COMPLETE GUIDE ON HOW TO DEBATE ABOUT ANIMAL EXPERIMENTATIONLauren Bradshaw
How to get ready for a debate about animal experimentation? Which facts should you choose? Find answers to all your questions in this full guide by CustomWritings.com.
Edgy new angle on why it MATTERS whether a patient's health data gets to where it's needed: if it doesn't medicine will fall short of what it could have achieved. Who wants that?? Talk at New England HIMSS "education & social"
COMPLETE GUIDE ON HOW TO DEBATE ABOUT ANIMAL EXPERIMENTATIONLauren Bradshaw
How to get ready for a debate about animal experimentation? Which facts should you choose? Find answers to all your questions in this full guide by CustomWritings.com.
Edgy new angle on why it MATTERS whether a patient's health data gets to where it's needed: if it doesn't medicine will fall short of what it could have achieved. Who wants that?? Talk at New England HIMSS "education & social"
Comics in Pediatric Patient Education - Comics & Medicine 2014BoosterShot
Comics in Pediatric Patient Education: Superheroes, Monstrous Villains & Helpful Dinosaurs!
Presented at the Comics & Medicine 2014 conference at Johns Hopkins University School of Medicine. Authors: Alex Thomas, MD and Gary Ashwal, MA from Booster Shot Comics.
Gen 499 research relating the critical thinker/tutorialoutletStormzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
Running head: ANIMAL TESTING 1 To Test or Not to Test: Ethics in Animal Testing
Student Name
GEN 499 General Education Capstone
Professor Millie Jones
In his third of five lectures, Dr. Cady reviews the concepts of food allergy testing with IgG and IgE antibodies, traces the development of this body of knowledge from the 1960's, and reviews two illustrative cases.
The Nature of Science and Experimental Design- Part 3Instruction.docxcherry686017
The Nature of Science and Experimental Design- Part 3
Instructions: Complete the following activities prior to attending lab. TYPE YOUR ANSWERS, print it, and turn it in by the beginning of lab on Thursday. This is individual work, answers should all be independently constructed.
Part 3. Constants and Controls
Read the material below and answer the questions that follow.
A control is any means used to eliminate or minimize factors that might confound or obscure the relationship between the independent and dependent variable in a scientific investigation. We provided just one example in the previous paragraph, but every good study has several or dozens of controls built into it. Consider the following:
A microbiologist wants to investigate the relationship between antibiotic resistance and antibiotics in animal feed. She hypotheses that antibiotic resistance increases in animals given antibiotics in their food. Specifically, she predicts that " If animals have increasing levels of antibiotics in their feed, then there will be an increase in antibiotic resistant microbes." The dependent variable, number of antibiotic resistant microbes, can be measured in several ways. For example, the microbiologist can determine the different species of antibiotic resistant species, estimate the actual number of antibiotic resistant microbes in a population, etc. In carrying out the experiment, the amount of antibiotics put into the food (independent variable) is varied systematically. All other potential variables, such as species and breed of experimental animals, type of food, type of housing, water quality, temperature in the environment, etc. must be standardized. If they are not controlled, these nuisance variables may effect the outcome of the experiment and confound the relationship between the independent and dependent variable. The means of standardizing or eliminating nuisance variables are called controls.
To check your understanding of controls, suggest how each of the following potential nuisance variables could be controlled.
1. species tested _________________________________________________________
2. breed of species tested __________________________________________________
3. diet _________________________________________________________________
4. water quality __________________________________________________________
5. temperature in the living quarters __________________________________________
6. amount of space for each animal ___________________________________________
Controltreatment groups are another form of control that is used in most scientific investigations to protect the researcher from drawing an erroneous conclusion. Control treatment groups come in two forms- negative controls and positive controls.
A negative control group is the “classic” control that most people think of: the independent variable is eliminated or set to a standard value, providing a comparison to the other treatment groups. An e ...
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
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Gen 499 research relating the critical thinker/tutorialoutletStormzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
Running head: ANIMAL TESTING 1 To Test or Not to Test: Ethics in Animal Testing
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In his third of five lectures, Dr. Cady reviews the concepts of food allergy testing with IgG and IgE antibodies, traces the development of this body of knowledge from the 1960's, and reviews two illustrative cases.
The Nature of Science and Experimental Design- Part 3Instruction.docxcherry686017
The Nature of Science and Experimental Design- Part 3
Instructions: Complete the following activities prior to attending lab. TYPE YOUR ANSWERS, print it, and turn it in by the beginning of lab on Thursday. This is individual work, answers should all be independently constructed.
Part 3. Constants and Controls
Read the material below and answer the questions that follow.
A control is any means used to eliminate or minimize factors that might confound or obscure the relationship between the independent and dependent variable in a scientific investigation. We provided just one example in the previous paragraph, but every good study has several or dozens of controls built into it. Consider the following:
A microbiologist wants to investigate the relationship between antibiotic resistance and antibiotics in animal feed. She hypotheses that antibiotic resistance increases in animals given antibiotics in their food. Specifically, she predicts that " If animals have increasing levels of antibiotics in their feed, then there will be an increase in antibiotic resistant microbes." The dependent variable, number of antibiotic resistant microbes, can be measured in several ways. For example, the microbiologist can determine the different species of antibiotic resistant species, estimate the actual number of antibiotic resistant microbes in a population, etc. In carrying out the experiment, the amount of antibiotics put into the food (independent variable) is varied systematically. All other potential variables, such as species and breed of experimental animals, type of food, type of housing, water quality, temperature in the environment, etc. must be standardized. If they are not controlled, these nuisance variables may effect the outcome of the experiment and confound the relationship between the independent and dependent variable. The means of standardizing or eliminating nuisance variables are called controls.
To check your understanding of controls, suggest how each of the following potential nuisance variables could be controlled.
1. species tested _________________________________________________________
2. breed of species tested __________________________________________________
3. diet _________________________________________________________________
4. water quality __________________________________________________________
5. temperature in the living quarters __________________________________________
6. amount of space for each animal ___________________________________________
Controltreatment groups are another form of control that is used in most scientific investigations to protect the researcher from drawing an erroneous conclusion. Control treatment groups come in two forms- negative controls and positive controls.
A negative control group is the “classic” control that most people think of: the independent variable is eliminated or set to a standard value, providing a comparison to the other treatment groups. An e ...
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
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This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
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Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
5. “Have you heard? Dishwashers cause
food allergies?!”
The media is the primary way
that most people learn about
new research.
6. Media vs. The science
The Guardian, 2.23.2015
Reviewed.com, 2.27.2015
Pediatrics, 2015, 135 (3): e1-e8
Primary source of information:Secondary or tertiary sources of information:
CBS News, 2.23.2015
7. Used with permission by:
Jorge Cham
AMPLIFICATION &
LOSS OF
INFORMATION
Photo by: Florian Seroussi (Creative
Commons License
The Primary Source
“Peer-reviewed”
science
8. Science at odds with a fast-paced,
electronic media-driven world?
SCIENCE
◦ Slow & Steady publication (peer-
reviewed)
◦ New findings framed in the context of
existing scientific knowledge
◦ Self-corrects old ideas
◦ Fact-based
◦ Emphasis on consensus
SCIENCE IN THE MEDIA
◦ Fast publication (may or may not be edited
by credentialed science/health editors)
◦ Emphasizes one new study at a time
◦ Old stories with wrong ideas linger on the
internet.
◦ Emotion-laced facts
◦ Emphasis on “fair and balanced.”
◦ Coverage may over-emphasize outlying ideas.
9. Beware your own bias;
Beware of others’ biases.
◦ We are ALL biased (even scientists).
◦ Have you heard of the Double Blind Placebo-Controlled Food
Challenge?
◦ Why is this the “gold standard?”
◦ Many types of “cognitive bias” exist…
we’ll cover one.
Image source: http://res.dallasnews.com/interactives/2014_January/foodallergies/
10. Confirmation Bias
We ALL have ideas –
◦ What is the cause of the allergy epidemic?
◦ How can allergy be prevented?
◦ Can we take action to reverse an allergy?
We tend to consume information that
confirms our favorite ideas and
minimizes contrary ideas.
We gravitate toward sources/people
who “think like us.”
Hygiene Hypothesis
Your thoughts?
11. Sources of information – can you identify
any bias?
This step establishes how much weight to give each of your sources
◦ You
◦ Friends on Facebook or Twitter
◦ News media
◦ Patient support and advocacy groups (e.g., WA FEAST, FARE)
◦ Scientists/researchers & primary peer-reviewed journal articles
◦ Clinicians (e.g., allergists)
After identifying possible bias, which sources do you trust most?
12. How to evaluate information in the
media.
1. Does it link to original, peer-reviewed articles?
◦ If no – be very skeptical.
◦ If yes – check out the article abstract(s) for yourself!
◦ Does the article match the actual study?
◦ Beware of cherry-picked data.
2. Is it a reputable source for information?
◦ New York Times (and others like it) have credentialed science editors.
◦ Random health site or blog on the internet? Likely not.
3. Do organizations with a medical board (e.g., FARE) comment on the topic?
4. What do other reputable sources have to say (hint, hint… your allergist)?!
13. CORRELATION ≠ CAUSATION
A common way that
headlines & reporting get
it wrong
Source: http://io9.com/on-correlation-causation-and-the-real-cause-of-auti-1494972271
• Beware of articles that
say “CAUSE”
• Key phrases that the
study is a
“CORRELATION”:
• “associated with”
• “may cause”
• “linked with”
NYT
14. You can search like a scientist, too.
Most non-scientists
• Google
• Generally secondary/tertiary
sources
Scientists
• Research database (e.g.
PubMed.gov, Google Scholar)
• Peer-reviewed articles (many
primary sources)
15. How to evaluate a scientific study
1. Not all studies are created equal.
◦ Peer-review is NOT perfect.
◦ Just because you find it on , doesn’t mean it is solid science.
2. Is the journal reputable (i.e. – not Journal Obscurus established 2 year ago)?
◦ Journal of Allergy and Clinical Immunology (JACI), Annals of Allergy Asthma and Immuno, etc.
3. Do the authors work for an established, credentialed institution?
4. Do any of the authors have an established publication record in the field?
5. Is it current (less than 10 years old). If not, does it fit with consensus of more current
scientific studies?
Takes a lot of practice! Your Doctor’s are experts at this!
16. Part 2: How to Apply the
Science to YOUR Life!
“FACTS ARE NOT AUTONOMOUS. THEY GAIN MEANING FROM THE
FRAMEWORKS WITHIN WHICH HUMAN BEINGS INTERPRET THEM.”
-Thomas Levenson
17. No One-Sized-Fits-All Approach
◦ Tools to evaluate information for yourself, to
apply it to your situation.
◦ Know that some food allergy studies may
not apply to your situation
◦ Even doctor’s can have differing opinions!
◦ This is why it is so crucial for YOU to
understand/evaluate science for yourself!
Creative commons – photo by Flickr user LaserGuided
Leads to informed discussion with your
allergist based on YOUR UNIQUE situation!
18. Major categories of scientific studies
1. Basic Science Research
2. Clinical Research
◦ Allergy epidemiology
◦ Allergy prevention & causes
◦ Allergy treatments & cures?
◦ Best practices for living with food allergies
◦ Preventing reactions
◦ Responding to reactions
How do these study categories apply to YOUR Situation?
Image source: http://www.sydneyvital.org.au/our-research/translational-research-diagram/
19. Basic science Translational Science Clinical Trials
Approval for Clinical Use
1. Discovery of antibody structure (early 1960s,
Edelman & Porter)
2. IgE antibody discovery, the allergy culprit
(1966, Ishizaka)
3. Anti-IgE therapy proposed – Translational
Studies & Clinical Trials (Late 1980s)
4. Anti-IgE therapy (Omalizumab/Xolair®) FDA-
approved for allergic asthma (2003)
5. Anti-IgE therapy to treat multiple food
allergies (in clinical trials now!)
How does basic science research apply to YOU? May be a long time from now…
20. Epidemiology
Characteristics of food allergies in a
population of people.
These are the statistics we often cite to people!
◦ 1 in 13 children have food allergies
◦ Food allergies are growing rapidly
◦ Food allergies cost the U.S. economy tremendously
Why do we care about these studies?
◦ Advocacy for needs of the food allergic.
◦ Local, State, and National
◦ Gain research dollars for research.
◦ Clues for further research questions.
Gupta et al (2011) Pediatrics 128(1): e9-e17
Download facts and stats sheet with peer-reviewed references
http://www.foodallergy.org/document.doc?id=194
21. Allergy prevention & causes
These studies most likely don’t apply to those
who are already allergic.
◦ “LEAP” Study is a prime example.
◦ Can you go back in time and introduce peanut
early?
◦ LEAP evoked strong emotion in the allergy
community.
◦ How did it make YOU feel? NEJM (2015) 372: 803-813.
22. Allergy Treatments & Cures?
Very active area of research.
◦ Some of YOU may be part of SEAFAC
studies?
These studies very much apply.
Examples:
◦ Oral Immunotherapy (OIT)
◦ Viaskin Peanut Patch
◦ Chinese herbal formulas (FAHF-2)
Current standard of care
(REACTIVE)
Future of food allergy care
(PROACTIVE)
SCIENCE
Photo by: Alain Carpentier
(creative commons license)
Photo by: Keith
(creative commons license)
What you can do with these studies:
1. Participate in clinical trials?
2. Advocate for these studies?
3. Financially support these studies?
23. Best practices for managing food allergies:
Why certain recommendations?
Active area of research
Very much applies to our situation
Examples
◦ Why administer epinephrine quickly?
◦ Hand-washing vs. hand-wipes vs. hand-sanitizer.
Why do we care?
◦ This is how we live and respond to food allergies.
◦ Use evidence to advocate our needs!
◦ Print the peer-reviewed articles
◦ FARE’s fact sheet has many of these references.
J. Allergy and Cl Immuno (2004) 113: 973-976.
24. On the Radar – Quality of Life
Anxiety & Food Allergies: A Major Concern
How to minimize reaction risk without affecting
quality of life.
Dealing with anxiety in food allergy (growing
area of research).
Why are these studies important?
1. Look for warning signs
2. Not only allergic, but caregivers too!
3. Discuss concerns with allergist and/or
primary care providers
25. Knowledge gained by science continues
to evolve
Know how to be a good consumer of science.
◦ We view scientific findings through our own
experiences. We are biased.
What is “true” today, may not be true
tomorrow.
Science allows us to make appropriate health
decision & advocate our needs.
◦ Experts (e.g. allergists, nurses, etc.) are an integral
part of this process.
“Facts are not autonomous. They gain meaning from the frameworks within which human beings interpret them.”
-Thomas Levenson