Epigenetics – beyond genes

Key text

Box 1: RNA interference and epigenetics
Box 2: RNA interference and plant technology
Box 3: The Human Epigenome Project
Activities
Further reading
Useful sites
Glossary

Key text

Inside every plant and animal cell the genes provide instructions on how to grow, multiply and function. But not all genes are used at all stages of development, in all types of cells. Epigenetic factors can regulate the amount of gene activity, influencing the growth and appearance of an organism. What’s more, epigenetic factors appear to be inherited by the following generations.

Understanding epigenetics is fundamental to understanding how cells work because malfunctions in epigenetic control of gene activity have been implicated in cancer, cardiovascular disease and several inherited genetic conditions.

Types of epigenetic factors

There are several epigenetic ways in which gene activity can be prevented or controlled, including modification of histone proteins, DNA methylation and RNA interference (Box 1: RNA interference and epigenetics). For any of these methods of gene regulation, the absence of the protein product of the gene causes a change in the function or development of the cell.

Role of DNA methylation in regulating gene activity

DNA methylation prevents the expression of genes by altering the amount of messenger RNA. Enzymes attach chemical tags called methyl groups to thebases from which DNA is made. But not all bases in DNA are methylated. The most common site for methylation to occur is a cytosine base followed immediately by a guanine base – a combination of base pairs known as a CpG.

The CpG combination of base pairs is relatively rare in most of the human genome, but occurs with unusual frequency at points known as ‘CpG islands’, which are often found in the promoter region of genes. Promoter regions are found at one end of a gene and control the level of gene activity.

The tagging of CpG’s in promoter regions with methyl groups decreases the amount of RNA made from the gene, so it is said to ‘silence’ the gene. In normal cells, promoter regions are mostly free of methylation, while CpG’s outside the promoter region are almost always methylated.

DNA methylation in plants

DNA methylation in plants is more diverse than in animals. In addition to methylating CpGs, plants also methylate the cytosine at CpNpG and CpNpNp sequences, where N can be any base. Plants also have a greater variety of enzymes involved in methylating DNA than animals. Methylation of plant DNA occurs in transposon sequences, regions of repeated DNA sequences and in the coding region of genes.

DNA methylation patterns are heritable

Once a gene has been methylated, all the daughter cells from that cell retain the methylation, making it a heritable change. Changes made to DNA are perpetuated every time the cell divides: eventually, many cells carrying the modification will exist. Age and environmental factors can change the amount of DNA methylation that occurs during a lifetime. Inappropriate methylation of genes is implicated in diseases such as cancer and atherosclerosis (hardening of the arteries). Some genetic conditions are caused by inappropriate over or under methylation of the same region of DNA, such as Prader-Willi and Angelman syndromes.

Although most methylation is thought to be ‘reset’ when sperm and eggs are formed by meiosis, there is evidence that the methylation pattern of some genes can be inherited by offspring. This is causing a stir in biology, because it suggests that environmental stresses such as smoking or malnutrition experienced in a lifetime can have health impacts on that person’s descendants for several generations.

The link between DNA methylation and cancer

Cancer is now recognised as both a genetic and epigenetic disease. While some types of cancers can be inherited, other cancers result from changes to DNA that accumulate throughout life. Whether inherited or spontaneous, cancer is caused by a change within a gene or series of genes, resulting in uncontrolled cell growth and multiplication.

Only a small number of the roughly 20,000 to 25,000 genes in humans are associated with cancer. There are three types of cancer-causing genes:oncogenes, tumour suppressor genes and DNA repair genes. Increasing evidence suggests that abnormal methylation of tumour suppressor genes, which causes a loss of normal function, plays a pivotal role in the development of many cancers.

The DNA in cancer cells often has a methylation pattern radically different to that found in normal cells. The promoter regions of genes in healthy cells are normally free of methylation, while the rest of the genome is heavily methylated. The reverse is true in most cancer cells, where the promoter regions are heavily methylated and entire regions of the genome can be abnormally suppressed or inactive.

DNA methylation, diet and the environment

Because DNA methylation can be affected by diet, stress and other environmental factors – including heavy metals, pesticides, diesel exhaust and tobacco smoke – it is one mechanism to explain how many dietary and environmental risk factors contribute to the development of cancer.

To maintain normal DNA methylation patterns, several essential nutrients are required from the diet, including a source of methyl groups (eg, methionine or choline) and folate. Folate – found in green vegetables, legumes, oranges, and fortified juice and cereals – has attracted attention because a diet low in folate is thought to increase the risk of developing colorectal cancer.

Phytochemicals are also being studied in mice and laboratory-grown cancer cells for their affect on DNA methylation. Genistein, one of the main phytochemicals in soy products, reactivates genes silenced by methylation and slows the growth of cancer cells. This is one mechanism proposed to explain why death rates from prostate cancer are low in men from countries with soy-rich diets, such as Japan.

Age related cancers

DNA methylation is a dynamic process, with the enzymes involved constantly working to methylate and demethylate CpG sites throughout the genome. These processes aren’t perfect, and over time mistakes in DNA methylation can start to accumulate. Inappropriate methylation patterns can lead to inactivation of genes that should be expressed, which poses a particular problem when those genes are tumour suppressor genes vital for controlling normal cell growth. Age-related methylation is now thought to be one of the reasons cancer risk increases with the passing of the years.

The Human Epigenome Project

Research into epigenetics has already provided new and exciting advances in plant technology (Box 2: RNA interference and plant technology), potential cancer treatments and new tools for researchers trying to identify the function of genes. In recognition of the importance of DNA methylation in epigenetics, it is now the subject of the multi-million dollar Human Epigenome Project (Box 3: The Human Epigenome Project).

Related Nova topics:

Biology meets industry – genomics, proteomics, phenomics

More food, cleaner food – gene technology and plants

The Human Genome Project – discovering the human blueprint

Box 1: RNA interference and epigenetics

RNA interference is a natural defence mechanism to control levels of gene activity where small segments of RNA cause messenger RNA to be degraded before it is translated into protein.

RNA as a regulator of gene activity

The discovery of RNA interference began in plants, when researchers tried to engineer petunia plants to produce more coloured pigment in flowers, by adding extra copies of a gene responsible for pigment formation. Instead of an increased amount of pigment, they found that many of the flowers lacked pigment. The extra copies of the gene were somehow suppressing the activity of the original gene. Later, researchers discovered that small RNAs were present in suppressed plants, that were absent in non-silenced plants.

Continued research revealed an entirely new way of regulating gene activity that involved small RNAs.

Types of small RNAs

Small segments of RNA generally come in two varieties: small interfering RNAs from invading viruses and microRNAs that are encoded by genes in the cell. As research continues, new types of small interfering RNAs are being identified, particularly in plants.

Small interfering RNAs

Unlike DNA, RNA normally exists only in the single-stranded form in a cell. Because the genetic material of some viruses is made from double-stranded RNA, cells treat the presence of double stranded RNA as a sign of infection by a virus.

When double-stranded RNA is found in the cell, it is chopped into short sequences of between 21 to 24 bases in length, and is then used as a guide to find and destroy single-stranded messenger RNA with the same sequence of bases. This mechanism helps prevent the invading virus from using the cell’s machinery to reproduce.

Researchers can ‘trick’ the cell into destroying the messenger RNA from one of its own genes by deliberately introducing double-stranded RNA with the same nucleotide sequence as a gene to be silenced. Because the messenger RNA is destroyed before it can be translated into a protein, the normal appearance or function of the cell is changed.

Small interfering RNAs and methylation of DNA in plants

In plants, small interfering RNAs can also trigger the methylation of DNA. Small RNAs that are similar in sequence to a region of DNA, cause the DNA to be methylated. The details of the mechanism are not yet fully understood, but it represents yet another way to control the level of gene activity.

MicroRNAs

Thousands of microRNAs have been identified in many species, including humans, but their role in the cell was a mystery until recently.

MicroRNAs are regulators of embryo development, cell replication, plant development and stress responses. Because they are involved in timing of cell development and metabolism, any change to them can trigger cancer. Researchers have discovered that cancer cells contain less microRNA than healthy cells, and each type of cancer has its own distinctive microRNA fingerprint. MicroRNAs are also known to regulate the expression of c-Myc, an oncogene that is implicated in 15 per cent of human cancers.

The discovery of microRNA and its role in development has led to a new appreciation of parts of the genome that were once considered ‘junk DNA’.

Related sites

• Flash animation: Mechanism of RNA interference (Nature Reviews Genetics, UK)
• RNA interference and gene silencing: History and overview (Ambion, USA)
• RNAi (NOVA scienceNOW, Public Broadcasting Station, USA)

Box 2: RNA interference and plant technology

Hairpin RNA interference (RNAi) is a gene silencing technology developed by CSIRO that is used to develop new plant traits. It makes use of the ability ofRNA to fold back on itself to form a ‘hairpin’ shaped piece of double stranded RNA. The hairpin RNAi triggers the cell’s RNA interference mechanisms to degrade messenger RNA from the target gene, reducing or completely silencing its expression.

Hairpin RNAi has been used to create plants such as the blue rose, virus-resistant wheat and barley, and cottonseed that makes healthy food oils.

Hey true blue

While roses have long been available in a wide range of colours, the holy grail of rose breeders, the blue rose, has proved impossible to achieve using standard plant breeding methods. Victoria-based company Florigene Pty Ltd have used hairpin RNAi to create the world’s first true blue rose. These roses have their natural pigment removed by hairpin RNAi, and genes from the pansy and the iris added to allow them to make a blue pigment instead.

Virus resistant wheat and barley

Hairpin RNAi has been used to develop varieties of wheat and barley that are immune to yellow dwarf virus. By targeting segments of viral genes with RNAi, the transgenic cereal plants are made immune to this costly disease.

Healthier cottonseed oil

Cottonseed oil is used to make cooking oils and margarines, but the process used to treat the oil to prolong shelf life and make it suitable for cooking creates unhealthy trans fats, which raise blood cholesterol levels. Using harpin RNAi, CSIRO has developed a cottonseed oil that is high in oleic acid, which makes it suitable for cooking purposes without the need for treatment.

Genetic research

RNA interference is providing scientists with new tools to study the function of genes. By observing the effect of ‘knocking down’ (reducing) or ‘knocking out’ (eliminating) the amount of a protein, researchers can deduce its normal function in the cell. RNA interference offers advantages over the traditional method of inducing mutations to silence genes, because it can be used to reduce, rather than completely eliminate, gene function. This allows researchers to study the function of gene products whose complete absence results in the death or severe malfunction of the cell.

Related sites

• CSIRO, Australia
  • About CSIRO’s hairpin RNAi
  • Healthier cottonseed oil
  • Wheat with immunity to Barley Yellow Dwarf Virus
  • World’s first blue rose
  • Omega-3 oils in grains

Box 3: The Human Epigenome Project

Following the Human Genome Project, which was completed in 2003, the latest addition to the big human biology research efforts is the Human Epigenome Project (HEP), run by the Human Epigenome Consortium. The project aims to identify, catalogue and interpret the DNA methylation patterns of all human genes in all major tissues.

The Human Epigenome Consortium began with a pilot study in 2003 into the methylation patterns of a region of chromosome 6. This region carries genes crucial to the human immune system that have been implicated in many diseases, particularly autoimmune diseases such as diabetes and rheumatoid arthritis.

The study examined about 0.4 per cent of the genes in the human genome, identifying CpG positions that are variably methylated and involved in modifying gene activity. The study also developed automated methods to rapidly and accurately identify methylation patterns in a genome, simplifying the analysis of larger sections of the human epigenome.

In June 2006, the project released DNA methylation profiles of chromosomes 6, 20 and 22 for 12 different tissue types. The data accumulated by the project is publicly available for use in non-commercial research efforts.

Related sites

• Human Epigenome Project (Human Epigenome Consortium)
• Human Epigenome Project – up and running (Public Library of Science, Biology)
• Human gene on/off switches to be mapped (New Scientist, 7 October 2003)

Activities

• National Human Genome Research Institute (USA)
  • The Human Genome Project: Exploring our molecular selves – a multimedia education kit. You can download component parts separately (eg, ‘How to sequence a genome’, ‘Ethical, legal and social implications’). (Requires QuickTime)
• Oak Ridge National Laboratory (USA)
  • Your genes, your choices – presents seven case studies about genetic information.
• National Human Genome Research Institute (USA)
  • The ethical, legal and social implications of genetic knowledge – using a number of vignettes, students learn about using logical guidelines to evaluate information and arguments used in decision-making about genetic information.
  • Genetic timeline – students construct a timeline that allows them to see how technology, and specifically biotechnology, affects the progress of scientific discoveries.
• DNA Interactive, Cold Spring Harbour Laboratory, USA
  • DNAi teacher guide – provides activities about DNA structure, model organisms, genome mining, human origins and dealing with controversy.
• Public Broadcasting Service, USA
  • Explore a stretch of code – students locate specific base sequences in a gene to learn about their function.
  • Camp-in curriculum: Genetics – provides activities about heredity, observing differences and similarities in a population and how inheritance works.
  • Genetic research: Decisions to be made – students learn about current genetic research and its ethical implications.
  • The Human Genome Project: Talk show time – suggests different points of view that students could present during a role play activity.
• Nobel.org, Sweden
  • Control of the cell cycle – students take on the job of cell division supervisor.
  • The genetic code – students learn about the DNA code by playing the ‘Crack the code’ game.
• Science NetLinks, American Association for the Advancement of Science
  • Mitosis – students make physical representations of the chromosomes in the stages of cell division.

Further reading

Useful sites

Inheritance… more than just genes information sheet (CSIRO, Australia)

Provides information about epigenetics, or non-gene factors, that affect traits in plants.

http://www.csiro.au/csiro/content/file/pfbb,,.html

• A three part series on epigenetics (October/November 2009, Dr Karl’s Great Moments in Science)Part I: Ladder of life mysteries amaze
  Provides an introduction to epigenetics, including how famine during World War II changed the DNA of pregnant women.

  http://www.abc.net.au/science/articles/2009/10/21/2720208.htm

  Part II: Bee gene research solves royal riddle
  Describes Australian research that showed how royal jelly affects how DNA is read to produce queen bees.
  http://www.abc.net.au/science/articles/2009/10/27/2725524.htmPart III: Good-natured lifestyle nurtures cancer-fighting DNA
  Explains how lifestyle can affect DNA of prostate cancer cells to help fight cancer.

  http://www.abc.net.au/science/articles/2009/11/04/2733310.htm

• Epigenetics (The Science Show, 7 February 2009)
  Transcript of an interview discussing epigenetics in general, as well as research into yeast and human epigenetics.

  http://www.abc.net.au/rn/scienceshow/stories/2009/2484325.htm

Epigenetics (The Science Show, 7 February 2009, Australian Broadcasting Corporation)

Transcript of an interview discussing epigenetics in general, as well as research into yeast and human epigenetics.

http://www.abc.net.au/rn/scienceshow/stories/2009/2484325.htm

• Cancer, genes and inherited predisposition overview
  Summarises how cancer develops and provides a list of important points to remember about cancer.

  http://www.genetics.com.au/pdf/factsheets/fs47.pdf

• X chromosome inactivation
  Describes the process of inactivation of the genes on one of the X chromosomes in females by methylation.

  http://www.genetics.com.au/pdf/factsheets/fs14.pdf

• Genetic imprinting
  Describes genetic imprinting caused by methylation of genes from either a mother or father.

  http://www.genetics.com.au/pdf/factsheets/fs15.pdf

Provides information on genetics including the probability of inheritance and exceptions to simple inheritance.

http://anthro.palomar.edu/mendel/Default.htm

• Genetics of development
  Examines how molecules work to coordinate the genetic information of an entire organism.

  http://www.learner.org/channel/courses/biology/textbook/gendev/index.html

• Cell biology and cancer
  Covers the causes of cancer and treatments, tumour biology and angiogenesis.

  http://www.learner.org/channel/courses/biology/textbook/cancer/index.html

A series of tutorials that use graphics and simple text to provide information about cancer.

• Cancer

  http://www.cancer.gov/cancertopics/understandingcancer/cancer

• Cancer Genome Project

  http://www.cancer.gov/cancertopics/understandingcancer/CGAP

• Cancer and the environment

  http://www.cancer.gov/cancertopics/understandingcancer/environment

Uses animations to describe aspects of cancer. Includes the sections ‘Hallmarks of cancer’, ‘Causes and prevention’, ‘Diagnosis and treatment and ‘Pathways to cancer’.

http://www.insidecancer.org/

A collection of articles and web resources on epigenetics, including DNA methylation, RNA interference and histone modification.

http://www.sciencemag.org/feature/plus/sfg/resources/res_epigenetics.dtl

Glossary

base (in DNA). Any one of four nitrogen-containing bases (adenine, thymine, guanine and cytosine). The sequence of the bases in DNA determines the sequence of amino acids in all proteins found in living things.

base pairs. Two bases held together by weak chemical bonds. The double helix shape of DNA is dependent on its two strands being held together by the bonds between the base pairs. In DNA, the bases that pair are adenine with thymine and guanine with cytosine.

chromosome. A long DNA molecule that contains the genes of the organism. Chromosomes are visible in cells during cell division.

DNA (deoxyribonucleic acid). The nucleic acid forming the genetic material of all organisms, with the exception of some viruses which have RNA. DNA is present in the nucleus and other organelles such as mitochondria and chloroplasts.

DNA repair genes. Encode proteins that correct mistakes in DNA caused by incorrect copying during replication and environmental factors such as by-products of metabolism, exposure to ultraviolet light or mutagens. The DNA repair process must operate constantly to correct any damage to the DNA as soon as it occurs. For more information about the role of DNA repair genes in cancer see Genetics of cancer (Learner.org, USA).

enzyme. A protein that acts as a catalyst. Every chemical reaction in living organisms is facilitated by an enzyme.

epigenetics. Is the study of heritable changes in gene activity that occur without a change in the sequence of the genetic material. Epigenetics literally means ‘in addition to genetics’.

gene. The basic unit of inheritance. A gene is a segment of DNA that specifies the structure of a protein or an RNA molecule.

genetic conditions. Those conditions or diseases that result from abnormalities in chromosomes or DNA, and are inherited.

genome. The total genetic material of an individual or species.

histones. Proteins found associated with DNA in eukaryotic cells that play a role in gene regulation. The DNA winds around the histone protein to form chromatin. For more information about the role of histones see The nucleus (Kimball’s Biology Pages, USA).

messenger RNA. RNA molecule that is transcribed from DNA and is used to direct the synthesis of a protein.

meiosis. A division of the nucleus that involves the separation of pairs of chromosomes into different cells. Meiosis takes place in the reproductive organs of sexually reproducing organisms. Meiosis involves two nuclear divisions, both of which may take place before division of the cell itself is complete. The eventual result is four cells, each with half the number of chromosomes present in the original cell. Crossing over of chromosomes during meiosis creates new combinations of genes in the progeny that were not present in either adult. For more information see How cells divide: Mitosis versus meiosis (Public Broadcasting Service, USA).

mutation. A change in the DNA sequence of a gene that may be harmful or beneficial. It is the only process that actually leads to new forms of a gene, and it is the ultimate source of all variation.

oncogenes. Mutated forms of genes which produce protein products that normally enhance cell division or inhibit normal cell death. For more information see Genetics of cancer (Learner.org, USA).

promoter. The DNA sequence adjacent to the coding sequence of a gene, which interacts with inducers or repressors and RNA polymerase to determine whether that gene is active or not.

protein. A large molecule composed of a linear sequence of amino acids. This linear sequence is a protein’s primary structure. Short sequences within the protein molecule can interact to form regular folds (eg, alpha helix and beta pleated sheet) called the secondary structure. Further folding from interaction between sites in the secondary structure forms the tertiary structure of the protein.

Proteins are essential to the structure and function of cells. They account for more than 50 per cent of the dry weight of most cells, and are involved in most cell processes. Examples of proteins include enzymes, collagen in tendons and ligaments and some hormones. For more information see Protein structure and diversity (Molecular Biology Notebook, Rothamsted Research, UK).

RNA (ribonucleic acid). A nucleic acid similar to DNA. There are a number of types of RNA, the major ones being messenger RNA, transfer RNA and ribosomal RNA. RNA can serve as a messenger between DNA and proteins, as a structural molecule, as an enzyme and as regulators of gene expression. In some viruses RNA is the genetic material. For more information see Introduction to RNA and its functions (University of Newfoundland, Canada).

tumour suppressor gene. Genes that encode proteins that normally repress cell division or enhance cell death. For more information see Genetics of cancer (Learner.org, USA).

In order to find the correct remedy for a brain condition one does not have to know all the ‘causative’ factors for the mental condition.  Most of the time there is more than one reason and knowing all these reasons does not usually help one to select the most appropriate remedy.

The remedies in the summary below I have selected because they are all indicated for the mind that has become very slow. The healthy brain normally has the capacity to learn, remember, sort out and then respond in a meaningful way to an extraordinary amount of information every day.  In the impaired brain we find that many times the brain does not seem to register the information in the first place, if it does then often it can not transmit this information at a normal speed and then finally it can not process the thoughts into an action or creative intelligent response. We need many remedies to choose from because as one can see there are many functions that can go wrong, each producing a unique set of symptoms.

This list below is not complete and if you are considering homeopathy as an answer to this condition I recommend you find a qualified classical homeopathic practitioner to help you. Many of these remedies I have used for children of various ages. One has to be sure to select the correct remedy, correct potency of the remedy and then determine how often to take it – again this requires some professional training.

Helleborus Christmas Rose

Guiding Symptoms

• BRAIN TROUBLES (1,2,3) – what he sees, hears, tastes makes no impression on the  mind
• REFLECTS LONG BEFORE ANSWERS QUESTIONS (1,2,3)
• SLOW and FORGETFUL (1,2,3)
• Has to CONCENTRATE on EVERYTHING HE DOES (1,2,3)
• DULL (1,2,3)
• SENSORIAL DEPRESSION (1,2,3)
• INVOLUNTARY SIGHING (1,2,3)
• Staggers, walks inattentively; awkward, clumsy (1,2,3)

Modalities and General Symptoms

• < COLD AIR (1,2,3)
• < Part of body becoming cold (1,2)
• < Room full of people (1,2)
• < 4-8 pm         (1,2,3)
• < Strong concentration (1,2,3)
• < Thinking of complaints (1,2,3)
• > Open air (1,2,3)
• > Pressure (1,2)
• > Distraction (1,2)
• > Strong attention (1,2)

Psychology

• DIFFICULTY CONCENTRATING (1,2,3)
• ANSWERS SLOWLY with GREAT EFFORT (1,2,3)
• MIND IS COMPLETELY BLANK (1,2)
• INVOLUNTARY SIGHING (1,2,3)
  COMPLETE UNCONSCIOUSNESS                                                              
• Answers confusedly as if thinking of something else (1,2,3)
• Feeling of HELPLESSNESS (1,2)
• STUPEFACTION and MENTAL DULLNESS (1,2,3)
• Sensation as if head is empty (1,2)
• Sadness and despair (1,2)
• Thoughtless; staring (2,3)
• Ailments from homesickness (1,2)

Pathology

• Head injury with mental dullness and confusion (e.g. from concussion or brain surgery) (1,2,3)
• Alzheimer’s Disease, ataxia, coma, dementia, encephalitis, meningitis (2)
• Headache with stupefaction; Everything appears too bright (1,2,3)
• Colitis or ulcerative colitis with mucous and copious, watery stools (2)
• Feeling as if rectum were completely closed (3)
• Suppressed urine (3)
• Wandering pains (2)

Cases

The patient was a 15-year-old male. He had a normal build and was five feet, six inches tall.
The case was given by his mother: cannot learn (3); makes him feel worthless and depressed (2). Cannot comprehend the instructions; school has been like a torture all of his life.  Was considered “learning disabled” until a recent IQ test. IQ = 139. Has been in some special education classes. Has problems with writing; composition, handwriting, and punctuation are all poor. Sensitive (2) – Teacher is very critical. On a recent term paper assignment, every student except the patient followed the instructions accurately.  Is failing three courses this year, disorganized (2), absent-minded (2), doesn’t remember to take papers to school even when his mother puts them out and reminds him. “Preoccupied” (2), as if he is far away; it is hard to have a conversation with him.  If under stress at school (i.e. , doesn’t know an answer) and his teacher pressures him, he says “I can’t do it” (2) or rages (2). On a couple of occasions each school year, he would hold his head and run out of the room screaming. In grade school, he would lie on the floor holding his head, saying “Leave me alone. Leave me alone.”  Teachers say he doesn’t try in school.  Worse with consolation (2); better after being left alone for a while. Doesn’t even like his mother to sit close to him when is upset. He gets up and moves away; as a child, he would run from her. “It’s as if he cannot take any more input of any kind.” In grade school, he asked to have his desk turned toward the wall; he didn’t want to face the other children. ”I can’t do anything right.” Becomes frustrated when something doesn’t work perfectly (2). Sometimes will break things (2), something he has made, in his rage. Holds his head (3), with a tormented expression (3), when trying to do schoolwork.  Yet is competent at building and flying intricate remote-control airplanes. His peers in this activity are all adults. Awkward; drops things (2).  Poor appetite (1); prefers cold drinks (1).  Desires salt (1); likes sweets. Averse to vegetables (3).  Low energy between 4 and 6 p.m. (2); lies down after school; cannot do homework until 7 or 8 p.m. (2).  Doesn’t do chores at home; seems to be because of a tiredness (2).

Comparisons

Alum – Mental dullness, poor memory, difficulty concentrating, slow to answer, < 4pm

Ph-Ac – mental weakness, indifference and apathy, slow to answer

Cocc – Mental dullness and stupefaction, speaks slowly, clumsy/poor coordination

Sources

New Synoptic One – Frans Vermeulen (1)
Desktop Guide to Keynotes and Confirmation Symptoms – Roger Morrison (2)
http://www.vithoulkas.com/ (3)

Magnetis Polus Arcticus

Guiding symptoms

• SLOW TO LEARN – ESPECIALLY WITH MATH.
• She sits all day looking at the math questions but is unable to execute any solutions.
• Ingrown toe nails.
• Great drowsiness; he must yawn^{1, 4}- In the evening he was overcome by great sleepiness, all the limbs felt paralyzed and bruised. By day always sleepy; day sleep. Very deep, sound sleep, especially towards morning, he could not sleep enough in the morning^{1, 2, 4}
• Vertigo^{1, 2, 4}- Feeling as though will fall on either side, walking he staggers to and fro.
• Slowness of Mind- feels as if intelligence were suspended, cannot think accurately, sensation of intoxication, weak memory.^{1, 4} Makes mistakes easily^{2, 4},
• Violent headache- soreness and bruised feeling on the surface of the brain, as if smashed in one half of the brain. ^{1, 2, 4}
• Stitches in the eyelids, Twitching and drawing in the eyelids¹

Modalities and general symptoms

• Itching and stitches¹-  throughout the body, the left side^1,2
• VIOLENT HEADACHES^{1, 2, 4}
• Heaviness of the limbs- as if lead were in the blood vessels¹
• Deception of the sense of smell^{1, 2, 3, 4}
• Affections of the eye and eyelids^{1, 2, 4}
• LEFT-SIDED

Psychology

• Slowness of mind^1,2,3, cautious mind³, slowness of work³
• About 2 a.m. half waking with much inner consciousness, great wealth of thoughts and lively memory; he thinks of an important subjects in the best form in a foreign language with which he was not very conversant, almost as if in a zoo-magnetic sleep-talking state; but when fully awake he cannot remember distinctly the subject of his thoughts^{1, 2, 4}
• Anxious, dejected, fainthearted, inconsolable disposition, that caused him to make self-reproaches,^{1, 2} Sadness, in the evening ; he had to weep, contrary to his will, after which his eyes felt sore²
• Anxious scrupulosity, excessive, too conscientious concern,^{1, 2} Indolent mind²
• Hasty, hurried^1,2

Pathology

• Drawing in the eyelids and lachrymation (tearing)
• Itching in the eyelids
• In the morning on awaking, in bed, painful dry feeling of the eyelids
• COLDNESS OF THE WEAK EYE, AS IF A LUMP OF ICE LAY IN THE ORBIT INSTEAD OF THE EYE^{1, 2, 4}
• Restless motion of the eye
• TOOTHACHE^{2, 3, 4}
• Frequent eructation of nothing but air^1,2
• Inguinal hernias^{2, 4}
• Gurgling in the abdomen, as if much flatulence were incarcerated, which causes also a twisting about that mounts up into the scrobiculus cordis and occasions eructation^1,2- wakes up with the most violent colic
• Hard, large sized, rare stool, passed with difficulty, A shooting pinching in the rectum^1,2
• Dark urine- Very copious discharge of urine, for more than one day¹
• ACHING/PRESSURE IN THE REGION OF THE HEART^1,2, Sudden oppression of the chest, with anxiety²
• A TREMBLING IN THE PARTS TOUCHING THE MAGNET
• Cold sensation on the place of application of the magnet
• At night collection of saliva in the mouth, so profuse that each time he wakes the pillow is quite wet.^{1, 2, 4}
• RESTLESS SLEEP^{2, 4}
• Chill, shivering
• Cold sweat on the hands and soles of the feet^1,2

Cases

Comparisons
Taxus brev,
Antidoted by: M. p. aust., Ign., Zn.
Compare: Sensation as if teeth being pulled out, Ipec. < Raising arm, Bar. c., Con., Cup., Fer. One cheek red, Cham. See also under Magnetis p. amb

Sources

Hahnemann, Samuel. Materia Medica Pura. http://www.hpathy.com/materiamedica/hahnemann-materia-pura/magnetis-polus-arcticus.asp

Allen, Henry Clay, The Materia Medica of the Nosodes. http://www.homeoint.org/seror/nosodes/magnetispolusarticus.htm

Kent. Materia Medica. http://www.homeoint.org/hidb/kent/m/mag-arct.htm

Clarke, John Henry. Dictionary of Practical Materia Medica. http://www.farmaciasantantonio.it/Homeoint/clarke/m/m_p_arct.htm

Baryta Carbonica

Guiding Symptoms

• IMMATURITY – Especially indicated for INFANCY and OLD AGE (1,2,3)
• MEMORY LOSS (1,2,3)
• MENTAL WEAKNESS (1,2,3)
• BASHFUL, SHYNESS and TIMIDITY (e.g. child hiding behind mother) (1,2,3)
• TAKES COLD EASILY (1,2,3)
• SELF CONSCIOUS – Strong feeling of incompetence or being ugly (1,2,3)
• SUSPICIOUS –  idea of being laughed at, talked about, watched or mocked (1,2,3)
• IRRESOLUTION, weakness of will and memory (1,2,3)

Modalities and General Symptoms

• CHILLINESS, SENSITIVITY TO COLD (1,2,3)
• Delayed development (1,2,3)
• WEAKNESS after EATING (1)
• Disturbed sleep (1)
• < Company, cold damp, left side, heat of sun or stove, eating, morning, bread
• >Cold food, warm wrap, alone, walking in open air, standing, motion, not thinking of their problem (distraction)

Psychology

• CHILDISHNESS in old people (1,2,3), senility, silliness, CVA
• SLOW, INEPT and BACKWARD (1,2)
• DELAYED DEVELOPMENT (1,2,3) – SLOW LEARNING TO WALK, TALK AND READ
• POOR SELF-CONFIDENCE, dependant (1,2,3)
• HOMESICKNESS (1)
• COMPREHENSION DIFFICULT, and DIFFICULTY MAKING DECISIONS (1,2,3)
• Anxiety, fears, BITE NAILS, feel worthless, insecure (2)
• GREAT PASSIVITY (1,2)
• Won’t play, has no friends, fears strangers (1,2)
• Fearful (1,2,3)

Pathology

• ENLARGED GLANDS (1,2,3)
• Children with SWOLLEN TONSILS, and backward physically (e.g. dwarfish) (1,2,3)
• Immaturity or atrophy of some parts of the body (genitalia) (1,2,3)
• Abdomen is HARD and TENSE (3)
• Offensive foot sweat (1,2,3)
• Baldness (1,2,3)
• Low sex drive, impotence (1,2)
• Stroke/CVA/ arteriosclerosis, prostate problems in elderly (2,3)

Cases

Meningitis as a child; aged 7; her mother has reported “never the same after this.” This event was significant as her father was away, and her mother was sick, so no-one visited her in the hospital. This is her first registered feeling of abandonment. After she was released she had to catch the tram home; “this was actually good as it gave me time to think before I got home about the fact that no-one visited me.” She did not learn how to speak until the age of 10; and although speech classes commenced at 5 years of age, she could not finally talk until 10 years of age. The significance of this is that she would not have been able to explain how she felt; nor would she have been able to communicate to the nurses and doctors in the hospital.

She has considerable trouble reading for longer than 30 minutes; this is an issue in her work. She suffers with low energy. Speaking is very slow; she is slow to respond to questions. There was a history of violence towards the mother, from her father. Her parents separated when she was 10; divorced when she was 13 yrs old, and she was sent to boarding school at 15 years of age. Boarding school was something she wanted as it allowed to get away from home, and find security within the school community. In her private life outside of work she is involved in pastoral care within the church. She is currently studying Theological studies. She did not learn how to speak until the age of 10. Her older brother was the only person in the family who knew what she wanted, and was her voice. Until the age of 10 years of age; he would translate her every need. She tells me also that her mother said she was extremely frustrating as she “was stubborn and difficult, as a child, and slow to learn scholastically.” Although speech and reading was much delayed she was always very good at mathematics.

Comparisons
Calc – mental slowness, swelling of glands, offensive foot sweat
Lyc – feelings of inferiority, anxiety, fear of people, offensive foot sweat, impotence, distended abdoment
Puls – dependent, passivity, recurring infections in children

Sources:                  
New Synoptic One – Frans Vermeulen (1)
Desktop Guide to Keynotes and Confirmation Symptoms – Roger Morrison (2)
http://www.vithoulkas.com/ (3)

Taxus brevifolia - Yew tree

Guiding symptoms

• CLOUDY DETACHMENT AND ISOLATION^{1, 2}- a feeling of not being in reality, detached and not present, Aversion to conversation, Aversion to external stimulation and interaction with people.
• SLOWNESS OF MIND^{1, 2}- slow to learn and forgetful, impaired concentration, difficult to learn to read
• TERROR, VIOLENCE, ABUSE- anxiety of, dreams of
• Falls asleep at school.

Modalities and general symptoms

• Headaches that were better from lying down and worse from standing¹, sharp piercing headaches², more around the eyes and associated with the sinuses²
• Mouth/Gums²- pain, tenderness, puffiness, itching and tingling, eruptions
• Sleepy feelings during the day^{1, 2}
• Generally more chilly than usual¹
• Stomach pain and cramping^{1, 2}
• Thirst for water^{1, 2}

Psychology

• Cloudy Detachment and Isolation¹, Spacey, fog, disorientation, disassociated, floaty, lost²
• Irritability With People¹
• Depression- the whole world is too much¹, heaviness, despair²
• Slowness of Mind¹
• Weak Memory¹- There was a tendency to make mistakes when speaking and a lack of memory for specific words²
• Dreams of death or violence¹, Vivid dreams²
• Calm²- Calmness in time of danger, cancer, death²

Pathology

Cases

Kevin , Nine year old boy¹

April 30 1997

He suffers from asthma. Slight build, lean and a bit thin. Takes antibiotics and Ventolyn. Contracts colds which make his asthma symptoms worse (2). Asthma also worse from exertion. Now he has a cough (2) and bronchitis. His nose is sore and crusty inside (2). Has to take the Ventolyn three or four times a day. Low self esteem (2), expects a lot of himself (2). Will sit and watch other children play games rather than participate.

Learning difficult in most subjects (3), he gets ‘c’ grades with a lot of extra help. Reading at a grade two level even though he is in grade three.

Analysis: My overall impression is that he reminds me of Silica in that he is lean, has chronic infections and has a timid disposition. I make a repertorization of the following symptoms using the RADAR program:

GENERALS – COLD – take cold; tendency to

RESPIRATION – ASTHMATIC

RESPIRATION – ASTHMATIC – cold – taking, from NOSE – DISCHARGE – crusts, scabs, inside

MIND – CONFIDENCE – want of self-confidence

MIND – MISTAKES; making – reading, in

MIND – READING – difficult, is

MIND – STUDYING – difficult

MIND – CONCENTRATION – difficult – studying

MIND – RESERVED

MIND – MILD

MIND – QUIET disposition

Repertorization results

Puls, Sil, Kali-sil, Arg-nit, Cocc, Nux-v, Alum, Stann, Nat-m, Calc-sil, Ph-ac, Bar-iod.

Analysis continued: He was having problems with learning and concentration, he was timid, afraid to join in with the other children and had a mild character. This could indicate also indicate Kali-silica or Calcarea-silica. There were no strong confirmations for any of these remedies, therefore I looked further. Having done the proving of Taxus recently, I was familiar with its main symptoms, such as reading difficulties, timidity – afraid to ‘join in’, and asthma.

Plan: Taxus brevifolia 30c every other day for ten days.

September 27, 1997 – Five months later

“Attention span for reading is a lot longer,” says his father.

No more colds, no more asthma. Can play soccer now without taking Ventolyn. Has dry, peeling skin on the palms and also behind the ears.

“My brain works better” he says.

Analysis: Correct remedy.

Plan: Taxus brevifolia 30c one dose every two weeks for two months.

February 18, 1998 – Five months later.

More confident overall. Doing better in school. Can beat his father at chess now. When he loses, he will not cry as he use to. Very rarely has any asthma symptoms. Still has the eruption behind the ears.

Plan: Wait.

April of 1998

He developed some seasonal allergies and some asthma symptoms. I gave him Taxus 200c, one dose, and he did very well on it.

In December 1999 he had received an “A” in Math, a “B” in Social Studies and Science and a “C” in English and French. His asthma, by this time, was very rarely a problem and his father and mother were pleased with how far he had come.

Taxus is similar to Silica and Baryta carbonica

Comparisons¹

Gelsemium. Both remedies have the following symptoms: dullness of the mind, fear of starting new things, fear of confrontation, and anxiety from demands made on them.

Magnesia muriatica. This remedy is also similar in the following ways: fear of confrontation, a strong sense of duty, fear to offend others, and tired on waking.

Opium and Nux moschata. Need to be differentiated any time you have a case with overwhelming feelings of sleepiness in the day.

Magnetis polus arcticus. I have used this medicine with success, when the main symptom of the case was slowness in performing mental work. She would take ten hours to do three math problems, for example. Taxus also has this type of mental slowness.

Baryta carbonica. Both have: mental slowness, disorganized thinking, timidity, anxiety

Sources

1. 1. Olsen, Steve. Proving of Taxus brevifolia
2. 2. Pitt, Richard. Proving of Taxus brevifolia

Bufo – rana

Guiding Symptoms

• DEVELOPMENTAL DELAY, unrefined and instinctive behaviour
• Obsession with sex and masturbation

Modalities and General Symptoms

• Convulsions, often during sleep at night, bites tongue in convulsion
• PROTRUDING TONGUE, greasy, oily face
• Staggered gait, in coordination
• Bites nails
• WORSE: in warm room, evening and on awakening.
• BETTER: from bathing or cold air; from putting feet in hot water, bright objects

Psychology

• Developmental delay, child-like mind with emotional responses for no apparent reasons.
• Laughs over serious matters.
• Memory excellent about certain things such as card games and dates
• “Desires solitude to practice masturbation”

Pathology

• Developmental delay, Down’s Syndrome
• CONVULSION, seizure disorders, nervous conditions, throbbing, jerking and spasmodic condition of muscles.
• Lymphangitis, painful, especially of the arms
• Eczema, acne
• Throat pain, dryness, inflammation

Comparisons

• Bar-M – Convulsions, retardation irritability, sexual excitement
• Cic – Childish behavior, convulsions, skin disease
• Sulph, Zinc, Stram, Tub, aslerias, slamand

Sources
Kent, Boericke, Vithoulkas, Morrison.

Cornus Circinata (Dogwood)

Guiding Symptoms

• Children who cannot understand what they are reading, have problems understanding directions

Modalities and General Symptoms

• WEAKNESS, especially in the morning on waking, with apathy.
• Indolence and loss of all physical energy

Psychology

• Disinclination to think, read, work.  Inability to concentrate on thoughts
• Reads without understanding the meaning
• Depression of spirits

Pathology

• Diarrhea frequent and copious, often in the morning or after dinner.  Blood and mucus may be present.
• Abdominal pain, may be with vomiting
• Ulcers of the mouth, vesicular eczema in infants
• Chronic malaria, hepatitis, jaundice.
• Fever with sweat

Case

Case:  Male, age 12, creative, inventive, loved sports and building extensively with Lego. Very smart but school is very difficult for him, can’t follow instructions, unable to pass tests, hard to put words into sentences or to define words or understand their meaning, limited comprehension of vocabulary, reading is a disaster, unable to repeat the paragraph he had just read. Often answered questions that had been asked 15 minutes earlier. Constantly frustrated by his limitations in learning. Quiet and shy. Plays well with other children but seldom asks anyone to his house. Dislikes asking a question or a favour. Can entertain himself for hours. Finds Boy Scout activities too difficult. Wants to fit in. Plan: Corn-cer.

Result: Performs better at school, working harder and finding schoolwork easier, doing better on tests, easier to understand, more content, better attitude.

Comparisons

• Cornus alternifolia, Cornus florida, Ambra grisea, Colchicum

Sources

Kent, Boericke, Allen

Arbutus Menziesii                         (Madrona tree)

Family (scientific): Ericaceae

Guiding symptoms

• SLOWNESS OIF THE MIND, can’t get from one thought to the next.
• slowness in answering questions
• inability to focus
• desire to be near the ocean or rivers
• poor concentration
• blankness of the mind

General symptoms

• SITS AT HOME and does almost nothing
• NO AMBITION or motivation
• INDIFFERENCE, apathy, lethargy
• Separation from the body, emotions, or reality
• MENTAL SLOWNESS, confusion
• Slow to answer questions
• sense of lack of direction /dissatisfaction and wanting more from life

Modalities

No clear modalities

Mentals

• confusion, forgetfulness, difficulty in performing mental tasks, irresolution, anxiety, and irritability when demands are made
• mental and emotional burnout, or grief.
• In extreme cases, there is hopelessness with a desire for death or suicidal thoughts.
• may feel stunned, scattered, spaced out, with a sense of separation from the body, from their emotions, or from reality
• feelings of deadness.
• Considered to antidote the bad effects from marijuana or LSD

Comparison Taxus-br, Hell.

References

Materia Medica, Steve Olsen

Baryta Sulphurica

Guiding symptoms

• A remedy that he prescribes mostly on the symptom: “dreams that she is laughed at by her partner.”
• Lack of self-confidence, feel they cannot do anything right
• Fear of failure, anxiety about their performance, about how others will perceive them
• Chronically shy
• Hypersensitivity to rejection, humiliation or shame.
• Avoids disapproval at all costs
• SLOW TO LEARN

Generals

• feel inadequate, insecure, lonely, guilty, shamed, different, devastated by rejection
• Tend to be clumsy with poor coordination
• Poor concentration
• Can be bossy, impatient, and have temper tantrums
• Little tolerance for the mistakes of others – expect perfection in others as well as themselves
• Difficulty in decision-making
• Great fear of performing in any way, including coition
• All of their actions are measured and compared to others
• Tend to be dependent in relationships – their partner is almost like a parent who meets their needs
• No passion in their sexual relationships
• Love has a childish quality to it
• Both submissive and rebellious

Mentals

• Anxious, episodes of anxiety
• Scriutinized by others, a kind of social phobia

Modalities

Worse from heat and cold. Feet out of covers.

Main areas

• Become very mentalized, hard to show feelings

Comparison

• Baryta: Ridiculed; Small, futile; Retarded; Hiding; Shyness.
• Sulphurica: Clothing; Beauty, grace, harmony; Joy; Love and relationships; Jealousy.
• Lack of social skills
• They don’t know how to start a conversation but can ask for a raise, speak up in class which Bar-carb cannot do
• Easier to say no than Bar-carb

Example case

Not found.

References

Materia medica , Steve Olsen
All of the remedies above were compiled by Steve Olsen Nd and the students of the Boucher Institute of Naturopathic Medicine.

By Steve Olsen ND, DHANP

Homeopathic research began over 200 years ago in 1790. The first remedy that was studied, Peruvian bark turned out to be a remedy that could treat constipation. Since then homeopathic physicians all over the world have contributed to this study and now we have over 400 different remedies listed for this condition.

Which medicine is best for you?

Each homeopathic medicine has the ability to treat a particular type of constipation. They all have a unique profile of symptoms; each one treats a different cause of constipation.

As this is usually a chronic condition (long lasting over many months or years) the best choice is to find a classical homeopathic practitioner to make an accurate diagnosis and find the one remedy that is best suited to you. This interview usually takes about one and a half hours. Many details about you are taken into account to find this remedy. The remedy has to be more than 95 percent correct in order to have a permanent curative effect.

Here are some of the more common remedies that can treat constipation:

Silica 30c

• Constipation – the child or adult goes many days with no bowel movement.
• Easy perspiration of the hands and feet.
• Perspiration on the head at night; especially in children.
• Lean body type; not able to gain weight easily; may even look pale.
• Delicate features.
• Mild character, gentle, sensitive, thoughtful, helpful to others.
• Can be stubborn but aversion to argue.
• Timid and yielding temperament; they find it difficult to stand up for themselves.
• Feel overwhelmed easily by others, need time alone to recuperate.
• Usually have ingrown toe nails.
• Sensitive easily to the cold, can be bothered if above 75 degrees also.
• Wants to stay warm; may have cold  hands and feet.

Usually I suggest a 30c potency to take one time. Then wait a week and see what the effect is. Coffee, tea and essential oils are strong antidotes and should be avoided for a few weeks. If the remedy works well, i.e. there is a 40 to 60 percent change in one week then take a dose of Silica every seven to ten days for up to two months.

Calcarea carbonica 30c

• Constipation
• Easy perspiration of the hands and feet.
• Perspiration on the head at night; especially in children.
• Slow metabolism – for people who tend to put on weight easily and can’t loose weight.
• Soft finger nails, they bend, peel and break easily.
• Chilly and sensitive to the cold; cold hands and feet.
• Wants to stay warm.
• For women who have breast pain before their menses.
• Hard working, responsible, anxiety for others, organized.
• Assertive and can be stubborn but aversion to argue or get angry.
• Can have many different fears; such as fear of heights.
• Out of breath easily from exertion.

Use the 30c potency about once a week and follow the directions as list under the remedy Silica or go to my web site to see a more complete list of antidotes and how best to take the remedy.

Sanicula aqua 30c

• This is a remedy I have used for constipation that results partly from a child who is afraid of having a bowel movement because it was painful during the passing of a large stool.
• Sweat on the head at night during sleep.
• Touchy, irritable, headstrong, obstinate and upset easily.
• Fear of the dark.
• Restless, desire to move from place to place.
• Aversion to downward motion.
• Desire to eat fat and salt.
• Late learning to walk and talk.
• Secretions have the odor of fish brine or old cheese.
• Burning in the soles of the feet, hot feet and want them out of the covers at night.
• Dry skin, or may have eczema.
• May have dandruff.

Alumina 30c

• This is a remedy that can treat constipation for a person who finds that their memory is failing them.
• Constipation
• Very poor memory. Slow in thinking. All functions seem sluggish.
• Dry skin; the skin itches but there is no skin eruption.
• A feeling of blandness to everything, no passion for life, indolent.
• A gradual loss of identity.
• Seems hurried for no reason.
• The expression on the face is concerned and worried.
• Strange impulses when they see a knife.

Calcarea phosphorica 30c

• Constipation.
• Lean and tall body type.
• Intelligent and inquisitive.
• Always wants to go out of the house, to visit with others or go for a ride in the car.
• Very discontented or angry in mood if has to stay home.
• Restless; moves from place to place or from one occupation to another.
• Never seems satisfied with anything; always wants change.
• May have temper tantrums.
• Desire to eat hot dogs, bacon, smoked meat and ham.
• May have growing pains in the legs.
• May have colic from milk.
• May have headaches, arthritis and or stomach aches.

There are other homeopathic remedies that can treat constipation including: Aurum metallicum, Natrum muriaticum, Sulphur, Sepia, Tuberulinum, Veratrum, Hyoscyamus etc. In the course I wrote called: Homeopathy for Acute Conditions these and other remedies are discussed.

If none of these remedies seem to fit your symptoms then see if you can find a homeopathic practitioner in your area.

End.

By Steve Olsen ND,  DHANP.

The treatment of an acute illness with homeopathy requires some strategies that when carefully considered allow for a more successful prescription.

If your patient has had the benefit of a constitutional remedy then the acute will be less severe or may only need another dose of that constitutional remedy. In this case the general symptoms, modalities, mental state and keynote symptoms of the acute illness will all be listed under that same constitutional remedy which the patient has been taking all along. After you give this remedy and there is no rapid amelioration within 24 hours then consider a higher potency or consider a new remedy taking into account the following points.

If the virus or bacteria become more virulent or your patient for some reason develops a new susceptibility then the previous constitutional remedy will no longer affect a rapid cure – now a new remedy has to be found.  In fact as the acute symptoms become more severe the chronic symptoms often become temporarily suppressed. In this situation the patient will tell you that after the acute symptoms began then many or all of the modalities, general symptoms, keynotes and emotional symptoms began to change.

The question that needs to be asked over and over during this case taking process is: “What has changed since the acute illness began? Or: “Is that an old chronic modality and general symptom or new modality and general symptom?

As this new constellation of symptoms becomes clear and different from the previous image of the chronic state; one can now confidently look for the new acute remedy. One needs to be open to the idea that that this acute remedy can be very unique with no apparent relation to the previous constitutional remedy or related in some way. Over the past two hundred years there have been many homeopaths who have recorded remedies that followed well after a certain constitutional remedy. For example, Belladonna following well after Calcarea carbonica or Aconite following well after Arsenicum.

This is not a rule but can be taken as one more confirmation – one would still want all the other acute symptoms to agree and line up in the repertorization.

One other way to confirm the acute remedy you choose is to connect the new acute with some aspect of the chronic state that was not helped by the previous constitutional remedy. This is especially true if the acute illness lasts for more than two weeks and or keeps returning. One needs to search into what has been stressful to the patients in the last few months and or an ongoing conflict in that person’s life. Now see if you can find a remedy where this dilemma is confirmed by the modalities and general symptoms of the acute illness. For example for Gelsemium you may find some situation where the patient felt overwhelmed and wanted to run away or became paralyzed with fear. The confirmation is that this patient is thirstless and has the keynote of falling eye lids. Of course all the other typical flu symptoms will be present.

If the acute illness symptoms become similar in all of your patients to the point that you are successful with the same two or three remedies, then you can start to recommend that even patients without the acute symptoms can take those two remedies in say a 6c or 12c potency once every two or three days for a couple of weeks until the ‘epidemic’ is over. This will bring up their immune system enough to prevent that acute illness. As the epidemic becomes milder again this strategy will not work as you will find that each patient who gets the flu will need their own unique acute remedy or a repeat of their constitutional remedy.

One more point. It is often not helpful to repertorize the common physical symptoms of the acute illness such as headache, nose obstruction, sore throat, ear pain, or pain in the muscles. It is better to wait when taking the case until the strong modalities are determined and repertorize these symptoms first. Such as throat pain better from warm drinks or nose obstruction better in the open air or thirst for very cold water. If one can more easily find a remedy where these modalities, general symptoms, keynotes and emotional state all lined up; then check to see if this remedy also treats the common physical symptoms such as headache or sinus infection or the other usual flu symptoms. Most likely it will.

Finally if you could send me the name of the remedy that cured your acute case during this season of flu I will list them on my web site. We may in time see a pattern and find a genus epidemicus. My email is: steveolsen@iinet.com web site is: Be-Well-Now.org

This is a difficult subject as there are benefits and side effects to immunizations and vaccinations. Here is a new study to take a look at:

http://healthfreedoms.org/2011/10/14/big-study-vaccinated-kids-2-5-more-diseases-than-unvaccinated/

Radio Interview:

http://www.organic-radio.com/

Welcome to Dr. Steve Olsen’s intro page.

Homeopathic Materia Medica by Nash

ARNICA MONTANA

(arn)

Bruised, sore feeling all over; bed feels too hard.

Head, or head and face hot; body and extremities cold.

Ecchymoses; as from bruises.

Stupor; answers, then falls back into stupor (fevers).

Taste and eructations and stool like rotten eggs.

Recent and remote affections from injuries, especially contusions or blows.

Haemorrhages, the result of mechanical injuries.

This is the leading remedy for bruises and the results therefrom, and the symptoms—”WEAKNESS, WEARINESS, SENSATION AS OF BEING BRUISED.” “Felt as if bruised over the whole body,” as found in the provings, explain the reason and the many cures it has made, even in the high and highest potencies, of both acute and chronic affections. The result of trauma is another evidence of the truth of our law of cure. One of the best characteristics is “EVERYTHING ON WHICH HE LIES seems too hard” (PYROGEN.); he must keep changing his position to get relief. This is because of the sensation of SORENESS AS IF BRUISED ALL OVER.

BAPTISIA has—”Feels as if lying on a board; changes position, bed feels so hard, makes him feel sore and bruised.”

PHYTOLACCA has—”Feels sore all over from head to foot; muscles sore and stiff, can hardly move without groaning.”

RHUS TOXICOD. has—”SORENESS IN EVERY MUSCLE, WHICH PASSES OFF DURING EXERCISE; FEELS STIFF AND SORE ON FIRST BEGINNING TO MOVE.”

RUTA has—”All parts of the body on which he lies are painful as if bruised.”

Here are five remedies which seem much alike, and others might be added, like STAPHISAGRIA, which has— “All the limbs are SORE as if bruised, and as if there were no strength in them,” and CHINA—”HE IS SORE ALL OVER, in the joints, the bones, and the periosteum, as if they had been sprained, like a drawing, tearing, especially in the spine, the sacrum, the knees and thighs.” Now to know thus far of these remedies would be of little use for therapeutic purposes, for it would be senseless to prescribe all of these remedies mixed together, and full as much so to prescribe one of them to the exclusion of all the rest without a good reason for so doing. Fortunately there is always a possibility of making choice between them, but it is not always easy. Take, for instance, ARNICA and BAPTISIA. Both have the symptom of SORE BRUISED FEELING. Both have feeling as if the bed were TOO HARD. Both have STUPOR, from which they can be aroused, but fall quickly back into it again. Both have a dark streak running through the tongue.

Both have a DEEP RED FACE, and all these similarities often occur in the course of a typhoid fever. How are we to choose between them ? LOOK FURTHER. If in addition to these symptoms the patient “tosses about the bed, reaching here and there, and in his delirium complaining that he cannot GET HIMSELF TOGETHER,” BAPTISIA is the remedy, or if the stool, urine and sweat are EXTREMELY OFFENSIVE, it is BAPTISIA. If the stool and urine are passed unconsciously and there appear suggillations under the skin, ARNICA is the remedy. Now here are only a few of the characteristic differences. There are others, and we must “watch out” for them. It is no harder to choose between these two remedies than it is to choose sometimes between HYOSCYAMUS and OPIUM in the same disease. Here is the place where the old physician might exhort the young as Paul did Timothy. “Study to show thyself approved, # # # a workman that needed not to be ashamed, rightly dividing the truth, etc.” Such close prescribing is business of course, and is also successful.

If I came to a case that had the bruised sensation very markedly in connection with a diphtheritic throat I would not give ARNICA, because it does not have that kind of throat; but PHYTOLACCA has, and it has one other symptom of ARNICA, viz.: HEAT AND REDNESS OF HEAD AND FACE, WHILE THE BODY AND LIMBS ARE COOL OR COLD.

I have met many such cases of diphtheria, and if prescribed early PHYTOLACCA cures without the aid of any other remedy. Again if I found a patient with the sore, bruised sensation, who was brought into that condition by getting wet while perspiring, or by lying on damp ground, or between damp sheets, or from a strain of the muscles, RHUS TOXICODENDRON would be the remedy.

If in cases of actual injury I should find the bruise in the periosteum or bone, I should expect more benefit from RUTA, which seems to be better also than RHUS TOX. in one kind of muscular strain, viz., strain of the ciliary muscles. I have often relieved sewing girls or students of pains in the eyes from this cause and have sometimes enabled them to lay off the glasses that had been prescribed by the opticians. It is much better to use this remedy in a weakened power of accommodation than to try and compensate for it with artificial lenses. Of course where the impaired vision is purely optical this cannot be done.

So we might go on to draw the diagnostic symptoms between all the various remedies having a similar symptom if we had time and space. But it would not be the best thing to do, for every physician should get in the habit of doing this for himself.

In addition to all that has been said about the great value of the SORE AS IF bruised sensation of this remedy, it should always be remembered in affections, acute or chronic, which are the RESULT OF TRAUMA. Among these are concussion; fracture of the skull with compression of the brain; headaches of long standing; meningitis; apoplexy; inflammation of the eyes with suggillations, or even retinal haemorrhages, where it expedites the absorption of the blood clots, deafness, epistaxis, newly filled teeth, affections from blows on stomach or other viscera. I once cured a man who had suffered from what he and his physician had called dyspepsia for several years. He had been obliged to give up his business because he could not eat enough to support his strength. He had been told by his physician that he would never be well again and had given up hopes himself. This condition was caused by the kick of a horse upon the region of the stomach. A few doses of ARNICA 200th cured him in a short time and he resumed his business. Now I will conclude ARNICA with a few characteristics that are genuine, and have been, with me, of inestimable value.

“Stupor with involuntary discharge of faeces and urine.”

“Fears being struck or touched by those coming towards him.”

“Putrid smell from the mouth.”

“Offensive eructations or flatus, smelling like rotten eggs.”

“Bruised sore feeling in uterine region, cannot walk erect.”

“Soreness of parts after labor prevents haemorrhages or pyaemia.”

“Cough; child cries before paroxysms, as if sore.”

“While answering falls into a deep stupor before finishing.”

“Head alone, or face alone, hot, rest of body cool.”

“Many small boils, painful, one after another, extremely sore.”

“Prevents suppuration and septicaemia and promotes absorption.”

ARNICA, although an old remedy, is not so often used as it should be in general practice.

Gluten free foods:

This site will let you know what foods contain gluten and which ones are safe to eat. For those of you who have Celiac disease or wheat allergies:

www.celiac.com

School Networking Page

If you would like to share your experiences with homeopathy or join a study group then take a look at our Membership Page on Facebook: http://www.facebook.com/profile.php?id=100000317344351&ref=name
(paste this into your browser).

The First Aid homeopathy and homeopathy for Acute Conditions courses are ready to take. See the sign up page to your left.

Change the World – learn homeopathy. Learn how to treat common first aid and acute ailments. Sign up to take one of my courses and learn the basic principles of homeopathy and many remedies that can benefit you and your family. First level course: $25.00 (Basic principles, 21 first aid remedies, dosages to use, where to purchase your first aid kit.)

Mosquito Bites

Some people are more susceptible to the ‘venon’ of mosquito bites, The bites swell up, itch terribly and last for days. For this condition you can try Ledum 30c one dose every three or four days for six doses. If this person with the bites happens to feel better from cold applications and is very irritable and or have a mean streak you may notice these character traits improve as well as the local bite symptoms …. much to the satisfaction to those around them.

The famour homeopath James Kent describes a Ledum patient who liked to let his legs soak in ice water. This is the idea of Ledum. Cold water, cold baths even ice applied can make them feel better.

Ledum can be purchased from most health food stores. Even one dose of the 30c can do a lot to heal the effects of the mosquito bite.

Swine Flu

The flu seems to have waned away for now. Hopefully it is not sequestering itself in some forgotten corner of the world only to offer a resurgence later this fall.

Insurance Debate

The US health care debate is still on. In how much detail has the successful systems of universal insurance been studied in other countries? I have not heard that any careful analysis of this has been done.

Sunburn Rx

What is the best remedy to take for a sunburn?

Urtica urens 30c

If the burn is more severe you can take Cantharis 30c.

Call me if you have any questions,

Dr. Steve

Male in late 30′s

Presents with nausea worse from the smell of food.

Pale complexion. Achy joints, fatigue, headache. Thirst is average to low.

No lab work done. Not confirmed for swine flu.

Analysis: The most likely remedy is Eupatorium perfoliatum. There would be more confidence for this remedy if he had a strong thirst for cold drinks.

One dose of Eupatorium 30c given at 7:30 pm April 30th.

Result: Next morning he reports feeling much better. Went to work feeling well. No need for further doses so far.

Discussion

I will list the most likely remedies to take for this epidemic of swine Flu but I need a lot more information first. We need the case notes from at least twenty people who have had this illness. That way we can find out the genus epidemicus.

If you know some of the details of any cases you can e-mail them to me.  steveolsen@iinet.com

1. I would like to know the thirst of the patient, how often they want to drink and for cold or warm drinks.

2. I would like to know if they feel chilly or too warm or some combination of these and to what degree.

3. Is there any perspiration and what areas of the body?

4. The mood of the patient and how they feel with the illness? i.e. anxious, irritable, indifferent?

5. What makes any of the symptoms worse or better?

6. A list of the specific symptoms.

This information was taken from another web site (hpathy.com) and seems to be reasonable advice:

Homeopathy has proven track record to treat pandemics and flu.
A report to the American Institute of Homeopathy in 1921 documented the dramatic success of homeopathy in the worst flu pandemic in history. Of 24,000 flu cases treated with conventional medical care, the death rate was 28.2%; of 26,000 cases treated with homeopathy, the death rate was a nearly miraculous 1.05%. Similarly, many individual homeopathic physicians reported that they had treated thousands of patients with very few deaths.

The Current Swine Flu Epidemic or Possible Influenza Pandemic

It has been reported that in the current Swine influenza epidemic, the gastrointestinal symptoms (Nausea, Vomiting) are pronounced. Considering this remedies like Baptisia, Arsenic-album or Ipecac may work as Genus epidemicus or as prophylactic treatment for the current Swine influenza epidemic.

How to differentiate in these flu medicines?

If the patient has mild flu like symptoms (runny nose and watery eyes etc) but no other peculiar symptom but is anxious if it might be swine flu – think about Aconite.

If the flu patient is listless, prostrated, indifferent, has offensive diarrhoea and the parts rested upon feel sore and bruised – think about Baptisia.

If the flu patient is restless, anxious or fearful, thirsty but drinks small quantity and often, prostrated, diarrhoea after eating or drinking and nausea on seeing/smelling food, burning pains – think about Arsenicum-album.

If the nausea is more pronounced, the patient is thirstless and has pain felt in bones – think about Ipecac.

If the gastrointestinal symptoms are not marked but the patient has deep pains as if bones are aching – think about Eupatorium perf.

If the flu patient is feeling dull, dizzi, drowsy, has low thirst, feels chilly, esp in back – think about Gelsemium.

Lessons from the 1918/1919 Flu Pandemic

Many people believe that the current virus strain matches closely to the 1918/1919 flu pandemic, although it is not exactly alike.

In the 1918/1919 flu pandemic, people without symptoms could be stricken suddenly and within hours be too weak to walk; many died the next day. Symptoms included a blue tint to the face and coughing up blood caused by severe obstruction of the lungs. In some cases, the virus caused an uncontrollable hemorrhaging that filled the lungs, and patients drowned in their body fluids (pneumonia). In others, the flu caused frequent loss of bowel control and the victim would die from losing critical intestinal lining and blood loss.

If such symptoms present themselves in the current pandemic, the remedies that may prove useful would be Arsenic-album, Cantharis, Phosphorus, Cuprum-met, Camphora, Veratrum-album, Ipecac or Carbo-veg.

Ars-alb, Phosphorus, Ipecac and Carbo-veg may seem to have a more pronounced action on lungs/respiratory symptoms in the above mentioned symptom group. Cantahris, Phosphorus, and Carbo-veg seem to cover the bloody stools better. Camphor and Verat-alb cover the acute collapse with bluish discoloration better.

Note

Homeopathic remedies need strict individualization and are given as specifically prepared, non-toxic, micro-dose homeopathic potencies. Please consult a qualified homeopath before taking any homeopathic remedy for Swine flu / influenza

Reference for Swine Flu Information

1. Center for Disease Control (CDC), USA

Send us your suggestions, comments and experiences with Swine Flu: steveolsen@iinet.com

It is best to take one dose of the 30c potency every ten to fourteen days.  Take only one medicine at a time. If you really want to take two then take them as far apart as possible – say one week.