Apathy at the population level may be a symptom of hypothyroidism

An increase in the number of people at the population level who have symptoms of apathy [1] and low sex drive [2] could be due to an increase the number of people who have a thyroid problem whether the problem is due to iodine deficiency or from other causes. There is more research available about iodine deficiency as a cause of hypothyroidism but there has also been research suggesting that an excess of goitrogens may also cause epidemic levels of thyroid problems. Cassava is an example of a goitrogenic food that has affected large numbers of people in areas where it is frequently consumed. Iodine supplementation can help against the effects of many goitrogens which can “include sulfur-bearing organic compounds, industrial pollutants, and artificial and bacterial contaminants of water.” And protein-energy malnutrition and vitamin A deficiency may affect iodine status. [1]

Radioactive iodine may also affect thyroid health. And exposure to radioactive iodine may be affecting more people than is recognized. The mind is connected to the body after all, so looking for physical reasons for mental health symptoms makes more sense to me than assuming that apathy and sexless relationships have simply become the new normal for a significant percentage of people. Fatalism is a term being used to describe the attitude being exhibited by many Japanese young adults. [3] But the term fatalism might also just be a new way to describe apathy.

In a report released in 2013, the Fukushima Prefecture Health Management Survey found that more than 40 percent of the Japanese children living in the area showed evidence
of thyroid nodules or cysts. None of the children were found to have thyroid cancer. Thyroid hormone status was not mentioned. [4] The presence of nodules or cysts is not uncommon according to other studies, and have been found at a frequency of 67% in some research; the importance of assessing for iodine deficiency was mentioned in the abstract. [6]

Before Fukushima there was Hiroshima and Nagasaki. [5] It’s sad to consider the possibility of large numbers of people being affected by a chronic health condition but I also find the idea sad that fatalism might be affecting large numbers of people. Having a fatalistic mood seems far less treatable than having an actual physical condition. Thyroid hormone replacement might be possible if hypothyroidism is diagnosed. Infants who are born with congenital hypothyroidism can develop normally if the condition is diagnosed early and the infant receives adequate thyroid hormone or iodine depending on the reason for the hypothyroidism. If infants with congenital hypothyroidism are left undiagnosed and untreated then they are more at risk to grow to a shorter height and have a lower IQ than typical.

Iodine supplements can help protect against radioactive iodine if taken before damage to the thyroid has occurred but too much iodine may be harmful if hyperthyroidism is a risk. See a health professional if concerned about iodine or thyroid status. Lab tests are available to assess iodine and thyroid hormone levels and whether there are thyroid autoimmune antibodies present.

Being able to see a medical doctor about a physical condition might get more effective results than seeing a psychiatrist about fatalism if the apathetic mood is actually a mental health symptom that is being caused by a physical condition.

/Disclaimer This information is provided for educational purposes and is not intended to provide individual health care. Please see a health professional for individualized health care./

An update on fracking, 2014. link

Fracking or hydraulic fracturing is a mining process that releases small amounts of oil from tar sands. The process uses large amounts of water which is injected deep underground as high pressure steam. The steam dissolves the oil in the tar sands and it is brought to the surface by the fracking fluid which also contains solvents. The water that is used becomes contaminated by the solvents and by other toxic chemicals which are brought up by the process in addition to the small amount of oil that is recovered. [link]

Finding one’s life purpose in three steps

The three steps can be found in the linked article: [link] The strategy involves brainstorming until reaching an emotional reaction like crying at one of your listed ideas. It didn’t take me long to reach tears:

My life purpose is to enjoy it

is to dance

is to teach

is to nurture

is to be at peace

My life purpose is to create baby slings and promote happy mother baby dyads.

After I stopped crying (that is how you know you reached an idea that is important to you) I realized that the short ideas fit together within the more specific life purpose statement. Babies are soothed by gentle dance motions and teaching mothers nurturing techniques can help the infant and the family be more at peace.

In the past I developed a baby sling for my own infants and I shared the design with a few other parents over the years. It had already been on my mind to make another one when I tried the life purpose exercise. Baby wearing can help the infant’s digestive system and the mood of mother and baby can be improved. [1] The baby sling I designed is a little different than the type available in the link but I have seen the Maya Wraps and heard positive feedback about them. They have the big advantage of being currently available along with video guides. Mine currently is a pattern in a box somewhere but promoting happy mothers and babies was also part of the life purpose statement I wrote.

There may have been some bias involved in my attempt at the life purpose exercise – crying over babies – kind of a given – I may have to try again: [link]

Happy New Year and best wishes for finding and achieving your own life purpose goals.

Disclaimer: This information is provided for educational purposes within the guidelines of Fair Use.

Who asks the question may affect both the question and the answer

How to promote more diversity within science research is a question posed in the book “Who’s Asking? Native Science, Western Science, and Science Education,” by Douglas L. Medin and Megan Bang, (2014, Massachusetts Institute of Technology). Our cultural background may impact not only what research studies are funded and performed but also which studies and which scientists are highlighted in textbooks and in science education classes. How science information is presented to students may impact whether they will be motivated to pursue further education in areas of science research.

Books and lectures that focus on researchers and history from Western science may bias the education of students from kindergarten through graduate school and may affect whether students seek further education in scientific topics. The authors of the book “Who’s Asking” present research regarding the idea that the cultural background we receive from our families and communities during our upbringing may create different viewpoints about the role humans have to play within nature. Stories from Native American cultures may place humans more within nature as a part of the greater whole. Stories from Western culture may place humans as separate from the rest of nature or even in a place of more importance than the rest of the natural world.

Within the book “Who’s Asking” (page 209-210) the authors share a list of education design principles which may help with developing a more culturally diverse science curriculum. The list had been hand written on a poster located in the researcher’s meeting room at the American Indian Center in Chicago, and I have slightly paraphrased it here:

  1. Use local, place based instruction and include hands-on experiences;
  2. Link program practices with community participation and try to incorporate practices which include community values, needs, language, and experiences;
  3. Try to see humans as part of nature rather than seeing nature as an externality, apart from humans;
  4. Organize practices around the idea that everything is related and has a role to play in the universe;
  5. Consider phenomena from a seasonal/cyclical perspective;
  6. Place science in an interdisciplinary or holistic perspective and invite the learner to view phenomena from multiple perspectives;
  7. Explore and address the relationships and tensions between Native science and Western science;
  8. And place science in social policy and community contexts that highlight the need for participation and leadership.

A more diverse curriculum may help motivate a more diverse group of students which may be just what our future needs.

We are part of nature, part of the world. Humanity may not be able to survive without the sea creatures that modify sulfur, iodine and selenium found in sea water into a form that can be used on land by humans and other land dwelling lifeforms. [1] We also may not be able to survive as a species if we didn’t have bees to pollinate our crops.

More of us need to start asking who’s going to protect the planet because it is our home, and it provides our air, our water, and our food supply.

Disclaimer: This information is provided for educational purposes within the guidelines of Fair Use.