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Q&A - Nutrition, growth and the developing brain
Prof. Maureen Black, University of Maryland, School of Medicine, Baltimore, USA
Friday, Oct. 23, 2015 · 11:49 a.m. · 11m 28s
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I believe the floor more expert
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question but Can you give us briefly to
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be it become three of those controlled
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and procedures that it and how you CD
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usable we will see perhaps you can
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watch to what the you would like to see
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regulation Yeah it you know the end
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quote controlling these studies is
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certainly one that is a serious one and
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going through a difficult control in
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India is far more difficult then going
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through it in the US and the US will
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not give permission into India gives
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permission it took us a year and a half
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to get the permission to do it. You
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know the yeah I I I think what happens
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is there are certainly studies that
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will show it is giving wiring does not
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have and effect and so it's not
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absolutely clear that how these studies
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work and if you could see in the high
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income children there was not and if
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that I I think part of my own sort of
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way of dealing with it is dealing very
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much we have our indian callings they
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are true partners in this process. So
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it's not parachuting in it at all. Um
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and we go through the you know the
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ethical standards just as we do with
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you know with with and stuff Uh on the
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little bits of problems that you say
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the early show but it's not on the
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radar screen what I was in medical to
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which was like century ago this that's
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the yeah the formal modelling exactly
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monkey later probably or finished sure
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absolutely essentially despite its
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control for the person and not
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devastating consequences. That's but
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you're right at absolutely bright those
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studies are really landmark studies
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that what in in terms of investment in
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early child development the investment
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has really not been there it's not
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there in in the the US and it's not
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there there's been very little public
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policy reaction very very little
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investment so that's what's coming but
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you're absolutely right the evidence
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it's been there for a long time yes. ah
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for just oh oh is that that's a select
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I'd I comment on since use oh oh I
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question were a it's you see I oh well
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that's I you know use is what I yeah
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what what what what we would be helpful
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because that is this is a small. So
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original records that this I I I just
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for for Thank you. I it's it it it's a
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wonderful comment and I absolutely I
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agree you know there is that there was
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this a statement it's spearheaded by
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the gabby in the it global health last
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year that I was part of and others who
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work hard out there were interested in
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child development we're certainly part
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of what has happened is that and the
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the the head of the un was talked about
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a child development along with the
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heads of WHO when units that and where
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the combination is is putting what the
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health sector dies including vaccines
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having child development be part of
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that as well. And it's so your comment
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is really right on that you know when
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we talk about the implementation in
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lower middle income countries often
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things are very sexual real. So there
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is a a health sector and the nutrition
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sector is certainly increased but the
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child development sectors sort of no
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where is it part of education well not
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really because the educators tend to
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begin at prime every school and they're
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indicators are all about primary
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school. So early child development
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suffers by not having an indicator the
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the closest indicator is standing and
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child development people are not
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satisfied with starting but so your
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comment is really right on and there's
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an yeah sorry I Agree that what happens
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is child development is more than a
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vaccination or more than a single shot.
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So you how you get and that there's a
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new landed series that is coming in two
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thousand sixteen that is very much how
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to port child development and hell
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together right the okay And so the from
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basically foundation. Thank you very
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much for this broader you the projects
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we responded we support are made short
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yelp then are exactly the like the one
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you mentioned as a we I would not of
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course challenge the fact that starting
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input is a big health risk until that's
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a with timing looking at the WE to
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growth occurs definition if you go back
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to the number of countries taken you
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should be you know to to establish the
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scrolls curves. I think the buttons you
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can countries what what was more and so
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I always had problems accepting these
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growth curves for a three population
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around the directory in a period wear
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malnutrition and are major problems
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both you'll you'll be all right if you
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got to to close so right now there is
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that we will between working since we
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don't power a hard point which
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challenges LEWHO both the international
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goals could and I think it's very
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important that we can rely on that it's
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a few but you can have faith. no I I
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think this certainly agree with your
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comment they were a you don't step
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forward from relying on either local
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references for the reference is used in
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the US but it's you know it is it is
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true it is striking in those these very
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barry countries that I think you saw
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similar growth but you know as with
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many things in science it's a step
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forward not necessarily the final step
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I oh well there was a little yellow but
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I wish I had a problem in and regard is
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that once a question ethics you failed
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to mention some stuff to Moody Allende
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was actually different yes that's true
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we have to we never know we're doing
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more it's true I can point about
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standing everybody who knew anything
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raised a hand and it's starting had
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worked outcomes. But I'd like to
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emphasise at least in my opinion is not
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that they were small. It's about sex
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that it would not have small that we
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should make that what you were making
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them small stresses and the apples I so
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that the they them small which gives
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them the address cool okay. So I case
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it what they do small not be small just
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yet what I would say is that there's
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also an outcome of being small. And
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what happens what are the consequences
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of the being small the expectations on
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a child to a small or reduced. So the
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expectations from a teacher or from a
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parent or from here may be reduced to
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the child to a small the child
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perceives of themselves as being
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potentially less competent less able to
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do things so there's not only one
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pathway that means that few minutes to
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and finally the EDI right you brought
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up the actual because it is a
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tremendous inflammatory and infectious
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try. This link back to the previous
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paper or to that period life. And the
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consumption of group. We should get a
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laboratory cells also I want to go to
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bed did the bottom so rubber right in
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and they implement on there was size
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building somebody should do you think
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Very short term general but that's
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that's the that's the two so we're
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concerned about that some kids don't
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get there by means because in the
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control room what we're looking at is
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into individual variability. So put
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everybody in the in the intervention
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group in the US how it will look in a
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relational data from baseline house
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technology. But then you can see data
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and you say I used are and how they
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stuff. So you can you both at the same
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hi without losing the inside. with it
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certainly there are other I you know
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other designs to to doing that and it
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is a it is the question one of the
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things that we do also that I didn't
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mention is that all of the children
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receive the you know will receive the
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fortification for than for the next
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year again the fortification is is very
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low income so it's just the
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distribution cost so yes that's good oh
Conference Program
Introduction to the 12th Nestlé International Nutrition Symposium
Thomas Beck, NRC Director
Oct. 22, 2015 · 8:57 a.m.
790 views
Introduction to Session I - Cognitive & Brain Development
Susan Gasser, Friedrich Miescher Institute, Basel, Switzerland
Oct. 22, 2015 · 9:04 a.m.
164 views
The development of a healthy brain
Michael Gazzaniga, University of California, Santa Barbara, USA
Oct. 22, 2015 · 9:16 a.m.
398 views
Q&A - The development of a healthy brain
Michael Gazzaniga, University of California, Santa Barbara, USA
Oct. 22, 2015 · 9:56 a.m.
Early influences on brain development and epigenetics
Stephen G. Matthews, University of Toronto, Canada
Oct. 22, 2015 · 10:49 a.m.
155 views
Q&A - Early influences on brain development and epigenetics
Stephen G. Matthews, University of Toronto, Canada
Oct. 22, 2015 · 11:29 a.m.
Building the physiology of thought
Rebecca Saxe, Massachusetts Institute of Technology, Cambridge, USA
Oct. 22, 2015 · 11:38 a.m.
226 views
Q&A - Building the physiology of thought
Rebecca Saxe, Massachusetts Institute of Technology, Cambridge, USA
Oct. 22, 2015 · 12:10 p.m.
Introduction to Session II - Cognitive Decline
Kathinka Evers
Oct. 22, 2015 · 2:02 p.m.
Brain health & brain diseases - future perspectives
Richard Frackowiak, CHUV University Hospital, Lausanne, Switzerland
Oct. 22, 2015 · 2:11 p.m.
120 views
Alzheimer's disease: genome-wide clues for novel therapies
Rudolph E. Tanzi, Massachusetts General Hospital, Charlestown, USA
Oct. 22, 2015 · 3:15 p.m.
Q&A - Alzheimer's disease: genome-wide clues for novel therapies
Rudolph E. Tanzi, Massachusetts General Hospital, Charlestown, USA
Oct. 22, 2015 · 3:59 p.m.
Immunometabolic regulators of age-related inflammation
Vishwa D. Dixit, Yale School of Medicine, New Haven, USA
Oct. 22, 2015 · 4:21 p.m.
160 views
Q&A - Immunometabolic regulators of age-related inflammation
Vishwa D. Dixit, Yale School of Medicine, New Haven, USA
Oct. 22, 2015 · 4:59 p.m.
Introduction to Session III - Nutrition & Cognitive Development
Pierre Magistretti, KAUST, Thuwal, Saudi Arabia and EPFL, Lausanne, Switzerland
Oct. 23, 2015 · 9 a.m.
Energy metabolism in long-term memory formation and enhancement
Cristina M. Alberini, The Center for Neural Science, New York University, USA
Oct. 23, 2015 · 9:16 a.m.
413 views
Q&A - Energy metabolism in long-term memory formation and enhancement
Cristina M. Alberini, The Center for Neural Science, New York University, USA
Oct. 23, 2015 · 9:53 a.m.
Building the costly human brain: implications for the evolution of slow childhood growth and the origins of diabetes
Christopher Kuzawa, Northwestern University, Evanston, USA
Oct. 23, 2015 · 10:29 a.m.
Q&A - Building the costly human brain: implications for the evolution of slow childhood growth and the origins of diabetes
Christopher Kuzawa, Northwestern University, Evanston, USA
Oct. 23, 2015 · 10:57 a.m.
Nutrition, growth and the developing brain
Prof. Maureen Black, University of Maryland, School of Medicine, Baltimore, USA
Oct. 23, 2015 · 11:09 a.m.
152 views
Q&A - Nutrition, growth and the developing brain
Prof. Maureen Black, University of Maryland, School of Medicine, Baltimore, USA
Oct. 23, 2015 · 11:49 a.m.
Introduction to Session IV - Decline & Nutritional Intervention
Tamas Bartfai, The Scripps Research Institute, La Jolla, USA
Oct. 23, 2015 · 12:48 p.m.
179 views
On multi-domain approaches for prevention trials
Miia Kivipelto, Karolinska Institutet, Stockholm, Sweden
Oct. 23, 2015 · 1:04 p.m.
218 views
Q&A - On multi-domain approaches for prevention trials
Miia Kivipelto, MD, PhD, Karolinska Institutet
Oct. 23, 2015 · 1:39 p.m.
Methodological challenges in Alzheimer clinical development
Lon S. Schneider, Keck School of Medicine of USC, Los Angeles, USA
Oct. 23, 2015 · 1:49 p.m.
124 views
Q&A - Methodological challenges in Alzheimer clinical development
Lon S. Schneider, Keck School of Medicine of USC, Los Angeles, USA
Oct. 23, 2015 · 2:32 p.m.
We are what we remember: memory and age related memory disorders
Eric R. Kandel, Columbia University, New York, USA
Oct. 23, 2015 · 3:03 p.m.
231 views
Concluding Remarks
Stefan Catsicas, Chief Technology Officer, Nestlé SA
Oct. 23, 2015 · 3:50 p.m.
168 views