Immunology Conferences | Immunotherapy Conferences …

About Conference

Pulsus Groupinvites all the participants from all over the world to attend"8thWorld Congress on Immunology" (Immunology World 2019) onMarch 11-12, 2019atLondon, UK. Conference includes prompt keynote presentations, Workshops, Oral talks, Poster presentations and Exhibitions.

Immunology conferences will gather people from academia, business and societies interested in immunology to share the latest trends and important issues relevant to immunology & related fields. Immunology World 2019 will provide the platform to meet global leaders in Immunology and relevant fields to hear their research at this exclusive scientific program. The Immunology Conference hosting presentations from editorial board members of prominent refereed journals, renowned and active investigators and decision makers in the field of Immunology. Immunology World 2019 Organizing Committee also invites Young investigators at every career stage to submit abstracts reporting their latest scientific findings in oral and poster sessions.

WhytoAttend???

Immunology conferences are leading annual immunology conferences happening around the world. Immunology World 2019, the two days of the congress will host 50 Scientific and technical sessions on cutting edge research and latest research innovations in the field of Immunology and biomedical sciences across the globe.

The attendees can find

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Home | Graduate Program in Immunology

The University of Michigan has been involved in Immunology-related research since the 1880s, but it wasn't until 1993, that a group of faculty from both basic science and clinical departments successfully obtained funding from the National Institutes of Health for an institutional T32 training grant to support students and post-doctoral fellows doing "Experimental Immunology." This T32 grant, which is still active today, was the basis for the formation of the Immunology Graduate Program founded in 1999.

The Immunology Graduate Program is an inter-departmental program comprised of faculty, students and post-doctoral fellows from many different departments within the University of Michigan Medical School, the School of Public Health, the Dental School and the Veterans Affairs Ann Arbor Health System. We are a doctoral degree-granting program housed within the Horace Rackham graduate school. Admission to the Immunology Graduate Program occurs through the umbrella Program in Biomedical Sciences (PIBS).

Immunology program members are involved in a broad range of basic and translational research topics. We have laboratories conducting basic studies in antigen processing and presentation, T, B and NK cell signaling and activation as well as innate immune cell functions. In addition, we have laboratories working on a variety of immune aspects related to autoimmunity, cancer, obesity, aging, transplantation and infectious diseases. It is a good time to be an Immunologist at U of M as our president, Dr. Mark Schlissel is an Immunologist too!

We hope you will find the information you are looking for within this website. However, if you have any questions at all, please do not hesitate to contact the program director, Dr. Bethany Moore or the program administrator, Ms. Zarinah Aquil.

You can also follow us on Twitter! @UMichImmunology

Galen B. Toews, M.D. Collegiate Professor of Internal Medicine

Professor of Microbiology and Immunology

4053 BSRB,109 Zina Pitcher Pl.

Ann Arbor, MI 48109-2200

Phone: 734-647-8378

2978 Taubman Medical Library,1150 W. Medical Center Dr.

Ann Arbor, MI 48109-0619

Phone: 734-615-4846

Fax: 734-936-9715

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Eye/Brain Physiology and Why Humans Don’t See Reality But …

="left"> Despite popular misconception, humans do not see a direct representation of external reality, but a translation formed by their eyes and mind. This is not some coffee house philosophical argument, but physiological fact. Human eyes do a good, but far from perfect job at detecting and processing light.

This page is an introuduction to the physiology of seeing and offers several interesting examples of optical distortion.

A Very Brief Overview of the Phsysiology of Seeing

When a human looks at an object, light from the object enters the eyes. The light goes through the cornea, which is a clear covering, then through the pupil which is a clear circle in the colored part of the eye called the iris. The pupil gets larger (dilates) when there is little light and smaller when there is little light. The lens focuses the light through the aqueous humor, a clear liquid, and onto the retina. The retina, in the back of the eye, contains millions of tiny photo sensors that detect the light. There are two main kinds of photo sensors: rods and cones. Shaped like rods, rods detect shades and forms and are needed for night and peripheral ('out of the corner of the eye') vision. Rods are not good at detecting color. Shaped like cones, cones are needed for seeing details, seeing in the bright daylight and seeing colors. Cones do not work well in low light, such as at night. Rods and cones cover the entire retina except for a spot where the optic nerve connects to the brain. The optic nerve carries the information received from the retina to the brain, where the brain translates it into the single image we perceive, or 'see.'

Blind Spots

All humans have blind spots, which are spots where the eye cannot see. The blind spot in an eye corresponds to the spot on the retina where the optical nerve connects the retina to the brain. At this spot there are no light detecting cells and, thus, this spot cannot detect light. A small object can disappear from view at the spot.

In everyday life the blind spot goes unnoticed. This is in part as the eye is constantly looking around, getting a wide and varied range of views. It is also in part as the brain uses the information from both eyes to create the single mental vision. What one eye misses, the other often picks up.

As its optical nerve connects differently, the octopus has no blind spot.

Detecting your blind spot

To detect your blind spot using the above red dot/green dot picture on the next page, close your right eye and look at the GREEN dot. Slowly move your head towards the picture. At one point the RED dot will disappear. Notice that the missing spot is filled in white by your mind, so it appears as if nothing is missing from your view. This illustrates how your blind spot goes unnoticed during daily living. Many people live their entire life not knowing they have a blind spot.

Humans have more glaring blind spots. Due to the placement of our eyes in our head, we can't naturally see behind us, under our feet, from the top of our head, behind our elbows. A common saying to explain why we didn't notice something is, "I don't have eyes in the back of my head." And it's common knowledge that if you want to sneak up on a person you approach from behind. We compensate for these blinds spots by turning around, moving our heads, using a mirror or other reflection, saying "Who's that behind me?," listening, noticing shadows.

Other animals have different eye placement and fields of view. As a robin has its eyes on the side of its head, it has better side view but worse directly ahead view. The robin's life depends on its being able to detecting predators from the side and back. When hunting for worms in the grass, robins turn their heads. Some think they are turning their ear to listen for worms, when they are turning their heads to see in front of them. A wolf, which is a hunter stalking prey, has eyes placement best suited for seeing ahead. The wolf sees better straight ahead, but its side to side vision is worse than a robin's. A crocodile has eyes that rise above the rest of its head. Not only does this create a different field of view, but allows the crocodile to see above water while the most of its head and body are hidden below water. The eyes serve as periscopes.

' Afterimages: Seeing What Isn't There

Afterimages are when, after staring at an object, you look away and still see an image of the object. An example is when you still see the nighttime headlights of a car, even when your eyes have closed and the car has turned away. Another is when, after looking away from a light bulb or candle in the dark, you still see light in the shape of the bulb or candle.

Afterimages happen after the retina's photosensors (the rods and cones in your eyes) become oversaturated, or burned out, from staring at a particular color. This burning out is comparable to lifting weights in the weight room. After doing enough bench presses you lose your bench press strength and will be able to lift only lighter weights. Your muscles are burnt out, if only temporarily, from lifting big weight. Similarly, after staring at a large area of a single color, the eye's photosensors lose their strength for that color. If, afterwards, the eyes look at a blank piece of paper, the photosensors will be weak towards the previously stared at color but fresh and strong for detecting the other colors. This imbalance causes the mind to perceive the image (the afterimage), but in the color opposite to the original color. To the mind, the weakness towards one color means the presence of the opposite primary color is stronger. Quirky perhaps, but this is the way the brain works. If you are staring at a green image, the afterimage should be red. After staring at a yellow image, the afterimage should be blue. The mind sees afterimages in primary colors, so any non-primary color will be seen as the primary opposite.

Though they occur almost constantly, afterimages usually go unnoticed. Afterimages are best observed when focusing on a single color or object for a lengthy of time. However, in normal viewing, we view a wide range of objects and colors at once and our eyes are always moving around, the view constantly shifting. In these cases, the afterimages are minor and get lost in the visual shuffle. We barely if at all notice them.

Natural delay in processing light

If in the dark you pass a lit match in front of your face you will see a trail of light following the match. If you pass you hand quickly in front of your eyes in daylight, your hand will be a blur. Related to afterimages, this effect happens in part because your eyes and brain don't process light instantaneously. It takes a small fraction of a second for the eyes and mind to translate the light that enters the eyes into the mental image we see in our minds.

This effect, along with the afterimage and binocular vision, aids in making our blind spot disappearing. As our eyes naturally move around, there is a lingering of image that helps cover the blind spot.

The following shows examples of afterimages, and a few also involving the process delay.

If you stare up close for about a minute at the below color squares, then stare at the corresponding white space below, you may perceive the colors in reverse.

If you stare at the below circular design, you should see movement of some sort, such as pulsating, shifting and/or rotating. This is is caused by how the eyes and mind detect and interep the information. As your eyes naturally move, even if slightly, an afterimage follows with your eyes causing the appearance of movement that does not exist. The rotating black and white design was intentionally designed to play on the afterimage and other visual conceits. To the human mind, if any printed picture is going to move on the page, it will be this circular, rotating design.

The below is another design that often produces the appearance of movement when stared at-such as rotating, pulsating and/or shifting. Even though the image is stationary, it's difficult to not visually perceive it as stationary.

Binocular Vision

Humans have binocular vision, meaning that the single image we see in our mind is made from two different views-- one from each eye.

Our binocular vision gives at least two notable advantages. First, we have a wider field of view than if we had only one eye. The right can see further to the right and the left further to the left. The single vision in our mind shows more than either single eye can see.

A second advantage is the two views give us good, if not perfect, depth perception. People who are blind in one eye and animals with only one eye have worse depth perception than the average human. The mythical Cyclops might appear an unbeatable warrior, but a wily human opponent could take advantage of the monster's poor depth perception.

Triangularism and Calculating Depth

Binocular vision produces the perception of depth in a way similar to how triangularism measures length in applied mathematics. When looking at a distant point using only one view it is hard to impossible to measure the distance accurately. In applied mathematics, triangularism can accurately calculate this distance from point a to point b by creating an imaginary triangle. Trianglularism has long been used in the real world to measure distant objects, like islands and boats at sea and when surveying land.

Triangularism: From point a alone, it can be impossible to accurately calculate distance to point b. In the real world, point a could be you standing on land and point b an anchored boat out at sea. However, by taking measurements from point a, then taking a measurement from nearby point c (perhaps a walking distance away), then measuring the distance from point a and c, one can create an imaginary triangle that calculates the distance from point a to point b. It's just a matter calculating angles and doing the math.

Two eyes give the mind a similar two point view of an apple or house, and the mind uses these two views to help guestimate distance. This is mostly done subconsciously. You simply reach out and grab that pencil or penny or door knob or hanging ceiling fan string or stairway railing, no problem. When you wear an eye patch, you may discover it's more difficult to grab things on the first try.

The Hole In The Hand Illusion

This simple trick plays with your binocular vision to make it appear as if you have a hole in your hand. Roll a normal piece of 8x11" paper into a tube and place it next to your hand as shown in the following picture. With one eye look through the tube and with the other at your hand. With a little bit of shifting you should perceive what appears to be a large hole through your hand. Your mind takes the two distinct views to create one odd bizarre view.

The viewer would look through the tube with his left eye and at his right hand with his right eye

As you can see, you don't see physical reality but a translation of it

When you are look at a living room or bowl of apples or painting or mountain range, the image you see is not a direct representation of the objects. The image you see is a translation made by your eyes and mind. As demonstrated, binocularism (changing two views into one), afterimages (images created by the eyes/mind), unnoticed blind spots, inability to see colors in low light and countless other purely physiological occurrences ensure that our mental image is always different than the objects viewed.

Everything we perceive involves visual illusion.

What color is a red ball when the lights are turned off? Remember that red is part of the visible light spectrum.

If you believe that there is a God who purposely created animals, why do you think He gave humans such limited eyesight? Why do you believe He gave some animals better eyesight than humans?

Infrared viewers, such as night vision goggles, do not allow humans to see infrared light, but translate infrared light into visible light. We will never see infrared light, and can only guess how an infrared viewing animal perceives the light.

Humans categorize and label objects in part by visible colors. Many animals, flowers, gems and even humans are defined by their colors.

As defined by the American Kennel Club, a cairn terrier can come in all colors except white. If a cairn terrier is born white, it's not a cairn terrier. It's a West Highland Terrier, a different breed.

If we could see infrared and ultraviolet light our categorizations and names of objects, including terriers, would be different.

A mirror mirrors what is in front of it. If you place an apple two feet in front of the mirror, an identical looking apple will look as if it's the same distance behind, or into, the mirror. Curiously, if you use triangulation to measure the distance to the apple in the mirror, the apple will measure as being two feet behind the mirror. Both our eyes and scientific measurement say there is an apple two feet behind the mirror's surface.

If a human perceives a person in a magazine picture and a dog does not, which animal has the better perception? Humans often use as evidence of a dog's dimwittedness that the dog 'doesn't see' the human being on the television screen, when, of course, there isn't really a person on the screen. The dog is faulted for not seeing what isn't there.

Other Senses

Smell, taste, sound and touch effect your visual perception. For example, your visual perception of a pie shaped object may be confirmed, corrected or confused by the smell. You judge distance by sound-something is usually softer the further away it gets. In the dark, people typically feel about for walls, doors and tables. Echoes can fool you into misjudging location.

While humans depend mostly on sight, other animals depend more on other senses. The blood hound has worse than human eyesight, but uses its advanced sense of smell to find lost people that even trained police detectives cannot find. In these instances, the blood hound's non-seeing perception is more accurate than all of the detectives senses combined. This explains why many police departments have blood hounds on the staff.

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Graduate – Neuroscience

The College of Liberal Arts graduate Neuroscience degree offerings include a masters of science in neuroscience and a neuroscience PhD specialization. You have three areas of study to choose from in the masters program. Learn more about the required Masters Project, careers in Neuroscience and how to apply. Contact us today to learn more about why Temple University is the right place for you to earn a neuroscience masters degree or PhD.

Our MS in Neuroscience: Systems, Behavior and Plasticity provides highly advanced training and faculty-mentored research in a rapidly evolving field with practical applications in careers ranging from health care to public policy and economics.

This innovative program was developed by top faculty from the Departments of Psychology, Physical Therapy, and Kinesiology, to help qualified students gain core expertise in specific areas of neuroscience including molecular, cellular, systems and behavioral neuroscience.

Learn More About the MS in Neuroscience

There are three areas of study in the masters program:

The Specialization in Neuroscience is for PhD students interested in studying neuroscience. It is open to any graduate student enrolled in a PhD program at Temple. Graduate students are admitted to the program after they have been accepted into a Temple PhD program. Upon successful completion of their departmental and neuroscience specialization requirements (see below), students receive a PhD degree in the discipline represented by their department with a specialization in neuroscience. To receive a Specialization in Neuroscience a student must fulfill the following requirements:

Please visit the Neuroscience Graduate Admissions page to learn more about graduate program requirements, dates and deadlines and instructions on how to apply.

Students are required to work on a masters project for both semesters in the second year. Depending upon their career goals, students may opt to engage either in a laboratory-based research project or in a non-laboratory project. Those students who are motivated to join doctoral programs or are interested in research positions will likely gain by working independently on a neuroscientific investigation under the supervision of a faculty member that maintains an active neuroscience research program. The purpose of the project will be to not only train students in specific neuroscientific techniques, but also to train students to develop scientific and analytical approach towards a problem, formulate clear research questions, conduct experiment, and analyze/interpret data.

On the other hand, students who are not intending bench-level research upon graduation and are interested in non-research jobs (such as teaching, counseling, research administration, public policy etc.), may get engaged in a non-laboratory project of a similar scope. This may include activities such as conducting a literature review on a topic and presenting it to the audience, drafting a scope of work for a grant funding agency, or preparing a consulting proposal for a prospective client.

Because the brain is involved in every important human endeavor, an understanding of the brain and its functions opens career paths in multiple fields including medicine, psychology, law, engineering, education and public policy. Masters-level education in neuroscience will provide students with a wide range of career options including teacher/lecturer, research and teaching administrator, research associate at academic research institutes or private industries, biostatistician, medical or science writer, clinical data manager, public health administrator, environmental health safety officer, counselor, regulatory affairs specialist, and public policy strategist.

Please visit the Neuroscience Graduate Admissions page to learn more about graduate program requirements, dates and deadlines and instructions on how to apply. The application deadline is March 1, 2019.

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Graduate - Neuroscience

Faculty – Neuroscience

Our world-renowned faculty are committed to helping students develop professional competence in oral and written communication and gain the analytical thinking and logic skills necessary to succeed in the laboratory, the classroom and beyond.

The core faculty in the CLA neuroscience program are primarily responsible for teaching neuroscience courses in the program and for providing research mentorship to undergraduate neuroscience major and minor students and neuroscience masters students.

location_city Weiss Hall 1701 North 13th Street Philadelphia PA 19122

location_city 837 Weiss Hall 1701 North 13th Street Philadelphia PA 19122

Lisa Briand

Assistant Professor

Neuroscience, Psychology

location_city 864 Weiss Hall 1701 North 13th Street Philadelphia PA 19122

location_city 552 Weiss Hall 1701 North 13th Street Philadelphia PA 19122

Cynthia Gooch

Assistant Professor - Instructional

Neuroscience, Psychology

location_city 563 Weiss Hall 1701 North 13th Street Philadelphia PA 19111

Mansi Shah

Assistant Professor - Instructional

Neuroscience, Psychology

location_city 865 Weiss Hall 1701 North 13th Street Philadelphia PA 19122

location_city 832 Weiss Hall 1701 North 13th Street Philadelphia PA 19122

The affiliated neuroscience faculty consists of faculty members from different departments/colleges who serve as mentors for undergraduate independent research studies and for Masters projects.

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Student Life – Neuroscience

Theres so much more to being a Temple University neuroscience degree student than what youll learn in the classroom! We encourage our students to get involved and make the most of their time here. Learn about the Nu Rho Psi Honor Society and the Undergraduate Neuroscience Society

The purpose of Nu Rho Psi is to:

The first and foremost benefit of Nu Rho Psi membership is the honor and recognition of academic excellence. Almost all graduate schools and employers ask for a list of honors. Membership in Nu Rho Psi is a way of building these credentials. Members receive membership certificates and lapel pins as an indications of the honor. Beyond this, Nu Rho Psi membership is a springboard for the networking of like-minded colleagues interested in the study of the brain. As the Society transitions to a regional structure over the next few years, there will be regional and national meetings where neuroscientists form around the country will gather to share scientific findings. News and information will be available to members via the Nu Rho Psi online newsletter.

Questions about joining the Temple University Chapter of Nu Rho Psi?

E-mail: NuRhoPsi.Temple@Gmail.com

Students who join UNS can take advantage of the following opportunities:

Executive Board:

Interested in joining? Contact one of our board members or complete an application (available in Weiss Hall, Office 638).

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Student Life - Neuroscience

What is immunology? | British Society for Immunology

Immunology is the study of the immune system and is a very important branch of the medical and biological sciences. The immune system protects us from infection through various lines of defence. If the immune system is not functioning as it should, it can result in disease, such as autoimmunity, allergy and cancer. It is also now becoming clear that immune responses contribute to the development of many common disorders not traditionally viewed as immunologic, including metabolic, cardiovascular, and neurodegenerative conditions such as Alzheimers.

From Edward Jenners pioneering work in the 18th Century that would ultimately lead to vaccination in its modern form (an innovation that has likely saved more lives than any other medical advance), to the many scientific breakthroughs in the 19th and 20th centuries that would lead to, amongst other things, safe organ transplantation, the identification of blood groups, and the now ubiquitous use of monoclonal antibodies throughout science and healthcare, immunology has changed the face of modern medicine. Immunological research continues to extend horizons in our understanding of how to treat significant health issues, with ongoing research efforts in immunotherapy, autoimmune diseases, and vaccines for emerging pathogens, such as Ebola. Advancing our understanding of basic immunology is essential for clinical and commercial application and has facilitated the discovery of new diagnostics and treatments to manage a wide array of diseases. In addition to the above, coupled with advancing technology, immunological research has provided critically important research techniques and tools, such as flow cytometry and antibody technology.

An immunologist is a scientist and/or clinician who specialises in immunology. Many immunologists work in a laboratory focusing on research, either in academia or private industry (e.g. in the pharmaceutical industry). Other immunologists clinical immunologists are clinicians who focus on the diagnosis and management of diseases of the immune system, such as autoimmune diseases and allergies.

For more detailed information on immunology careers, please refer to our careers section.

The immune system is a complex system of structures and processes that has evolved to protect us from disease. Molecular and cellular components make up the immune system. The function of these components is divided up into nonspecific mechanisms, those which are innate to an organism, and responsive responses, which are adaptive to specific pathogens. Fundamental or classical immunology involves studying the components that make up the innate and adaptive immune system.

Innate immunity is the first line of defence and is non-specific. That is, the responses are the same for all potential pathogens, no matter how different they may be. Innate immunity includes physical barriers (e.g. skin, saliva etc) and cells (e.g. macrophages, neutrophils, basophils, mast cells etc). These components are ready to go and protect an organism for the first few days of infection. In some cases, this is enough to clear the pathogen, but in other instances the first defence becomes overwhelmed and a second line of defence kicks in.

Adaptive immunity is the second line of defence which involves building up memory of encountered infections so can mount an enhanced response specific to the pathogen or foreign substance. Adaptive immunity involves antibodies, which generally target foreign pathogens roaming free in the bloodstream. Also involved are T cells, which are directed especially towards pathogens that have colonised cells and can directly kill infected cells or help control the antibody response.

The immune system is a highly regulated and balanced system and when the balance is disturbed, disease can result. Research in this area involves studying disease that is caused by immune system dysfunction. Much of this work has significance in the development of new therapies and treatments that can manage or cure the condition by altering the way the immune system is working or, in the case of vaccines, priming the immune system and boosting the immune reaction to specific pathogens.

Immunodeficiency disorders involve problems with the immune system that impair its ability to mount an appropriate defence. As a result, these are almost always associated with severe infections that persist, recur and/or lead to complications, making these disorders severely debilitating and even fatal. There are two types of immunodeficiency disorders: primary immunodeficiencies are typically present from birth, are generally hereditary and are relatively rare. Such an example is common variable immunodeficiency (CVID). Secondary immunodeficiencies generally develop later in life and may result following an infection, as is the case with AIDS following HIV infection.

For more information, please see our briefing on immunodeficiency.

Autoimmune diseases occur when the immune system attacks the body it is meant to protect. People suffering from autoimmune diseases have a defect that makes them unable to distinguish 'self' from non-self or 'foreign' molecules. The principles of immunology have provided a wide variety of laboratory tests for the detection of autoimmune diseases. Autoimmune diseases may be described as 'primary' autoimmune diseases, like type-1 diabetes, which may be manifested from birth or during early life; or as 'secondary' autoimmune diseases, which manifest later in life due to various factors. Rheumatoid arthritis and multiple sclerosis are thought to belong to this type of autoimmunity. Also, autoimmune diseases can be localised, such as Crohns Disease affecting the GI tract, or systemic, such as systemic lupus erythematosus (SLE).

For more information, please see our briefing on autoimmune diseases.

Allergies are hypersensitivity disorders that occur when the body's immune system reacts against harmless foreign substances, resulting in damage to the body's own tissues. Almost any substance can cause allergies (an allergen), but most commonly, allergies arise after eating certain types of food, such as peanuts, or from inhaling airborne substances, such as pollen, or dust. In allergic reactions, the body believes allergens are dangerous and immediately produces substances to attack them. This causes cells of the immune system to release potent chemicals like histamine, which causes inflammation and many of the symptoms associated with allergies. Immunology strives to understand what happens to the body during an allergic response and the factors responsible for causing them. This should lead to better methods of diagnosing, preventing and controlling allergic diseases.

For more information, please see our breifing on allergies.

Asthma is a debilitating and sometimes fatal disease of the airways. It generally occurs when the immune system responds to inhaled particles from the air, and can lead to thickening of the airways in patients over time. It is a major cause of illness and is particularly prevalent in children. In some cases it has an allergic component, however in a number of cases the origin is more complex and poorly understood.

Cancer is a disease of abnormal and uncontrolled cell growth and proliferation and is defined by a set of hallmarks, one of which is the capacity for cancer cells to avoid immune destruction. With the knowledge that evasion of the immune system can contribute to cancer, researchers have turned to manipulating the immune system to defeat cancer (immunotherapy). Cancer immunotherapy seeks to stimulate the immune systems innate powers to fight cancerous tissue and has shown extraordinary promise as a new weapon in our arsenal against the disease. Other applications of immunological knowledge against cancer include the use of monoclonal antibodies (proteins that seek and directly bind to a specific target protein called an antigen. An example is Herceptin, which is a monoclonal antibody used to treat breast and stomach cancer). Moreover, a number of successful cancer vaccines have been developed, most notably the HPV vaccine.

For more information, please see our briefing on cancer immunotherapy.

Transplants involve transferring cells, tissues or organs from a donor to a recipient. The most formidable barrier to transplants is the immune systems recognition of the transplanted organs as foreign. Understanding the mechanisms and clinical features of rejection is important in determining a diagnosis, advising treatment and is critical for developing new strategies and drugs to manage transplants and limit the risk of rejection.

For more information, please see our briefing on transplant immunology.

Vaccines are agents that teach the body to recognise and defend itself against infections from harmful pathogens, such as bacteria, viruses and parasites. Vaccines provide a sneak 'preview' of a specific pathogen, which stimulates the body's immune system to prepare itself in the event that infection occurs. Vaccines contain a harmless element of the infectious agent that stimulate the immune system to mount a response, beginning with the production of antibodies. Cells responsive to the vaccine proliferate both in order to manufacture antibodies specific to the provoking agent and also to form 'memory cells'. Upon encountering the infectious agent a second time, these memory cells are quickly able to deal with the threat by producing sufficient quantities of antibody. Pathogens inside the body are eventually destroyed, thereby thwarting further infection. Several infectious diseases including smallpox, measles, mumps, rubella, diphtheria, tetanus, whooping cough, tuberculosis and polio are no longer a threat in Europe due to the successful application of vaccines.

For more information, please see our briefing on vaccines.

Veterinary immunology is a branch of Immunology dedicated to improving animal health. Like humans, animals also suffer from diseases caused either when organisms try to invade their body, or when their immune system does not function properly. Wild, domestic, and farm animals are commonly exposed to a whole range of dangerous bacteria, viruses and parasites, which threaten their welfare. Animal infections can have widespread effects on human working sectors, like food and agriculture. Moreover, many animal infections can be naturally transmitted across the species barrier to infect humans and vice-versa, a process termed zoonosis. For example, well-studied infections including swine and avian influenza, as well as, malaria and Lyme disease are due to transmission from animals and insects to humans. It is therefore extremely important that these types of diseases are effectively controlled. These measures not only prevent any further transmission to other animals and humans, but also reduce any potentially devastating social and economic consequences.

See theBSI briefing on Lyme disease.

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What is immunology? | British Society for Immunology

Gregor Mendel – Wikipedia

Gregor Johann Mendel (Czech: eho Jan Mendel;[1] 20 July 1822[2] 6 January 1884) (English: ) was a scientist, Augustinian friar and abbot of St. Thomas' Abbey in Brno, Margraviate of Moravia. Mendel was born in a German-speaking family[3] in the Silesian part of the Austrian Empire (today's Czech Republic) and gained posthumous recognition as the founder of the modern science of genetics. Though farmers had known for millennia that crossbreeding of animals and plants could favor certain desirable traits, Mendel's pea plant experiments conducted between 1856 and 1863 established many of the rules of heredity, now referred to as the laws of Mendelian inheritance.[4]

Mendel worked with seven characteristics of pea plants: plant height, pod shape and color, seed shape and color, and flower position and color. Taking seed color as an example, Mendel showed that when a true-breeding yellow pea and a true-breeding green pea were cross-bred their offspring always produced yellow seeds. However, in the next generation, the green peas reappeared at a ratio of 1 green to 3 yellow. To explain this phenomenon, Mendel coined the terms recessive and dominant in reference to certain traits. (In the preceding example, the green trait, which seems to have vanished in the first filial generation, is recessive and the yellow is dominant.) He published his work in 1866, demonstrating the actions of invisible factorsnow called genesin predictably determining the traits of an organism.

The profound significance of Mendel's work was not recognized until the turn of the 20th century (more than three decades later) with the rediscovery of his laws.[5] Erich von Tschermak, Hugo de Vries, Carl Correns and William Jasper Spillman independently verified several of Mendel's experimental findings, ushering in the modern age of genetics.[4]

Mendel was born into a German-speaking family in Hynice (Heinzendorf bei Odrau in German), at the Moravian-Silesian border, Austrian Empire (now a part of the Czech Republic).[3] He was the son of Anton and Rosine (Schwirtlich) Mendel and had one older sister, Veronika, and one younger, Theresia. They lived and worked on a farm which had been owned by the Mendel family for at least 130 years.[6] During his childhood, Mendel worked as a gardener and studied beekeeping. As a young man, he attended gymnasium in Opava (called Troppau in German). He had to take four months off during his gymnasium studies due to illness. From 1840 to 1843, he studied practical and theoretical philosophy and physics at the Philosophical Institute of the University of Olomouc, taking another year off because of illness. He also struggled financially to pay for his studies, and Theresia gave him her dowry. Later he helped support her three sons, two of whom became doctors.

He became a friar in part because it enabled him to obtain an education without having to pay for it himself. As the son of a struggling farmer, the monastic life, in his words, spared him the "perpetual anxiety about a means of livelihood."[8] He was given the name Gregor (eho in Czech)[1] when he joined the Augustinian friars.

When Mendel entered the Faculty of Philosophy, the Department of Natural History and Agriculture was headed by Johann Karl Nestler who conducted extensive research of hereditary traits of plants and animals, especially sheep. Upon recommendation of his physics teacher Friedrich Franz,[10] Mendel entered the Augustinian St Thomas's Abbey in Brno (called Brnn in German) and began his training as a priest. Born Johann Mendel, he took the name Gregor upon entering religious life. Mendel worked as a substitute high school teacher. In 1850, he failed the oral part, the last of three parts, of his exams to become a certified high school teacher. In 1851, he was sent to the University of Vienna to study under the sponsorship of Abbot C. F. Napp so that he could get more formal education. At Vienna, his professor of physics was Christian Doppler.[12] Mendel returned to his abbey in 1853 as a teacher, principally of physics. In 1856, he took the exam to become a certified teacher and again failed the oral part. In 1867, he replaced Napp as abbot of the monastery.[13]

After he was elevated as abbot in 1868, his scientific work largely ended, as Mendel became overburdened with administrative responsibilities, especially a dispute with the civil government over its attempt to impose special taxes on religious institutions.[14] Mendel died on 6 January 1884, at the age of 61, in Brno, Moravia, Austria-Hungary (now Czech Republic), from chronic nephritis. Czech composer Leo Janek played the organ at his funeral. After his death, the succeeding abbot burned all papers in Mendel's collection, to mark an end to the disputes over taxation.[15]

Gregor Mendel, who is known as the "father of modern genetics", was inspired by both his professors at the Palack University, Olomouc (Friedrich Franz and Johann Karl Nestler), and his colleagues at the monastery (such as Franz Diebl) to study variation in plants. In 1854, Napp authorized Mendel to carry out a study in the monastery's 2 hectares (4.9 acres) experimental garden,[16] which was originally planted by Napp in 1830.[13] Unlike Nestler, who studied hereditary traits in sheep, Mendel used the common edible pea and started his experiments in 1856.

After initial experiments with pea plants, Mendel settled on studying seven traits that seemed to be inherited independently of other traits: seed shape, flower color, seed coat tint, pod shape, unripe pod color, flower location, and plant height. He first focused on seed shape, which was either angular or round. Between 1856 and 1863 Mendel cultivated and tested some 28,000 plants, the majority of which were pea plants (Pisum sativum).[18][19][20] This study showed that, when true-breeding different varieties were crossed to each other (e.g., tall plants fertilized by short plants), in the second generation, one in four pea plants had purebred recessive traits, two out of four were hybrids, and one out of four were purebred dominant. His experiments led him to make two generalizations, the Law of Segregation and the Law of Independent Assortment, which later came to be known as Mendel's Laws of Inheritance.[21]

Mendel presented his paper, "Versuche ber Pflanzenhybriden" ("Experiments on Plant Hybridization"), at two meetings of the Natural History Society of Brno in Moravia on 8 February and 8 March 1865. It generated a few favorable reports in local newspapers,[23] but was ignored by the scientific community. When Mendel's paper was published in 1866 in Verhandlungen des naturforschenden Vereines in Brnn,[24] it was seen as essentially about hybridization rather than inheritance, had little impact, and was only cited about three times over the next thirty-five years. His paper was criticized at the time, but is now considered a seminal work.[25] Notably, Charles Darwin was unaware of Mendel's paper, and it is envisaged that if he had, genetics as we know it now might have taken hold much earlier.[26][27] Mendel's scientific biography thus provides an example of the failure of obscure, highly original, innovators to receive the attention they deserve.[28]

Mendel began his studies on heredity using mice. He was at St. Thomas's Abbey but his bishop did not like one of his friars studying animal sex, so Mendel switched to plants. Mendel also bred bees in a bee house that was built for him, using bee hives that he designed.[30] He also studied astronomy and meteorology,[13] founding the 'Austrian Meteorological Society' in 1865.[12] The majority of his published works was related to meteorology.[12]

Mendel also experimented with hawkweed (Hieracium)[31] and honeybees. He published a report on his work with hawkweed,[32] a group of plants of great interest to scientists at the time because of their diversity. However, the results of Mendel's inheritance study in hawkweeds was unlike his results for peas; the first generation was very variable and many of their offspring were identical to the maternal parent. In his correspondence with Carl Ngeli he discussed his results but was unable to explain them.[31] It was not appreciated until the end of the nineteen century that many hawkweed species were apomictic, producing most of their seeds through an asexual process.

None of his results on bees survived, except for a passing mention in the reports of Moravian Apiculture Society.[33] All that is known definitely is that he used Cyprian and Carniolan bees,[34] which were particularly aggressive to the annoyance of other monks and visitors of the monastery such that he was asked to get rid of them.[35] Mendel, on the other hand, was fond of his bees, and referred to them as "my dearest little animals".[36]

He also described novel plant species, and these are denoted with the botanical author abbreviation "Mendel".[37]

It would appear that the forty odd scientists who listened to Mendel's two path-breaking lectures failed to understand his work. Later, he also carried a correspondence with Carl Naegeli, one of the leading biologists of the time, but Naegli too failed to appreciate Mendel's discoveries. At times, Mendel must have entertained doubts about his work, but not always: "My time will come," he reportedly told a friend.[8]

During Mendel's lifetime, most biologists held the idea that all characteristics were passed to the next generation through blending inheritance, in which the traits from each parent are averaged. Instances of this phenomenon are now explained by the action of multiple genes with quantitative effects. Charles Darwin tried unsuccessfully to explain inheritance through a theory of pangenesis. It was not until the early twentieth century that the importance of Mendel's ideas was realized.

By 1900, research aimed at finding a successful theory of discontinuous inheritance rather than blending inheritance led to independent duplication of his work by Hugo de Vries and Carl Correns, and the rediscovery of Mendel's writings and laws. Both acknowledged Mendel's priority, and it is thought probable that de Vries did not understand the results he had found until after reading Mendel.[5] Though Erich von Tschermak was originally also credited with rediscovery, this is no longer accepted because he did not understand Mendel's laws.[38] Though de Vries later lost interest in Mendelism, other biologists started to establish modern genetics as a science.[5] All three of these researchers, each from a different country, published their rediscovery of Mendel's work within a two-month span in the Spring of 1900.

Mendel's results were quickly replicated, and genetic linkage quickly worked out. Biologists flocked to the theory; even though it was not yet applicable to many phenomena, it sought to give a genotypic understanding of heredity which they felt was lacking in previous studies of heredity which focused on phenotypic approaches.[40] Most prominent of these previous approaches was the biometric school of Karl Pearson and W. F. R. Weldon, which was based heavily on statistical studies of phenotype variation. The strongest opposition to this school came from William Bateson, who perhaps did the most in the early days of publicising the benefits of Mendel's theory (the word "genetics", and much of the discipline's other terminology, originated with Bateson). This debate between the biometricians and the Mendelians was extremely vigorous in the first two decades of the twentieth century, with the biometricians claiming statistical and mathematical rigor,[41] whereas the Mendelians claimed a better understanding of biology.[42][43] (Modern genetics shows that Mendelian heredity is in fact an inherently biological process, though not all genes of Mendel's experiments are yet understood.)[44][45]

In the end, the two approaches were combined, especially by work conducted by R. A. Fisher as early as 1918. The combination, in the 1930s and 1940s, of Mendelian genetics with Darwin's theory of natural selection resulted in the modern synthesis of evolutionary biology.[46][47]

In 1936, R.A. Fisher, a prominent statistician and population geneticist, reconstructed Mendel's experiments, analyzed results from the F2 (second filial) generation and found the ratio of dominant to recessive phenotypes (e.g. green versus yellow peas; round versus wrinkled peas) to be implausibly and consistently too close to the expected ratio of 3 to 1.[48][49][50] Fisher asserted that "the data of most, if not all, of the experiments have been falsified so as to agree closely with Mendel's expectations,"[48] Mendel's alleged observations, according to Fisher, were "abominable", "shocking",[51] and "cooked".[52]

Other scholars agree with Fisher that Mendel's various observations come uncomfortably close to Mendel's expectations. Dr. Edwards,[53] for instance, remarks: "One can applaud the lucky gambler; but when he is lucky again tomorrow, and the next day, and the following day, one is entitled to become a little suspicious". Three other lines of evidence likewise lend support to the assertion that Mendels results are indeed too good to be true.[54]

Fisher's analysis gave rise to the Mendelian Paradox, a paradox that remains unsolved to this very day. Thus, on the one hand, Mendel's reported data are, statistically speaking, too good to be true; on the other, "everything we know about Mendel suggests that he was unlikely to engage in either deliberate fraud or in unconscious adjustment of his observations."[54] A number of writers have attempted to resolve this paradox.

One attempted explanation invokes confirmation bias.[55] Fisher accused Mendel's experiments as "biased strongly in the direction of agreement with expectation... to give the theory the benefit of doubt".[48] This might arise if he detected an approximate 3 to 1 ratio early in his experiments with a small sample size, and, in cases where the ratio appeared to deviate slightly from this, continued collecting more data until the results conformed more nearly to an exact ratio.

In his 2004, J.W. Porteous concluded that Mendel's observations were indeed implausible.[56] However, reproduction of the experiments has demonstrated that there is no real bias towards Mendel's data.[57]

Another attempt[54] to resolve the Mendelian Paradox notes that a conflict may sometimes arise between the moral imperative of a bias-free recounting of one's factual observations and the even more important imperative of advancing scientific knowledge. Mendel might have felt compelled to simplify his data in order to meet real, or feared, editorial objections.[53] Such an action could be justified on moral grounds (and hence provide a resolution to the Mendelian Paradox), since the alternativerefusing to complymight have retarded the growth of scientific knowledge. Similarly, like so many other obscure innovators of science,[53][28] Mendel, a little known innovator of working-class background, had to break through the cognitive paradigms and social prejudices of his audience.[53] If such a breakthrough could be best achieved by deliberately omitting some observations from his report and adjusting others to make them more palatable to his audience, such actions could be justified on moral grounds.[54]

Daniel L. Hartl and Daniel J. Fairbanks reject outright Fisher's statistical argument, suggesting that Fisher incorrectly interpreted Mendel's experiments. They find it likely that Mendel scored more than 10 progeny, and that the results matched the expectation. They conclude: "Fisher's allegation of deliberate falsification can finally be put to rest, because on closer analysis it has proved to be unsupported by convincing evidence."[51][58] In 2008 Hartl and Fairbanks (with Allan Franklin and AWF Edwards) wrote a comprehensive book in which they concluded that there were no reasons to assert Mendel fabricated his results, nor that Fisher deliberately tried to diminish Mendel's legacy.[59] Reassessment of Fisher's statistical analysis, according to these authors, also disprove the notion of confirmation bias in Mendel's results.[60][61]

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ResearchMay 30, 2018Dana Carroll Receives Governor's Medal

At a luncheon with Governor Herbert, Dana Carroll was awarded the 2018 Governor's Medal for Science and Technology. Congratulations Dana! "Read more" to see photos of the award lunch.... Read More

Biochemistry Senior Account Kay Willden retires after 43 years working at the University of Utah and 11 years in Biochemistry. Kay had a retirement open house on May 30th. A large number of people both from Biochemistry and other University departments stopped by to wish her well. Kay will be missed and we wish her the best in the next chapter of her life. "Read more" to see photos from the event.... Read More

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Recent graduate, Niladri Sinha, Ph.D. (Bass Lab) has been selected for a Harold M. Weintraub Graduate Student Award to recognize outstanding achievement in Graduate Studies. Niladri will be participating in a one-day scientific symposium honoring Hal Weintraub and his commitment to innovative science. The annual Weintraub Award Symposium will be held Friday May 4, 2018 at Fred Hutch's lakeside Robert W. Day Campus. ... Read More

The 3D animation that brought to life Remy in "Ratatouille" and Woody in "Toy Story" is illustrating complex scientific concepts to tell stories of a different kind.... Read More

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