MBI 111
Microorganisms
and Human Disease Syllabus
Table of Contents
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Instructor:
- Joseph M. Carlin, Ph.D.
- Office: 48 Pearson Hall
- Phone: 9-5426
- Hours: WRF 9:00-10:00am
- E-Mail: carlinjm@muohio.edu
- WWW: www.cas.muohio.edu/micro/people/carlin.html
- Phone: 9-5426
Lecture Outline:
| Dates | Topics [readings] |
|---|---|
| Principles of Disease and Epidemiology: |
|
| Aug 21 | Principles of Infectious Disease [MKK Ch. 17:408-17] [Lemonick "Killers All Around"] [handout 1] |
| Aug 23 | |
| Aug 26 | Epidemiology of Infectious Diseases [MKK Ch. 20] [Radetsky "Cold Front"] [handout 2] |
| Impact of Infectious Diseases on Development of Human Societies: |
|
| Aug 28 | Antiquity to Middle Ages: Plague, Smallpox [MKK Ch. 24:653-655 (plague); 21:557; 20:517-519 (smallpox)] [Behbehani (smallpox)] [McEvedy (plague)] [Panati 220-229 (plague); 232-236 (smallpox)] |
| Aug 30 | |
| Sep 3 | Middle Ages to Dawn of Microbiology as a Science: Syphilis, Tuberculosis [MKK Ch. 23:611 (syphilis); 21:550 (TB)] [Panati 236-240 (syphilis); 247-252 (TB)] [Caldwell "Resurrection of a Killer" (TB)] [Rensberger (syphilis)] |
| Development of Microbiology as a Science: |
|
| Sep 4 | Era of Public Health to Discovery of Antibiotics: [MKK Ch. 1:1-24; 16:376-377] [Caldwell "Prokaryotes at the Gate"] |
| Sep 6 | |
| Sep 9 | Last 50 years: Polio, Legionnaire's Disease [MKK, Ch. 5:99; 21:544 (Legionnaire's Disease); 22:593-595 (polio)] [Levins (emerging diseases)] [Hunt for the Legion Killer (video)] |
| Sep 11 | |
| Sep 13 | Examination 1 (Disease Principles, Impact of Diseases, and Development of Microbiology) |
| Microorganisms as Parasitic Agents: |
|
| Sep 16 | Eukaryotes [MKK Ch. 2:27-34; 11:255-257, 12:280-289] [handout 3] |
| Sep 18 | Bacteria [MKK Ch. 4: 5:99-103, 106-111, 114-117] |
| Sep 20 | |
| Sep 23 | |
| Sep 25 | Viruses [MKK Ch. 13:305-316, 324-325] |
| Human Host Defenses against Parasitism: |
|
| Sep 27 | Inborn Physiological Strategies: Resistance [MKK Ch. 17:417-428; 13:328] [handout 4] |
| Sep 30 | Acquired Physiological Strategies: Immunity [MKK Ch. 17:440-456] [influenza (video)] |
| Oct 2 | |
| Oct 4 | Industrial Strategies: Vaccines [MKK Ch. 17:457-462] [Kedzierski (vaccines)] |
| Oct 7 | |
| Oct 9 | Examination 2 (Microorganisms and Human Host Defenses) |
| Common Diseases Transmitted by Respiratory Infection: |
|
| Oct 11 | Strep Throat, Haemophilus, Bacterial Pneumonia, Tuberculosis [MKK Ch. 21:526-551] [Caldwell "Resurrection of a Killer" (TB)] |
| Oct 14 | |
| Oct 16 | Influenza, Colds, Hantavirus [MKK Ch. 21:526-551 continued] [Panati, p. 252-256 (influenza)] [Grady (hantavirus/ARDS)] [Radetsky "Cold Front"] |
| Oct 21 | Measles, Mumps, Rubella, Chickenpox [MKK Ch. 21:551-557] |
| Common Diseases Transmitted by Skin Infection: |
|
| Oct 23 | Anthrax, Tetanus, Gangrene [MKK Ch. 24:636-642, 666-668, 673-674][Young (anthrax)] |
| Oct 25 | Leprosy, Staph [MKK Ch. 24:642-644, 671-673] |
| Common Diseases Transmitted by Gastrointestinal Infection: |
|
| Oct 28 | Food Intoxication [MKK Ch. 22:564-574] |
| Oct 30 | Gastroenteritis, Salmonellosis, Typhoid [MKK Ch. 22:579-593] [Panati, p. 240-245 (typhoid)] |
| Nov 1 | Dysentery, Cholera, E. coli Diarrheas, Ulcers [MKK Ch. 22:579-593 continued] [Diamond (cholera)] [Panati, p. 245-247 (polio)] [Blaser (ulcers)] [Thompson (E. coli)] [Deadly Hamburgers (video)] |
| Nov 4 | |
| Nov 6 | Examination 3 (Respiratory, Skin, and Gastrointestinal Diseases) |
| Common Diseases Transmitted by Genitourinary Infection: |
|
| Nov 8 | Syphilis, Gonorrhea, Chlamydia, [MKK Ch. 23:602-614] [Aral and Holmes (STDs)] |
| Nov 11 | |
| Nov 13 | |
| Nov 15 | Herpes, Hepatitis B [MKK Ch. 23:614-615; 24:668-670] |
| Nov 18 | AIDS [MKK Ch. 23:617-621] [Adams "AIDS Knowledge"] [Greene "AIDS and the Immune System"] [AIDS Research: The Story So Far (video)] |
| Nov 20 | |
| Nov 22 | |
| Diseases Caused by Protozoa: |
|
| Nov 25 | Toxoplasmosis, Cryptosporidiosis, Pneumocystosis [MKK Ch. 22:595-596, 586; 21:545] [Mills and Masur (AIDS-related diseases)] |
| Dec 2 | Malaria, Trypanosomiasis [MKK Ch. 24:661-666] [Panati, p. 229-232 (malaria)] [Cowley "Endless Plague"] |
| Dec 4 | |
| A Look into the Future: Emerging Diseases |
|
| Dec 6 | Lyme Disease, West Nile Virus, Rabies, Ebola [MKK Ch. 24:649-652, 655-656] [Habicht, Beck and Benach (Lyme disease)] [Petersen and Roehrig (West Nile Virus)] [Cowley "Outbreak of Fear"] [Wood (tick-borne diseases)] |
| Dec 12 | Final Examination (Genitourinary , Protozoan, and Emerging Diseases) Section F (MWF@5) exam is in 116 PSN @ 5:30pm |
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WWW Materials:
- The URL for our class is http://www.cas.muohio.edu/~carlinjm/mbi111/
[note: the tilde (~) is important]
Alternatively, one can find the classes web site by starting at Miami's Home Page, and following a link to Libraries, then Class & Reserve Materials, then Class and Professor Web Pages at Miami University, then Microbiology. There you should be able to find my name and a link to this course. - Included at this web site will be copies of the syllabus, lecture notes, handouts, student-submitted web site links, report schedules, report and exam scores, etc. Furthermore, since some students frequently have neither the time to schedule appointments, nor are comfortable with asking questions in a large classroom setting, those students are encouraged to e-mail me their questions. Answers will be posted at the web site. Please use these questions and answers as a resource for greater understanding of issues and concepts regarding Microorganisms and Human Disease.
- To access lecture notes, you need to have Adobe Acrobat installed on your computer. This installer program is available on the latest version of the MUnet CD-ROM. Alternatively, you can download it directly from Adobe by clicking on the Acrobat icon on the classses' home page . After getting the software, you must install it on your computer. Installation will add a plug-in to your web browser that will enable you to view and print class notes. I have provided links to notes formatted for best printing. Choose the link for the notes that you need, and Acrobat will provide the rest. If all else fails, you can use a computer in Brill Science Library or any of the campus computer labs.
Textbook:
- McKane, Larry, and Judy Kandel. 1996. Microbiology: Essentials and Applications. McGraw-Hill, New York.
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Supplemental Readings: available on Electronic Reserve (requires password)
- Adams, J.L. "AIDS Knowledge and Sexual Attitudes." Ohio Journal of Science. 1990. 90:160-167.
- Aral, S. and K. Holmes. "Sexually Transmitted Diseases in the AIDS Era." Scientific American. February 1991, p. 62-69.
- Behbehani, A. "The Smallpox Story: Historical Perspective." ASM News, 1991, 57:571-576.
- Blaser, Martin J. "The Bacteria Behind Ulcers" Scientific American. February 1996.
- Caldwell, M. "Resurrection of a Killer". Discover, December 1992, p. 58-64.
- Caldwell, M. "Prokaryotes at the Gate". Discover, August 1994, p. 44-50.
- Centers for Disease Control and Prevention "Questions and Answers about West Nile Virus". CDC Web Publication, August 19, 2002,
- Cowley, G. "The Endless Plague." Newsweek, January 11, 1993, p. 56-59.
- Cowley, G, et al. "Outbreak of Fear." Newsweek, May 22, 1995, p. 48-55.
- Diamond, J. "The Return of Cholera." Discover, February 1992, p. 60-66.
- Grady, D. "Death at the Corners." Discover, December 1993, p. 82-91.
- Greene, W. "AIDS and the Immune System." Scientific American, September 1993
- Habicht, G.S., G. Beck, and J.L. Benach. "Lyme Disease." Scientific American, July 1987, p. 78-83.
- Hubbard, R., and J. Ettorre. "Hopeful Expression." CWRU, February 1995, p. 10-17.
- Kedzierski, M. "Vaccines and Immunisation." New Scientist. February 1992, p. 1-4.
- Krause, R.M. "The Origin of Plagues." Science, August 1992, p.1073-1078.
- Lemonick, M., "The Killers All Around". Time, September 1994, p. 62-69.
- Levins, R., et al. "The Emergence of New Diseases." American Scientist, January 1994, p. 52-60.
- McEvedy, C. "The Bubonic Plague." Scientific American, February 1988, p. 118-123.
- Mills, J. and H. Masur. "AIDS-related infections." Scientific American. August 1990, p. 50-57.
- Panati, C. 1989. Panati's Extraordinary Endings of Practically Everything and Everybody. Harper & Row, Publishers, New York, p. 220-256.
- Petersen, L.R., and J.T. Roehrig. "West Nile Virus: A Reemerging Global Pathogen". Emerging Infectious Diseases, July-August 2001, p. 611-614.
- Radetsky, P. "Cold Front." American Health, October 1993, p. 56-62.
- Rensberger, B. "Did Syphilis Sail to Europe with Columbus and Crew?" The Washington Post.
- Thompson, R. "Anatomy of an Outbreak." Time, August 3, 1998, p. 57-62.
- Wood, G. "Protect Yourself Against Tick-Borne Diseases." American Health, June 1995, p. 76-80, 104-105.
- Young, J.A.T. and R.J. Collier. "Attacking Anthrax." Scientific American, March 2002.
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Grading:
Your grade in this course will be based on two aspects of your performance - reports and examinations:- Reports:
- You will be expected to turn in two, one-page written reports (12 points each) and to present one of your reports as a two-minute oral report (8 points).
- Examinations:
- You will take four examinations (100-points each) consisting of multiple-choice, matching-multiple-choice and true-false questions.
- These examinations will include questions from the textbook, and from students' oral reports, as well as from my lectures.
- If you miss an examination for a reason acceptable to me, you may take an essay (4-25 point questions) makeup examination within one week after the missed examination.
| Grade | Percentage | Grade | percentage | |
|---|---|---|---|---|
| A+ | 100-97 | C+ | 79-77 | |
| A | 96-93 | C | 76-73 | |
| A- | 92-90 | C- | 72-70 | |
| B+ | 89-87 | D+ | 69-67 | |
| B | 86-83 | D | 66-63 | |
| B- | 82-80 | D- | 62-60 | |
| F | <60 |
This grading scale can be considered as "guaranteed" grades. If the class mean fall below expectations, the grading scale will be lowered. In that case, curves for each test will be generated, and a weighted average of curves will be used in calculating the final curve. If class means are higher than anticipated, the grading scale will not be changed.
Cheating on any aspect of this course will subject you to immediate dismissal from the class with a grade of F.
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Oral and Written Reports:
Each student will be required to turn in two written reports at scheduled times during the semester. Each student will also present one of their written reports to the class on their scheduled date. Each report should be prepared from a different current news article of your choice that you find in newspapers, magazines, scientific digests, or WWW sites; these articles should be on different topics and must have been published after April 1, 2002.- Reports based on web "fact" pages (i.e., encyclopedia-like pages) will not be accepted.
- Articles from professional medical or microbiology journals will not be accepted.
- Make sure that a microorganism is involved in your report - no credit will be given unless a microbe is involved. There are many diseases that do not involve microbes, including most cancers, diabetes and other autoimmune diseases, heart disease, etc.
- If you are uncertain whether your article is appropriate -- ask me.
- include your name (no name = no credit);
- describe what the article was about (6 points);
- tell how it is related to past, present and/or future issues in infectious disease microbiology relevant to this course (3 points);
- include the complete reference for the article, including the author, title, source (magazine, newspaper, URL, etc.), date published and pages (3 points). For URLs, follow this format (don't abbreviate the URL):
Author. Title. http://www.sitename.com/article.html. Date published.
A schedule of oral and written reports will be posted at http://www.cas.muohio.edu/~carlinjm/mbi111/. You may exchange dates with another student provided the other student agrees to the swap. You must inform me of all exchanges.
The format for the oral presentations will be a 1-2 minute presentation, followed by a short discussion/question and answer period. Avoid presenting the same article that another student has already presented orally (it gets boring for your classmates).
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Objectives:
This course has been designed to introduce you to principles and issues in infectious disease microbiology in a manner that will be both significant for understanding the disease process and relevant to your health. You will learn what microorganisms are, how they function, how they have been important in shaping human history, how they are important in your life now and how they will be important to you in the future. The role of microorganisms in infectious diseases and the responses of the host to those infections will be emphasized in this course. However, beneficial effects of some microorganisms will also be discussed.The topics in Microorganisms and Human Disease are all related to infectious diseases and their influence on development of human societies, past, present and future. The subject matter pertains to causative agents and their transmission, predisposing (risk) factors, resulting damage and complications, treatments, and preventive strategies. To increase your interest and intellectual curiosity, the relevance of lecture topics and associated issues to everyday life--past, present and future--will be emphasized in lectures and discussions. In addition, the lecture material will be supplemented with appropriate slides, overheads, videos and/or movies to help you relate what you are learning to the "real" world.
The underlying theme of Microorganisms and Human Disease is the impact of infectious diseases on development of human societies. You will learn about major achievements of microbiologists and the resistance they had to overcome to make their breakthroughs. Examples include Koch's germ theory of infectious disease and development of postulates for determining causation of infectious disease, Jenner's development of a protective smallpox vaccine, Fleming, Chain and Florey's work on penicillin and Salk and Sabin's efforts in combating polio. In addition to this, discussion of the occurrence of new diseases such as AIDS, Legionnaires' disease and Lyme disease, coupled with the subsequent development of new strategies to combat them will help you learn that the subject matter is historically derived and continually changing. It will also help you appreciate the importance of imagination and intuition in development of scientific principles and approaches, and underscore the continuing need for these traits if we are to successfully address contemporary issues in infectious disease microbiology. Critical thinking will be fostered by examination of entrenched assumptions and methods during description of the derivation of current methods and concepts from earlier ones.
Integration into each lecture of examples of problem recognition, problem definition, and problem solving will nurture the development of your understanding and appreciation of the analytical approach inherent in the scientific method. As liberally educated citizens, you will be challenged to think about the current state of infectious disease microbiology and to formulate strategies to improve the longevity and quality of life. The application of critical ways of thinking will include exploring possible solutions to current issues in infectious disease microbiology, including ways to improve control of microorganisms to effect better prevention and treatment of microbial infections.
The intricacies of host-pathogen interactions will be interwoven throughout the course as each aspect of infectious disease microbiology is addressed. You will be encouraged to compare your own ways of thinking with those employed in other times, by other societies or professions and by your fellow students. In each case, you will be encouraged to evaluate how effective a society is (or was) in combating infectious disease. Opportunities for you to share and discuss personal perspectives will be encouraged in order to assist you in understanding the problems inherent in infectious disease control. This approach will provide freedom from the teaching of science as dogma, yet demonstrate the extent to which the rise and maintenance of western society is based on science, and microbiology in particular. You will also recognize that there may not be a universal priority or prescription for well-being of individuals at all times or in all places. In addition, you will develop an understanding of how and why this can happen. In summary, this course was designed to inspire you to think in new ways, better understand multicultural and historical differences, and appreciate the basis of diverse responses to infectious diseases by helping you understand how ways of knowing and ways of thinking affect the derivation and application of infectious disease microbiology principles both here and around the globe.
To foster personal involvement with the subject matter, you will be required to find news reports and bring them to class for oral presentation and group discussion. The instructor will also foster discussion by posing questions based on real-life situations such as:
- Do (did) other societies handle health problems such as sexual behavior vs. sexually-transmitted disease better than we do? If so, how do (did) they do it?
- Why has it been possible to eliminate some infectious diseases but not others?
- What is the relationship between certain personal behavior patterns and the chance of contracting infectious diseases?
- How and why does the chance of getting AIDS differ in Harrisburg, Houston and Harlem?
- Does the resurgence of tuberculosis and life-threatening streptococcal infections (e.g., the infection that killed Jim Henson, of "Muppets" fame) and the emergence of Lyme disease represent old pathogens playing new tricks or new pathogens?
- What are some potential consequences of our current indiscriminant use of antibiotics?
- What is the social impact of eradicating diseases? Are there both positive and negative aspects to consider?
A diversity of concepts has been thoughtfully interwoven to form this course. Clearly, it will not only be challenging, but will also provide you with a coordinated learning experience. The breadth of the subject matter, as outlined in the syllabus, permits ample flexibility for thoughtful and creative pedagogy. For example, mathematics will be employed in the statistical analysis of epidemiologic data demonstrating the rise or fall in incidence of diseases such as AIDS, tuberculosis, cholera, puerperal sepsis and kuru in relation to changes in behavior. Additionally, thoughtful pedagogy will be fostered by analyzing mechanisms of disease and methodologies employed to investigate disease processes. In addition, this course will provide historical perspectives, foster critical thinking and encourage you to explore ways in which imagination, intuition and reasoning affect development of concepts. As a result of taking Microorganisms and Human Disease it is expected that you will be better able to contribute through knowledge, personal practice and leadership to a "healthier" society.
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MBI111: Syllabus
Department of Microbiology/Miami University (Ohio USA) This document was last modified on: Wednesday, June 15, 2011 at 16:47:07 Please send comments and suggestions to: Joseph M. Carlin, Ph.D. Professor of Microbiology |
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