Monthly Archives: July 2022

Over the next five years, the University of Cincinnatis College of Medicine is creating a cool cutting-edge space to study the images of life.

The way the Center for Advanced Structural Biology (CASB) will do that is through cryo-EM, or electric microscopy. This structural biology methodology gained a lot of attention following the 2017 Nobel Prize awards for chemistry. Cryo-EM is valuable for studying any kind of proteins that are related to any kind of human disease.

Announcement of the Nobel Prize in Chemistry 2017

Researchers can prepare and image samples at very cold temperatures to visualize them in a near-native hydrated state. This helps them get a look at proteins at the atomic level.

Were actually visualizing a single protein, says Rhett Kovall, Ph.d., of the Department of Molecular Genetics, Biochemistry and Microbiology, who has helped get the funding and plan the cryo-EM facility in the CASB. This is quite different from other structural techniques where you dont get this direct visualization.

For research scientist and facility manager Desiree Benefield, Ph.d., its valuable for studying any kind of proteins that are related to human disease. She first learned about cryo-EM in graduate school.

I just fell in love with it because you could actually see the science, she says. It wasnt a clear liquid in a tube or a band on a gel you were looking at your question, which is really exciting to me.

The samples are flash-frozen with a Vitrobot (specimen preparation unit) and then scientists study them on the Talos L120C Transmission Electron Microscope. In this video, Benefield shows how it all works.

The $1.5 million to buy the equipment came from Research 2030 as part of a JobsOhio grant.

Eventually, Cincinnati Childrens Hospital, the University of Kentucky and Miami University will have access to UCs equipment.

View post:
UC scientists are deep-freezing molecules. Here's why they're so excited about it - WVXU

When the virus that causes COVID-19 enters the body, it hijacks cellular proteins and suppresses the human inflammatory response, allowing the virus to spread. University of Florida researchers have discovered a novel way in the lab to fight rapidly evolving strains of coronaviruses by breaking that cycle.

The group created a molecular decoy that blocks two proteins coronaviruses use to evade a normal immune system response. Blocking these proteins prevents the virus from taking hold within human cells, the researchers found. During early tests, short chains of amino acids, known as peptides, inhibited the replication and release of two coronaviruses including SARS-CoV-2. The findings werepublished recently in the journal Frontiers in Immunology.

The UF teams compounds dont attack coronaviruses directly, said Alfred S. Lewin, Ph.D., a professor ofmolecular genetics and microbiology in the UF College of Medicine.

These peptides have the potential to allow our immune system to fight off the virus more effectively, Lewin said.

To establish their findings, the researchers focused on two coronaviruses. One is a seasonal virus that causes upper-respiratory infections like the common cold. Researchers at UF and elsewhere already knew that people with antibodies to it were less likely to develop serious COVID-19 infections.

That potential benefit intrigued Chulbul M. Ahmed, Ph.D., a research assistant professor of molecular genetics and microbiology. Their team developed a peptide known as pJAK2. During testing on human cells, the compound significantly reduced the viruses concentrations and ability to replicate. In SARS-CoV2, the peptide reduced the viruss replication more than tenfold, the researchers found. The cell-penetrating peptides work by acting as a decoy and suppressing two proteins that would otherwise allow invading viruses to thrive.

When the peptide was combined with a second virus-inhibiting protein, viral activity was inhibited even further than with either peptide treatment alone.

A future COVID-19 therapy based on pJAK2 intrigues the researchers for several reasons. It can be synthesized easily and in large quantities at a reasonable cost, Ahmed said. And it has natural origins as a cell-penetrating form of 13 amino acids already found in humans.

The case to be made here is that were not dealing with a foreign substance. Its something that the human body already produces in some form, Ahmed said.

The researchers believe pJAK2 would be most useful as an early-stage therapy that fights the SARS-CoV-2 virus by stimulating an immune response. Several antiviral drugs to treat COVID-19 in its early stages are already on the market, including the well-known remdesivir.

This would be a potentially useful treatment for someone with an early or intermediate-stage infection but certainly not for someone who already has a serious inflammatory response to the virus, Lewin said.

The discovery may also prove to be a preventive treatment for COVID-19, Ahmed said. Testing on the influenza virus revealed both therapeutic and preventive qualities. Ahmed said its reasonable to believe those same characteristics could apply to SARS-CoV-2 and its variants as well as other viruses that lead to herpes, Ebola, the flu and monkeypox.

For influenza, we have shown that it acts both as a prophylactic as well as a therapeutic compound. So this could potentially be given to uninfected family members and primary contacts of the affected individuals to protect them from getting a more serious form of SARS-CoV-2, Ahmed said.

Next, the researchers want to fully test their findings in primary human lung cells before moving to experiments in mouse models and eventually human clinical trials.

Research collaborators included Tristan R. Grams, Ph.D., a Ph.D. candidate in biomedical sciences; David C. Bloom, Ph.D., a professor and chair of the College of Medicines department of molecular genetics and microbiology; and Howard M. Johnson, Ph.D., an emeritus faculty member of the UF department of microbiology and cell science. Research funding was provided by the Shaler Richardson Professorship endowment, Research to Prevent Blindness and multiple National Institutes of Health grants.

Doug Bennett July 13, 2022

See original here:
UF researchers discover new way to inhibit virus that causes COVID-19 - University of Florida

Job Description

The successful candidate(s) will play key hands-on role(s) in the laboratorys use of a wide variety of proteomic, molecular biology and protein purification techniques in support of the characterization of allergenic components and evaluation of allergic diseases. They will partner closely with other members of the R&D team who specialize in Epidemiology, Genetics, Immunology and Clinical Medicine. Understanding of coding (R) and Statistical Handling of big-data would be appreciated.

Qualifications

PhD with experience in Molecular Biology/Recombinant Protein Production and Purification and the ability to co-supervise undergraduates and graduates students.

Covid-19 Message

At NUS, the health and safety of our staff and students are one of our utmost priorities, and COVID-vaccination supports our commitment to ensure the safety of our community and to make NUS as safe and welcoming as possible. Many of our roles require a significant amount of physical interactions with students/staff/public members. Even for job roles that may be performed remotely, there will be instances where on-campus presence is required.

Taking into consideration the health and well-being of our staff and students and to better protect everyone in the campus, applicants are strongly encouraged to have themselves fully COVID-19 vaccinated to secure successful employment with NUS.

More Information

Location: [[Kent Ridge Campus]]Organization: [[National University of Singapore]]Department : [[Department of Biological Sciences]]Employee Referral Eligible: [[No]]Job requisition ID : 16431

See the original post here:
Research Fellow, Molecular Biology / Recombinant Protein Production and Purification (Biol Sci) job with NATIONAL UNIVERSITY OF SINGAPORE | 301436 -...

Genetic testing has afforded oncologists with the opportunity to identify patients who may have a higher risk of developing cancer at some point in their life, especially for patients with a predisposition for certain cancers and patients who may have family members with cancer. Additionally, genetic testing to identify actionable mutations has allowed patients to receive targeted therapy and have their long-term treatment plan mapped out at diagnosis, according to Lee S. Schwartzberg, MD, FACP.

However, this testing has created a vast amount of information to digest for each patient, and streamlining platforms to pull more relevant information together will be important as the genetic testing field continues to grow, Schwartzberg said.

Linking the germline genetics with outcomes, like the ancestry data, is becoming increasingly interesting, Schwartzberg said. We want to know if patients who have a specific ancestry might have a predisposition for multiple genes interacting to get a cancer, or, more importantly, how the outcome [of] that cancer might differ.

In an interview with OncLive, Schwartzberg, the chief of Medical Oncology and Hematology at the Renown Institute for Cancer, and a professor of clinical medicine at the University of Nevada, discussed barriers to genetic testing in oncology, the role of a molecular tumor board, and the expanding number of platforms available to perform testing.

Schwartzberg: When discussing genetic testing in oncology, were talking about 2 broad themes. The first is germline testing, which has been available for about 25 years and should be considered for patients who typically have family history [of cancer] or meet the criteria for germline testing. These criteria have evolved dramatically over time to multi-panel testing. We usually test multiple genes that we now know increase the susceptibility to cancer. We test individuals with a diagnosis of cancer and potentially their family members if an alteration, a pathogenic variant, or a probable pathogenic variant [is found] in the germline. We also test high-risk individuals when they dont have cancer.

The barriers include finding the right patients to test. It is easy for oncologists, if you have a patient with a cancer diagnosis, to determine, based on their family history or the type of cancer they have, or both, whether germline testing should be considered. Those guidelines have evolved dramatically over the past few years and include patients that have strong family histories. We have therapeutic drugs for patients with certain germline alterations, namely PARP inhibitors, particularly in patients with breast cancer. That has led to a broader discussion of testing where we believe that the majority of patients with breast cancer should be tested and not miss an opportunity to receive a PARP inhibitor in the adjuvant setting if they have higher-stage disease.

One of the barriers in the space can be insurance in some cases, [when it needs to be determined] whether patients fall into NCCN [testing] guidelines. Making sure that the high-risk patients are identified by their primary care physicians for testing [is necessary]. Many times, oncologists end up doing the testing or arrange with a genetic counselor to do testing. But we can only do the testing if were aware of those patients.

There is still a gap in access to patients who may benefit from testing [even though] there may be a strategy of drug therapy, imaging, or more intensive surveillance, which can be an issue. The second issue with germline testing is interpretation of the results. In other words, not finding the patients is one issue, but finding patients to test and misinterpreting the results is another issue. We see this frequently, particularly with people with too much to do, such as primary care doctors. Its too much to stay [up-to-date] on everything with the vast breath of what they see.

Particularly when patients get a variant of unknown significance in a cancer susceptibility gene, occasionally, those patients will be counseled to undergo prophylactic surgery or increased surveillance. That is not the recommendation for a variant of unknown significance. Understanding the difference between a pathogenic or likely pathogenic variant vs a variant of unknown significance [is important], and we need to get the word out. Primary care doctors, oncologists, and surgeons [need to be educated].

The way to avoid the pitfall is to have a high-risk clinic for patients who might be susceptible to breast and ovarian cancer, for example. Increasingly, we recognize that there are other patients [who may benefit from testing]. The simple thing is to acknowledge that a comprehensive family history is taken. For people who dont have cancer, thats where you find the gold. If you have families that have multiple cancers that fall into a pattern of potentially suggesting a hereditary predisposition gene, thats where you make that recognition and send them to the appropriate person if youre not equipped to do the testing. That can be for primary care physicians, but it can be for oncologists, as well. Taking that family history is really important.

[It is important to have] electronic platforms that help on the genetic side and hereditary side to complete the family history and clinical decision support that will highlight and identify a patient who might be a good candidate for multi-gene panel testing in the germline. We are also seeing that the awareness of clinical decision support and the integration of results into the electronic record is important for patients who have cancer where we do a comprehensive genomic profile.

For about 10 years, weve had the ability to do multi-gene panels that have grown in size, and they now typically run anywhere from several hundred genes to whole exome and whole transcriptome sequencing. This includes both DNA and RNA at one end, and, at the very least now, we have the ability to do genomic profiling of multiple genes, including the actionable genes. That delivers a tremendous amount of information.

A barrier there includes reimbursement. There are large payers who are not yet convinced of the broad-scale benefit of doing comprehensive genomic profiling in advanced cancers across the board. [For example], in many of the guidelines, including nonsmall cell lung cancer [NSCLC], comprehensive genomic profiling is recommended, as opposed to doing individual tests for the actionable genes. Given the fact that [NSCLC] now has upward of 10 actionable alterations, even in the first-line setting, its critical to know that information up front. Payers are still requiring that the sequential single-gene approach be taken. I believe thats wrong.

Going beyond to other diseases like breast cancer, where you might not make a treatment decision in the first line based on a comprehensive genomic profile, I strongly believe in having that information at hand when starting to plot out the different courses of therapy that a patient may have during their lifetime with advanced breast cancer. Its good to have that information before you have to make the decision in a situation when a patient progresses. There are also many rare cancers that have specific alterations, and they should be tested, which can have a huge effect on outcome.

I recommend doing comprehensive genomic profiling on patients at their diagnosis of advanced disease. Today, we can even follow them with liquid biopsies on a regular basis, although thats still in evolution in terms of the most valuable and impactful way to do that [in terms of improving] clinical outcome.

Another barrier is awareness [of knowing] if we should do comprehensive genomic profiling on all patients. Not all oncologists are doing that yet, even in NSCLC. Although it is ironclad that we should do it in all patients, only about 70% of patients with advanced NSCLC, up until the past year, receive comprehensive genomic profiling at diagnosis. That number should be closer to 90%. Although weve made steady progress over time, were not yet at the optimal level because of some of the other barriers.

Another barrier for genomic profiling is interpreting the results. We get a wealth of information, typically a 30- or 40-page report, when we do comprehensive genomic profiling from a blood or tissue sample. The amount of information is huge. The problem is, no one has the time to sit and read a 30-page report, word for word, so it does get summarized. However, many of the nuances can be lost in the summary. One way to get around that barrier is to have a molecular tumor board with a group of people that have familiarity with comprehensive genomic profiling, including genetic counselors, pathologists, molecular pathologists, clinical oncologists, and imagers, to go through the report.

If you get genes that look like you can do something with in terms of a therapy, it is important to present those in a real-time fashion and get the input of a tumor board, just like we would with a standard case without the genomics or the molecular findings. That can be done in a disease-specific tumor board, although it gets complicated there. Utilizing the molecular tumor board with the most impactful cases presented on a regular basis can be very useful for changing patients to the right therapy, for agreeing with the therapy, and, importantly, for [enrollment in] clinical trials. For directing patients to clinical trials, a molecular tumor board is fantastic. Whether its right at the time the patient gets testing or as a clinical decision support tool, every time a patient progresses and changes therapy, oncologists are reminded that this patient has a molecular alteration, and they may be a candidate for these current trials that are available. We are not quite yet at the sophistication of clinical decision support to do that, but we are getting closer. The idea that you can surface an alteration that would prompt the clinician to look for a clinical trial at the time of progression is coming along nicely. Its a great use of technology to avoid that barrier to best care.

Myriad Genetics is going in multiple directions to improve care through the combination of genetics, genomics, and developing new tools. The homologous recombination deficiency [HRD] score is something thats had a lot of attention. In this case, were looking at a variety of different genomic alterations, individual genes, and broader genome-wide [factors] such as loss of heterozygosity. In pulling those all together into an HRD score, we use that to make clinical decisions. This is most notably [applied] in ovarian cancer, but its starting to extend out into other diseases. Having that information in hand is really going to be critical in the future for making the right decision for therapy for these patients.

Another group of genomic testing includes genomic profiling, genomic expression, or genomic classifiers, which look at the pattern of expression of certain genes, then pulling them together into a model that predicts either prognosis or response to types of therapies. EndoPredict is a good example of that, with good data showing prognosis of patients, low to high, based on EndoPredict score. You can have a patient with a clinically high-risk tumor that has a genomically low-risk tumor, and you would treat that patient differently. Thats what the study gets at: How often do you use that kind of data to make a decision, or how does the test affect your decision making? That is important when you have genomic classifier tests that will tell you information thats both prognostic and predictive.

[Research is also being done with genetics and ancestry.] For example, Black women with triple-negative breast cancer have a worse outcome. Is any of that due to their ancestry in the sense of inheriting multiple genes? Not genes that are single actors, like BRCA, which has, as an individual gene, influenced the risk and outcomes of breast cancer, but how groups of genes that are inherited over generations might also affect that. That is an area of active discovery and research.

We are at the dawn of the age of how to best use liquid biopsies. One of the benefits of a liquid biopsy is that its simple, minimally invasive, and it can be repeated. As opposed to using tissue, liquid biopsy is a repetitive source of information about how a cancer is acting. The use of liquid biopsy is extremely wide ranging. On one end, were at the dawn of using liquid biopsy to do multi-cancer early detection, and the first test just rolled out where a tube of blood may be able to identify early-stage patients with a variety of different cancers. These tests are now out commercially, and much more research will be done to improve the sensitivity and specificity for the accuracy of these tests.

For the first time, we can think about screening patients for cancer beyond their traditional screening technologies. We can do it broadly, although the question remains if we can afford it as a society, and if insurance will pay to screen broad populations. The way its going to go, in my opinion, is the higher-risk populations will get access to these tests. There will be more impact in terms of the number of positives that are found, as opposed to the lower-risk groups.

This is exciting. Data that were presented at the 2022 ASCO Annual Meeting about minimal residual disease from liquid biopsy examined the sensitivity of liquid biopsies to pick up DNA or methylation patterns, [similar to] the multi-cancer early detection test. In patients who would be at risk after their initial tumor is removed, who are those patients that are destined to relapse? Can we intervene and do something about it early before they come in with symptoms or abnormal imaging? Thats a fascinating area, and its going to be one thats going to yield a lot of information over the next few years.

We can use liquid biopsies to monitor patients on therapy, to find early relapse, and [to detect] defined patterns of mutations that change over time. It gives us insight into the reasons for resistance. Sometimes, like in NSCLC, we can use liquid biopsies to see what the cause of resistance is and get patients on clinical trials for targeted therapies for new generations of treatments. That is a whole area that is exploding right now.

Read more:
Streamlined Genomic Testing Platforms Are Taking on A Bigger Role in Cancer Care - OncLive

Program Overview

Become equipped to stake your claim in the worlds of emerging diseases, genetic studies, physiology and biodiversity, threats to species and ecosystem functioning, and global population increase and sustainability with a Bachelor of Science in Biology. The vocational choices for BS in Biology degree holders are broad and fascinating. Careers include those in medical professions, genetics, molecular and cell biology, biotechnology, microbiology, conservation biology, evolutionary biology, ecology, animal and plant science, as well as science writing, editing, and education.

If youd like to include an interdisciplinary approach to your academic training, this degree allows for the integration of study in the life sciences, with coursework in the physical and earth sciences, as well as applied fields such as forensics. You can also consider the Bachelor of Science in Biology to Master of Forensic Science Transition program for your future.

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Preparation for the Major

Prerequisite:MTH12AandMTH12B, orAccuplacer test placement evaluation

An introduction to statistics and probability theory. Covers simple probability distributions, conditional probability (Bayes Rule), independence, expected value, binomial distributions, the Central Limit Theorem, hypothesis testing. Assignments may utilize the MiniTab software, or text-accompanying course-ware. Computers are available at the Universitys computer lab. Calculator with statistical functions is required.

Prerequisite:MTH12AandMTH12B, orAccuplacer test placement evaluation

Examines higher degree polynomials, rational, exponential and logarithmic functions, trigonometry and matrix algebra needed for more specialized study in mathematics, computer science, engineering and other related fields. Computer and/or graphing calculator use is highly recommended.

Prerequisite:MTH12AandMTH12B, orAccuplacer test placement evaluation

The first part of a comprehensive two-month treatment of algebra and trigonometry preliminary to more specialized study in mathematics. The course covers higher degree polynomials, rational functions,exponential and logarithmic functions, transformations and the algebra of function, matrix algebra and basic arithmetic of complex numbers.

Prerequisite:MTH216A

The second month of a comprehensive two-month treatment of algebra and trigonometry; this course is a continuation of MTH 216A. Topics include trigonometric functions, analytic trigonometry and application, parametric equations, matrix algebra, sequences and series, and applied problems. Graphing calculator may be required.

Prerequisite:MTH215or equivalent

General chemistry topics important for higher level chemistry and science courses: thermodynamics, reaction kinetics, and quantum mechanics. Successful completion of a college algebra course is required for enrollment in this course.

Prerequisite:CHE141

Second course of general chemistry, covering: bonding, solutions, chemical kinetics, chemical equilibrium, acids/bases, and thermodynamics.

Corequisite:CHE149A;Prerequisite:CHE142

Third course of general chemistry, covering: electro, nuclear, organic, bio, and coordination chemistry. Chemistry of metals and non-metals is also covered.

Fundamental concepts of biochemistry, cell biology, genetics. Concepts include important organic molecules, cell structure and function, metabolism and enzyme activity, cellular respiration and photosynthesis, DNA structure, meiosis and mitosis, Mendelian genetics. Intended for science majors.

Prerequisite:BIO161

Evolution, taxonomy, biodiversity, ecology. Concepts include evolutionary processes, taxonomy and phylogeny of the kingdoms of life, and ecological processes at the levels of the population, community and ecosystem. Intended for science majors.

Corequisite:BIO169A;Prerequisite:BIO161;BIO162

Morphology and physiology of multicellular organisms, particularly plants and animals. Concepts include plant structure and physiology, and comparative animal morphology and physiology. Intended for science majors.

Prerequisite:MTH215, orMTH216AandMTH216B

Non-calculus based general physics course. Intended for Science majors. Study of one-dimensional and two dimensional kinematics, dynamics, statics, work, energy, linear momentum, circular motion and gravitation.

Prerequisite:PHS171

Non-calculus based general physics course for Science majors. Study of temperature, kinetic theory, gas laws, heat, oscillatory motion and waves, and electricity.

Corequisite:PHS179A;Prerequisite:PHS171;PHS172

Non-calculus based general physics course intended for Science majors. Extended study of magnetism, electromagnetic induction and waves, optics, relativity, quantum physics, nuclear reactions and elementary particles.

Prerequisite:CHE101andCHE101A, orCHE141andCHE142andCHE143andCHE149A

Introduction to the fundamentals of organic chemistry. This course covers the properties and reactions of hydrocarbons and their functional groups, aromatic compounds, and biological molecules. Special efforts are made in demonstrating the interrelationship between organic chemistry and other areas of science, particularly biological, health, and environmental sciences.

Corequisite:CHE150

This course is designed to introduce students to the practical aspects of organic chemistry. This course covers basic techniques for handling, analyzing, and identifying organic compounds. In addition, students will learn how to synthesize simple and practical small organic molecules.

Corequisite:BIO163;Prerequisite:BIO161;BIO162

Laboratory course in general biology intended for science majors. Topics include the application of the scientific method, examination of cellular processes (eg. respiration, photosynthesis, mitosis, meiosis), Mendelian genetics, operation of basic laboratory equipment, taxonomic classification, and investigations of structure and function of prokaryotes, protists, fungi, plants, and animals.

Corequisite:CHE143

Augments student understanding of important concepts in chemistry through hands-on experiments. Students will become proficient in advanced chemistry laboratory techniques, will learn how to operate modern instruments, will acquire the necessary skills to collect data accurately and to perform error analyses.

Prerequisite:PHS171andPHS172andPHS173, orPHS104

General physics lab course for science majors. Includes lab practicum in major concepts of general physics: one and two-dimensional kinematics, work and energy, electric current, oscillations, and geometric optics.

*May be used to meet General Education requirements

Requirements for the Major

Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A

A study of the relationship of plants and animals to their environment and to one another. Emphasizes populations, the population-community interface and community structure and interactions within the ecosystem.

Prerequisite:BIO163;BIO169A;CHE143;CHE149A

Principles of genetics and heredity. Topics include linkage and pedigree analysis, DNA replication and repair, gene expression and regulation, inheritance of traits, genetic engineering, relationship of genetics to human health, and application of genetics to understanding the evolution of species.

Prerequisite:BIO161;BIO162;BIO163;BIO169A

Evolutionary biology. Topics include the history of life, fossil record, causes of microevolution (including natural selection and mutation), macroevolutionary processes (including speciation and extinction), evolutionary genetics and developmental biology (evo-devo), phylogeny construction and taxonomy.

Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A;Corequisite:BIO406A

Introduction to cellular biology, including fundamentals of cell structure and function, inter- and intracellular communication through signaling and signal transduction, cell growth and energy generation through aerobic respiration and photosynthesis. Examination of cellular events and analysis of specific case studies in cell biology.

Corequisite:BIO406;Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A

This course emphasizes techniques essential to cellular biology, including cell culturing, Western blotting, ELISA, and DNA, RNA, and protein extractions.

Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A;Corequisite:BIO407A;Prerequisite:BIO305

An introduction to molecular biology focusing on gene structure, organization, regulation and expression. Topics in genetic engineering and genome evolution are covered, as well as DNA replication, recombination, transcription and post-transcriptional mechanisms in both eukaryotic and prokaryotic cells.

Corequisite:BIO407;Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A;BIO305

This course emphasizes techniques essential to molecular biology including DNA extraction, purification and quantification; polymerase chain reactions; and restriction enzyme digestion.

Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A;Corequisite:BIO414A

Comparative study of invertebrates: taxonomy, structure, physiology, reproduction, evolution, and behavior.

Corequisite:BIO414

Laboratory complement of invertebrate zoology, involving specimen investigations, demonstrations, and experiments. Contact hours (45.0) are based on a 3:1 ratio; i.e., 3 lab hours = 1 lecture hour equivalent.

Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A;Corequisite:BIO416A

Study of the life of Vertebrates integrating the anatomy, physiology, ecology, evolution and behavioral adaptations that enable them to survive effectively in their natural environment.

Corequisite:BIO416

Laboratory complement of vertebrate zoology, involving specimen investigations, anatomical examination, and live observations when feasible.

Prerequisite:BIO305, orBIO310, orBIO330

Examination of current topics in biology. Emphasis on evaluation, discussion, and analysis of peer-reviewed literature.

Upper-Division Electives

Students may select only 300, 400, or 500 level in the College of Letters and Sciences to complete the total of 76.5 quarter units of upper division for the degree. Suggested upper-division courses are given below.

Prerequisite:BIO161;BIO162;BIO163;BIO100A

Study of animal behavior, integrating genetic, physiological, ecological, and evolutionary perspectives.

Recommended Preparation:BIO203, orBIO406, orequivalent courses.

Examination of the structure and function of the immune components, including the complement system, innate and adaptive responses, and immune cell signaling. Analysis of fundamental concepts such as antibodies, antigens, antigen-antibody complexes, allergic reactions, lymphatic and hematopoietic systems, cancer, and autoimmune and immunodeficiency diseases.

Prerequisite:BIO161;BIO162;BIO163;BIO169A;CHE141;CHE142;CHE143;CHE149A

Plant biology, including structure, function, evolution, taxonomy, and diversity of major groups of plants.

Prerequisite:BIO161;BIO162;BIO163;BIO100A, orBIO100;BIO100A

Study of the flora, fauna, and biomes of California. This course includes field trips, with sites selected for each academic center within the University.

Prerequisite:BIO161with a minimum grade ofC.Student must have taken General Biology or equivalent;BIO162with a minimum grade ofC.Student must have taken General Biology or equivalent;BIO163with a minimum grade ofC.Student must have taken General Biology or equivalent

Global approach to the science of marine biology. Study of life in the marine environment and the structure and function of various marine ecosystems such as coral reefs, mangroves, and estuaries. Analysis and evaluation of the human impact on ocean ecology.

Recommended Preparation:BIO162with a minimum grade ofC.Student must have a grade of C or higher

Survey of marine habitats for fish species identification and quantification; survey of marine mammal (dolphins and manatees) ecology and behavior; identification of sea turtle species nesting and ecology; assessment of sea grass health and species identification; coral identification and health; ecosystem health and methods of monitoring. Species list composition, biopsying techniques, and basics of biological field work. Taught in a field laboratory in Turneffe Atoll, Belize; requires international travel. Contact instructor for approval and additional requirements.

Corequisite:BIO470A;Prerequisite:BIO161with a minimum grade ofC-.Student must have passed the class with a C- or better;BIO162with a minimum grade ofC-.Student must have passed the class with a C- or better;BIO163with a minimum grade ofC-.Student must have passed the class with a C- or better

Analysis of biotechnology-related information using software tools to store, manipulate, and extract information from protein and nucleic acid sequence data. Topics include genome annotation, gene and protein prediction, sequence alignment, and analysis of aligned sequences in the description of patterns of protein or species relationships and gene expression.

Corequisite:BIO470

Techniques essential to bioinformatics. Topics include practical knowledge of databases, basic commands in Unix and R, sequence alignment and annotation, and gene-expression quantification.

Project-based study in biology under the individual direction of the faculty. Topics and sites are specifically designed in collaboration with teachers and students. Units can be taken separately or cumulatively; this course can be repeated depending upon the needs of individual students.

Prerequisite:CHE142

Introduces students to the chemistry of carbon compounds and their properties, structures and reactions. It emphasizes the study of the properties and reactions of aliphatic, halides, alcohols, esters, thiols and sulfides, and aromatic compounds, which in conjunction with selected experiments, gives an understanding of the mechanisms of organic reactions.

Corequisite:CHE350Minimum C

Students will learn how to apply common laboratory techniques to determine the structure and the chemical properties of alkanes, alkenes, alcohols, alkyl halides, acids and esters. The experiments will be done on a small scale approach or microscale. Contact hours for this laboratory course (45) are based on a 3:1 ratio, i.e. 3 Lab hours= 1 lecture hour equivalent.

Prerequisite:CHE350

Study of the properties and reactions of aromatic compounds, aldehydes, ketones, carboxylic acids, amines, and amides. In addition, students are introduced to the use of modern spectroscopic techniques to analyze and predict structures of organic molecules.

Corequisite:CHE351Minimum C

Students will apply laboratory techniques learned in CHE350A to synthesize , purify and identify organic compounds including alcohols, aldehydes, aromatics, ketones, ethers, esters, amides and amines. The experiments will be done on a small scale approach or microscale. Contact hours for this laboratory course (45) are based on a 3:1 ratio, i.e. 3 Lab hours= 1 lecture hour equivalent.

Prerequisite:CHE350;CHE350A;CHE351

Study of the structures and functions of important classes of biological molecules: proteins, carbohydrates, nucleic acids, and lipids. A strong and current background in chemistry is required to successfully complete this course.

Prerequisite:CHE360

A continuation of CHE 360. This course concentrates on the principles of cellular regulatory processes and synthesis of biological molecules.

Examination of the interactions between oceanographic, geological and astronomical processes on the physical and living components of the worlds oceans. Includes interactions between the ocean and the atmosphere and how these interactions affect currents, weather and biological activity.

Prerequisite:MTH215, orMTH216AandMTH216BandMTH210

An introductory to mathematical modeling, utilizing a variety of diverse applications from physical, biological, business, social, and computer sciences. Discuss the limitations, as well as the capabilities, of mathematics as applied to understanding of our world. Teaches problem identification, models of solutions and model implementation. Graphing calculator is required.

See the rest here:
Bachelor of Science in Biology - National University

Department:Department of Experimental BiologyFaculty of ScienceDeadline:13 Aug 2022Start date:1.9.2022 or by agreementJob type:part-timeJob field:Science and research | Education and schooling

Dean of the Faculty of Science, Masaryk University announces an open competition for the positionLecturer for Department of Experimental Biology

Workplace:Department of of Experimental Biology, Section of Genetics and Molecular Biology, Faculty of Science, Masaryk University in Brno, Czech RepublicType of Contract:temporary position with 2-year contract (with possible extension), academicWorking Hours: 0,8 FTE (part-time employment of 32 hours per week)Expected Start Date: 1.9.2022 or negotiable with respect to immigration timelines for non EU candidatesNumber of Open Positions:1Pay:CZK 34800,-per monthApplication Deadline:13.8.2022EU Researcher Profile:R2

About the Workplace

Masaryk Universityis modern, dynamic and the most attractive university in the Czech Republic with ten faculties, more than 6000 staff and 30000 students, awide range of research areas and astrong international position. We are the largest academic employer in the South Moravian Region.

Faculty of ScienceMU,a holder of theHR Excellence in Research Awardby the European Commission, is aresearch-oriented faculty, offering university education (Bachelors, Masters, and Doctoral degree programs) closely linked to both primary and applied research and high school teaching of the following sciences: Mathematics, Physics, Chemistry, Biology, and Earth sciences. We are the most productive scientific unit of the Masaryk University generating around 40 % of MU research results.

Department of Experimental Biologyat the Faculty of Science MU is amodern, fully equipped workplace where individual research groups are engaged in research at all levels -from molecules and cells to whole organisms.

Job Description

Key Duties:

Skills and Qualifications

The applicant must have:

Informalinquiries about the positioncan be sent to prof. RNDr. Ji Doka, CSc. email doskar@sci.muni.cz, telefon 549493557.

We Offer

Application Process

The application shall besubmitted online by August 13,2022 via an e-application,please find the reference to the e-application in the beginning and end of the advertisement.

The candidate shall provide following:

After submitting your application successfully, you will receive an automatic confirmation email from jobs.muni.cz.

Selection Process

Received applications will be considered carefully in line withprinciples of the EU Charter and Code for Researchers.

Selection criteria:

If we do not contact you within 10 working days after the application deadline at the latest, it means that we have shortlisted other candidates meeting the position requirements.

Shortlisted candidates will be invited for apersonal or online interview.

The Faculty Recruitment Policy (OTM-R) can be seenhere.

Faculty of Science, Masaryk University is an equal opportunity employer. We support diversity and are committed to creating an inclusive environment for all employees.Visit our Career page.

We are looking forward to hearing from you!

Read this article:
Lecturer for Department of Experimental Biology job with MASARYK UNIVERSITY | 301048 - Times Higher Education

Many of us like to think if we work hard, we'll succeed. But what if there's something we have no control over that could influence how successful we are?

Recent research suggests our genes can influence how far we go in school and how much money we make as adults.

Kathryn Paige Harden, a professor of psychology and behaviour geneticist from the University of Texas, says acknowledging "genetic luck" could be used to help create a more equitable society.

However, her book on the subject, The Genetic Lottery: Why DNA Matters for Social Equality, has caused considerable debate, with some even calling it "dangerous".

Professor Harden understands the criticism. She says the history of the genetic sciences and the "atrocious eugenic views" held by many of the field's forefathers make it a difficult field to navigate.

"There has never been a time, from Darwin on, in which the discussion of genetics or evolution or heredity in relation to humans has not been something that causes anxiety and controversy," she says.

However, she arguesit's time to "reclaim" the field and embrace the idea that, although they may not fully determine our destiny, our genes do matter.

Until the commencement of the international scientific research project, theHuman Genome Project (HGP), in 1990, there was little understanding of what humans looked like on a molecular level. This meant looking at our genetic similarities and differences was next to impossible.

By 2003, when the HGP wrapped up, researchers had successfully mapped over 90 per cent of the human genome. And in March 2022, the final pieces of the human genome puzzle were put in place.

Theoretically, there is now a set of instructions forhow to build a human being.

"Every human has in their cells 23 pairs of chromosomes, unless you have a condition like [Down syndrome], in which you've inherited an extra chromosome," Professor Harden says.

"All these chromosomes, your DNA, are made up of four DNA letters:G, C, T and A.

"Humans are more than 99 per cent genetically similar," Professor Harden says, adding that "most of what human DNA does is make a human body".

It's the remaining portion less than one per cent that differs between people that scientists like Professor Harden are interested in.

She says most studies focus on the single DNA letter differences between people known assingle-nucleotide polymorphisms orSNPs, which are the most common type of genetic variation found among people.

"I might have a T in a certain spot, and you might have a C in a certain spot," she says.

"[There can be] millions of [these genetic variants] scattered throughout your entire genome."

Around two decades ago, scientists began to look at which SNPswere associated with specific outcomes.

"[For instance] if the outcome we are interested in is height, we might say which genetic variants (SNPs) are more common in tall people versus short people," Professor Harden says.

Initially these studies focused on things like high cholesterol, macular degeneration or type 2 diabetes.

This research has helped identify genetic variants associated with an increased susceptibility to developing these conditions later in life.

But since then, the focus of these studies has shifted.

Researchers are now looking at more socially focused outcomes, such ashow far someone went in school, how much money they make and if they've ever been addicted to opiate drugs.

"A lot of people were sceptical that [this research] would work," Professor Harden says.

However, studiesshow patterns of genetic correlations that are related to these psychological behavioural outcomes.

When it comes to how well kids and adolescents do in school, Professor Harden says we already know all things aren't equal.

"We have a ton of research about that from educational and developmental psychology," she says.

We know that poverty and disadvantage outside of school impact students' educational outcomes.

But Professor Harden argues that cognitive ability is another part of the equation.

"If you have better working memory, better visual spatial reasoning [or]a stronger vocabulary, school is easier for you," she says.

Non-cognitive factors also come into it. One of those is personality, something thatProfessor Harden is veryinterested in.

"There are personality traits that might make school easier or harder," she says.

Things like impulsivity, how organised you are and how persistent you are. And these traits are at least partly shaped by our genes, she says.

The relationship between genetics and educational and economic success is complex. Professor Harden says people often try and simplify it by comparing it to a poker game.

"There's the genes or the hand you get dealt, but there's still how you play that hand," she says.

Butthe effect of genes on things like personality means this metaphor can break down.

"Our genes are also influencing how we play the hand we're dealt. It influences how motivated we are, how [much we plan], how much impulse control we have," she says.

"It makes this line between what's effort and agency and what's [genetic] luckkind of impossible to tease apart."

Professor Harden says there's a problematic lack of diversity in the research so far on this topic.

"Right now, the vast majority of information we have about the human genome comes from one narrow slice of the global population and that's people with Northern European ancestry," she says.

"The most common study is of people who self-identify as white British."

She argues that this isn't only "inequitable" but it "hurts the science".

"We're neglecting an enormous pool of genetic diversity and variety," Professor Harden says.

She believesexpanding the diversity of genetics is a great opportunity for future work in the field. But in the meantime, we're left with studies that don't necessarily apply to everyone.

Given genes are immutable, Professor Harden says a lot of people have asked why the recent studies matter so much.

She says this isbecause there is scope to intervene and make a difference.

"Just because something is genetic doesn't mean we can't intervene on it environmentally."

One example she highlights is how family therapyis used to help treat alcohol abuse problems in adolescents.

"[Genetically speaking], not every teenager is equally likely to develop an alcohol abuse problem. Some of that genetics has to do with how your body metabolises alcohol, but some of it has to do with personality," she says.

"Do you tend to like loud, rowdy friends? Do you like to go to parties wheresubstances will be on offer?"

Professor Harden says randomised controlled trials have shown that family therapy, which aims to improve parent-teenagerrelationships and communication, isan effective treatmentandhelps kids who are "most genetically at risk".

"That's because one of the pathways between their genetic risk and their addiction is through their social environment."

The possibility of making a difference is posed as a question in Professor Harden's book.

"How can public spaces, working conditions, access to medical care and legal codes and social norms be reimagined such that the arbitrariness of nature is not crystallised into an inflexible caste system?" she writes.

And some people are looking for the answers.

Professor Harden says although there's been a bit of "pushback" from fellow academics, there's also beena lot of interest from policymakers and governmental institutions

"[They] have reached out to me to say: 'We want to hear more about this'. I think a lot of people are hungry for new tools and new solutions."

This conversation between Rob Brook and Kathryn Paige Harden was originally recorded as part of UNSW Centre for Ideas and broadcast on ABC RN's Big Ideas.

Get more stories that go beyond the news cycle with our weekly newsletter.

Originally posted here:
Genes may influence our successes and failures in life, according to Professor Kathryn Paige Harden - ABC News

WHEELING Its the summer of dinosaurs, and the Ohio County Public Library in Wheeling invites patrons to learn all about the amazing prehistoric creatures in an eight-week series.

The new dinosaur series will feature paleontolgists and students of paleontology from Pittsburghs venerable Carnegie Museum of Natural History, discussing topics ranging from defining what dinosaurs actually were, to how they are related to modern birds and reptiles, to how and why they became extinct. The series will conclude with a behind-the-scenes field trip guided by the museums principal dinosaur researcher himself, Dr. Matthew Lamanna.

For inquiries and to register for the series, call the library at 304-232-0244, visit http://www.ohiocountylibrary.org, send an email, or visit the librarys reference desk.

All classes will take place on Thursday evenings. The full class schedule for Peoples University Dinosaurs at the Ohio County Public Library will be as follows:

Class 1: July 21 at 7 p.m. What is a Dinosaur?

A fun, interactive introduction into what is and isnt a dinosaur. Many people exclude things like birds from their definition of a dinosaur, but include things like crocodiles, turtles, pterosaurs, and sometimes even mammoths. This lecture would clarify misunderstandings of what makes something a dinosaur, like the fact that something doesnt have to be extinct to be a dinosaur but they do need their legs to be positioned beneath their bodies.

Class 2: July 28 at 7 p.m.

The Dinosaur Family Tree

With the definition of what dinosaurs are already established, we will explore the evolutionary history of dinosaurs, including the many different groups of dinosaurs and how they are related. Everything from ornithomimids to hadrosaurs are fair game!

Class 3: Aug. 4 at 7 p.m. Tectonics & Dinosaur Dispersal

Discover how the position of the continents changed over prehistory and how that impacts where dinosaurs are discovered today. There are species of dinosaur that are found on multiple continents, demonstrating how much closer the continents were at the time.

Class 4: Aug. 11 at 7 p.m. Dinosaur C.S.I.

Dinosaurs left more behind than just their bones and skin. They also left footprints, coprolites and other evidence of their day-to-day life.

We will examine different types of dinosaur fossils and how each informs paleontologists about dinosaur behavior, just like how crime scene investigators use physical evidence to piece together what happened.

Class 5: Aug. 18 at 7 p.m. Dinosaur Species of Jurassic Park

What do Velociraptor, Brachiosaurus, Triceratops, Dilophosaurus, and, of course, Tyrannosaurus rex have in common? They all became movie stars in the internationally popular film, Jurassic Park. Even more species like Allosaurus and Stegosaurus appeared in the movies sequels. Giganotosaurus appears in the latest installment, Jurassic World: Dominion, released this summer. But were their portrayals realistic according to the latest science? We will explore this question.

Class 6: Aug. 25 at 7 p.m. The Evolution of Flight

We will take to the air to discover how feathered dinosaurs became the progenitors of birds and unravel the avian link to dinosaur species such as Archaeopteryx and Microraptor. Well also take a look at pterosaurs.

Class 7: Sept. 1 at 7 p.m. The End of Dinosaurs and Rise of Mammals

Mammals originated at the same time as dinosaurs but remained overshadowed until the non-avian dinosaurs went extinct. What led to mammals subsequent success? Trace the rise of mammals from humble origins to charismatic megafauna, and discover some of the unique traits that have helped them thrive in changing habitats on land and at sea.

Class 8: Sept. 8 at 6 p.m. Finale Field Trip to Carnegie Museum of Natural History

Participants who attend all of the first seven classes will get preference for the field trip, as we are limited to 20 people. If more than 20 qualify, we will draw names.

Attendees will get a behind the scenes look at the Dinosaurs in Their Time exhibition at the Carnegie Museum of Natural History in Pittsburgh. Those interested will be responsible for their own transportation to and from the museum, where we will meet at 6 p.m. for the tour. It will last about 1 hour. This exhibition is home to dozens of real, original fossils displayed in scientifically accurate reconstructions of their ancient habitats.

ABOUT THE INSTRUCTORS

Lindsay Kastroll will be the instructor for Classes 1-4. She is a paleontology student and museum volunteer with a special interest in dinosaurs. Following her recent graduation from California University of Pennsylvania with degrees in biology and geology, she will be attending a masters program in Biological Sciences at the University of Alberta starting in Fall 2022 where she will complete research on ornithischian dinosaurs: think things like Triceratops, Ankylosaurus, and Stegosaurus. She got her start volunteering with the Carnegie Museum of Natural History writing Mesozoic Monthly, a series of deep dives on prehistoric creatures for the museum blog.

Taylor McCoy will instruct Classes 5-6. He is a vertebrate paleontology volunteer at the Carnegie Museum of Natural History under Dr. Matt Lamanna. His experience there includes community outreach through science communication and fossil restoration. McCoy also has field experience working with Dr. Thomas Carr in Montana, excavating and prospecting fossils from the late Cretaceous.

Dr. A. R. West will instruct Class 7. West holds a PhD in paleontology from Columbia University and a BA in organismal biology from the Univ. of Cambridge, UK. Dr. West moved to Pittsburgh to complete a postdoctoral fellowship at Carnegie Museum of Natural History in the Section of Paleontology and the Section of Mammals. They now work in the department of Biological Sciences at the University of Pittsburgh, where they teach classes on molecular genetics, evolution and science communication. West has carried out paleontology fieldwork in several different states, the UK and Antarctica.

Dr. Matthew Lamanna will serve as instructor and museum tour guide for Class 8. He is the Mary R. Dawson Associate Curator of Vertebrate Paleontology and the principal dinosaur researcher at Carnegie Museum of Natural History in Pittsburgh. He received his bachelor of science degree from Hobart College and his master of science degree and Ph.D. from the University of Pennsylvania. He has directed or co-directed field expeditions to Antarctica, Argentina, Australia, China, Croatia, Egypt and Greenland that have resulted in the discovery of numerous new species of dinosaurs and other animals from the Cretaceous Period. Lamanna served as chief scientific advisor to Carnegie Museums $36 million Dinosaurs in Their Time exhibition and has appeared on television programs for PBS (NOVA), Discovery Channel, History Channel, A&E, the Science Channel and more.

For inquiries about this new Peoples University series and to register, call the library at 304-232-0244, email the library staff or visit http://www.ohiocountylibrary.org.

The Peoples University is a free series open to the public. Guests are welcome to attend as many classes as they wish. There are no tests or other requirements.

The first 50 attendees to register and attend the first class will get a free official Peoples University Dinosaurs T-shirt, which can be found at Zazzle.com. Those people will also receive free dinosaur reference books recommended by our experts, including The Rise and Fall of the Dinosaurs: A New History of a Lost World and Dinopedia, an illustrated, pocket-friendly encyclopedia of all things dinosaurian.

Both books are complimentary for attendees, who will also receive a dinosaur tote bag.

Today's breaking news and more in your inbox

View original post here:
People's University Is All About Dinosaurs This Summer - Wheeling Intelligencer

About the opportunity

The School of Life and Environmental Sciences (SOLES) is seeking to appoint a Lecturer in Biology (Education Focused) to be based at the Camperdown Campus. This is a wonderful opportunity to join the University of Sydney Australias first university at an exciting and innovative time with the development of a new strategic plan, which will build upon our outstanding global reputation of education and research excellence. SOLES brings together academics from across a broad range of disciplines to understand and solve important global challenges. Key majors include biochemistry, ecology, genetics, marine biology, microbiology, molecular biology, plant science, soil science, animal science and agriculture. This exciting new education-focused role will work closely with the First year Biology teaching team in contributing to the development and delivery of our three first year biology units.Preference may be given to applicants with experience in teaching cell, molecular and human biology. The appointee will deliver content in first year biology and developstrategies thatfoster active engagementof students to ensure excellence in teaching and learning outcomes.

The successful applicant will have a demonstrated track record in educational excellence in the development and delivery of interactive content in first year Biology and Life Science units that enriches the existing strengths and expertise within the school. The successful applicant will also have a track record in implementation of scholarly and evidence-based teaching innovations to create a safe and dynamic learning environment for students.Their track record will include evidence of success in improving the student experience and embedding of digital and other technological innovations in Biology (Life Science) teaching and learning and working effectively in an academic team.We are intent on implementing scholarly approaches to create a world-class curriculum for incoming students transitioning from school to university to enable them to thrive in their studies.

About you

The University values courage and creativity; openness and engagement; inclusion and diversity; and respect and integrity. As such, we see the importance of recruiting talent aligned to these values and are looking for anLecturer in Biology (Education Focused) who has:

To keep our community safe, please be aware of our COVID safety precautions which form our conditions of entry for all staff, students and visitors coming to campus.

Sponsorship / work rights forAustralia

Please note: Visa sponsorship is not available for this position. For a continuing position, you must be an Australian or New Zealand citizen or an Australian Permanent Resident.

Pre-employment checks

Your employment is conditional upon the completion of all role required pre-employment or background checks in terms satisfactory to the University. Similarly, your ongoing employment is conditional upon the satisfactory maintenance of all relevant clearances and background check requirements. If you do not meet these conditions, the University may take any necessary step, including the termination of your employment.

EEO statement

At the University of Sydney, our shared values include diversity and inclusion and we strive to be a place where everyone can thrive. We are committed to creating a University community which reflects the wider community that we serve. We deliver on this commitment through our people and culture programs, as well as key strategies to increase participation and support the careers of Aboriginal and Torres Strait Islander People, women, people living with a disability, people from culturally and linguistically diverse backgrounds, and those who identify as LGBTIQ. We welcome applications from candidates from all backgrounds.

How to apply

Applications (including a cover letter, CV, and any additional supporting documentation) can be submitted via the Apply button at the top of the page.

If you are a current employee of the University or a contingent worker with access to Workday, please login into your Workday account and navigate to the Career icon on your Dashboard. Click on USYD Find Jobs and apply.

For a confidential discussion about the role, or if you require reasonable adjustment or support filling out this application, please contact Simon Drew, Recruitment Operations, Human Resources at recruitment.sea@sydney.edu.au

The University of Sydney

The University reserves the right not to proceed with any appointment.

Applications Close

Sunday 07 August 2022 11:59 PM

View original post here:
Lecturer in Biology (Education Focused) job with UNIVERSITY OF SYDNEY | 300815 - Times Higher Education

The Miller School of Medicine Department of Radiology is working with the Universitys Institute for Data Science and Computing to design an artificial intelligence tool that could help them diagnose patients in a more individualized way.

Over the years, new technology has helped radiologists diagnose illnesses on a multitude of medical images, but it has also changed their jobs.

While in the past these physicians spent more time speaking with patients, today they spend most of the time in the reading rooma dark space where they scrutinize images alongside a patients electronic medical records and other data sourcesto diagnose an illness.

A radiologists job is often solitary. And it is a trend that University of Miami Miller School of Medicine radiologists Dr. Alex McKinney and Dr. Fernando Collado-Mesa hope to change.

The two physicians have been working with the Universitys Institute for Data Science and Computing (IDSC) to create an artificial intelligence toolbox that will draw on a massive database of deidentified data and medical images to help doctors diagnose and treat diseases based not only on imaging data but by also considering a patients unique background and circumstances. This would include risk factors, like race and ethnicity, socioeconomic and educational status, and exposure. The physicians say it is a necessary innovation at a time when narrow artificial intelligence in radiology is only able to make a binary decision such as positive or negative for one disease, rather than scanning for a host of disorders.

We believe the next iteration of artificial intelligence should be contextual in nature, which will take in all of a patients risk factors, lab data, past medical data, and will help us follow the patient, said McKinney, who is also the chair of the Department of Radiology. It will become a form of augmented interpretation to help us take care of the patient.

According to Collado-Mesa, this toolbox will not just say yes or no, disease or no disease. It will point to the data around it to consider a variety of issues for each individual patient, to put its findings into a context, including future risk.

Current artificial intelligence tools are also limited to a specific type of medical image, and cannot, for example, analyze both MRI (magnetic resonance imaging) and ultrasound at the same time. In addition, the patient data that is used in these diagnosis tools is typically not inclusive of a range of demographic groups, which can lead to a bias in care. Having a tool that draws upon the examples of millions of South Florida patients, while maintaining their privacy, will help radiologists be more efficient and comprehensive, McKinney noted.

Right now, there is just so much data for radiologists to sift through. So, this could help us as our tech-based partner, McKinney added.

All of these factors led Collado-Mesa and McKinney to try and create a better alternative, and they spoke with IDSC director Nick Tsinoremas, also a professor of biochemistry and molecular biology. Tsinoremas and IDSCs advanced computing team came up with the idea of utilizing an existing toolcalled URIDEa web-based platform that aggregates deidentified patient information for faculty researchand adding in the deidentified images from the Department of Radiology.

They hope to unveil a first version of the toolbox this summer and plan to add new elements as more imaging data is added. It will include millions of CT scans, mammograms, and ultrasound and MRI images, along with radiographs, McKinney pointed out.

We dont want to rush this because we want it to be a high-quality, robust toolbox, said Collado-Mesa, an associate professor of radiology and breast imaging, as well as chief of innovation and artificial intelligence for the Department of Radiology.

Both physicians and Tsinoremas hope that the artificial intelligence tool will help answer vital research questions, like: what risk factors lead to certain brain tumors? Or, what are the most effective treatments for breast cancer in certain demographic groups? It will also use machine learning, a technique that constantly trains computer programs how to utilize a growing database, so it can learn the best ways to diagnose certain conditions.

Creating this resource can help with diagnosis and will allow predictive modeling for certain illnesses, so that if a person has certain image characteristics and clinical information that is similar to other patients from this database, doctors could predict the progression of a disease, the efficacy of their medication, and so on, Tsinoremas said.

To ensure the toolbox will be unbiased, the team is also planning to add more images and data of all population groups in the community, as it is available, as well as to monitor the different elements constantly and systematically within the toolbox to make sure it is performing properly.

The radiologists plan to focus first on illnesses that have a high mortality or prevalence in the local population, like breast cancer, lung cancer, and prostate cancer, and to add others with time.

The technology could allow them to spend more time with patients and offer more personalized, precision-based care based on the patients genetics, age, and risk factors, according to both physicians.

Artificial Intelligence has the potential to advocate for the patients, rather than a one-size-fits-all approach to medicine based on screening guidelines, McKinney said. This could help us get away from that, and it would hopefully offer more hope for people with rare diseases.

But as data is added in the future, the researchers hope to expand their work with the tool. And they hope that physicians across the University will use it to conduct medical research, too.

This is a resource that any UM investigator could potentially access, provided that they have the approvals, and it could spark a number of different research inquiries to describe the progression of disease and how patients respond to different treatments in a given time periodthese are just some of the questions we can ask, Tsinoremas said.

More:
Radiologists hope to use AI to improve readings - University of Miami: News@theU