Sun Pyramid, Teotihuacán (~100 AD)

Pyramid of the Niches, Tajin (600-900 AD)

Aztec

Sun Stone

~1400 AD

Hernán Cortéz,

lands in Veracruz in

1519 with 400 men.

Captures and burns

Tenochtitlan in 1521

1520,“La Noche Trista”

How did this come about?

Guns?

Legends of Gods?

Found many allies among

the repressed peoples.

But also....

Death by Smallpox

•Why were there no New World diseases that

affected the Spanish?

•Why were they so susceptible?

Aztecs died in epidemics of

smallpox, measles, mumps, etc.

Emigration of humankind from Africa to

Europe & Asia ~100,000 YA;

Co-evolution with parasites and pathogens,

domestic animals, many important

diseases evolve only in agricultural

societies (~11,000 YA).

Settling of the New World

Rapid movement of small groups of

hunter-gatherers, almost no Old

World domesticated animals. New

World agriculture very recent.

•Many pathogens left behind,

insufficient time to evolve new ones.

•Relative genetic homogeneity

increased susceptibility

• MHC-associated immune responsiveness – genetic control

of immune responses & limited heterogeneity of HLA in

New World

Lessons we will cover include…

• Passive Immunity – intrauterine transfer of antibodies

from mother to fetus (limits severity of subsequent

disease)

• Immunological Memory

• Immunity/specificity (typhus & influenza present in New

World vs. smallpox which was absent, etc.)

• Vaccination – deliberate immunization

Medical Immunology

544

Fall 2011This is the first of two courses in the medical

curriculum offered by the Dept. of Microbiology

and Molecular Genetics.

Also Medical Microbiology, Fall of 2nd year.

Immunology 2011

Lecture 1

19 SeptemberIntroduction to course

1) New and unique concepts, e.g. "specificity",

gene rearrangements, etc.

2) Much phenomenology - complex systems

which are still poorly understood.

3) Much jargon and many acronyms, unique

vocabulary; new words, familiar words

with new meanings.

Immunology Poses Challenges

4) Conflicts over facts and interpretations

•Autoimmune disease (RA/rheumatoid arthritis,

SLE/systemic lupus erythematosus, IDDM,

many others)

•Immunodeficiency (genetic, infectious, iatrogenic…)

•Allergy (food, drugs, airborne allergens [asthma]…)

•Transplantation and tumor biology

•Vaccination (required vs. optional…)

•Technology: serology, tissue typing, hybridomas;

tools for diagnosis, therapy and research.

Relevance…

Your responsibilities

1) Core notes; read ahead.

2) Lectures & Clinical Correlates (2)

3) Handouts, supplementary material, 3 problem sets…

(…numbered & posted on Web site)

4) POPS, Patient Oriented Problem Solving sessions (3)

Small group exercises, participation is mandatory

● Jaundiced Baby; blood groups, etc.

● Transplantation Immunology

● Immunodeficiency

5) e-mail - check it regularly, unpack your inboxes

Exams

Two Midterm Exams (20% each),

one Final Exam (60%)

Multiple choice questions, mostly NBME formats

Texts

Recommended:

The Immune System, Parham (useful, compact text)

Other popular texts…

Cellular and Molecular Immunology, Abbas, Lichtman &

Pillai

Janeway’s Immunobiology, Murphy, Travers & Walport

Kuby Immunology, Goldsby, Kindt and Osborne

Immunology, Male, Brostoff, Roth & Roitt

COURSE TOPICS

ANTIBODIES (Structure, function, genetics…)

CELLULAR IMMUNOLOGY

Leukocytes (T & B-cells, MΦ, etc.)Cell interactions (MHC, adhesion & signalling, etc.)

ANATOMY & ONTOGENY of immune system

ALLERGY, AUTOIMMUNITY, IMMUNODEFICIENCY

VACCINATION, TUMOR IMMUNOLOGY

TWO CLINICAL CORRELATES:Rheumatoid diseases (Week 6, Prete)AIDS (Week 7, Robinson)

THREE POPS SESSIONS:

JAUNDICED BABY (Week 4)

TRANSPLANTATION IMMUNOLOGY (Week 5)

IMMUNODEFICIENCY (Week 7)

THREE POPS SESSIONS:

JAUNDICED BABY (Week 4)

TRANSPLANTATION IMMUNOLOGY (Week 5)

IMMUNODEFICIENCY (Week 7)

● Precipitin curve

● Serum electrophoresis

● Ouchterlony

● ELISA/RIA

● Equilibrium Dialysis

● Adoptive Transfer

● Complement Fixation

● PFC assay

Techniques

Will also use Southern & Western blots, PCR, etc…

● Ada & Byrt (Hot Ag suicide)

● Mishell & Dutton (3HTdR suicide)

● Mitchell & Miller (T & B cells)

● Zinkernagel and Dougherty (MHC-restricted

recognition)

● Carrier Effect (T/B interactions, haptens &

carriers)

● Resistance to Listeria/Mycobacterium

Experiments

These experiments will serve to clarify underlying principles rather than simply present

results to memorize.

Core Notes

• Mostly organized around lectures

• Read ahead

• Chapters begin with BOXED INTRODUCTION

• Chapters end with STUDY QUESTIONS

• Material in [square brackets] is parenthetical

• Please report errors & omissions

NoNotes

Two Handouts today:

● Immunology Background Survey

- please turn this in at the end of today’s lecture

● Examination and Grading Policy

On the course web site:● Lecture Schedule● Core Notes● Powerpoint presentations for lectures● Handouts

other stuff…

WORK IN A GROUP

Helpful Advice:

An effective study group means:

• Scheduled meetings

• Pre-arranged assignments

• Ideally 3-4 members

Keep in mind two related but distinct course goals:

• Success on exams

• Long-term understanding

George Gutman

Office: B250 Med Sci, Ext. 46593

medimm544@uci.edu

Medical Immunology Web pages:

http://jeeves.mmg.uci.edu/immunology