Poem: "Open Your Ears to the Ancestors"
This poem came out of the October 3, 2023 Poetry Fishbowl. It was inspired by prompts from Dreamwidth users Siliconshaman, Acelightning73, and See_also_friend. It also fills the "Mad Scientist" square in my 10-1-23 card for the Fall Fest Bingo. This poem has been sponsored by Anthony Barrette. It belongs to the series Polychrome Heroics.
"Open Your Ears to the Ancestors"
[1980s-present]
Nisa Tú had relatives
sprawled all over Namibia
and South Africa, most of
them ǃKung and Khwe
plus a little Afrikaner.
As a girl, she moved
around Windhoek,
Luederitz, and
Keetmanshoop.
As a teen, she
lived in Cape Town,
Bloemfontein, and
Johannesburg.
From her relatives,
Nisa learned through
traditional rituals and
herbal medicines --
a miserable process
at times, but it did give
her the healing power n/um.
She found it very weird how
white people believed that
only certain individuals
could heal, or develop
enhanced senses for
tracking in the bush.
Anyone could do it --
she'd done it -- if they
didn't get scared of
their progress and
bail out of training.
"Open your ears to
the ancestors and you
will understand the language
of spirits," her grandmother said,
and that's exactly what happened.
Nisa found that the ancestors were ...
curious about modern life, in ways
they hadn't been in a long time.
Sometimes they would poke
and prod at her to learn things,
just so they could follow along.
That's how Nisa wound up
as a student at the University of
the Witwatersrand in Johannesburg.
It was interesting enough to explore
how white people thought about things.
Nisa started out with a major in Molecular
and Cell Biology plus a minor in Animal,
Plant, and Environmental Sciences.
She loved studying the plants and
animals of Africa and learning how
people could tinker with them.
"You are so good at this,"
her favorite professor said.
"You should go on to become
a doctor -- we need them
desperately in Africa."
Well, that was true, and
white people didn't always
feel like taking care of
black or brown people.
So Nisa got a degree in
Medicine and Surgery.
From there, she went on
to work as a traveling doctor
in disadvantaged communities.
For a while, that satisfied her,
but it was a little too easy, and
besides, the ancestors were
stirring her like a soup pot again.
Nisa went back to college
to study Medical Genetics.
She wanted to explore
what went wrong and
how to deal with that,
especially how to fix it
when the genome was
so very complicated.
After college, Nisa
became interested in
ancestral human species.
She wanted to study them
more, in hopes of recreating
them in the flesh through
genetic engineering.
"That's so creepy, Nisa,"
said her supervisor. "We
can't do that sort of thing here."
So Nisa branched off into
mad science, where she could
pursue her own interests without
having to please other people.
The ancestors were pleased,
though, hovering around her
like invisible butterflies.
Nisa began by studying
the available materials
on the human genome,
especially the ghost DNA
left by related species
that were now extinct.
She examined her own,
and conveniently, the San
had among the highest of
genetic diversity surviving.
She sought samples from
other people, many of whom
were happy to study themselves
with the help of a black woman,
rather than having white people
doing studies on them instead.
Gradually Nisa pieced together
the oldest genes that she could
find to assemble something like
Homo erectus might have been.
She built two of the embryos,
a male one and a female one.
Then she used the other advantage
that she had over the white men --
a uterus -- to gestate them.
When they were born, Nisa
named her daughter Alkebulan,
meaning "mother of mankind,"
and her son Bandile, which
meant "the family is growing."
She chose names from around
Africa, rather than San names,
because these babies came
from more than just her people.
"I am so happy to meet you,"
she told them. "We are going
to have such fun together!"
Nisa had no expectations
of them, no insistence that
they walk or talk or work a job.
The ancestors just wanted
to visit, and she was delighted
to indulge them and welcome
them into her own family.
Whoever they turned out
to be, she would love them.
The babies were small, but
they were tough and smart.
They were fuzzier than
average, but nowhere near
as much as chimpanzees.
The ancestors crowded
around them, cooing and
trilling their approval.
Nisa went on to make
two more embryos,
this time inspired by
Homo ergaster.
She named her son
Abidemi for "born in
the father’s absence,"
and her daughter Yetunde
for "mother has come back."
They were less fuzzy and
robust than their siblings,
with a strong tendency
to grasp and manipulate
anything in their reach.
"Look at you, my little
tool users," Nisa said,
smiling at their antics.
By then, Alkebulan and
Bandile were trying to talk,
although slower to learn
than ordinary babies.
Nisa encouraged them
to try learning how to use
South African Sign Language.
They wound up jumbling it
together with spoken words
here and there, which worked
well enough for understanding
what they wanted or needed.
Nisa's children were unique, but
they didn't really look all that different
from modern humans, especially if
one had no reason to suspect that
they weren't modern humans.
The children were healthy and happy,
and the ancestors delighted in them,
Nisa began to wonder about branches
of humanity who had lived outside of Africa,
especially Neanderthals and Denisovans.
Little remained of them in Africa -- only
a bit of Neanderthal heritage in the far north,
as most of it was up in Europe and Asia,
while the Denisovan heritage was
strongest in Melanesia nad Tibet.
Nisa would have to reach out
and make new connections in
order to gather such remnants.
That could prove interesting,
if more challenging than
her gathering in Africa.
Studying human DNA was
a lot like peeling an onion,
layers upon layers that
sometimes made her cry.
It was fascinating, though,
to see how a composite creature
had come from the blending of
so many different ancestors,
alike and yet still unique.
Nisa watched her children
playing in their ancestral dirt.
The children were happy,
the ancestors were happy,
and that was what mattered.
* * *
Notes:
Nisa Tú -- She has brown skin, brown eyes, and springy dark brown hair to her shoulders. She is petite with shallow curves. Her heritage includes San (ǃKung and Khwe) and a little Afrikaner. She speaks Afrikaans, English, German, Greek, ǃKung and Khwe, Latin, and Tswana.
Her relatives sprawled over a wide area. Nisa grew up moving around various places including Windhoek, Luederitz, and Keetmanshoop in Namibia and Cape Town, Bloemfontein, and Johannesburg in South Africa. She enjoyed meeting people in different places and learning about their contributions to African history. Exploring the local flora and fauna became another hobby.
Nisa earned a Bachelor of Science in Molecular and Cell Biology with a minor in Animal, Plant, and Environmental Sciences at the University of the Witwatersrand in Johannesburg, South Africa (1998-2000). There she joined the African Authors in African Languages Book Club, Biology Society, Dance@Wits, San Student Association, and Wits Model United Nations. Nisa went on to get her MBBCh degree in Medicine and Surgery at the same school (2000-2004). During that time, she participated in Amnesty International Wits, Biologists Without Borders, Music Society, San Student Association, and Traditional African Games Club. After graduating, she worked as a traveling doctor in disadvantaged communities. Finally Nisa went back for a Master of Medicine in Medical Genetics (2007-2011). She joined Doctors Without Borders, Natural Hair Club, Poets Corner, San Student Association, and Unicef Wits.
After college, Nisa became interested in ancestral human species. She wanted to study them more, with an eye toward recreating them in the flesh through genetic engineering. Other people found that creepy and wouldn't go along with it. So she branched off into mad science, where she could pursue her own interests without having to please others. Everything from her heritage to her personality to her work has attracted attacks from bigots.
Nisa created embryos from ancestral DNA. She became the mother of daughter Alkebulan and son Bandile (similar to Homo erectus, in 2013), son Abidemi and daughter Yetunde (similar to Homo ergaster, in 2015).
Origin: Nisa developed superpowers through traditional rituals and herbal metagens.
Uniform: Nisa favors practical women's wear. Her base color is khaki accented with shades of coral, olive, and terra cotta. Cool weather brings darker browns and matching accessories.
Qualities: Expert (+4) Belonging, Expert (+4) Gengineer, Good (+2) Animal, Plant, and Environmental Sciences, Good (+2) Constitution, Good (+2) Languages
Poor (-2) Bigot Magnet
Powers: Good (+2) Super-Intellect, Average (0) N/um
Motivation: To commune with the ancestors and study the past.
The combined efforts of the extended family provide for a sense of belonging, crucial to the happiness of social beings.
-- Bushmen Philosophy
Now a large international group of researchers has completed the most detailed study of African genetic diversity ever, with enough data they say to pinpoint the southwestern coast of Africa-around the border between today’s Namibia and South Africa-as modern humanity’s homeland.
[---8<---]
Steve Connor of Britain’s Independent led with the researchers’ conclusion that the oldest group in Africa, evolutionarily speaking, are the San, formerly called Bushmen. That’s two of them in the photo. He writes that they are directly descended from the original population of early human ancestors.
A quirk of !Kung culture is that they don't believe in superpowers as a distinct thing people either have or don't have. Instead, individuals are free to train for whatever appeals to them, as far as they wish, by means of traditional rituals and herbal metagens. About half the men and a third of the women have n/um, the power to heal -- and that's just one option. Bush tracking is another ability for which the !Kung are reknowned. Some people hypothesize that superpowers, or at least the potential for developing them, were once widespread in ancestral groups but as humans dispersed, much of this heritage was lost, whether the potential itself or simply the means of developing it into usable abilities.
White South Africans generally refers to South Africans of European descent. In linguistic, cultural, and historical terms, they are generally divided into the Afrikaans-speaking descendants of the Dutch East India Company's original settlers, known as Afrikaners, and the Anglophone descendants of predominantly British colonists of South Africa. In 2016, 57.9% were native Afrikaans speakers, 40.2% were native English speakers, and 1.9% spoke another language as their mother tongue, such as Portuguese, Greek, or German. White South Africans are by far the largest population of White Africans. White was a legally defined racial classification during apartheid.
Bachelor of Science in Molecular and Cell Biology
at the University of the Witwatersrand in Johannesburg, South Africa
Undergraduate study in MCB
A Bachelor of Science (BSc) degree from the School of Molecular and Cell Biology will provide you with a sound foundation in the most topical, and in-demand, biology field in the world. No other biology subject area gets as much coverage in the popular press. The curriculum offered by the School gives students a sound foundation in modern Molecular and Cell Biology.
The BSc in Molecular and Cell Biology
at the University of the Witwatersrand in Johannesburg, South Africa
A Bachelor of Science degree from the School of Molecular and Cell Biology will provide you with a sound foundation in the most topical, and in-demand, biology field in the world. No other biology subject area gets as much coverage in the popular press.
The curriculum offered by the School gives students a sound foundation in modern Molecular and Cell Biology, and the short course system allows students to customise their degrees.
First Year
Introductory Life Sciences Complementary Life Sciences Chemistry Maths
Second Year
Molecular and Cell Biology Molecular Processes IIA Cells and Organisms IIB Applications IIC
Third Year
Applied Bioinformatics III Biochemistry and Cell Biology III Genetics and Development Biology III Microbiology and Biotechnology III
Undergraduate course information
Structuring your BSc degree in Molecular and Cell Biology
The curriculum offered by the School gives students a sound foundation in modern Molecular and Cell Biology, and the short course system allows students to customise their degrees.
• First Year Introductory Life Sciences, Complementary Life Sciences, Chemistry, Maths
• Second Year Molecular and Cell Biology, Molecular Processes IIA, Cells and Organisms IIB, Applications IIC - Please note that Molecular Processes is a 48 credit course that takes place on both B and C slots in semester 1, and Cells and Organisms is a 48 credit course that takes place on both B and C slots in semester 2. As such, B and C slots are full for the entire year, and you should not register for any other courses that takes place on the B and C slots.
• Third Year Applied Bioinformatics III, Biochemistry and Cell Biology III, Genetics and Development Biology III, Microbiology and Biotechnology III
MCB first year courses
The School offers two courses in biology at the first year level:
• Introductory Life Sciences (ILS)
• Complementary Life Sciences (CLS).
The first year courses have been designed to cover the broad spectrum of modern biology in an integrated way and to provide students with the skills, knowledge and attitudes to understand the major issues in biology today.
The courses also provide the opportunity for students to learn about the diverse fields and career prospects within biology, before they make more specialised choices at the second year level.
These courses are taught and run by staff from the School of Molecular and Cell Biology and the School of Animal, Plant and Environmental Sciences.
Note that all students who wish to proceed to second year within the School must complete a first year course in Chemistry.
Some subject areas within the School of Biology also require that you complete a first year course in Physics and/or Mathematics or Statistics (please check the specific requirements for the subjects in which you want to major).
• Introductory Life Sciences
• Complementary Life Sciences I
Introductory Life Sciences I (ILS) (this course is restricted to 500 students), the "core" course that gives entry to all subjects in the Biological Sciences in second year, comprises four topics, 1 topic per teaching block. Introductory Life Sciences I will be offered on two slots to allow for maximum flexibility. To be credited with Introductory Life Sciences 1 (36 points) you must complete all four topics.
Introductory molecular and Cellular Biology
The underlying theme of the knowledge base will be the relationship between structure and function at the molecular and cellular levels. After attending this topic, students should be able to justify why the cell can be considered the basic unit of life and explain how structure determines function in the cell. To this end, the structure of biomolecules and their roles in the cell will be examined, as well as how cells capture and use energy.
Growth and Development
This topic will start with a study of the cell cycle (including cytokinesis and the reproduction of cells) and the flow of genetic information in the cell. The processes underlying cell growth, morphogenesis and differentiation in the development of living organisms will be explored and the principles of evolution will be examined.
Structure and Function
The objective of this topic will be to explain the relationship between structure and function using homeostatis as a common theme linking anatomy, physiology and evolution. Students will become familiar with the relevant vocabulary and important principles involved and will have improved skills in observing structure and interpreting experiments. NB: Dissection of the rat is a compulsory component of this course. Failure to complete dissections could result in your DP requirement not being met.
Ecology and Diversity
The Diversity component introduces students to the spectacular range of plants and animals. The section on ecology and environmental issues covers ecological theory, knowledge of field practice, knowledge of southern African ecosystems and environmental problems, knowledge of the environment of organisms (habitat, soil, water, radiation), examples of application of theory to environmental issues.
Complementary Life Sciences I (CLS) is an enriching course that extends knowledge and skills in more specialised areas of interest within Biology. To be credited with Complementary Life Sciences I (36 points) you must complete all three short courses.
Life in its Diversity
The aim of this course is to investigate the patterns of diversity, evolution, relationships and biology of major groups of protests, animals, plants and fungi. This will include how to recognise these organisms, how to identify organisms and access information about them via a knowledge of their classification, the importance of these organisms in the natural environment and to man, and the need for their conservation.
Molecular and Cellular Biology
This short course will centre on identification of major principles recognised in modern molecular and cellular biology and will follow on from the core short courses. Emphasis will be on: structure of DNA, the structure of RNA, transcription, translation, structure and function of proteins, regulation of protein functioning including signal transduction, recombinant DNA technology and biotechnology.
Principles and Applications of Microbiology
This short course will include microbial diversity; structure, function and importance of bacteria, viruses and fungi; principles of host-microbe interactions; environmental and applied Microbiology & Biotechnology; principles of plant tissue culture; manipulation of micro-organisms in the laboratory.
MCB Second Year Courses
Second year courses in the School of MCB build on the broad foundation set by the first year courses. The second year courses, in turn, set the foundation for third year courses.
With the selection of second year courses, students start specialising in one or more of the core fields or thrusts within the School of MCB. Due to the short course system within the School of Biology, a student may customise his/her second year course for personal preference and current market demand.
Summary of second year MCB courses and short courses
The composition of the second year courses offered in the School of MCB are summarised below. Each of the courses, as reflected by their names, is part of one of the core fields or thrusts in the School of MCB.
MCBG2037A - Molecular and Cell Biology IIC: Applications
This course explores the theory and practical techniques behind the latest research within four broad topic areas. Molecular Basis of Disease investigates the molecular underpinnings and therapeutic approaches of diseases such as cancer and inherited disorders, and focuses on modes of inheritance, epigenetics and gene-environment interactions. Drug Discovery looks at the processes and principles behind identification of drug targets and drug discovery, mechanisms of action and side effects, trials and commercialisation. Current Topics in Microbiology considers the role of viruses, bacteria and fungi in the environment, human health and agricultural biotechnology. Genetic Innovations studies genetics and genomics in forensic science, disease diagnosis, pharmacogenomics and personalised medicine, and considers genetic manipulation for the improvement of human health and the environment. The course consists of four subject areas Genetic Innovations, Molecular Basis of Disease, Drug Discovery, and Current Topics in Microbiology, which focus on the latest developments, research and research methodology with respect to the content in each of the units. Thus each will enrich the co-requisite courses offered at second year level in the school and offer students a firm basis for entering third year.
MCBG2038A - Molecular and Cell Biology IIA: Molecular Processes
This course consists of two components, Biological Chemistry & Macromolecules, and Genes & Genomes. The course provides a thorough overview of chemical structures and reactions of functional groups leading to the study of macromolecules from an organic chemistry perspective. The course introduces students to the interplay between DNA, RNA and proteins, as fundamentals to the study of molecular biology. The impact of genome architecture and epigenetics, on DNA transmission, inheritance of genetic traits, transcription and translation will be explored, including relevant statistical analysis such as for population genetics. Students will become acquainted with wet lab methods and bioinformatics tools for DNA analysis and manipulation and for investigating protein structure and function.
MCB Third Year Courses
The third year courses in the School of MCB build on the foundation set by the second year courses. For all third year courses, the second year courses within the same core fields or thrusts are a pre-requisite. A student must pass a course at the second and third year level to major in that area of study. For example, to obtain a degree in Molecular and Cell Biology in the field of Microbiology and Biotechnology a student must pass the second year courses Molecular and Cell Biology IIA: Molecular Processes MCBG2038A, Molecular and Cell Biology IIB: Cells and Organisms MCBG2039A, plus one other 48 credit course at 2nd year level, AND the third year major Microbiology and Biotechnology plus one other 72 credit course at third year level. For all third year courses, the second year courses within the same core fields or thrusts are a pre-requisite. A student must pass a course at the second and third year level to major in that area of study.
MCBG3033A - Applied Bioinformatics III
The overall aim of the course is for students to understand the utility of bioinformatics in the scientific field. Students will learn to select, describe an use basic bioinformatics tools and how to interpret computational results. Students will also develop an appreciation of the breadth and shortcomings of available computational approaches. More specifically the course will include the history and application of bioinformatics; the major bioinformatics databases and portals; searching, local and global alignment; BLAST; multiple sequence alignment techniques and tools; an introduction and overview of phylogenetics techniques; visualisation techniques; pattern matching techniques and applications; gene expression; Microarray data analysis, protein analysis and proteomics, functional genomics and genome analysis. Students should develop the ability to identify the appropriate bioinformatics tool for the task at hand; explain the underlying theory behind these tools; demonstrate the utility of different computational approaches; compare and contrast databases and portals; assess the limitations of algorithms and tools; evaluate results of bioinformatics experiments.
MCBG3034A - Genetics and Developmental Biology III
Gene Regulation in Eukaryotes III - Participants will be exposed to some of the molecular intricacies of higher eukaryotes. In particular, the components (DNA promoter elements and transcription factors) responsible for switching on genes will be highlighted. Gene regulation at the level of chromatin, transcription initiation, and RNA processing will be taught. A background of signal transduction will be included to allow a better understanding of gene expression at this level. Finally, the cascade effect of gene activation and regulation will be taught in the cellular contexts of proliferation and development.
Population Genetics III - This course will be a general introduction to the field of population genetics, which has become an integral component of genomics, medical genetics, forensics, conservation biology and bioinformatics. Particular topics to be dealt with in detail include processes and factors that affect the frequencies of specific alleles, haplotypes and genotypes in a population. Quantitative genetic variation, heritability, polygenic traits and selection will be discussed. We will explore molecular genetic techniques to detect different kinds of genetic variation. Evolutionary genetics including human evolution and how the geographic distribution of genetic diversity leads to differences in genetic disease distribution and disease susceptibility in different populations.
Genomes and Genomics III - This course focuses on the role of Genomes and Genomics in modern science. It provides a thorough overview of genome architecture and function, from genome structure to central dogma, and examines the role of genomics in the analysis of genomes, with a focus on human and other mammalian genomes. It explores the theory behind, and the impact of, new technologies, such as next generation sequencing and transcriptomics, and looks at how these are applied to analyse genomes, for example in disease, diagnosis and treatment, and introduces wet-lab methods and bioinformatics tools for genome analysis and the various genomic technologies used to investigate the structure and function of genomes.
Advanced Developmental Biology III - In this course students will be introduced to the exciting field of modern Developmental Biology. We will find out how an animal’s body is formed from a single cell during embryogenesis, and how genetic mechanisms drive this complex process. We will explore how major vertebrate body systems (brain and the nervous system, the reproductive system, the limbs, the eye) are formed, and how genetic mutations can lead to birth defects. Additionally, students will get an overview of the exciting fields of aging and regenerative medicine. A short component of the course will be devoted to recent advances in Plant Developmental Biology. The material will include flower and leaf pattern formation and fruit development. The practical component of the course will introduce students to current techniques in vertebrate embryology and genetic manipulation of the embryo.
MCBG3035A - Microbiology and Biotechnology III
Biotechnology and Bioengineering III (18 points - compulsory) Plant genetic engineering involves the horizontal transfer of genes between different species. Genetic engineering and biotechnology involves the identification of useful proteins that will enhance the phenotypic attributes of crop plants such as: agronomic performance, food quality, invertebrate pest resistance, environmental stress resistance and microbial pathogen resistance. Plant biotechnology involves the isolation and cloning of genes encoding proteins that will have a beneficial impact on crop production or that will enhance the quality of crop products. The course will focus on the recent advances that have been made in plant genetic engineering and plant molecular biology. The theoretical background necessary for the understanding of genetic engineering procedures will be covered in detail. Included in the course will be lectures and practicals on in vitro plant propagation and regeneration. The laboratory component of the course will include practicals on the molecular biological techniques and procedures involved in the genetic transformation of plants.
Advanced Bioengineering III (T-South Africa)
This course focuses on the techniques and ethics of genetic engineering with animals. Such practices can improve performance or lifespan, culture tissues or organs, repair genetic flaws that cause disease, and even create new organism for agriculture or other purposes.
Minor in Animal, Plant, and Environmental Sciences (T-South African)
at the University of the Witwatersrand in Johannesburg, South Africa
Year 2
• Life on Earth: Diversity
• Life on Earth: Evolution
• Ecology, Environment, and Conservation IIA and IIB
Year 3
• Biodiversity in a Changing World IIIA: From Process to Pattern
• Biodiversity in a Changing World IIIB: From Physiology to Behaviour
Clubs
African Authors in African Languages Book Club (T-South African)
Biology Society (T-South African)
Dance@Wits
San Student Association (T-South African)
Wits Model United Nations
MBBCh degree in Medicine and Surgery
at the University of the Witwatersrand in Johannesburg, South Africa
An MBBCh degree opens doors to exciting and challenging careers. Surgeons, paediatricians, pathologists, radiologists, and family medicine practitioners start with an MBBCh.
Overview
There is a critical need in South Africa’s under-served areas for doctors to provide quality preventative, diagnostic, and therapeutic services.
The country offers modern facilities in both academic and private practice settings, with the opportunity to perform research at many levels.
There are two entry points into the MBBCh:
• 1st year for applicants currently in Grade 12, and
• 3rd year for applicants who have completed a relevant prerequisite degree - the Graduate Entry Medical Programme (GEMP). Click here for more information about GEMP. No application to 2nd year will be considered. Applicants who are currently studying or who have studied at a tertiary institution are advised to complete their studies and then apply for admission to the GEMP.
Career Opportunities
Areas of Specialisation:
• Anaesthesiology
• Clinical Microbiology and Infectious Disease
• Community Health
• Family Medicine
• Forensic Medicine
• Internal Medicine
• Obstetrics and Gynaecology
• Ophthalmology
• Pathology
• Paediatrics
• Psychiatry
• Radiology
• Surgery
Curriculum
First-year
• Introduction to Medical Sciences I
• Chemistry I
• Physics I
• Sociological Foundations of Health
• Psychological Foundations of Health
• System Dynamics for Medical Students
Second-year
• Human Anatomy
• Molecular Medicine
• Physiology and Medical Biochemistry I
• Medical Thought and Practice II
Third-year
• Integrated Basic Medical and Human Sciences A
Fourth-year
• Integrated Basic Medical and Human Sciences B
Fifth-year
• Integrated Clinical Medicine A
Sixth-year
• Integrated Clinical Medicine B
Clubs
Amnesty International Wits
Biologists Without Borders (T-South African)
Music Society
San Student Association (T-South African)
Traditional African Games Club (T-South African)
Master of Medicine in Medical Genetics
at the University of the Witwatersrand in Johannesburg, South Africa
The Master of Medicine in the field of Medical Genetics is a four year, full time degree.
Overview
Registrars are required to write a Part 1 and Part 2 examination, both offered through the Colleges of Medicine of South Africa in order to obtain a Fellowship in Medical Genetics. The MMed course comprises four formal modules. The teaching and training content of the first two, Medical Genetics and Principles and Practices of Genetic Counselling, is designed to align with the requirements for the FCMG Part 1 exam of the Colleges of Medicine of South Africa. The third module, Clinical Genetics, aligns with the requirements of the Part 2 FCMG exam, the national exit examination for specialists in Medical Genetics. A research report, which trains registrars in basic research skills is the final requirement of the course.
The professional trained in medical genetics has specialized education and training in basic genetics, inherited diseases, dysmorphology, metabolic disease, the genetics physical examination, ordering and interpretation of genetic tests, genetic susceptibility to common disease, the impact of genetic risks and diagnoses on individuals, families, communities and society and leads a team of professionals that cares for the patient and the family affected with a genetic disorder. The clinical medical geneticist is responsible for assuring the high standards of education and continuing education of the team, to maintain the quality of the genetics services being provided.
The specialist Medical Geneticist would require key competencies in seven areas: as a Medical Expert, Communicator, Collaborator, Manager, Health advocate, Scholar and Professional. Enabling competencies are the skills that allow the key competencies to be achieved. Key and enabling competencies are measurable and can therefore be used in the evaluation process.
Location
Most lectures, tutorials and training take place at the National Health Laboratory Service (NHLS). Additional training takes place in the five teaching hospitals in Johannesburg; Charlotte Maxeke Johannesburg Academic Hospital (CMJAH), Chris Hani Baragwanath Academic Hospital (CHBAH), Rahima Moosa Mother and Child Hospital (RMMCH), Helen Joseph Hospital (HJH) and the Donald Gordon Medical Centre (DGMC).
Career Opportunities
• Medical Geneticist
Curriculum
The curriculum comprises Parts I and II which is divided into four modules, all of which have to be attended and completed successfully at the University of the Witwatersrand.
First and Second Year: Part I
• Medical Genetics for Specialists (HUMG7013)
• Genetic Counselling for Specialists (HUMG7012)
Third and Fourth Year: Part II
• Clinical Genetics for Specialists (HUMG7014)
• Research report (HUMG7015)
Modules one and two extends over the first two years of study and modules three and four extend over the third and fourth years of study. Candidates need to successfully pass modules one and two in order to proceed to module three. In addition to the above modules, registrars will be expected to attend Genetic Clinics and Division activities during their lecture and clinical rotation blocks. They wil also be exposed to the relevant laboratory techniques and will be expected to be competent in interpretation of laboratory test results.
Entry Requirements
All applicants to MMed programmes must be graduates in medicine; they must have completed the prescribed internship period and community service (or an approved equivalent) and must be registered with the Health Professions Council of South Africa as independent practitioners.
Additional general medical experience would be advantageous. In particular, at least 6 months dedicated paediatric experience is highly recommended.
Clubs
Doctors Without Borders (T-South African)
Natural Hair Club (T-South African)
Poets Corner
San Student Association (T-South African)
Unicef Wits
Africa Countries Map
* * *
"Open your ears to the ancestors and you will understand the language of spirits."
-- African Proverb
Explore human evolution.
Human evolutionary genetics studies how one human genome differs from another human genome, the evolutionary past that gave rise to the human genome, and its current effects. Differences between genomes have anthropological, medical, historical and forensic implications and applications. Genetic data can provide important insights into human evolution.
Humans belong to the genus Homo.
A species is a group within a genus, defined by species concepts of which there are at least 26. Among the most widely used definitions is that members of a species are all fertile with each other, but are not fertile with other species -- at most, interspecific hybrids may produce infertile offspring (such as mules). Subspecies, however, may have different features but produce (at least mostly) fertile offspring together. Based on Marvelverse canon, mutants are typically fertile with ordinary humans, and often capable of passing down their innovative traits (which is how evolution works).
Archaic humans include multiple varieties of Homo.
Homo habilis ("handy man") is an extinct species of archaic human from the Early Pleistocene of East and South Africa about 2.31 million years ago to 1.65 million years ago (mya).
https://en.wikipedia.org/wiki/Homo_habilis
Homo erectus ("upright man") is an extinct species of archaic human from the Pleistocene, with its earliest occurrence about 2 million years ago.[2] Its specimens are among the first recognizable members of the genus Homo.
Homo ergaster is an extinct species or subspecies of archaic humans who lived in Africa in the Early Pleistocene.
Homo heidelbergensis is an extinct species or subspecies of archaic human which existed during the Middle Pleistocene.
Homo naledi is an extinct hominin species discovered in 2013 in the Rising Star Cave system, Gauteng province, South Africa (See Cradle of Humankind), dating to the Middle Pleistocene 335,000-236,000 years ago.
Early modern human (EMH), or anatomically modern human (AMH), are terms used to distinguish Homo sapiens that are anatomically consistent with the range of phenotypes seen in contemporary humans, from extinct archaic human species.
Neanderthals or Homo neanderthalensis or H. sapiens neanderthalensis are an extinct species or subspecies of archaic humans who lived in Eurasia until about 40,000 years ago.
The Denisovans or Denisova hominins are an extinct species or subspecies of archaic human that ranged across Asia during the Lower and Middle Paleolithic.
There is evidence for interbreeding between archaic and modern humans during the Middle Paleolithic and early Upper Paleolithic. The interbreeding happened in several independent events that included Neanderthals and Denisovans, as well as several unidentified hominins.
Behavioral modernity is a suite of behavioral and cognitive traits that distinguishes current Homo sapiens from other anatomically modern humans, hominins, and primates. Most scholars agree that modern human behavior can be characterized by abstract thinking, planning depth, symbolic behavior (e.g., art, ornamentation), music and dance, exploitation of large game, and blade technology, among others
Mutants appear in Marvel comics among other places. Mutation is a mechanism of species formation as new traits emerge and populations diverge with different traits.
A "superathlete" gene that helps Sherpas and other Tibetans breathe easy at high altitudes was inherited from an ancient species of human. That's the conclusion of a new study, which finds that the gene variant came from people known as Denisovans, who went extinct soon after they mated with the ancestors of Europeans and Asians about 40,000 years ago. This is the first time a version of a gene acquired from interbreeding with another type of human has been shown to help modern humans adapt to their environment.
It is not known exactly when Homo lost the body pelt typical of other primates. However, it is likely that older lineages had more body hair than younger lineages.
South African Sign Language is the primary sign language used by deaf people in South Africa.
Human Lineage Comparison
Homo erectus pictures
Homo ergaster pictures
"Open Your Ears to the Ancestors"
[1980s-present]
Nisa Tú had relatives
sprawled all over Namibia
and South Africa, most of
them ǃKung and Khwe
plus a little Afrikaner.
As a girl, she moved
around Windhoek,
Luederitz, and
Keetmanshoop.
As a teen, she
lived in Cape Town,
Bloemfontein, and
Johannesburg.
From her relatives,
Nisa learned through
traditional rituals and
herbal medicines --
a miserable process
at times, but it did give
her the healing power n/um.
She found it very weird how
white people believed that
only certain individuals
could heal, or develop
enhanced senses for
tracking in the bush.
Anyone could do it --
she'd done it -- if they
didn't get scared of
their progress and
bail out of training.
"Open your ears to
the ancestors and you
will understand the language
of spirits," her grandmother said,
and that's exactly what happened.
Nisa found that the ancestors were ...
curious about modern life, in ways
they hadn't been in a long time.
Sometimes they would poke
and prod at her to learn things,
just so they could follow along.
That's how Nisa wound up
as a student at the University of
the Witwatersrand in Johannesburg.
It was interesting enough to explore
how white people thought about things.
Nisa started out with a major in Molecular
and Cell Biology plus a minor in Animal,
Plant, and Environmental Sciences.
She loved studying the plants and
animals of Africa and learning how
people could tinker with them.
"You are so good at this,"
her favorite professor said.
"You should go on to become
a doctor -- we need them
desperately in Africa."
Well, that was true, and
white people didn't always
feel like taking care of
black or brown people.
So Nisa got a degree in
Medicine and Surgery.
From there, she went on
to work as a traveling doctor
in disadvantaged communities.
For a while, that satisfied her,
but it was a little too easy, and
besides, the ancestors were
stirring her like a soup pot again.
Nisa went back to college
to study Medical Genetics.
She wanted to explore
what went wrong and
how to deal with that,
especially how to fix it
when the genome was
so very complicated.
After college, Nisa
became interested in
ancestral human species.
She wanted to study them
more, in hopes of recreating
them in the flesh through
genetic engineering.
"That's so creepy, Nisa,"
said her supervisor. "We
can't do that sort of thing here."
So Nisa branched off into
mad science, where she could
pursue her own interests without
having to please other people.
The ancestors were pleased,
though, hovering around her
like invisible butterflies.
Nisa began by studying
the available materials
on the human genome,
especially the ghost DNA
left by related species
that were now extinct.
She examined her own,
and conveniently, the San
had among the highest of
genetic diversity surviving.
She sought samples from
other people, many of whom
were happy to study themselves
with the help of a black woman,
rather than having white people
doing studies on them instead.
Gradually Nisa pieced together
the oldest genes that she could
find to assemble something like
Homo erectus might have been.
She built two of the embryos,
a male one and a female one.
Then she used the other advantage
that she had over the white men --
a uterus -- to gestate them.
When they were born, Nisa
named her daughter Alkebulan,
meaning "mother of mankind,"
and her son Bandile, which
meant "the family is growing."
She chose names from around
Africa, rather than San names,
because these babies came
from more than just her people.
"I am so happy to meet you,"
she told them. "We are going
to have such fun together!"
Nisa had no expectations
of them, no insistence that
they walk or talk or work a job.
The ancestors just wanted
to visit, and she was delighted
to indulge them and welcome
them into her own family.
Whoever they turned out
to be, she would love them.
The babies were small, but
they were tough and smart.
They were fuzzier than
average, but nowhere near
as much as chimpanzees.
The ancestors crowded
around them, cooing and
trilling their approval.
Nisa went on to make
two more embryos,
this time inspired by
Homo ergaster.
She named her son
Abidemi for "born in
the father’s absence,"
and her daughter Yetunde
for "mother has come back."
They were less fuzzy and
robust than their siblings,
with a strong tendency
to grasp and manipulate
anything in their reach.
"Look at you, my little
tool users," Nisa said,
smiling at their antics.
By then, Alkebulan and
Bandile were trying to talk,
although slower to learn
than ordinary babies.
Nisa encouraged them
to try learning how to use
South African Sign Language.
They wound up jumbling it
together with spoken words
here and there, which worked
well enough for understanding
what they wanted or needed.
Nisa's children were unique, but
they didn't really look all that different
from modern humans, especially if
one had no reason to suspect that
they weren't modern humans.
The children were healthy and happy,
and the ancestors delighted in them,
Nisa began to wonder about branches
of humanity who had lived outside of Africa,
especially Neanderthals and Denisovans.
Little remained of them in Africa -- only
a bit of Neanderthal heritage in the far north,
as most of it was up in Europe and Asia,
while the Denisovan heritage was
strongest in Melanesia nad Tibet.
Nisa would have to reach out
and make new connections in
order to gather such remnants.
That could prove interesting,
if more challenging than
her gathering in Africa.
Studying human DNA was
a lot like peeling an onion,
layers upon layers that
sometimes made her cry.
It was fascinating, though,
to see how a composite creature
had come from the blending of
so many different ancestors,
alike and yet still unique.
Nisa watched her children
playing in their ancestral dirt.
The children were happy,
the ancestors were happy,
and that was what mattered.
* * *
Notes:
Nisa Tú -- She has brown skin, brown eyes, and springy dark brown hair to her shoulders. She is petite with shallow curves. Her heritage includes San (ǃKung and Khwe) and a little Afrikaner. She speaks Afrikaans, English, German, Greek, ǃKung and Khwe, Latin, and Tswana.
Her relatives sprawled over a wide area. Nisa grew up moving around various places including Windhoek, Luederitz, and Keetmanshoop in Namibia and Cape Town, Bloemfontein, and Johannesburg in South Africa. She enjoyed meeting people in different places and learning about their contributions to African history. Exploring the local flora and fauna became another hobby.
Nisa earned a Bachelor of Science in Molecular and Cell Biology with a minor in Animal, Plant, and Environmental Sciences at the University of the Witwatersrand in Johannesburg, South Africa (1998-2000). There she joined the African Authors in African Languages Book Club, Biology Society, Dance@Wits, San Student Association, and Wits Model United Nations. Nisa went on to get her MBBCh degree in Medicine and Surgery at the same school (2000-2004). During that time, she participated in Amnesty International Wits, Biologists Without Borders, Music Society, San Student Association, and Traditional African Games Club. After graduating, she worked as a traveling doctor in disadvantaged communities. Finally Nisa went back for a Master of Medicine in Medical Genetics (2007-2011). She joined Doctors Without Borders, Natural Hair Club, Poets Corner, San Student Association, and Unicef Wits.
After college, Nisa became interested in ancestral human species. She wanted to study them more, with an eye toward recreating them in the flesh through genetic engineering. Other people found that creepy and wouldn't go along with it. So she branched off into mad science, where she could pursue her own interests without having to please others. Everything from her heritage to her personality to her work has attracted attacks from bigots.
Nisa created embryos from ancestral DNA. She became the mother of daughter Alkebulan and son Bandile (similar to Homo erectus, in 2013), son Abidemi and daughter Yetunde (similar to Homo ergaster, in 2015).
Origin: Nisa developed superpowers through traditional rituals and herbal metagens.
Uniform: Nisa favors practical women's wear. Her base color is khaki accented with shades of coral, olive, and terra cotta. Cool weather brings darker browns and matching accessories.
Qualities: Expert (+4) Belonging, Expert (+4) Gengineer, Good (+2) Animal, Plant, and Environmental Sciences, Good (+2) Constitution, Good (+2) Languages
Poor (-2) Bigot Magnet
Powers: Good (+2) Super-Intellect, Average (0) N/um
Motivation: To commune with the ancestors and study the past.
The combined efforts of the extended family provide for a sense of belonging, crucial to the happiness of social beings.
-- Bushmen Philosophy
Now a large international group of researchers has completed the most detailed study of African genetic diversity ever, with enough data they say to pinpoint the southwestern coast of Africa-around the border between today’s Namibia and South Africa-as modern humanity’s homeland.
[---8<---]
Steve Connor of Britain’s Independent led with the researchers’ conclusion that the oldest group in Africa, evolutionarily speaking, are the San, formerly called Bushmen. That’s two of them in the photo. He writes that they are directly descended from the original population of early human ancestors.
A quirk of !Kung culture is that they don't believe in superpowers as a distinct thing people either have or don't have. Instead, individuals are free to train for whatever appeals to them, as far as they wish, by means of traditional rituals and herbal metagens. About half the men and a third of the women have n/um, the power to heal -- and that's just one option. Bush tracking is another ability for which the !Kung are reknowned. Some people hypothesize that superpowers, or at least the potential for developing them, were once widespread in ancestral groups but as humans dispersed, much of this heritage was lost, whether the potential itself or simply the means of developing it into usable abilities.
White South Africans generally refers to South Africans of European descent. In linguistic, cultural, and historical terms, they are generally divided into the Afrikaans-speaking descendants of the Dutch East India Company's original settlers, known as Afrikaners, and the Anglophone descendants of predominantly British colonists of South Africa. In 2016, 57.9% were native Afrikaans speakers, 40.2% were native English speakers, and 1.9% spoke another language as their mother tongue, such as Portuguese, Greek, or German. White South Africans are by far the largest population of White Africans. White was a legally defined racial classification during apartheid.
Bachelor of Science in Molecular and Cell Biology
at the University of the Witwatersrand in Johannesburg, South Africa
Undergraduate study in MCB
A Bachelor of Science (BSc) degree from the School of Molecular and Cell Biology will provide you with a sound foundation in the most topical, and in-demand, biology field in the world. No other biology subject area gets as much coverage in the popular press. The curriculum offered by the School gives students a sound foundation in modern Molecular and Cell Biology.
The BSc in Molecular and Cell Biology
at the University of the Witwatersrand in Johannesburg, South Africa
A Bachelor of Science degree from the School of Molecular and Cell Biology will provide you with a sound foundation in the most topical, and in-demand, biology field in the world. No other biology subject area gets as much coverage in the popular press.
The curriculum offered by the School gives students a sound foundation in modern Molecular and Cell Biology, and the short course system allows students to customise their degrees.
First Year
Introductory Life Sciences Complementary Life Sciences Chemistry Maths
Second Year
Molecular and Cell Biology Molecular Processes IIA Cells and Organisms IIB Applications IIC
Third Year
Applied Bioinformatics III Biochemistry and Cell Biology III Genetics and Development Biology III Microbiology and Biotechnology III
Undergraduate course information
Structuring your BSc degree in Molecular and Cell Biology
The curriculum offered by the School gives students a sound foundation in modern Molecular and Cell Biology, and the short course system allows students to customise their degrees.
• First Year Introductory Life Sciences, Complementary Life Sciences, Chemistry, Maths
• Second Year Molecular and Cell Biology, Molecular Processes IIA, Cells and Organisms IIB, Applications IIC - Please note that Molecular Processes is a 48 credit course that takes place on both B and C slots in semester 1, and Cells and Organisms is a 48 credit course that takes place on both B and C slots in semester 2. As such, B and C slots are full for the entire year, and you should not register for any other courses that takes place on the B and C slots.
• Third Year Applied Bioinformatics III, Biochemistry and Cell Biology III, Genetics and Development Biology III, Microbiology and Biotechnology III
MCB first year courses
The School offers two courses in biology at the first year level:
• Introductory Life Sciences (ILS)
• Complementary Life Sciences (CLS).
The first year courses have been designed to cover the broad spectrum of modern biology in an integrated way and to provide students with the skills, knowledge and attitudes to understand the major issues in biology today.
The courses also provide the opportunity for students to learn about the diverse fields and career prospects within biology, before they make more specialised choices at the second year level.
These courses are taught and run by staff from the School of Molecular and Cell Biology and the School of Animal, Plant and Environmental Sciences.
Note that all students who wish to proceed to second year within the School must complete a first year course in Chemistry.
Some subject areas within the School of Biology also require that you complete a first year course in Physics and/or Mathematics or Statistics (please check the specific requirements for the subjects in which you want to major).
• Introductory Life Sciences
• Complementary Life Sciences I
Introductory Life Sciences I (ILS) (this course is restricted to 500 students), the "core" course that gives entry to all subjects in the Biological Sciences in second year, comprises four topics, 1 topic per teaching block. Introductory Life Sciences I will be offered on two slots to allow for maximum flexibility. To be credited with Introductory Life Sciences 1 (36 points) you must complete all four topics.
Introductory molecular and Cellular Biology
The underlying theme of the knowledge base will be the relationship between structure and function at the molecular and cellular levels. After attending this topic, students should be able to justify why the cell can be considered the basic unit of life and explain how structure determines function in the cell. To this end, the structure of biomolecules and their roles in the cell will be examined, as well as how cells capture and use energy.
Growth and Development
This topic will start with a study of the cell cycle (including cytokinesis and the reproduction of cells) and the flow of genetic information in the cell. The processes underlying cell growth, morphogenesis and differentiation in the development of living organisms will be explored and the principles of evolution will be examined.
Structure and Function
The objective of this topic will be to explain the relationship between structure and function using homeostatis as a common theme linking anatomy, physiology and evolution. Students will become familiar with the relevant vocabulary and important principles involved and will have improved skills in observing structure and interpreting experiments. NB: Dissection of the rat is a compulsory component of this course. Failure to complete dissections could result in your DP requirement not being met.
Ecology and Diversity
The Diversity component introduces students to the spectacular range of plants and animals. The section on ecology and environmental issues covers ecological theory, knowledge of field practice, knowledge of southern African ecosystems and environmental problems, knowledge of the environment of organisms (habitat, soil, water, radiation), examples of application of theory to environmental issues.
Complementary Life Sciences I (CLS) is an enriching course that extends knowledge and skills in more specialised areas of interest within Biology. To be credited with Complementary Life Sciences I (36 points) you must complete all three short courses.
Life in its Diversity
The aim of this course is to investigate the patterns of diversity, evolution, relationships and biology of major groups of protests, animals, plants and fungi. This will include how to recognise these organisms, how to identify organisms and access information about them via a knowledge of their classification, the importance of these organisms in the natural environment and to man, and the need for their conservation.
Molecular and Cellular Biology
This short course will centre on identification of major principles recognised in modern molecular and cellular biology and will follow on from the core short courses. Emphasis will be on: structure of DNA, the structure of RNA, transcription, translation, structure and function of proteins, regulation of protein functioning including signal transduction, recombinant DNA technology and biotechnology.
Principles and Applications of Microbiology
This short course will include microbial diversity; structure, function and importance of bacteria, viruses and fungi; principles of host-microbe interactions; environmental and applied Microbiology & Biotechnology; principles of plant tissue culture; manipulation of micro-organisms in the laboratory.
MCB Second Year Courses
Second year courses in the School of MCB build on the broad foundation set by the first year courses. The second year courses, in turn, set the foundation for third year courses.
With the selection of second year courses, students start specialising in one or more of the core fields or thrusts within the School of MCB. Due to the short course system within the School of Biology, a student may customise his/her second year course for personal preference and current market demand.
Summary of second year MCB courses and short courses
The composition of the second year courses offered in the School of MCB are summarised below. Each of the courses, as reflected by their names, is part of one of the core fields or thrusts in the School of MCB.
MCBG2037A - Molecular and Cell Biology IIC: Applications
This course explores the theory and practical techniques behind the latest research within four broad topic areas. Molecular Basis of Disease investigates the molecular underpinnings and therapeutic approaches of diseases such as cancer and inherited disorders, and focuses on modes of inheritance, epigenetics and gene-environment interactions. Drug Discovery looks at the processes and principles behind identification of drug targets and drug discovery, mechanisms of action and side effects, trials and commercialisation. Current Topics in Microbiology considers the role of viruses, bacteria and fungi in the environment, human health and agricultural biotechnology. Genetic Innovations studies genetics and genomics in forensic science, disease diagnosis, pharmacogenomics and personalised medicine, and considers genetic manipulation for the improvement of human health and the environment. The course consists of four subject areas Genetic Innovations, Molecular Basis of Disease, Drug Discovery, and Current Topics in Microbiology, which focus on the latest developments, research and research methodology with respect to the content in each of the units. Thus each will enrich the co-requisite courses offered at second year level in the school and offer students a firm basis for entering third year.
MCBG2038A - Molecular and Cell Biology IIA: Molecular Processes
This course consists of two components, Biological Chemistry & Macromolecules, and Genes & Genomes. The course provides a thorough overview of chemical structures and reactions of functional groups leading to the study of macromolecules from an organic chemistry perspective. The course introduces students to the interplay between DNA, RNA and proteins, as fundamentals to the study of molecular biology. The impact of genome architecture and epigenetics, on DNA transmission, inheritance of genetic traits, transcription and translation will be explored, including relevant statistical analysis such as for population genetics. Students will become acquainted with wet lab methods and bioinformatics tools for DNA analysis and manipulation and for investigating protein structure and function.
MCB Third Year Courses
The third year courses in the School of MCB build on the foundation set by the second year courses. For all third year courses, the second year courses within the same core fields or thrusts are a pre-requisite. A student must pass a course at the second and third year level to major in that area of study. For example, to obtain a degree in Molecular and Cell Biology in the field of Microbiology and Biotechnology a student must pass the second year courses Molecular and Cell Biology IIA: Molecular Processes MCBG2038A, Molecular and Cell Biology IIB: Cells and Organisms MCBG2039A, plus one other 48 credit course at 2nd year level, AND the third year major Microbiology and Biotechnology plus one other 72 credit course at third year level. For all third year courses, the second year courses within the same core fields or thrusts are a pre-requisite. A student must pass a course at the second and third year level to major in that area of study.
MCBG3033A - Applied Bioinformatics III
The overall aim of the course is for students to understand the utility of bioinformatics in the scientific field. Students will learn to select, describe an use basic bioinformatics tools and how to interpret computational results. Students will also develop an appreciation of the breadth and shortcomings of available computational approaches. More specifically the course will include the history and application of bioinformatics; the major bioinformatics databases and portals; searching, local and global alignment; BLAST; multiple sequence alignment techniques and tools; an introduction and overview of phylogenetics techniques; visualisation techniques; pattern matching techniques and applications; gene expression; Microarray data analysis, protein analysis and proteomics, functional genomics and genome analysis. Students should develop the ability to identify the appropriate bioinformatics tool for the task at hand; explain the underlying theory behind these tools; demonstrate the utility of different computational approaches; compare and contrast databases and portals; assess the limitations of algorithms and tools; evaluate results of bioinformatics experiments.
MCBG3034A - Genetics and Developmental Biology III
Gene Regulation in Eukaryotes III - Participants will be exposed to some of the molecular intricacies of higher eukaryotes. In particular, the components (DNA promoter elements and transcription factors) responsible for switching on genes will be highlighted. Gene regulation at the level of chromatin, transcription initiation, and RNA processing will be taught. A background of signal transduction will be included to allow a better understanding of gene expression at this level. Finally, the cascade effect of gene activation and regulation will be taught in the cellular contexts of proliferation and development.
Population Genetics III - This course will be a general introduction to the field of population genetics, which has become an integral component of genomics, medical genetics, forensics, conservation biology and bioinformatics. Particular topics to be dealt with in detail include processes and factors that affect the frequencies of specific alleles, haplotypes and genotypes in a population. Quantitative genetic variation, heritability, polygenic traits and selection will be discussed. We will explore molecular genetic techniques to detect different kinds of genetic variation. Evolutionary genetics including human evolution and how the geographic distribution of genetic diversity leads to differences in genetic disease distribution and disease susceptibility in different populations.
Genomes and Genomics III - This course focuses on the role of Genomes and Genomics in modern science. It provides a thorough overview of genome architecture and function, from genome structure to central dogma, and examines the role of genomics in the analysis of genomes, with a focus on human and other mammalian genomes. It explores the theory behind, and the impact of, new technologies, such as next generation sequencing and transcriptomics, and looks at how these are applied to analyse genomes, for example in disease, diagnosis and treatment, and introduces wet-lab methods and bioinformatics tools for genome analysis and the various genomic technologies used to investigate the structure and function of genomes.
Advanced Developmental Biology III - In this course students will be introduced to the exciting field of modern Developmental Biology. We will find out how an animal’s body is formed from a single cell during embryogenesis, and how genetic mechanisms drive this complex process. We will explore how major vertebrate body systems (brain and the nervous system, the reproductive system, the limbs, the eye) are formed, and how genetic mutations can lead to birth defects. Additionally, students will get an overview of the exciting fields of aging and regenerative medicine. A short component of the course will be devoted to recent advances in Plant Developmental Biology. The material will include flower and leaf pattern formation and fruit development. The practical component of the course will introduce students to current techniques in vertebrate embryology and genetic manipulation of the embryo.
MCBG3035A - Microbiology and Biotechnology III
Biotechnology and Bioengineering III (18 points - compulsory) Plant genetic engineering involves the horizontal transfer of genes between different species. Genetic engineering and biotechnology involves the identification of useful proteins that will enhance the phenotypic attributes of crop plants such as: agronomic performance, food quality, invertebrate pest resistance, environmental stress resistance and microbial pathogen resistance. Plant biotechnology involves the isolation and cloning of genes encoding proteins that will have a beneficial impact on crop production or that will enhance the quality of crop products. The course will focus on the recent advances that have been made in plant genetic engineering and plant molecular biology. The theoretical background necessary for the understanding of genetic engineering procedures will be covered in detail. Included in the course will be lectures and practicals on in vitro plant propagation and regeneration. The laboratory component of the course will include practicals on the molecular biological techniques and procedures involved in the genetic transformation of plants.
Advanced Bioengineering III (T-South Africa)
This course focuses on the techniques and ethics of genetic engineering with animals. Such practices can improve performance or lifespan, culture tissues or organs, repair genetic flaws that cause disease, and even create new organism for agriculture or other purposes.
Minor in Animal, Plant, and Environmental Sciences (T-South African)
at the University of the Witwatersrand in Johannesburg, South Africa
Year 2
• Life on Earth: Diversity
• Life on Earth: Evolution
• Ecology, Environment, and Conservation IIA and IIB
Year 3
• Biodiversity in a Changing World IIIA: From Process to Pattern
• Biodiversity in a Changing World IIIB: From Physiology to Behaviour
Clubs
African Authors in African Languages Book Club (T-South African)
Biology Society (T-South African)
Dance@Wits
San Student Association (T-South African)
Wits Model United Nations
MBBCh degree in Medicine and Surgery
at the University of the Witwatersrand in Johannesburg, South Africa
An MBBCh degree opens doors to exciting and challenging careers. Surgeons, paediatricians, pathologists, radiologists, and family medicine practitioners start with an MBBCh.
Overview
There is a critical need in South Africa’s under-served areas for doctors to provide quality preventative, diagnostic, and therapeutic services.
The country offers modern facilities in both academic and private practice settings, with the opportunity to perform research at many levels.
There are two entry points into the MBBCh:
• 1st year for applicants currently in Grade 12, and
• 3rd year for applicants who have completed a relevant prerequisite degree - the Graduate Entry Medical Programme (GEMP). Click here for more information about GEMP. No application to 2nd year will be considered. Applicants who are currently studying or who have studied at a tertiary institution are advised to complete their studies and then apply for admission to the GEMP.
Career Opportunities
Areas of Specialisation:
• Anaesthesiology
• Clinical Microbiology and Infectious Disease
• Community Health
• Family Medicine
• Forensic Medicine
• Internal Medicine
• Obstetrics and Gynaecology
• Ophthalmology
• Pathology
• Paediatrics
• Psychiatry
• Radiology
• Surgery
Curriculum
First-year
• Introduction to Medical Sciences I
• Chemistry I
• Physics I
• Sociological Foundations of Health
• Psychological Foundations of Health
• System Dynamics for Medical Students
Second-year
• Human Anatomy
• Molecular Medicine
• Physiology and Medical Biochemistry I
• Medical Thought and Practice II
Third-year
• Integrated Basic Medical and Human Sciences A
Fourth-year
• Integrated Basic Medical and Human Sciences B
Fifth-year
• Integrated Clinical Medicine A
Sixth-year
• Integrated Clinical Medicine B
Clubs
Amnesty International Wits
Biologists Without Borders (T-South African)
Music Society
San Student Association (T-South African)
Traditional African Games Club (T-South African)
Master of Medicine in Medical Genetics
at the University of the Witwatersrand in Johannesburg, South Africa
The Master of Medicine in the field of Medical Genetics is a four year, full time degree.
Overview
Registrars are required to write a Part 1 and Part 2 examination, both offered through the Colleges of Medicine of South Africa in order to obtain a Fellowship in Medical Genetics. The MMed course comprises four formal modules. The teaching and training content of the first two, Medical Genetics and Principles and Practices of Genetic Counselling, is designed to align with the requirements for the FCMG Part 1 exam of the Colleges of Medicine of South Africa. The third module, Clinical Genetics, aligns with the requirements of the Part 2 FCMG exam, the national exit examination for specialists in Medical Genetics. A research report, which trains registrars in basic research skills is the final requirement of the course.
The professional trained in medical genetics has specialized education and training in basic genetics, inherited diseases, dysmorphology, metabolic disease, the genetics physical examination, ordering and interpretation of genetic tests, genetic susceptibility to common disease, the impact of genetic risks and diagnoses on individuals, families, communities and society and leads a team of professionals that cares for the patient and the family affected with a genetic disorder. The clinical medical geneticist is responsible for assuring the high standards of education and continuing education of the team, to maintain the quality of the genetics services being provided.
The specialist Medical Geneticist would require key competencies in seven areas: as a Medical Expert, Communicator, Collaborator, Manager, Health advocate, Scholar and Professional. Enabling competencies are the skills that allow the key competencies to be achieved. Key and enabling competencies are measurable and can therefore be used in the evaluation process.
Location
Most lectures, tutorials and training take place at the National Health Laboratory Service (NHLS). Additional training takes place in the five teaching hospitals in Johannesburg; Charlotte Maxeke Johannesburg Academic Hospital (CMJAH), Chris Hani Baragwanath Academic Hospital (CHBAH), Rahima Moosa Mother and Child Hospital (RMMCH), Helen Joseph Hospital (HJH) and the Donald Gordon Medical Centre (DGMC).
Career Opportunities
• Medical Geneticist
Curriculum
The curriculum comprises Parts I and II which is divided into four modules, all of which have to be attended and completed successfully at the University of the Witwatersrand.
First and Second Year: Part I
• Medical Genetics for Specialists (HUMG7013)
• Genetic Counselling for Specialists (HUMG7012)
Third and Fourth Year: Part II
• Clinical Genetics for Specialists (HUMG7014)
• Research report (HUMG7015)
Modules one and two extends over the first two years of study and modules three and four extend over the third and fourth years of study. Candidates need to successfully pass modules one and two in order to proceed to module three. In addition to the above modules, registrars will be expected to attend Genetic Clinics and Division activities during their lecture and clinical rotation blocks. They wil also be exposed to the relevant laboratory techniques and will be expected to be competent in interpretation of laboratory test results.
Entry Requirements
All applicants to MMed programmes must be graduates in medicine; they must have completed the prescribed internship period and community service (or an approved equivalent) and must be registered with the Health Professions Council of South Africa as independent practitioners.
Additional general medical experience would be advantageous. In particular, at least 6 months dedicated paediatric experience is highly recommended.
Clubs
Doctors Without Borders (T-South African)
Natural Hair Club (T-South African)
Poets Corner
San Student Association (T-South African)
Unicef Wits
Africa Countries Map
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"Open your ears to the ancestors and you will understand the language of spirits."
-- African Proverb
Explore human evolution.
Human evolutionary genetics studies how one human genome differs from another human genome, the evolutionary past that gave rise to the human genome, and its current effects. Differences between genomes have anthropological, medical, historical and forensic implications and applications. Genetic data can provide important insights into human evolution.
Humans belong to the genus Homo.
A species is a group within a genus, defined by species concepts of which there are at least 26. Among the most widely used definitions is that members of a species are all fertile with each other, but are not fertile with other species -- at most, interspecific hybrids may produce infertile offspring (such as mules). Subspecies, however, may have different features but produce (at least mostly) fertile offspring together. Based on Marvelverse canon, mutants are typically fertile with ordinary humans, and often capable of passing down their innovative traits (which is how evolution works).
Archaic humans include multiple varieties of Homo.
Homo habilis ("handy man") is an extinct species of archaic human from the Early Pleistocene of East and South Africa about 2.31 million years ago to 1.65 million years ago (mya).
https://en.wikipedia.org/wiki/Homo_habilis
Homo erectus ("upright man") is an extinct species of archaic human from the Pleistocene, with its earliest occurrence about 2 million years ago.[2] Its specimens are among the first recognizable members of the genus Homo.
Homo ergaster is an extinct species or subspecies of archaic humans who lived in Africa in the Early Pleistocene.
Homo heidelbergensis is an extinct species or subspecies of archaic human which existed during the Middle Pleistocene.
Homo naledi is an extinct hominin species discovered in 2013 in the Rising Star Cave system, Gauteng province, South Africa (See Cradle of Humankind), dating to the Middle Pleistocene 335,000-236,000 years ago.
Early modern human (EMH), or anatomically modern human (AMH), are terms used to distinguish Homo sapiens that are anatomically consistent with the range of phenotypes seen in contemporary humans, from extinct archaic human species.
Neanderthals or Homo neanderthalensis or H. sapiens neanderthalensis are an extinct species or subspecies of archaic humans who lived in Eurasia until about 40,000 years ago.
The Denisovans or Denisova hominins are an extinct species or subspecies of archaic human that ranged across Asia during the Lower and Middle Paleolithic.
There is evidence for interbreeding between archaic and modern humans during the Middle Paleolithic and early Upper Paleolithic. The interbreeding happened in several independent events that included Neanderthals and Denisovans, as well as several unidentified hominins.
Behavioral modernity is a suite of behavioral and cognitive traits that distinguishes current Homo sapiens from other anatomically modern humans, hominins, and primates. Most scholars agree that modern human behavior can be characterized by abstract thinking, planning depth, symbolic behavior (e.g., art, ornamentation), music and dance, exploitation of large game, and blade technology, among others
Mutants appear in Marvel comics among other places. Mutation is a mechanism of species formation as new traits emerge and populations diverge with different traits.
A "superathlete" gene that helps Sherpas and other Tibetans breathe easy at high altitudes was inherited from an ancient species of human. That's the conclusion of a new study, which finds that the gene variant came from people known as Denisovans, who went extinct soon after they mated with the ancestors of Europeans and Asians about 40,000 years ago. This is the first time a version of a gene acquired from interbreeding with another type of human has been shown to help modern humans adapt to their environment.
It is not known exactly when Homo lost the body pelt typical of other primates. However, it is likely that older lineages had more body hair than younger lineages.
South African Sign Language is the primary sign language used by deaf people in South Africa.
Human Lineage Comparison
Homo erectus pictures
Homo ergaster pictures