Office Hours: Mondays 1:40-2:30, Tuesdays 3:40-4:30 PM, Wednesdays 11:10-12:00. Office hours will be online. Midterm #1 on 2/18/21 at 11:00 AM (30% of grade) Midterm #2 on 4/1/21 at 11:00 AM (30% of grade) Midterm #3/Final Exam: 5/13/21 at 8:00 AM (30% of grade) Each exam has 40 multiple choice questions and a 10 point essay question for a total of 50 points Discussion section: (10% of course grade) = 20 points QUIZZES: There will be three quizzes in the discussion section based on the material presented in the class lectures. Discussion section breakdown of the 20 Points: - Quiz #1: week of Feb 8-12 = 4 points - Quiz #2: week of March 15-19 = 4 points - Quiz #3: week of April 26-30 = 4 points - Class presentation/paper = 4 points - Class participation = 4 points TOTAL POINTS FOR COURSE MT#1 = 50 MT#2 = 50 MT#3/Final Exam = 50 Discussion Section = 20 Total Course Points = 170 Carlson lecture PDFs and required articles will be loaded onto bcourse site before each lecture. For students who do not want to print out the pdfs, a reader with the lecture pdf slides is available at Krishna Copy at 2001 University Ave. Phone # 510- 540-5959.
    [Show full text]