Coenzyme Q10

Alzheimer & CoQ10

CoenzymeQ10 (CoQ10), a potent antioxidant, may help protect our children's brain from Alzheimer’s.
CoQ10 blocked the type of brain damage that leads to Alzheimer’s disease, say researchers at Johns Hopkins University and Hamdard University in India, who tested CoQ10 on animals with Alzheimer’s-type brain damage.
The Alzheimer’s animals that did not get CoQ10 showed significant loss of cognitive performance. However, animals with Alzheimer’s-like brain damage that got daily supplements of CoQ10 showed no signs of diminished cognitive performance and were just as intellectually competent as animals with no Alzheimer’s damage.
Examinations of the animals’ brains revealed severe neurological dysfunction in those not given CoQ10 and virtually none in animals that took daily oral doses of CoQ10.
In short, the brains of the animals fed CoQ10 remained normal and their learning and memory, as determined by tests, were completely intact.
Researchers explain that ”CoQ10 supplementation improves learning and memory deficits possibly by inhibiting oxidative stress (damage from attacks by free radical chemicals that worsen with age), and improving levels of adenosine triphosphate (ATP). ATP regulates energy production in the cell’s tiny factories (mitochondria). Source: Ishrat T., Behav Brain Res 2006 Apr 16. Epub)

For product suggestions, please see the DS Day to Day Store.

Ubiquinol, the reduced form of CoQ10, dramatically improves absorption of Co Q 10 compared to supplements of ubiquinone, the unreduced form of CoQ10.

Dosage

An adult can take up to 1200 mg a day and 2400 mg a day has not caused significant side effects and 20 mg/kg/day for children, according to:  CoQ10 Dosage Considerations
 
Side Effects

Even though CoQ10 is a supplement and occurs naturally in your body, it doesn't mean that it's side effect free. However, most CoQ10 side effects are mild including nausea, vomiting, upset stomach, heartburn, diarrhea, appetite loss, insomnia, headache, dizziness, irritability, fatigue and flu-like ailments [source: Mayo Clinic]. Some people may experience allergies to increased CoQ10. There have been some reports of rashes and itching.

Other side effects include a lowering of blood sugar within the body. This is particularly a concern for those with diabetes or hypoglycemia [source: Mayo Clinic]. In addition, if you're taking another medicine to regulate blood sugar levels, tell your doctor.
CoQ10 may decrease blood pressure -- which is potentially a great benefit to some, but those with low blood pressure, or those who are already on medication to regulate their blood pressures should exercise caution before embarking on a CoQ10 supplement regimen.


Studies

Biofactors. 2010 May-Jun;36(3):229-39.
Enhancement of shortening velocity, power, and acto-myosin crossbridge (CB) kinetics following long-term treatment with propionyl-L-carnitine, coenzyme Q10, and omega-3 fatty acids in BIO TO-2 cardiomyopathic Syrian hamsters papillary muscle.

Vargiu R, Littarru GP, Fraschini M, Perinu A, Tiano L, Capra A, Mancinelli R.

Department of Science Applied to Biosystems, Section of Physiology and Human Nutrition, University of Cagliari, Italy.

Abstract
Impaired functions of myocardial muscle cells in human and animals, is a primary defect associated with idiopathic dilated cardiomyopathy (DCM). The pathophysiological mechanisms implicated in the DCM are yet to be clarified and an effective therapy is still not available. The BIO TO-2 cardiomyopathic Syrian Hamsters (CMSHs) represent an animal model of idiopathic DCM. The aim of this study was to investigate the effect of long-term treatment (2 months) with propionyl-L-carnitine (PLC), coenzyme Q(10), omega-3 fatty acids and a combination of these three agents (formulation HS12607) on mechanical properties and acto-myosin crossbridges (CBs) kinetics of left ventricular (LV) papillary muscle from control and treated 10 month old BIO TO-2 CMSHs. Isometric and isotonic contractile properties of isolated papillary muscle from control and treated CMSHs were investigated, and acto-myosin CB number, force and kinetics were calculated using Huxley's equations. Mechanical parameter values were higher in treated than in control hamsters, particularly when substances were administered together in a coformulation (HS12607). Compared to control, HS12607-treated papillary muscles showed ....... a significant increase of maximum peak isometric tension (P(o)) (30.06 +/- 4.91 vs. 19.74 +/- 5.00 mN/mm(2)), maximum extent of muscle shortening (0.13 +/- 0.03 vs. 0.07 +/- 0.02 L/L(max)), maximum unloaded shortening velocity (1.18 +/- 0.24 vs. 0.53 +/- 0.13 L/L(max) s(-1)) and maximum peak of power output (5.52 +/- 1.61 vs. 1.58 +/- 0.83). The curvature of the hyperbolic force-velocity relationships did not differ between control and treated hamsters. When compared to controls, acto-myosin CB number increased in treated hamsters [(6.67 +/- 1.91) 10(10)/mm(2) vs. (3.55 +/- 2.08) 10(10)/mm(2)], whereas the unitary force of single CB was similar in control and treated animals. The peak value of the rate constant for CB attachment (f(1)) and detachment (g(2)) was higher in treated animals when compared to control. (93.87 +/- 25.82 vs.47.28 +/- 10.88 s(-1) and 214.40 +/- 44.64 vs. 95.56 +/- 23.49 s(-1), respectively). In conclusion, the present study illustrates that supplementation with PLC, CoQ(10) and omega-3 fatty acids improved motor parameters, energetic, and CB kinetics of BIO TO-2 CMSH papillary muscle indicating that these naturally occurring substances may be a valid adjuvant to conventional therapy in DCM.

PMID: 20533397

**************************************

Panminerva Med. 2010 Jun;52(2 Suppl 1):21-5.
Investigation of Pycnogenol® (pine bark) in combination with coenzymeQ10 in heart failure patients (NYHA II/III).

Belcaro G, Cesarone MR, Dugall M, Hosoi M, Ippolito E, Bavera P, Grossi MG.

Irvine3 Labs, Department Biomedical Sciences, Chieti-Pescara University, Pescara, Italy. cardres@abol.it

Abstract
AIM: In this study we investigated benefits of a Pycnogenol - coenzyme Q10 combination (PycnoQ10) taken as an adjunct to medical treatment in stable heart failure patients. The aim of this single-blinded, 12-week observational study was to provide functional parameters such as exercise capacity, ejection fraction and distal edema.

METHODS: The essential element for inclusion was a stable level of heart failure within the past three months and stable NYHA class II or III (6 months). The heart failure management was in accordance with AHA guidelines for "best treatment." The treatment and control groups were comparable at baseline. The mean age of the PycnoQ10-treated patients was 61.3+/-7.1 years and 62.1+/-3.7 in the control group. All patients were taking medication and most patients (>75%) used three or more drugs for heart failure treatment. There were two dropouts in the PycnoQ10 treatment group and 6 in the control group (5 NYHA III patients).

RESULTS: Nine PycnoQ10 treated patients (out of 32) and 3 (out of 21) taking placebo improved NYHA class. Systolic and diastolic pressure as well as heart rate and respiratory rate were significantly lowered with PycnoQ10 as compared to the control group (P<0.05). No significant changes were observed in controls. Heart ejection fraction increased by 22.4% in the treatment group (P<0.05) versus 4.0% in controls. Walking distance on treadmill increased 3.3-fold in PycnoQ10 treated patients (P<0.05) but marginally improved in the control group. Distal edema decreased significantly in PycnoQ10 treated patients and only slightly in controls.

CONCLUSION: The association of Pycnogenol and CoQ10 may offer an important therapeutic option with a very good tolerability that improves heart failure management without side effects.

PMID: 20657530



Med Hypotheses. 2010 Aug;75(2):141-7. Epub 2010 Jan 18.
Practical prevention of cardiac remodeling and atrial fibrillation with full-spectrum antioxidant therapy and ancillary strategies.

McCarty MF.

NutriGuard Research, 1051 Hermes Ave., Encinitas, CA 92024, USA. mccarty@pantox.com

Abstract
A wealth of research data points to increased oxidative stress as a key driver of the cardiac remodeling triggered by chronic pressure overload, loss of functional myocardial tissue, or atrial fibrillation. Oxidative stress is a mediator of the cardiomyocyte hypertrophy and apoptosis, the cardiac fibrosis, and the deficits in cardiac function which typify this syndrome, and may play a role in initiating and sustaining atrial fibrillation. Nox2- and Nox4-dependent NADPH oxidase activity appears to be a major source of this oxidative stress, and oxidants can induce conformational changes in xanthine dehydrogenase, nitric oxide synthase, and the mitochondrial respiratory chain which increase their capacity to generate superoxide as well. Consistent with these insights, various synthetic antioxidants have been shown to suppress cardiac remodeling in rodents subjected to myocardial infarction, aortic constriction, or rapid atrial pacing. It may prove feasible to achieve comparable benefits in humans through use of a "full-spectrum antioxidant therapy" (FSAT) that features a complementary array of natural antioxidants. Spirulina is a rich source of phycocyanobilin, a derivative and homolog of biliverdin that appears to mimic the potent inhibitory impact of biliverdin and free bilirubin on NADPH oxidase activity. Mega-doses of folate can markedly increase intracellular levels of tetrahydrofolates which have potent and versatile radical-scavenging activities - including efficient quenching of peroxynitrite-derived radicals Supplemental coenzyme Q10, already shown to improve heart function in clinical congestive failure, can provide important antioxidant protection to mitochondria. Phase 2 inducer nutraceuticals such as lipoic acid, administered in conjunction with N-acetylcysteine, have the potential to blunt the impact of oxidative stress by boosting myocardial levels of glutathione. While taurine can function as an antioxidant for myeloperoxidase-derived radicals, its positive inotropic effect on the failing heart seems more likely to reflect an effect on intracellular calcium dynamics. These measures could aid control of cardiac modeling less directly by lowering elevated blood pressure, or by aiding the perfusion of ischemic cardiac regions through an improvement in coronary endothelial function. Since nitric oxide functions physiologically to oppose cardiomyocyte hypertrophy and cardiac fibrosis, and is also a key regulator of blood pressure and endothelial function, cocoa flavanols - which provoke endothelial release of nitric oxide - might usefully complement the antioxidant measures recommended here.
Copyright 2010 Elsevier Ltd. All rights reserved.

PMID: 20083360

Sources

http://www.stopagingnow.com/liveinthenow/article/take-coq10-to-heart-cardiologist-warns

http://www.naturalnews.com/026128_energy_supplement_health.html

High Fructose Corn Syrup Is a Major Cause of Dementia

Proper nutrition is vital to the welfare of our children. HFCS needs to be eliminated from our diets. Did you know that it's a major cause of dementia? Read on...
- Andi

by Mark Hyman, MD
IF YOU CAN’T CONVINCE THEM, CONFUSE THEM.

—Harry Truman

The current media debate about the benefits (or lack of harm) of high fructose corn syrup (HFCS) in our diet misses the obvious. The average American increased their consumption of HFCS (mostly from sugar sweetened drinks and processed food) from zero to over 60 pounds per person per year. During that time period, obesity rates have more than tripled and diabetes incidence has increased more than seven fold. Not perhaps the only cause, but a fact that cannot be ignored.

Doubt and confusion are the currency of deception, and they sow the seeds of complacency. These are used skillfully through massive print and television advertising campaigns by the Corn Refiners Association’s attempt to dispel the “myth” that HFCS is harmful and assert through the opinion of “medical and nutrition experts” that it is no different than cane sugar. It is a “natural” product that is a healthy part of our diet when used in moderation.

Except for one problem. When used in moderation it is a major cause of heart disease,obesity, cancer, dementia, liver failure, tooth decay and more.

Why is the corn industry spending millions on misinformation campaigns to convince consumers and health care professionals of the safety of their product? Could it be that the food industry comprises 17 percent of our economy?

The Lengths the Corn Industry Will Go To

The goal of the corn industry is to call into question any claim of harm from consuming high fructose corn syrup, and to confuse and deflect by calling their product natural “corn sugar”. That’s like calling tobacco in cigarettes natural herbal medicine. Watch the slick ad where a caring father walks hand in hand with his four-year-old daughter through a big question mark carved in an idyllic cornfield.

In the ad, the father tells us:

“Like any parent I have questions about the food my daughter eats – like high fructose corn syrup. So I started looking for answers from medical and nutrition experts, and what I discovered whether it’s corn sugar or cane sugar your body can’t tell the difference. Sugar is sugar. Knowing that makes me feel better about what she eats and that’s one less thing to worry about.”

Physicians are also targeted directly. I received a 12-page color glossy monograph from the Corn Refiners Association reviewing the “science” that HFCS was safe and no different than cane sugar. I assume the other 700,000 physicians in America received the same propaganda at who knows what cost.

In addition to this, I received a special “personal” letter from the Corn Refiner’s Association outlining every mention of the problems with HCFS in our diet – whether in print, blogs, books, radio or television. They warned me of the errors of my ways and put me on “notice”. For what I am not sure. To think they are tracking this (and me) that closely gives me an Orwellian chill.

New websites like www.sweetsurprise.com and www.cornsugar.com help “set us straight” about HFCS with quotes from professors of nutrition and medicine and thought leaders from Harvard and other stellar institutions.

Why is the corn industry spending millions on misinformation campaigns to convince consumers and health care professionals of the safety of their product? Could it be that the food industry comprises 17 percent of our economy?

But are these twisted sweet lies or a sweet surprise, as the Corn Refiners Association websites claim?

What the Science Says about HFCS

Let’s examine the science and insert some common sense into the conversation. These facts may indeed come as a sweet surprise. The ads suggest getting your nutrition advice from your doctor (who, unfortunately, probably knows less about nutrition than most grandmothers). Having studied this for over a decade, and having read, interviewed or personally talked with most of the “medical and nutrition experts” used to bolster the claim that “corn sugar” and cane sugar are essentially the same, quite a different picture emerges and the role of HCFS in promoting obesity, disease and death across the globe becomes clear.

Last week over lunch with Dr. Bruce Ames, one of the foremost nutritional scientists in the world and Dr. Jeffrey Bland, a nutritional biochemist, a student of Linus Pauling and I reviewed the existing science, and Dr. Ames shared shocking new evidence from his research center on how HFCS can trigger body-wide inflammation and obesity.

Here are 5 reasons you should stay way from any product containing high fructose corn syrup and why it may kill you.

1. Sugar in any form causes obesity and disease when consumed in pharmacologic doses.

Cane sugar and high fructose corn syrup are indeed both harmful when consumed in pharmacologic doses of 140 pounds per person per year. When one 20 ounce HFCS sweetened soda, sports drink or tea has 17 teaspoons of sugar (and the average teenager often consumes two drinks a day) we are conducting a largely uncontrolled experiment on the human species. Our hunter gather ancestors consumed the equivalent of 20 teaspoons per year, not per day. In this sense, I would agree with the corn industry that sugar is sugar. Quantity matters. But there are some important differences.

2. HFCS and cane sugar are NOT biochemically identical or processed the same way by the body.

High fructose corn syrup is an industrial food product and far from “natural” or a naturally occurring substance. It is extracted from corn stalks through a process so secret that Archer Daniels Midland and Carghill would not allow the investigative journalist, Michael Pollan to observe it for his book, The Omnivore’s Dilemma. The sugars are extracted through a chemical enzymatic process resulting in a chemically and biologically novel compound called HFCS.

Some basic biochemistry will help you understand this. Regular cane sugar (sucrose) is made of two-sugar molecules bound tightly together – glucose and fructose in equal amounts. The enzymes in your digestive tract must break down the sucrose into glucose and fructose, which are then absorbed into the body.

HFCS also consists of glucose and fructose, not in a 50-50 ratio, but a 55-45 fructose to glucose ratio in an unbound form. Fructose is sweeter than glucose. And HCFS is cheaper than sugar because of the government farm bill corn subsidies. Products with HFCS are sweeter and cheaper than products made with cane sugar. This allowed for the average soda size to balloon from 8 ounces to 20 ounces with little financial costs to manufacturers but great human costs of increased obesity, diabetes and chronic disease.

Now back to biochemistry. Since there is there is no chemical bond between them, no digestion is required so they are more rapidly absorbed into your blood stream. Fructose goes right to the liver and triggers lipogenesis (the production of fats like triglycerides and cholesterol) this is why it is the major cause of liver damage in this country and causes a condition called “fatty liver” which affects 70 million people. The rapidly absorbed glucose triggers big spikes in insulin – our body’s major fat storage hormone. Both these features of HFCS lead to increased metabolic disturbances that drive increases in appetite, weight gain, diabetes, heart disease, cancer, dementia and more.

But there was one more thing I learned during lunch with Dr. Bruce Ames. Research done by his group at the Children’s Hospital Oakland Research Institute found that free fructose from HFCS requires more energy to be absorbed by the gut and soaks up two phosphorous molecules from ATP (our body’s energy source). This depletes the energy fuel source or ATP in our gut required to maintain the integrity of our intestinal lining. Little “tight junctions” cement each intestinal cell together preventing food and bacteria from “leaking” across the intestinal membrane and triggering an immune reaction and body wide inflammation.

High doses of free fructose have been proven to literally punch holes in the intestinal lining allowing nasty byproducts of toxic gut bacteria and partially digested food proteins to enter your blood stream and trigger the inflammation that we know is at the root of obesity, diabetes, cancer, heart disease, dementia and accelerated aging. Naturally occurring fructose in fruit is part of a complex of nutrients and fiber that doesn’t exhibit the same biological effects as the free high fructose doses found in “corn sugar”.

The takeaway: Cane sugar and the industrially produced, euphemistically named “corn sugar” are not biochemically or physiologically the same.

3. HFCS contains contaminants including mercury that are not regulated or measured by the FDA

An FDA researcher asked corn producers to ship a barrel of high fructose corn syrup in order to test for contaminants. Her repeated requests were refused until she claimed she represented a newly created soft drink company. She was then promptly shipped a big vat of HFCS that was used as part of the study that showed that HFCS often contains toxic levels of mercury because of chlor-alkali products used in its manufacturing.(i) Poisoned sugar is certainly not “natural”.

When HFCS is run through a chemical analyzer or a chromatograph, strange chemical peaks show up that are not glucose or fructose. What are they? Who knows? This certainly calls into question the purity of this processed form of super sugar. The exact nature, effects and toxicity of these funny compounds have not been fully explained, but shouldn’t we be protected from the presence of untested chemical compounds in our food supply, especially when the contaminated food product comprises up to 15-20 percent of the average American’s daily calorie intake?

4. Independent medical and nutrition experts DO NOT support the use of HCFS in our diet, despite the assertions of the corn industry.

The corn industry’s happy looking websites www.cornsugar.com and www.sweetsurprise.com bolster their position that cane sugar and corn sugar are the same by quoting experts, or should we say mis-quoting …

Barry M. Popkin, Ph.D., Professor, Department of Nutrition, University of North Carolina at Chapel Hill has published widely on the dangers of sugar-sweetened drinks and their contribution to the obesity epidemic. In a review of HFCS in the American Journal of Clinical Nutrition,(ii) he explains the mechanism by which the free fructose may contribute to obesity. He states that:

“The digestion, absorption, and metabolism of fructose differ from those of glucose. Hepatic metabolism of fructose favors de novo lipogenesis [production of fat in the liver]. In addition, unlike glucose, fructose does not stimulate insulin secretion or enhance leptin production. Because insulin and leptin act as key afferent signals in the regulation of food intake and body weight [to control appetite], this suggests that dietary fructose may contribute to increased energy intake and weight gain. Furthermore, calorically sweetened beverages may enhance caloric overconsumption.”

He states that HFCS is absorbed more rapidly than regular sugar, and that it doesn’t stimulate insulin or leptin production. This prevents you from triggering the body’s signals for being full and may lead to overconsumption of total calories.

He concludes by saying that:

“… the increase in consumption of HFCS has a temporal relation to the epidemic of obesity, and the overconsumption of HFCS in calorically sweetened beverages may play a role in the epidemic of obesity.”

The corn industry takes his comments out of context to support their position. “All sugar you eat is the same.”

True pharmacologic doses of any kind of sugar are harmful, but the biochemistry of different kinds of sugar and their respective effects on absorption, appetite and metabolism are different, and Dr. Popkin knows that.

David S. Ludwig, M.D., Ph.D., Associate Professor of Pediatrics, Harvard Medical School, and a personal friend has published extensively on the dangers and the obesogenic properties of sugar-sweetened beverages. He was quoted as saying that “high fructose corn syrup is one of the most misunderstood products in the food industry.” When I asked him why he supported the corn industry, he told me he didn’t and that his comments were taken totally out of context.

Misrepresenting science is one thing, misrepresenting scientists who have been at the forefront of the fight against obesity and high fructose sugar sweetened beverages is quite another.

5. HCFS is almost always a marker of poor-quality, nutrient-poor disease creating industrial food products or “food-like substances”.

The last reason to avoid products that contain HFCS is that they are a marker for poor-quality, nutritionally depleted, processed industrial food full of empty calories and artificial ingredients. If you find “high fructose corn syrup” on the label you can be sure it is not a whole, real, fresh food full of fiber, vitamins, minerals, phytonutrients and antioxidants. Stay away if you want to stay healthy. We still must reduce our overall consumption of sugar, but with this one simple dietary change you can radically reduce your health risks and improve your health.

While debate may rage about the biochemistry and physiology of cane sugar vs. corn sugar, this is in fact beside the point (despite the finer points of my scientific analysis above). The conversation has been diverted to a simple assertion that cane sugar and corn sugar are not different.

The real issues are only two.

1. We are consuming HFCS and sugar in pharmacologic quantities never before experienced in human history — 140 pounds a year vs. 20 teaspoons a year 10,000 years ago.
2. High fructose corn syrup is always found in very poor quality foods that are nutritionally vacuous and filled with all sorts of other disease promoting compounds, fats, salt, chemicals and even mercury.

These critical ideas should be the heart of the national conversation, not the meaningless confusing ads and statements by the corn industry in the media and online that attempt to assure the public that the biochemistry of real sugar and industrially produced sugar from corn are the same.

To your good health,

Mark Hyman, MD

References

(i) Dufault, R., LeBlanc, B., Schnoll, R. et al. 2009. Mercury from chlor-alkali plants: Measured concentrations in food product sugar. Environ Health. 26(8):2.

(ii) Bray, G.A., Nielsen, S.J., and B.M. Popkin. 2004. Consumption of high-fructose corn syrup in beverages may play a role in the epidemic of obesity. Am J Clin Nutr. 79(4):537-43. Review.

http://drhyman.com/5-reasons-high-fructose-corn-syrup-will-kill-you-5050/?utm_source=Publicaster&utm_medium=email&utm_campaign=drhyman%20newsletter%20issue%20#20&utm_term=Get+the+story

Free Online Lecture May 23rd Dental Care for Children w/DS

THE DOWN SYNDROME PROGRAM within the Developmental Medicine Center at Children's Hospital Boston speaker series presents: "Dental Care for Children with DS" presented by Linda Nelson, DMD, MScD.

You can watch live at on.chbos.org/CrockerLectures. No need to RSVP, just log-on and listen on May 23rd. 7 pm Eastern Standard Time.

Cystic Fibrosis of Pancreas and Down's Syndrome

Cystic Fibrosis of Pancreas is more common in Down Syndrome

1. A. Rovescalli
<http://pediatrics.aappublications.org/search?author1=A.+Rovescalli&sortspec
=date&submit=Submit>

+ <http://pediatrics.aappublications.org/content/44/5/773.1.short> Author
Affiliations

1. Department of Pathology The University Medical School of Milan
Milan, Italy

Abstract


Dr. A. Milunsky describes (Pediatrics, 42:501, 1968) the observation "for the first time" of cystic fibrosis of the pancreas in three children with Down's syndrome. I would like to point out that such association has been observed in several autopsied cases at the Department of Pathology in University Medical School of Milan. I think this association occurs very frequently in Down's syndrome, and I described it in the book "Il Mongolismo, auxopatia somatopsichica caniotipica," by E. Aldeghi and A. Maderna, in the chapter devoted to the pathological anatomy of the syndrome
(page 69).

* Copyright C 1969 by the American Academy of Pediatrics

What is Cystic Fibrosis?
Cystic fibrosis (also known as CF or mucoviscidosis) is a common recessive genetic disease which affects the entire body, causing progressive disability and often early death. The name cystic fibrosis refers to the characteristic scarring (fibrosis) and cyst formation within the pancreas, first recognized in the 1930s.[1] Difficulty breathing is the most serious symptom and results from frequent lung infections that are treated with, though not cured by, antibiotics and other medications. A multitude of other symptoms, including sinus infections, poor growth, diarrhea, and infertility result from the effects of CF on other parts of the body.

CF is caused by a mutation in the gene for the protein cystic fibrosis transmembrane conductance regulator (CFTR). This gene is required to regulate the components of sweat, digestive juices, and mucus. Although most people without CF have two working copies of the CFTR gene, only one is needed to prevent cystic fibrosis. CF develops when neither gene works normally and therefore has autosomal recessive inheritance.

CF is most common among Caucasians; one in 25 people of European descent carry one allele for CF.

Ireland has both the highest incidence of CF in the world; 2.98 per 10,000 - and the highest carrier rate in the world with 1 in 19 individuals classed as carriers. Cystic fibrosis is Ireland's most common life-threatening inherited disease. Ireland also has the largest proportion of families with more than one child suffering from CF.[2][3][4][5]

Approximately 30,000 Americans have CF, making it one of the most common life-shortening inherited diseases in the United States.

Individuals with cystic fibrosis can be diagnosed before birth by genetic testing, or by a sweat test in early childhood. Ultimately, lung transplantation is often necessary as CF worsens.

What are the symptoms of CF?

The hallmark symptoms of cystic fibrosis are salty tasting skin,[7] poor growth and poor weight gain despite a normal food intake,[8] accumulation of thick, sticky mucus,[9] frequent chest infections and coughing or shortness of breath.[10] Males can be infertile due to congenital absence of the vas deferens.[11] Symptoms often appear in infancy and childhood, such as bowel obstruction due to meconium ileus in newborn babies.[12] As the child grows, he or she will need to exercise to release mucus in the alveoli.[13] Ciliated epithelial cells in the patient have a mutated protein that leads to abnormally viscous mucus production.[9] The poor growth in children typically presents as an inability to gain weight or height at the same rate as their peers and is occasionally not diagnosed until investigation is initiated for poor growth. The causes of growth failure are multi-factorial and include chronic lung infection, poor absorption of nutrients through the gastrointestinal tract, and increased metabolic demand due to chronic illness.[8]

In rare cases, cystic fibrosis can manifest itself as a coagulation disorder. Young children are especially sensitive to vitamin K malabsorptive disorders because only a very small amount of vitamin K crosses the placenta, leaving the child with very low reserves. Because factors II, VII, IX, and X (clotting factors) are vitamin K–dependent, low levels of vitamin K can result in coagulation problems. Consequently, when a child presents with unexplained bruising, a coagulation evaluation may be warranted to determine whether there is an underlying disease.[14]
Lung and sinus
Respiratory infections in CF patients varies according to age.

Green = Pseudomonas aeruginosa
Brown = Staphylococcus aureus
Blue = Haemophilus influenzae
Red = Burkholderia cepacia complex

Lung disease results from clogging of the airways due to mucus build-up, decreased mucociliary clearance and resulting inflammation.[15][16] Inflammation and infection will cause injury and structural changes to the lungs, leading to a variety of symptoms. In the early stages, incessant coughing, copious phlegm production, and decreased ability to exercise are common. Many of these symptoms occur when bacteria that normally inhabit the thick mucus grow out of control and cause pneumonia. In later stages, changes in the architecture of the lung such as pathology in the major airways (bronchiectasis) further exacerbate difficulties in breathing. Other symptoms include coughing up blood (hemoptysis), high blood pressure in the lung (pulmonary hypertension), heart failure, difficulties getting enough oxygen to the body (hypoxia), and respiratory failure requiring support with breathing masks such as bilevel positive airway pressure machines or ventilators.[17] Staphylococcus aureus, Haemophilus influenzae, and Pseudomonas aeruginosa are the three most common organisms causing lung infections in CF patients.[16] In addition to typical bacterial infections, people with CF more commonly develop other types of lung disease. Among these is allergic bronchopulmonary aspergillosis, in which the body's response to the common fungus Aspergillus fumigatus causes worsening of breathing problems. Another is infection with Mycobacterium avium complex (MAC), a group of bacteria related to tuberculosis, which can cause a lot of lung damage and does not respond to common antibiotics.[18]

Mucus in the paranasal sinuses is equally thick and may also cause blockage of the sinus passages, leading to infection. This may cause facial pain, fever, nasal drainage, and headaches. Individuals with CF may develop overgrowth of the nasal tissue (nasal polyps) due to inflammation from chronic sinus infections.[19] Recurrent sinonasal polyps can occur in as many as 10% to 25% of CF patients.[16] These polyps can block the nasal passages and increase breathing difficulties.[20][21]

Cardiorespiratory complications are the most common cause of death (~80%) in patients followed by most CF centers in the United States.[16]
Gastrointestinal

Prior to prenatal and newborn screening, cystic fibrosis was often diagnosed when a newborn infant failed to pass faeces (meconium). Meconium may completely block the intestines and cause serious illness. This condition, called meconium ileus, occurs in 5–10%[16][22] of newborns with CF. In addition, protrusion of internal rectal membranes (rectal prolapse) is more common, occurring in as many as 10% of children with CF,[16] and it is caused by increased fecal volume, malnutrition, and increased intra–abdominal pressure due to coughing.[23]

The thick mucus seen in the lungs has a counterpart in thickened secretions from the pancreas, an organ responsible for providing digestive juices which help break down food. These secretions block the exocrine movement of the digestive enzymes into the duodenum and result in irreversible damage to the pancreas, often with painful inflammation (pancreatitis).[24] The pancreatic ducts are totally plugged in more advanced cases, usually seen in older children or adolescents.[16] This causes atrophy of the exocrine glands and progressive fibrosis.[16]

The lack of digestive enzymes leads to difficulty absorbing nutrients with their subsequent excretion in the feces, a disorder known as malabsorption. Malabsorption leads to malnutrition and poor growth and development because of calorie loss. Resultant hypoproteinemia may be severe enough to cause generalized edema.[16] Individuals with CF also have difficulties absorbing the fat-soluble vitamins A, D, E, and K.

In addition to the pancreas problems, people with cystic fibrosis experience more heartburn, intestinal blockage by intussusception, and constipation.[25] Older individuals with CF may develop distal intestinal obstruction syndrome when thickened feces cause intestinal blockage.[26]

Exocrine pancreatic insufficiency occurs in the majority (85% to 90%) of patients with CF.[16] It is mainly associated with "severe" CFTR mutations, where both alleles are completely nonfunctional (e.g. ΔF508/ΔF508).[16] It occurs in 10% to 15% of patients with one "severe" and one "mild" CFTR mutation where there still is a little CFTR activity, or where there are two "mild" CFTR mutations.[16] In these milder cases, there is still sufficient pancreatic exocrine function so that enzyme supplementation is not required.[16] There are usually no other GI complications in pancreas-sufficient phenotypes, and in general, such individuals usually have excellent growth and development.[16] Despite this, idiopathic chronic pancreatitis can occur in a subset of pancreas-sufficient individuals with CF, and is associated with recurrent abdominal pain and life-threatening complications.[16]

Thickened secretions also may cause liver problems in patients with CF. Bile secreted by the liver to aid in digestion may block the bile ducts, leading to liver damage. Over time, this can lead to scarring and nodularity (cirrhosis). The liver fails to rid the blood of toxins and does not make important proteins such as those responsible for blood clotting.[27][28] Liver disease is the third most common cause of death associated with CF.[16]
Endocrine
Clubbing of the fingers in a person with cystic fibrosis

The pancreas contains the islets of Langerhans, which are responsible for making insulin, a hormone that helps regulate blood glucose. Damage of the pancreas can lead to loss of the islet cells, leading to a type of diabetes that is unique to those with the disease.[29] This cystic fibrosis related diabetes (CFRD) shares characteristics that can be found in Type 1 and Type 2 diabetics, and is one of the principal non-pulmonary complications of CF.[30] Vitamin D is involved in calcium and phosphate regulation. Poor uptake of vitamin D from the diet because of malabsorption can lead to the bone disease osteoporosis in which weakened bones are more susceptible to fractures.[31] In addition, people with CF often develop clubbing of their fingers and toes due to the effects of chronic illness and low oxygen in their tissues.[32][33]
Infertility

Infertility affects both men and children. At least 97% of men with cystic fibrosis are infertile, but not sterile and can have children with assisted reproductive techniques.[34] These men make normal sperm but are missing the tube (vas deferens), which connects the testes to the ejaculatory ducts of the penis.[35] Many men found to have congenital absence of the vas deferens during evaluation for infertility have a mild, previously undiagnosed form of CF.[36] Some women have fertility difficulties due to thickened cervical mucus or malnutrition. In severe cases, malnutrition disrupts ovulation and causes amenorrhea.[37]

Sources

http://en.wikipedia.org/wiki/Cystic_fibrosis#Signs_and_symptoms

Some TV is Good for Our Kids!

Please enjoy this article about television use for our children.

The Selective Use of TV and Videos for Advancing the Development of Special Needs, Typical and Accelerated Preschool Children
Robert J. Doman Jr.
From The NACD Foundation, Volume 19 No. 5, 2006 ©NACD
TV/Videos and The Preschool Child
For over twenty-five years, the National Association for Child Development (NACD) has had the opportunity to serve a large, international caseload of children covering the entire functional spectrum. Our work with innovating ways to accelerate the development of children with profound developmental issues (such as brain injury, autism and Down syndrome) has provided us with significant insight into the development and education of typical and highly capable children as well. Because NACD trains parents to work directly with their own children, we are privy to the structure of the child’s day, diet, and free time activities as well as their developmental, educational and therapeutic input and opportunities. Our unique position has afforded us the opportunity to find out, quite simply, what works.
We have found that carefully selected television programs, commercially available videos, and individually designed videos can be powerful tools for advancing the development of preschool children across the spectrum—from the severely developmentally delayed to the highly capable and gifted.

Using Television to Develop Visual Function

Our years of working on ways to improve visual function have yielded a number of techniques of visual stimulation. Many of these techniques have proven to be helpful not only in the development of vision but also as educational tools. One of these techniques involves the use of television. Below we offer a brief explanation of some fundamentals of child development, and specifically visual development—including some common problems that occur—to provide a framework for understanding how and why television, properly used, can be an important tool for helping even very young children develop and learn.
To develop well a child needs to follow a specific path and to move through the normal developmental steps fairly rapidly. At each stage of development there are specific things that the brain is learning to do. The brain will tend to keep working at a stage until the next piece starts to kick in. Staying too long in one stage is not a good thing. In normal development we see all children start off life as visualizers, meaning that they think in pictures not words. They think in pictures because words have no meaning. In normal development the ability to process language starts kicking in within six months or so, and the child begins to think in both pictures (visualizing) and words (conceptualizing). If it all happens as it should, language starts to develop, and we end up with a good balance between the ability to think in pictures and the ability to think in words.
Vision develops essentially the same way in all children although at different rates. The peripheral vision develops first, followed by the central (macular) vision. You avoid running into doorframes with your peripheral vision; you see detail, and learn, with your central vision. When reading a book, you are using your central vision. When looking at someone across a table, you see their face in detail using your central vision while the rest of the room is slightly blurred because only the small circumference of that face fits within your central visual field. One good way to recognize your central versus peripheral vision is to recall the after-effect of a flashbulb going off in your face. Your macula, the area responsible for your central vision, is located in a small spot on your retina, and it is very photo/light sensitive. When that flashbulb goes off it temporally bleaches out your macula so that you lose your central vision. The spots you see are actually temporary blind spots where your central vision should be. The development of your central/macular vision is very important to many aspects of learning and overall development. Many of the problems exhibited by children diagnosed with developmental delays result from the lack of properly developed central vision.

Problems with Visual Function in Autistic Children

One of the most common characteristics of autistic children is the lack of development of the central vision. Autistic children do not make good eye contact—not because they don’t like you, but because when they look directly at you they can’t see you. Autistic children typically have hyper (enhanced) peripheral vision and hypo (diminished) central vision. Therefore, they experience the visual world more through their peripheral vision and less clearly or not at all through their central vision. They display this lack of visual development in another characteristic commonly associated with many autistic children: They don’t watch television. Many will stand directly in front of a TV and bounce or display excitement in other ways, but they are not “watching” the TV, they are “stimming” with the TV. Essentially what the child is doing is engaging in a form of repetitive sensory play that amounts to “playing with what is broken” in their vision (i.e., their vision is not functioning properly because the central vision is undeveloped, therefore they are playing with—and reinforcing—their peripheral vision only).

The Danger of Stimming—“Debilitating Sensory Addictive Behavior”

There are many forms of repetitive sensory play, and all fall under the informal heading of “stimming,” short for self-stimulating behavior. NACD has developed new terminology for this behavior, which we call “Debilitating Sensory Addictive Behavior,” because of the addictive nature of the behavior and how detrimental it is to development and even to the structure of the brain itself.
Children can engage in Debilitating Sensory Addictive Behavior with any “broken” or underdeveloped sensory channel. Engaging in these repetitive behaviors actually becomes addictive, much like an addiction to a drug. As the child engages in the behavior his brain produces endorphins—which are feel-good chemicals that can become as addictive as narcotics. The more a child engages in the behavior, the more endorphins are produced, and the stronger the addiction becomes. Unfortunately, not only is the child becoming addicted to a useless behavior, he is reinforcing what is already wrong with his sensory system. As described above, kids stimming with television are strengthening their peripheral vision and failing to develop the central vision.
Autistic children (and other children with visual delays) learn a variety of ways to “stim” with their peripheral vision. They often become adept at spinning objects or flipping anything that is not nailed down in an effort to get their “fix.” NACD has discovered, however, that although the TV typically provides an autistic child with an opportunity to “stim,” the TV can also be utilized very specifically as a tool to develop the central vision. Developing the central vision is the key to normalizing the vision so that learning—rather than stimming—can occur. TV is, in fact, such a great tool for the development of central vision that if it did not already exist as an instrument for entertainment we would have had to create it as a therapeutic tool.

Early Stimulation of the Central/Macular Vision is Crucial to the Development of Children within the First Two Years of Life

As mentioned earlier, all children’s vision develops pretty much in the same sequence. Peripheral vision first, followed by central vision. Typical babies begin life using their peripheral vision; then, as they receive specific opportunities/stimulation to use their central vision, it develops as well. (It is no accident that nature’s survival system for babies is designed to place them eight to twelve inches from their mother’s face when being fed and held.)
A typical baby deprived of specific opportunities/stimulation will be slow to develop their central vision, and if they are very deprived of these opportunities they are in danger of becoming globally developmentally delayed. To some degree all babies “stim” simply because early on it is the only thing they can do. If they fail to develop the global neurological maturity needed to engage in exploratory or play behaviors, they become increasingly adept at stimming, and their development slows or stops. Early stimulation of the central/macular vision is crucial to the development of children within the first two years of life.

How Reading to Your Child Stimulates Development: Vision, Language, Sequential Processing

It is often said that if you can’t do anything else with your baby, read to them. As most parents discover, “reading” to babies and very young children involves not so much reading text as it does looking at picture books with them, pointing to or directing their vision to specific pictures (or, if you will, teaching them to use their central vision). The closer something is to a child, the more the child’s central vision is engaged and the less peripheral distraction there is.
No one questions the importance of reading to children, but it is important to look at the development that occurs throughout the process. When you read to your child there are the obvious psychological/bonding /nurturing benefits. There are also very significant auditory benefits. Essentially, we use reading to teach children a “foreign” language—their first language. Initially we point to a single object and name it “puppy,” then we expand the information as the child’s receptive language skills develop, and it becomes “black puppy,” then “little black puppy.” We proceed along, matching visual information (the pictures) to the auditory cues (the words). In so doing we are not only teaching language, we are also developing a vitally important neurological function—we are developing the child’s ability to take in and manipulate pieces of auditory and visual information in a sequence. This ability to process information is called “sequential processing.”

NACD Innovates Methods of Developing Sequential Processing

At NACD we have been investigating and working on methodologies to build and develop auditory and visual sequential processing, as these are the basic components that give us access to our innate intelligence. (NACD has actually started an international initiative to raise the sequential processing skills of people all over the world through a program called “The Project 9 +/-2.”) We have found the act of reading to a young child—or showing a child pictures and naming them—achieves a vital step in the developmental process.

Stimulating Central Vision

How much does a young child learn from a book or picture card twelve to eighteen inches from their eyes as opposed to things placed further away around the room? NACD’s findings suggest that a young child learns a lot from things placed at the distance of a book being read, and much less from things across the room. When we bring a book up to a child we are pulling it into their central visual field. At twelve inches the child may be seeing a significant part of the page in detail, and with the peripheral field being limited it is relatively easy for the child to attend and to see the image. If you held a book out ten feet and had the child look at it, you would find the child’s attention would generally be much shorter and more difficult to hold because, at that distance, the child would have difficulty locating the image within his central visual field. This is because when attempting to see a small object held at a ten-foot distance, perhaps 95% of the child’s visual field would be peripheral, not central. Remember, peripheral vision develops before central vision, so for young children, particularly those under two years of age, their focus is constantly pulled to those things around the periphery. In other words, they are “visually distracted” or “distractible.” The more visually distracted the child is, the less she will pay attention to visual cues, thus the less attention she will pay to the information being “taught,” and the less stimulation and development of the central/macular vision will occur.

Will My Child Learn More in Preschool than at Home?

At NACD we have been privileged to work with some of the most motivated and informed parents in the world. All of the families we work with—be they parents of children with significant developmental issues or parents of “typical” children—wish to help their children achieve their innate potential. They come to us because they want to assume the primary responsibility for their child’s development and education. They want the best for their children and use schools and outside services only as an adjunct to what they do at home with their children. For many of these exceptional families one of their first big decisions is if and when to start their children in daycare or preschool situations.
Ultimately the answer comes down to the needs and resources of the family. But, one of the questions asked more often than not is, “Is my preschool child going to learn more at a school than at home?” The younger the child, the simpler the answer because the younger the child the more they need direct, one-on-one contact and interaction. The younger the child, the more specific the developmental/educational input needs to be. In general, nothing beats one-on-one teaching. Teaching one child at a time permits the input to be designed to fit the individual; it also permits virtually immediate modification of the input in response to the child. Most parents are not even aware of how often and how rapidly they modify what they are doing with their child when they are interacting one-on-one. For example, if you observe a parent looking at a book with their child you will see the parent constantly responding to the child’s cues. If the parent picked a book with more text than the child can process, you will see the parent start to simplify the story or even start just pointing at the pictures and talking about them; they may even put the book away and get another or go to something else altogether, naturally and spontaneously modifying the input to fit the child. The further you get from the 1:1 teacher to student ratio, the more difficult it becomes to provide children with the specific, appropriate input needed to stimulate their brains and maximize their developmental progress.

The Significance of the Learning Environment

There are tremendous differences in the quality of preschool learning environments.
Preschool children are easily distracted and have short attention spans. It comes with the territory. Preschoolers have short attention spans because their sequential processing skills have not yet developed to where they can process a lot of associated pieces of information. They can move from this to that, taking in little pieces and chunks of information, but they cannot attend to one subject for a long time if their processing is not up to the task.
The significance of the learning environment cannot be overstated for children at this age. The more distractions there are in the environment, the more difficult it is for young children to filter out the extraneous input and focus their attention, even if there is something in the environment that is appropriate to their learning level. How many adults would attempt to study new information in an environment containing the distractions that exist in a room full of preschool children and a lot of “fun stuff?”
Many parents ask about putting their children in schools and situations with other children so that they can learn from the other children. NACD recommends parents be very selective about such situations. The better organized and structured the environment is, and the fewer visual and auditory distractions in the environment, the better the odds are that any child will in fact learn something specific and appropriate.

Learning Occurs when Specific Input is Provided with Sufficient Frequency, Intensity and Duration—Random Input is Distracting

In any given environment a child will generally learn that which is being presented with the greatest intensity. Imagine a room with fifteen or twenty children where a few are playing in a sand box, a couple are looking at books, a few more are painting, a group are huddled around a teacher reading to them, and one is throwing a humongous tantrum because he can’t have the truck he wants. Guess what is being presented with the greatest intensity—and guess what is being learned? The reality is that for most preschool-aged children in a room with many other kids, a myriad of toys, and a lot going on, it is very difficult for them to learn what we would like them to learn. Learning/development occurs when we provide the brain with specific appropriate input, and the input must be provided with sufficient frequency, intensity and duration. Random input is distracting, and random extraneous input does not stimulate neurological development or the learning process.

Using Video Tapes to Teach

I have been known to tell parents to save their money and not send their child to the preschool, but to go to the preschool and videotape a child doing the things they would like their child to learn. Video tape a child climbing the slide, doing the monkey bars, riding the trike, drawing a circle, taking off their coat—doing any of the things they would like their child to learn from another child—then let their child watch it at home.
I used to do a lot of all-day seminars. We would start off with my speaking throughout the morning, then take a lunch break, and, because we had a lot of information to give the attendees in a day, we would show a video of me speaking during lunch. After lunch, we would follow up with me speaking live throughout the afternoon. A lot of me! After we had done a number of these seminars I started to watch the attendees during the lunch break, and it became evident that they paid better attention to me on the video than when I was standing in front of them. The videos were no great production—they were simply a talking head, my talking head, the same head they had been hearing all morning—but the audience seemed more focused and less distracted watching me on TV than when I was standing in front of them. Once we recognized this phenomenon, our first thought was that our society is in big trouble because we have become so trained to watch the tube that these adults were simply reflecting that training. (To some degree that may be true—I don’t think too many people would argue that the use of audiovisual media has been abused, particularly with children, and that the majority of the content is garbage.) But the answer was not so simple as that. We wanted to understand what was going on in the brain that would make people pay more attention to a person on TV than to the same person standing live before them. One of the questions we asked ourselves in order to find the explanation was, “Who does not watch television, and why not?”
Well, experience had shown us that many autistic children do not “watch” television; little babies do not watch television; many children with obvious visual issues do not watch television; many children with globally low developmental function do not watch television; and, except for brief moments on Animal Planet, my dogs don’t watch television. And what do all of these examples of individuals who do not watch TV have in common? They all have poor or underdeveloped central/macular vision.
As we looked further into this and explored the development of attention to television in our children, we came to the realization that television provides a unique form of visual stimulation. The images on television can only be perceived using central/macular vision; one cannot process the information on the screen with peripheral vision. Children with poor or underdeveloped macular vision do not attend to television because they cannot see it; the image provides them with no meaningful information.

NACD Discovers TV Can Be a Powerful Tool for Visual Therapy and More

We decided if we needed to develop central/macular vision then perhaps we needed a specific instrument that required the use of that vision—the TV. We started having parents sit in darkened rooms about two or three feet from the TV, with their “blind” or visually impaired, or autistic, or delayed, or simply young children, and we “taught” them to watch TV. For content we used whatever we felt would best attract the individual child’s attention. We used a lot of homemade videos of everything from Mom talking directly to the child to videos of themselves or siblings, to spinning objects and black and white shapes. We incorporated their favorite music and voices and in general used whatever we felt might attract their attention. In the vast majority of cases the children would first glance at the TV and then, generally, over a relatively short period start attending for longer and longer periods of time. Within a short time the children did start to attend to the television and develop their central vision. They then began to make eye contact, and look at books and pictures better, and in fact do all the things they should be doing with their central vision to learn about their environment. In autistic children we saw a significant decrease in the visual sensory play (Debilitating Sensory Addictive Behaviors) and a corresponding improvement in their overall function.
Not only were we discovering that the children’s visual function was improving, but because of the content we were using, the auditory and language skills were developing as well. Once we had the children attending to the TV, we started to experiment with content, and many of the programs we designed for families began containing various therapeutic and educational videos.

TV Screen Holds Visual Attention, Helps Brain Tune Out Peripheral Distractions

So, back to my mesmerized audience, why did they attend so well to the talking head on TV? We found the answer, once again, by working with our clients. As we began to use therapeutic videos, we were happy to see that many children learned exceptionally well using the methodology, but we were surprised to find that many parents were having the same experience I had at my seminars. The children were often attending better and learning better from the videos than when the family was actually presenting the information live! We were learning that not only is television a great tool for developing central vision in children, but it really is an outstanding educational tool.
Observing our audiences’ and clients’ responses taught us that television—and computer—screens provide stronger macular input than other images. As I am writing this article my vision is focused upon my computer screen. The screen offers such strong macular stimuli that my brain almost entirely tunes out the peripheral field. If I look up from my screen to my coffee cup, for example, not only do I see the cup, but also my vision gets pulled out to everything else that is cluttering up my desk because the cup does not have the same power as the computer does to hold my central vision. Now, when I switch off my computer screen and look across my office to a twelve-inch television (not turned on) that is sitting on my credenza, my vision is pulled to the books, pictures and various memorabilia I have on my shelves. The TV before it is turned on has no more—and probably less—power to hold my attention than most anything else. But, turn the television on and everything else goes away. If I turn the TV off again and look at the credenza, most everything there has the same ability to attract or detract from my visual attention. We can safely assume that for a young child who is just developing their central vision, the peripheral distraction they have to deal with is significantly more compelling than mine.

Videos are Powerful Learning Tools—Content Counts

As NACD learned to use therapeutic and educational videos, we encouraged families to make their own videos. These included close-ups of Mom saying words and emphasizing the various sounds heard in the English language; showing objects and naming them; filming animals and naming them; modeling directions being followed; modeling progressions in expressive language; modeling self-help skills; showing children how to crawl, ride a bike, and do long division. We have found this kind of video to be an excellent tool for stimulating development and teaching knowledge and skills.
In recent years, commercially prepared videos and DVD’s have been developed specifically for babies and young children. Some are really good, and some not so good. If the content is good—that is, it is teaching the child to identify a letter or a number, or to differentiate between a cow and a horse, or modeling appropriate actions and behaviors, that is all fine. I believe commercial producers are just beginning to scratch the surface relative to content, and they have a long way to go before they really understand the best ways to present the information. However, the tool exists, and it is powerful.
It is important for parents to understand that videos can be an extremely useful tool in the education of young children, but they should be selected carefully and used judiciously. There certainly can be too much of a good thing. And, any amount of a bad thing is too much! I personally find most children’s television programming to be horrendous. In the language of computers, “Garbage in—garbage out.” Content counts.
I also find that parents are spending far too little time interacting with their children. It seems our society subtly pressures parents to abdicate the responsibility for their child’s development and education to the “professionals.” I personally do not perceive most daycare and preschool programs as a good thing. So few of them recognize or provide an optimal environment for neurological development and learning. In our current culture they are a necessary reality for many families in which both parents need to work. However, we must not kid ourselves into thinking that having a two-year-old spend eight hours a day in preschool/daycare is a good substitute for quality time spent with parents. When it comes to helping young children learn and grow, the more one-on-one interaction the better.

Informed Parental Involvement is the Key to Good Child Development

I often comment that those of us who function reasonably well are lucky accidents, and those who don’t are not so lucky. The reason I feel this way is that most parents do not have much of a clue as to what pieces need to come together for their children to end up having their neurological act together, and, unfortunately, it appears most professionals do not either.
We can continue to throw more money at education, increase the hours children spend in school, and develop yet more reading and math programs that are not significantly different than the thousand that preceded them, but until we get back to parents taking a primary role in teaching their children, and acknowledge the necessity of providing individual attention and an environment that nurtures neurological development, we are going to continue to see our children fail to achieve their innate potentials.
To stimulate a brain—to teach a child—we need to provide specific, developmentally appropriate input. If we provide a child with appropriate input in an appropriate environment, not only will learning occur but the brain will learn how to process more information better. It is up to parents to make sure that information is of a quality that enhances the physical, intellectual, emotional and spiritual growth of our children. Parents who do so are their children’s heroes, and the children of such parents are our society’s hope for the future.

Reprinted from the Journal of The NACD Foundation (formerly The National Academy for Child Development)

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Phosphatidylserine

Phosphatidylserine (PS) is a phospholipid (type of fat) that occurs naturally in all cells of the body, with particularly high concentrations in the brain. Serine has been found to be low in those with Down syndrome and since PS has been used in several studies with positive results in treating Alzheimer's patients, it's an interesting supplement to study in relation to Down syndrome.

Healthy cell membranes in the brain function to provide protection and to safely transport nutrients and waste. Cell membranes are a kind of "skin" that surrounds living cells. Phosphatidylserine is a healthy brain fat that is the building block in all cell membranes, especially brain cells.

• PS is an important part of neuron cell membranes. Its function is to ensure that the neuron retains healthy synaptic plasticity, which promotes the optimal functioning of the brain cells. Aging results in lower amounts of PS in the neurons.
• PS administered to aged rats resulted in increased release of acetylcholine at the neuronal synapses comparable to young rats. In terms of memory performance, the improvement seen in the older rats was significant.
• It is an essential cell membrane component for nerve cells; playing a key role in communication across synapses between nerve cells, and reverses loss of membrane fluidity associated with age-related mental decline. 
• PS also improves high levels of stress hormones (ACTH and cortisol) and helps prevent memory loss and other cognitive decline. PS is a cortisol receptor sensitizer, resulting in improved levels and efficient use of cortisol
• It is also a very effective antidepressant because it can normalize the adaptive homeostat (HPA-axis).  

At the Tel-Aviv Sourasky Medical Center, Tel-Aviv, in Israel, 157 participants received either PS-DHA or placebo for 15 weeks. Results indicate that phosphatidylserine-DHA may improve cognitive performance in non-demented elderly with memory complaints. 

Pauline Coti Bertrand, John R. O'Kusky and Sheila M. Innis³

The Nutrition Research Program, Child and Family Research Institute, University of British Columbia, Vancouver, British Columbia V5Z 4H4, Canada
3 To whom correspondence should be addressed: E-mail sinnis@interchange.ubc.ca.

ABSTRACT

Docosahexaenoic acid [22:6(n-3)] is enriched in brain membrane phospholipids and essential for brain function. Neurogenesis during embryonic and fetal development requires synthesis of large amounts of membrane phospholipid. We determined whether dietary (n-3) fatty acid deficiency during gestation alters neurogenesis in the embryonic rat brain. Female rats were fed diets with 1.3% energy [(n-3) control] or 0.02% energy [(n-3) deficient], from α-linolenic acid [18:3(n-3)], beginning 2 wk before gestation. Morphometric analyses were performed on embryonic day 19 to measure the mean thickness of the neuroepithelial proliferative zones corresponding to the cerebral cortex (ventricular and subventricular zones) and dentate gyrus (primary dentate neuroepithelium), and the thickness of the cortical plate and sectional area of the dentate gyrus. Phospholipids and fatty acids were determined by HPLC and GLC. Docosahexaenoic acid was 55–65% lower and (n-6) docosapentaenoic acid [22:5(n-6)] was 150–225% higher in brain phospholipids at embryonic day 19 in the (n-3) deficient (n = 6 litters) than in the control (n = 5 litters) group. The mean thickness of the cortical plate and mean sectional area of the primordial dentate gyrus were 26 and 48% lower, respectively, and the mean thicknesses of the cortical ventricular zone and the primary dentate neuroepithelium were 110 and 70% higher, respectively, in the (n-3) deficient than in the control embryonic day 19 embryos. These studies demonstrate that (n-3) fatty acid deficiency alters neurogenesis in the embryonic rat brain, which could be explained by delay or inhibition of normal development.

Sources

http://www.memoryaction.com/content/Ingredient_Research.htm
http://jn.nutrition.org/content/136/6/1570.full
http://heartspring.net/brain_memory_improvement_nutrients.html

References

1. Suzuki S, et al. Oral administration of soybean lecithin transphosphatidylated phosphatidylserine improves memory impairment in aged rats. J Nutr. 2001 Nov;131(11):2951-6.

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Vinpocetine

My brother did some research and sent me LifeExtension's Cognitex w/brain shield that has vinpocetine. Normally, I don't try blends because it's hard to figure out what does what, especially it something causes a problem. I ofen try each ingredient separately and then try the blend, but I muscle tested both Jett and Oliver (his baby brother w/mild cerebral palsy, not DS) and since they both tested fine for it, I tried it. And, I must say, I like it and will stick with it. I have seen overall cognitive benefits in Jett on it. He just seems overall more aware with better speech and just seems more like a kid his age... A bit more mature than he was...

Is Vinpocetine the Answer to Brain Fog, Cognitive and Memory Problems?

By Mary Shomon, About.com Guide

Updated December 03, 2003

It might be, says Bernd Wollschlaeger, MD, a Florida-based board-certified family physician who specializes in the application of herbal remedies and nutritional supplements. Dr. Wollschlaeger is also the associate editor of the Journal of the American Nutraceutical Association (JANA).

Vinpocetine (pronounced vin-poe-ce-teen), is a nutritional supplement derived from the periwinkle plant. It has just recently become available in the U.S. through food, drug and mass market retailers as a nutritional supplement. The supplement is already very much in use in Europe, where physicians believe it is far more effective than other supplements -- such as ginkgo biloba -- used for memory and brain function. Vinpocetine actually contains many of the same cerebral-enhancing effects as ginkgo biloba, but has been shown to be more effective in much shorter time.

Vinpocetine has been extensively studied in Europe. These clinical studies have found it to provide several advantages for the human brain, including memory enhancement, increased cognitive performance, improved cerebral circulation and higher mental acuity and awareness.

In his book, Mind Boosters: A Guide to Natural Supplements that Enhance Your Mind, Memory, and Mood, Ray Sahelian, M.D. has written, "Experiments with vinpocetine indicate that it can dilate blood vessels, enhance circulation in the brain, improve oxygen utilization, make red blood cells more pliable, and inhibit aggregation of platelets."

According to Dr. Wollschlaeger, "all of the studies focus on improvement of cognitive function. Several peer- reviewed, double-blind studies looked at cognitive performance of normal subjects, seeing how vinpocetine would improve their cognitive performance. The researchers found a significant improvement with vinpocetine. Until vinpocetine, we physicians have had nothing to prevent cognitive decline. We only have drugs to treat after the fact."

No studies have been to date been performed specifically using vinpocetine with thyroid patients -- who frequently complain of memory problems, difficulty concentrating, and that particular fuzzy-thinking described as "brain fog." However, it's thought that the reduced metabolism of hypothyroidism may reduce blood flow to the brain, or slow down brain metabolism slightly, which may account for the cognitive and memory-related symptoms. Vinpocetine has been proven to increases brain blood flow and brain cell metabolism, so, by providing more oxygen to the brain, brain-cell energy increases and it is in that capacity that the supplement may be a help for some people with hypothyroidism.

"According to clinical data, consumers will see improvement in memory functions as well as enhancement of learning and recall and overall alertness," says Dr. Wollschlaeger.

How much Vinpocetine would typically be a good dosage to help with brain fog and memory problems? The standard recommended dose is 1 tablet, 3 x a day (which is 15 mg a day total, taken as 3 5-mg tablets per day.) But, according to Dr. Wollschlaeger, some researchers have doubled the dose, but the extra dose did not make any difference in terms of results, or side effects.

If you started taking vinpocetine, how soon should you see results? "In seven to ten days," according to Dr. Wollschlaeger. "We don't have to wait 4 or 6 or 8 weeks, like with gingko, to see results."

Some researchers also have found that vinpocetine has additional benefits, such as:

* protecting the retina against the hepatitis B virus
* helping alcoholics recover from ethanol-induced toxicity.
* dealing with space motion sickness

Side effects of vinpocetine may include indigestion, nausea, dizziness, anxiety, facial flushing, insomnia, headache, drowsiness and dry mouth. Vinpocetine may also cause a temporary drop in blood pressure. Vinpocetine may temporarily deplete the monoamines serotonin, dopamine and norepinephrine by inhibiting VMAT, thus preventing them from reaching the synapse.^[49] Vinpocetine may therefore induce or exasperate depressive symptoms as an adverse effect.
Vinpocetine shouldn’t be taken by pregnant or nursing women. The safety of vinpocetine in people with liver or kidney damage isn’t known. People with bleeding disorders, low blood pressure or seizure disorders shouldn’t use vinpocetine. It also shouldn’t be used two weeks before or after a surgical or dental procedure.
There is one case report of agranulocytosis associated with the use of vinpocetine.
Vinpocetine shouldn’t be taken by people who are taking drugs or herbs that “thin” the blood (anticlotting or antiplatelet medications), such as aspirin, Plavix (clopidogrel), Ticlid (ticlopidine), (Trental) pentoxifylline, vitamin E, garlic or ginkgo. It should not be used with Coumadin (warfarin).
Source:
Szatmari SZ, Whitehouse PJ. Vinpocetine for cognitive impairment and dementia. Cochrane Database Syst Rev. 2003;(1):CD003119.


Dr. Wollschlaeger is a private practice family physician in North Miami Beach. Phone: 305-940-8717.
Website [link url=http://www.complemed.com]www.complemed.com.

Sources

http://thyroid.about.com/cs/alternativehelp/a/vinpocetine.htm

http://en.wikipedia.org/wiki/Nootropic

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