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Cosmetics and Endocrine Disrupting Chemicals

Wednesday May 13th & May 20th

Bi 213 Deliberative Democracy

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Endocrine Disrupting Chemicals (EDCs)

  • Substances that mimic or interfere with hormones in the body
  • May turn on/off or modify natural hormonal signals, impacting homeostasis and proper development

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The Case of Atrazine

  • Widely-used herbicide in the U.S. despite controversial studies
    • Banned by the European Union in 2004
  • Increases crop yields and benefits corn famers by $2.9 billion annually
  • Run-off contaminates environmental and drinking water

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The Case of Atrazine

  • Demonstrated to have significant reproductive consequences in frogs
  • Published by Dr. Tyrone Hayes, in PNAS in 2002

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Many possibilities for exposure in our daily lives

If small amounts of hormones can impact the body,

so can small amounts of EDCs!

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Cosmetics: A major source of EDCs

  • Everyone is affected by EDCs
  • Disruptors can be especially harmful during reproductive developmental stages (puberty, pregnancy)

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Cosmetics: A major source of EDCs

  • Everyone is affected by EDCs
  • Disruptors can be especially harmful during reproductive developmental stages (puberty, pregnancy)
  • But women face greater societal pressure to look a certain way → more cosmetics

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Cosmetics are not just make-up!

Consider the following items:

    • Shampoo
    • Conditioner
    • Face wash
    • Body wash
    • Perfume/ Fragrance
    • Deodorant
    • Mouthwash
    • Toothpaste
    • Lotion
    • Sunscreen
    • Nail care
    • Make-up
    • Hand soap
    • Shaving cream

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Cosmetics are not just make-up!

Consider the following items:

    • Shampoo
    • Conditioner
    • Face wash
    • Body wash
    • Perfume/ Fragrance
    • Deodorant
    • Mouthwash
    • Toothpaste
    • Lotion
    • Sunscreen
    • Nail care
    • Make-up
    • Hand soap
    • Shaving cream

Essential for our health!!!

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Cosmetics: These add up!

PRODUCTS OF AN AVERAGE WEEK

Me: 18

My housemate: 24

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How many cosmetic products do you use in an average week?

  1. 1-10
  2. 11-20
  3. 21-30
  4. 31-40
  5. ≥ 41

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Potential EDCs in cosmetics

  1. Parabens: preservatives and anti-fungal/microbial agents, found in many cosmetics
  2. Phthalates: plasticizers found in fragrances, lotions, nail polish, and pharmaceuticals
  3. Oxybenzone: UV protectant found in chemical sunscreens
  4. Resorcinol: antiseptic/disinfectant found in hair dyes
  5. Polytetrafluoroethylene, aka PTFE or Teflon: nonstick found in makeup and cosmetics (esp. anti-aging)

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Does your cosmetic product have one of the following chemicals in it?

parabens

phthalates

oxybenzone

resorcinol

polytetrafluoroethylene

  1. Yes!
  2. No!
  3. Not sure...

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Are these chemicals really in products?

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What kind of regulations (if any) should there be on cosmetics that contain EDCs?

Each group choose one of the following 5 EDC’s to focus your literature review:

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  1. Parabens: preservatives and anti-fungal/microbial agents, found in many cosmetics
  2. Phthalates: plasticizers found in fragrances, lotions, nail polish, and pharmaceuticals
  3. Oxybenzone: UV protectant found in chemical sunscreens
  4. Resorcinol: antiseptic/disinfectant found in hair dyes
  5. Polytetrafluoroethylene, aka PTFE or Teflon: nonstick found in makeup and cosmetics (esp. anti-aging)

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Group Roles (in-person class)

  • Leader
    • Keeps group on task, focused, and moving forward.
    • Be aware of time, wrap up at the end
  • Facilitator/Spokesperson
    • Make sure everyone speaks and that a single view doesn’t dominate
    • Presents group’s ideas to class
  • Devil’s Advocate/Summarizer
    • ”Thinks outside of the box”, what perspectives are missing?
    • Find big themes and help finalize ideas for recorder
  • Recorder
    • Fills out form with help of all group members

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Group Roles (remote/online)

  • Timekeeper
    • Keep track of the time allotted for each activity and the remaining time in lecture
    • Look out for notifications that your instructors “broadcast”
  • Facilitator
    • Ensure that everyone in your group has an opportunity to participate in the discussion and group activity equitably
  • Spokesperson
    • Summarize your group progress for your instructors or the class when needed
    • Keep track of questions your group has for the instructors
  • Devil’s Advocate
    • Consider alternate points of view
    • Upload finished group work file!

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When we enter breakout rooms...

  • Turn videos on, if possible
  • Spend 5 minutes discussing Dr. Hayes’ Tedx Talk with your group. What were some of the things that you found most intriguing or thought-provoking?

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  • All members should access Google document on D2L Discussions, and begin collaborating!

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Report Out: What is your initial group consensus, and what information are you going to look for this week?

The Devil’s Advocate should upload your Day 1 Work as a PDF to your D2L group submission folder for Group Work Day #4 by 12:00 PM TODAY

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Before next Wednesday:

  • Find information to inform your stance!
    • At least 2 peer-reviewed articles, plus any other sources, as long as you know what type of source it is
      • Google scholar, NIH, NSF, New York Times, etc.
  • Read the peer-reviewed article and complete the corresponding reading quiz
  • Come to class with your sources, and ready to deliberate!

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Google Scholar and Web of Science

Access through the PSU library for more resources: http://guides.library.pdx.edu/az.php

PSU Web of Science: http://apps.webofknowledge.com.proxy.lib.pdx.edu/WOS_GeneralSearch_input.do?product=WOS&search_mode=GeneralSearch

PSU Google Scholar: https://scholar-google-com.proxy.lib.pdx.edu/

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Good luck!