The last class of Biogerontology-2009 – students from Denmark, England, Estonia, Italy, Lithuania, NewZealand, Portugal, Spain, and Turkey.
Biogerontology course was given annually by me since 1995, and over the years it had evolved into an internationally unique course introducing the fascinating subject of ageing to young students – many of whom then followed it up by taking their MSc and PhD research projects on ageing.
However, from 2010, due to certain restructuring of courses at the department, this course was dropped from the list; and so I hope that this topic may be incorporated in some other form in some other courses in the future.
But now it is made clear to me that that kind of full course on ageing will not be taught anymore – the subject of ageing is of no importance and does not fit with the future great plans….;
I can develop a course on Biogerontology for YOU on the following lines – either as a regular lecture course, or as an online course directly with me, covering the following topics:
Lecture 1: Lifespan, ageing and age-related diseases
Lecture 2: Evolution of ageing and longevity
Lecture 3: Model systems and cellular ageing in vitro
Lecture 4: Ageing of the skin and the immune system
Lecture 5: Ageing of the brain and heart
Lecture 6: Ageing of the endocrine and the reproductive systems
Lecture 7: Ageing of the bone, muscle and liver
Lecture 8: Ageing of the nuclear and mitochondrial DNAs
Lecture 9: Transcriptional and translational dysregulation
Lecture 10: Post-translational modifications and protein degradation
Lecture 11: Recapitualtion: Explanations in biogerontology
Lecture 12: Ageing interventions: anti-ageing versus healthy ageing, hormetics, ethics
Learning objectives of Biogerontology course
On completion of the course, students are expected to be able to:
· Explain the evolutionary theories of ageing, and why can not we live for ever.
· Discuss various types of molecular damages, their causes, and their consequences.
· Describe the concept of homeodynamic space, and how cells and organisms defend themselves against various damaging agents, such as UV light, free radicals, glucose etc.
· Develop a biosystem-based network of molecular heterogeneity.
· Assess the concepts of healthy ageing versus anti-ageing.
· Distinguish between ageing as a disease and as a process leading to age-related diseases.
· Identify and assess the role of genes associated with exceptional longevity
· Choose among various types of ageing interventions.
· Discuss ethical problems associated with anti-ageing and eternal youth.
· Plan new themes and experimental approaches for future research in biogerontology.