Tag Archives: scientific literacy

What Happens If the Overuse of Antibiotics Leads to Them No Longer Working?

Antibiotics have been a miraculous tool to keep up healthy. Like vaccines this full value of this tool is wasted if it is used improperly. Vaccines value is wasted when they are not used enough. Antibiotics lose potency when they are overused. The overuse of anti-biotics on humans is bad (especially the huge amount of just lazy, not scientific use). But the massive overuse in livestock is much worse, it seems to me.

The health system in the USA is broken in a huge way in which it is broken is the failure to address creating systemic behavior that promotes human health and instead just treating illness. It is much better to avoid a situation where we breed super bugs and then try to treat those super bugs that have evolved to be immune to the antibiotics we have to use.

When antibiotics no longer work

While the source of the current salmonella outbreak remains murky, we can reasonably speculate about the genesis of the bug’s drug-resistance: the reportedly endemic overuse of antibiotics by the agricultural industry.

Drugs are given to livestock for multiple reasons. An obvious one is for the treatment of diseases. When livestock are sick, veterinarians administer a significant dosage in hopes of eliminating the animal’s affliction. Another reason is preventative. Animals in close quarters are more susceptible to infection, so farmers will often administer medicine to healthy animals in order to nip anything nasty in the bud. Most controversially, though, members of the agricultural industry use antibiotics for the express purpose of promoting livestock growth.

It’s a well-known, if not entirely intuitive, fact that healthy animals who are fed small, or “sub-therapeutic,” doses of antibiotics will wind up larger than their unmedicated counterparts. In many such cases, these drugs are given to livestock through their feed or water, and without the prescription or oversight of a veterinarian, according to Dr. Gail Hansen, a senior officer at the Pew Campaign on Human Health and Industrial Farming.

An estimated 80 percent of all antibiotics in the U.S. are given to food-producing livestock, according to the FDA. And approximately 83 percent of that medicine is “administered flock- or herd-wide at low levels for non-therapeutic purposes, such as growth promotion and routine disease prevention,” according to a lawsuit filed against the FDA in May. These figures could have very real consequences for public health, because the Catch-22 of this antibiotic abandon is the widespread development of drug-resistant bacteria, colloquially referred to as “super-bugs.”

In 2006, the European Union banned all use of antibiotics on livestock for growth promotion. And the U.S. Senate will consider similar legislation this year. Sen. Dianne Feinstein, D-Calif., reintroduced the “Preservation of Antibiotics for Medical Treatment Act” last month, which would significantly rein in agricultural drug use, and strictly prohibit the application of sub-therapeutic doses of drugs that have benefits for humans.

Still, the agricultural industry disputes data about its use of antibiotics and the rise of super-bugs, and it has aggressively fought efforts to legislate the matter. As a result, it’s hard to tell how far the legislation might proceed.

Related: Antibiotics Too Often Prescribed for Sinus WoesOveruse of Antibiotics (2005)FDA May Make Decision That Will Speed Antibiotic Drug Resistance (2007)

The end of the era of antibiotics

How did this happen? The driving forces are Darwin and human carelessness. Bacteria are constantly evolving, adapting to the changing conditions they face. Antibiotics usually kill bacteria. But sometimes a bacteria will develop a biological defense – particularly if too small a dose is used.

Antibiotics require a prescription in America, but our nation is still very much a part of the problem. Patients routinely demand these drugs, and doctors acquiesce, for respiratory infections and other ailments that will not respond to antibiotics because they are caused by a virus. We use soap with antimicrobial agents when regular soap does equally well. And we allow farmers to feed antibiotics to livestock in horrifying amounts, not to treat illnesses but to make farming more efficient.

The Potential Role of Concentrated Animal Feeding Operations in Infectious Disease Epidemics and Antibiotic Resistance

This working group, which was part of the Conference on Environmental Health Impacts of Concentrated Animal Feeding Operations: Anticipating Hazards—Searching for Solutions, considered the state of the science around these issues and concurred with the World Health Organization call for a phasing-out of the use of antimicrobial growth promotants for livestock and fish production. We also agree that all therapeutic antimicrobial agents should be available only by prescription for human and veterinary use.

Antibiotic Resistance in Livestock: More at Risk Than Steak
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The State of the Oceans

World’s oceans in ‘shocking’ decline

In a new report, [an expert panel of scientists] warn that ocean life is “at high risk of entering a phase of extinction of marine species unprecedented in human history”. They conclude that issues such as over-fishing, pollution and climate change are acting together in ways that have not previously been recognised.

ocean acidification, warming, local pollution and overfishing are acting together to increase the threat to coral reefs – so much so that three-quarters of the world’s reefs are at risk of severe decline.

The report also notes that previous mass extinction events have been associated with trends being observed now – disturbances of the carbon cycle, and acidification and hypoxia (depletion of oxygen) of seawater.

Levels of CO2 being absorbed by the oceans are already far greater than during the great extinction of marine species 55 million years ago (during the Paleocene-Eocene Thermal Maximum), it concludes.

The overfishing of our oceans has been a problem for over 100 years and a known problem, that we continue to give too little attention to. Adding to that impacts of climate change and the state of ocean life is in trouble. The decision of our population to not deal with the causes of climate change will have very bad consequences. It is a shame we have so little caring about the consequences of our decisions. And even sadder that our “leaders” do such an appalling job of leading – instead they pander to selfish immediate gratification.

Related: Altered Oceans: the Crisis at Sea (2006)Unless We Take Decisive Action, Climate Change Will Ravage Our PlanetArctic System on Trajectory to New, Seasonally Ice-Free State (2005)

CDC Report on Failures to Vaccinate

Science brought us the miracle of vaccines and the near elimination of many diseases. Unfortunately people are choosing to bring those diseases to many more people because they failed to get vaccinated or failed to vaccinate their children. The needless pain and suffering caused by these poor decisions are a sad testament to scientific illiteracy.

The financial implications of the US measles outbreaks

One reason measles outbreaks are so scary (and so difficult to contain) is that measles is the most infectious microbe known to man–it’s transmission rate is around 90 percent. It has also killed more children than any other disease in history.

The most significant factor in the spread of measles in the United States is declining vaccination rates — and, similar to what occurred in the UK in the early part of the last decade, that decline can be traced back to the press-fueled panic…

CDC report on Measles

Children and adults who remain unvaccinated and develop measles also put others in their community at risk…

In Europe in recent years, measles has been fatal for several children and adolescents, including some who could not be vaccinated because they were immune compromised.

Rapid control efforts by state and local public health agencies, which are both time intensive and costly, have been a key factor in limiting the size of outbreaks and preventing the spread of measles into communities with increased numbers of unvaccinated persons. Nonetheless, maintenance of high 2-dose MMR vaccination coverage is the most critical factor for sustaining elimination. For measles, even a small decrease in coverage can increase the risk for large outbreaks and endemic transmission, as occurred in the United Kingdom in the past decade…

Related: Vaccines Don’t Provide Miraculous Results if We Don’t Take ThemThe Illusion of Understanding500 Year Floods

$60 Million in Grants for Undergraduate Science Education

The Howard Hughes Medical Institute (HHMI) is challenging colleges and universities to think creatively about how they educate future scientists, science teachers, and a scientifically-literate public. The Institute has invited 215 undergraduate-focused colleges and universities from across the country to apply for a total of $60 million in science education grants. I am very happy that HHMI continues to help provide support for science education.

Sadly USA government leaders (local and national) have chosen to cut the importance they place on science education over the last few decades we have coasted on the gains we made in the 1960s and 1970s. That is no way to succeed. Thankfully a few foundations, with HHMI probably leading the way, and some great schools have kept the USA in a leadership position, but that leadership shrinks each year. And at the primary and secondary school level the USA dropped far back in the pack decades ago for science eduction The top countries in primary and secondary science education are now Finland, Hong Kong and Korea.

Since 1988, the Howard Hughes Medical Institute has awarded $820 million to 264 colleges and universities to support science education. Those grants have generally been awarded through two separate but complementary efforts, one aimed at undergraduate-focused institutions and the other at research universities. HHMI support has enabled more than 80,000 students nationwide to work in research labs and developed programs that have helped 95,000 K-12 teachers learn how to teach science more effectively.

The new grants will range from $800,000 to $1.6 million over four years for individual institutions and up to $4.8 million over four years for those applying jointly.

Related: Science Courses for the Next Generation$60 Million for Science Teaching at Liberal Arts Colleges in 2008The Importance of Science EducationGenomics Course For College Freshman Supported by HHMI at 12 Universities$600 Million for Basic Biomedical ResearchScience and technology leadership

The biggest change in the new 2012 competition is the requirement that applicants focus on a single educational goal that unites their proposed science education program. In the past, HHMI’s grants have allowed applicants to submit projects in four categories: student research, faculty development, curriculum and laboratory development, and outreach. Although schools were not expected to put forward a program in every category, Asai notes the modular design of the grant competition often led schools to “check the boxes” rather than encouraging them to think strategically about how these activities can help them reach an overarching science education objective.
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Ten Things Everyone Should Know About Science

As the writer of this blog (which is located at engineering.curiouscatblog.net) I am a strong believer in the importance of scientific literacy. Neil Degrasse Tyson stated the importance very well, as I mentioned in a previous post, the scientifically literate see a different world

If you are scientifically literate the world looks very different to you. Its not just a lot of mysterious things happening. There is a lot we understand out there. And that understanding empowers you to, first, not be taken advantage of by others who do understand it. And second there are issues that confront society that have science as their foundation. If you are scientifically illiterate, in a way, you are disenfranchising yourself from the democratic process, and you don’t even know it.

The Financial Times has complied a list of the 10 things everyone should know about science

  1. Evolution – previous posts: Evolution is Fundamental to Scienceposts tagged: evolution
  2. Genes and DNA – tags: genesgeneticsDNARNA
  3. Big bang – tags: physics, posts mentioning big bang
  4. Relativity – General Relativity Einstein/Essen Anniversary Test – posts mentioning relativity
  5. Quantum mechanics – Quantum Mechanics Made Relatively Simple Podcasts, Quantum mechanics
  6. Radiation
  7. Atoms and nuclear reactions
  8. Molecules and chemical reactions – posts on chemistry
  9. Digital data – I must admit, even reading their comments, I don’t understand what they are thinking here. There certainly is a great deal of digital data and the future certainly going to involve a great deal more, but this just doesn’t fit, in my opinion.
  10. Statistical significance – Seeing Patterns Where None Exists, Statistics Insights for Scientists and Engineers, Correlation is Not Causation post on statisticsexperimentation

It is a challenge to create such a list. I agree with most of what they have. I would like to look at changing the last 2 and radiation, though. I would probably include something about the scientific method rather than statistical significance. Another area I would consider is something about bacteria and/or viruses. You can maybe include them under genes, but viruses and bacteria are amazing in the very strange things they do with genes and I think that is worthy of its own item. Another possibility is thinking of separating out a second spot for things related to the scientific method – causation, randomized testing, multivariate experiments… I would also consider one, or more of the following or something related to them biology – chlorophyll, the the life of bacteria in our bodies, something related to human health (how drugs work, medical studies…), etc..

The Ten Things Everyone Should Know About Science

Evolution through natural selection remains as valid today as it was 150 years ago when expressed with great elegance by Charles Darwin in The Origin of Species. The mechanism of evolution depends on the fact that tiny hereditable changes take place the whole time in all organisms, from microbes to people.

An important feature of Darwinian evolution is that it operates at the level of the individual. There is no mechanism for natural selection to change the species as a whole, other than through the accumulation of changes that lead to the survival of the fittest individuals.

The rate of evolution varies enormously between different types of organism and different environmental circumstances. It can proceed very quickly when the pressure is great, as, for example, with bacteria exposed to antibiotics, when drug-resistant mutations may arise and spread through the bacterial population within months.

Why does it matter? Evolution is coming under renewed assault, particularly in the US, from fundamentalist Christians who want creationism to be taught in schools. Although evolution has had virtually unanimous support from professional scientists for at least a century, polls show that American public opinion still favours creationism.

Related: Poor Results on Evolution and Big Bang Questions Omitted From NSF ReportNearly Half of Adults in the USA Don’t Know How Long it Takes the Earth to Circle the SunScience Knowledge Quiz

8-10 Year Olds Research Published in Royal Society Journal

Eight-year-old children publish bee study in Royal Society journal

Their paper, based on fieldwork carried out in a local churchyard, describes how bumblebees can learn which flowers to forage from with more flexibility than anyone had thought. It’s the culmination of a project [Blackawton Bees] called ‘i, scientist’, designed to get students to actually carry out scientific research themselves.

The class (including Lotto’s son, Misha) came up with their own questions, devised hypotheses, designed experiments, and analysed data. They wrote the paper themselves (except for the abstract), and they drew all the figures with colouring pencils.
It’s a refreshing approach to science education, in that it actually involves doing science.

The children designed a Plexiglas cube with two entrances and a four-panelled light box in the middle. Each panel had 16 coloured lights, illuminated in clear patterns of blue and yellow. Each light had a feeder that dispensed either delicious sugar water or repulsive salty water. Once the bees had learned to drink from the feeders, the kids turned the lights on.

Absolutely great stuff. This is how to engage kids in science. Engage their inquisitive minds. Let them get involved. Let them experiment.

Some of the children’s questions when looking at what to discover using experiments:

What if… we could find out how much effort the bees will go through in order to get a reward? For instance, they have to move something heavy out of the way to get a reward.

What if… we could discover if bees can learn to go to certain colours depending on how sweet they are?

What if… we could find out how many colours they could remember?

Related: Playing Dice and Children’s NumeracyKids on Scientists: Before and AfterTest it Out, Experiment by They Might Be GiantsWhat Kids can LearnTinker School: Engineering CampTeen diagnoses her own disease in science class

And some of their comments:
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Vaccines Can’t Provide Miraculous Results if We Don’t Take Them

Vaccine preventable diseases used to ravage our health. In the USA, we are lucky to live in a society where those before us have taken vaccines and reduced to very low levels the attack vectors for these diseases. If nearly everyone is vaccinated for polio, even if it crops up with one person, most likely it won’t spread. As more people chose to risk the health of others in the society by failing to vaccinate, an infection can spread rapidly. There are some people who can’t be vaccinated for one reason or another (normally dangerous allergies) and vaccines, while very effective are not 100% effective. So any person that fails to vaccinate their kids endangers society and those who cannot be vaccinated.

Six Top Vaccine Myths

Myth 1: It’s not necessary to vaccinate kids against diseases that have been largely eradicated in the United States.
Reality: Although some diseases like polio and diphtheria aren’t often seen in America (in large part because of the success of the vaccination efforts), they can be quite common in other parts of the world. The Centers for Disease Control and Prevention warns that travelers can unknowingly bring these diseases into the United States, and if we were not protected by vaccinations, these diseases could quickly spread throughout the population. At the same time, the relatively few cases currently in the U.S. could very quickly become tens or hundreds of thousands of cases without the protection we get from vaccines. Brown warns that these diseases haven’t disappeared, “they are merely smoldering under the surface.”

Most parents do follow government recommendations: U.S. national immunization rates are high, ranging from 85 percent to 93 percent, depending on the vaccine, according to the CDC.

See the 2010 Child & Adolescent Immunization Schedules from the CDC and protect your children and society. The suffering caused by preventable diseases like polio and small pox was huge. We should not delude ourselves into thinking that those diseases are not dangerous. They are. We have been protected by all those taking vaccines. If people in the society don’t take vaccines that increases the health risks to the society at large.

Routine smallpox vaccination among the American public stopped in 1972 after the disease was eradicated in the United States. The United States government has enough vaccine to vaccinate every person in the United States in the event of a smallpox emergency (mainly due to concerns about bio-terrorism).

U.S. Adults Dying of Preventable Diseases

Diseases easily preventable by adult vaccines kill more Americans each year than car wrecks, breast cancer, or AIDS.

“We have a chronic disease epidemic in the U.S. It is taxing our families and taxing our economy,” the CDC’s Anne Schuchat, MD, said at the news conference. “We have a need for culture change in America. We worry about things when they are really bad rather than focusing on prevention, which can keep us out of the hospital and keep our families thriving.”

In other parts of the world the danger is not from those who chose not to vaccinate their children but those who are not provided the opportunity to.

Bill Gates’ war on disease, poverty is an uphill battle
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Poor Results on Evolution and Big Bang Questions Omitted From NSF Report

Evolution, Big Bang Polls Omitted From NSF Report by Yudhijit Bhattacharjee

The section, which was part of the unedited chapter on public attitudes toward science and technology, notes that 45% of Americans in 2008 answered true to the statement, “Human beings, as we know them today, developed from earlier species of animals.” The figure is similar to previous years and much lower than in Japan (78%), Europe (70%), China (69%), and South Korea (64%). The same gap exists for the response to a second statement, “The universe began with a big explosion,” with which only 33% of Americans agreed.

The USA continues to lag far behind the rest of the world in this basic science understanding. Similar to how we lag in other science and mathematical education. Nearly Half of Adults in the USA Don’t Know How Long it Takes the Earth to Circle the Sun.

Jon Miller, a science literacy researcher at Michigan State University in East Lansing who authored the survey 3 decades ago and conducted it for NSF until 2001. “Evolution and the big bang are not a matter of opinion. If a person says that the earth really is at the center of the universe, even if scientists think it is not, how in the world would you call that person scientifically literate? Part of being literate is to both understand and accept scientific constructs.”

I completely agree. People have the right to their opinions. But those opinions which are related to scientific knowledge (whether it is about evolution, the origin of the universe, cancer, the speed of light, polio vaccinations, multi-factorial designed experiments, magnetic fields, chemical catalysts, the effectiveness of antibiotics against viral infections, electricity, optics, bioaccumulation, etc.) are part of their scientific literacy. You can certainly believe antibiotics are affective against viral infections but that is an indication you are scientifically illiterate on that topic.

2006 NSF chapter that included the results
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What Dogs Reveal About Evolution

cover of the Greatest Show on Earth by Richard Dawkins

From, The Greatest Show on Earth: The Evidence for Evolution by Richard Dawkins

All breeds of dogs are domesticated wolves: not jackals, not coyotes and not foxes.

Coppinger points out that when domestic animals break free and go feral for many generations, they usually revert to something close to their wild ancestor. We might expect feral dogs, therefore, to become rather wolf-like. But this doesn’t happen. Instead, dogs left to go feral seem to become the ubiquitous “village dogs” – “pye-dogs” – that hang around human settlements all over the Third World. This encourages Coppinger’s belief that the dogs on which human breeders finally went to work were wolves no longer. They had already changed themselves into dogs: village dogs, pye-dogs, perhaps dingos.

Real wolves are pack hunters. Village dogs are scavengers that frequent middens and rubbish dumps.

Belyaev and his colleagues (and successors, for the experimental programme continued after his death) subjected fox cubs to standardised tests in which an experimenter would offer a cub food by hand, while trying to stroke or fondle it. The cubs were classified into three classes. Class III cubs were those that fled from or bit the person. Class II cubs would allow themselves to be handled, but showed no positive responsiveness to the experimenters. Class I cubs, the tamest of all, positively approached the handlers, wagging their tails and whining. When the cubs grew up, the experimenters systematically bred only from this tamest class.

After a mere six generations of this selective breeding for tameness, the foxes had changed so much that the experimenters felt obliged to name a new category, the “domesticated elite” class, which were “eager to establish human contact, whimpering to attract attention and sniffing and licking experimenters like dogs.” At the beginning of the experiment, none of the foxes were in the elite class. After ten generations of breeding for tameness, 18 per cent were “elite”; after 20 generations, 35 per cent; and after 30 to 35 generations, “domesticated elite” individuals constituted between 70 and 80 per cent of the experimental population.

The tame foxes not only behaved like domestic dogs, they looked like them. They lost their foxy pelage and became piebald black and white, like Welsh collies. Their foxy prick ears were replaced by doggy floppy ears. Their tails turned up at the end like a dog’s, rather than down like a fox’s brush. The females came on heat every six months like a bitch, instead of every year like a vixen. According to Belyaev, they even sounded like dogs.

These dog-like features were side- effects. Belyaev and his team did not deliberately breed for them, only for tameness.

The famous domesticated silver fox experiment offers interesting insight into animal traits and evolution.

Related: The Selfish Gene by Richard Dawkins – The Evolution of House CatsDarwin’s Beetles Still Producing SurprisesBackyard Wildlife: Fox

Microbes Flourish In Healthy People

Bugs Inside: What Happens When the Microbes That Keep Us Healthy Disappear? by Katherine Harmon

The human body has some 10 trillion human cells—but 10 times that number of microbial cells. So what happens when such an important part of our bodies goes missing?

“Someone who didn’t have their microbes, they’d be naked,” says Martin Blaser, a professor of microbiology and chair of the Department of Medicine at New York University Langone Medical Center in New York City.

Even though it is such an apparently integral and ancient aspect of human health, scientists are still grasping for better ways to study human microbiota—before it changes beyond historical recognition. Borrowing models from outside of medicine has helped many in the field gain a better understanding of this living world within us. “The important concept is about extinctions,” Blaser says. “It’s ecology.”

The first step in understanding these systems is simply taking stock of what archaea, bacteria, fungi, protozoa and viruses are present in healthy individuals. This massive micro undertaking has been ongoing since 2007 through the National Institutes of Health’s (NIH) Human Microbiome Project. So far it has turned up some surprisingly rich data, including genetic sequencing for some 205 of the different genera that live on healthy human skin.

Despite the flood of new data, Foxman laughs when asked if there is any hope for a final report from the Human Microbiome Project any time soon. “This is the very, very beginning,” she says, comparing this project with the NIH’s Human Genome Project, which jump-started a barrage of new genetic research. “There are basic, basic questions that we don’t know the answers to,” she says, such as how different microbiota are between random individuals or family members; how much microbiota change over time; or how related the microbiota are to each other on or inside a person’s body.

Related: Microcosm by Carl ZimmerTracking the Ecosystem Within UsAlligator Blood Provides Strong Resistance to Bacteria and VirusesBeneficial Bacteria