So what I wanted to do is will I have
a powerpoint to kind of talk through.

The research groups that I run and
sort of its evolution and some things that

I've learned about that and especially I
know there's a lot of graduate students in

the group some of the talk a little bit
about the role of graduate students and

how that's been really
crucial to the group.

But and then well maybe move our chairs so
we can actually have a conversation but

I thought be easier if you actually
just based the screen at the beginning

my name is Bernice Hausman I'm
a the Edward S.

things professor in the humanities at the
scene attack I've been a Virginia Tech in

the English department since one thousand
nine hundred ninety five Carol and

I actually met years earlier than that
when I was because I still graduate

student at Iowa in the society for
at that time society for

literature and science which is now the
Society for Literature Science and Arts so

I am I was actually hired a Virginia Tech
to teach this is also just

kind of interesting I think for some of
the graduate students here's how you hear.

Your research interests change over time
so I did a degree in women's studies at

the University of Iowa I graduated in one
thousand nine hundred two with my Ph D.

I spent two years at
the University of Chicago.

In there they have a program.

For I don't know what what it's called now
but they brought people in on three year

they were it they were sort post-doc
teaching postdocs to teach in their

social science and humanities first year.

Programs and
at the time my funding was up some melon

instructor in the humanities now
I think they're called Harper and

Schmidt fellows their four year collegiate
faculty positions but anyway so

I did two years at Chicago and then I was
actually hired a Virginia Tech to teach

feminist theory but and
I in the mid ninety's when you

know those there were feminist theory jobs
you could apply for there are so few in.

Now my work has been however in medicine
really since my dissertation and

I've I've worked on sort of questions are
problems at the interface of medicine and

public culture and so so this the so

that that's how the vaccination research
group kind of fits in I've kind of

moved away from the specifically gendered
context of my research previously

I have books on sex change to
books on breastfeeding and

now I'm I'm working on the question
of vaccination controversy so.

I started out in two thousand and ten.

I had was finishing up my my last book
which is called viral mothers and

it's about breastfeeding
in HIV transmission.

And I was finishing one project and
I didn't really have to have

enough time to sort of start substantial
research on the project I view

that vaccine refusal was the sort
of interesting thing happening.

And there was we have a departmental
center at Virginia Tech called the center

first the study of rhetoric and
society and

I had a good relationship at that time
with the with the center director and

she gave me a graduate assistant to sort
of support this undergraduate research

group I had been working for a couple
of years before this on developing

collaborative relationships with faculty
and trying to figure out how to develop

collaborative research groups that
would apply for funding and and

it is the faculty and I'll talk about this
in a minute never really worked out to

have to have the research.

To have the research collaboration's
focused around faculty groups but

if I so I got the idea that let's
start an undergraduate group and

I wanted to have I wanted to sort of feel
around and figure out how to do a kind of

a lab experience for humanities in
the humanities for students I also.

So hat at the time I was director of
a university minor called Medicine and

society that was composed
largely of pre-med students.

So excellent students but

most of the students were
actually biology biochemistry.

Or psychology majors or

we also have a major that a lot of pre-med
students are human nutrition foods and

exercise majors so there is so those
students are in the College of Science or

in the College of Agriculture
applied sciences so.

But I did have access to a it's to
students because I taught the core English

class and that miner and I could
recruit either out of that class or

from that pool of about one hundred fifty
students in that mine or any given time.

So.

The biggest barrier to sort of figuring
out how to do an undergraduate research

team is this low researcher
tradition in the humanities.

It's really hard.

We think about this a lot and I put
the word I wanted to I figured I had to

figure out a way to have a sentence
to put the word discernment in there

because I think that's the most important
word in humanities research when you have

an independent researcher in
the humanities in many ways the whole

the credibility of the of
the entire project is based on

the individual's ability to discern themes
and patterns that are meaningful and

argue them meaningful meaningfully
to the reader of any given tax so

as a result you have this notion that the
individual has to do everything right that

you're either those in the project your
credibility as a researcher is based on

your ability to find sources and your
ability to to to kind of a really create

the entire context an argument and
that's a really high barrier to.

To address if you want to actually
put together a meaningful research

experience for undergraduates one of
the things to remember is that and and

this gets down to sort of
the bottom is that for.

Most students who do research in
the sciences most undergraduates they're

actually not having very
meaningful research experiences

we tap we talk about those but
they're usually doing things that

somebody in a lab that
somebody has told them to do.

Now that they might be part of a research
team that is really exciting and

occasionally but I mean I've had students
who tell me come to my research group and

tell me that they were
doing a lot of counting.

Right or they were doing a lot
of running experiments but never

designing the experiment and never and
oftentimes not actually even understanding

what the results of any given experiment
would would sort of give them so

I wanted to figure out a way to really
involve the students in primary research.

So some other barriers
are the perception among humanists

that meetings are a waste of time.

I mean market truth but
when you have a research group that

the meeting is in fact is very important
to the functioning of the group and

I had to I had to fight in myself this
feeling that weekly meetings were just

wasting my time and
what I have found over the years right so

it's basically now six years of
doing this research group is that I

had to realise that that exchange of ideas
was in some ways substitute it was it was

it was becoming a way.

And I've talked more about that later.

So.

And then in the difficulty of giving
students tasks that you can trust them

with knowing that they have certain
undergraduate students sometimes have

limitations in their capacity to interpret
materials find relevant materials find

all of the relevant material so you had
to figure out a way to feel confident and

trusting that what was
being done was helpful.

And not but and that's what that's
difficult again because you have this this

strong sense that I as an individual and
responsible for the outcome of this.

Particular project.

So what we decided to do
in spring two thousand and

ten was that the students would do
original research I was going to set and

this was facilitated by the fact that I
didn't know very much about the topic and

this is actually really important
I didn't know very much so

everything the students
did was helpful to me and

what we did was to sell the idea initially
was what are the issues out there I mean I

knew like OK some people were saying that
vaccination was causing autism What was

that really about so it's still making
it really about primary discovery

was real was how it was very very helpful.

What we had the students do in the first
few semesters was really do primary

research to collect and
then does sort of digest information and

provide energy bibliographies then we
have these resources we could go to

well wasn't you know didn't we if we
wanted to know about a topical deposit

you know there was a Carly working on
that last semester let's look at her and

its a bibliography and
see what her sources were and

then we would have discussions about
what they were finding so they did and

actually really our fees we just set
up a whole bunch of initial topics.

They wrote reflectively also about their
findings we talked a lot in weekly

meetings about what we were
seeing in the research and

then made adjustments to
what they were doing.

And really crucial was that I had
a graduate assistant who supported this

entire project and I'll talk more about
that later but the graduate assistant was

the one who really helped the students
with their research skills like how to

use databases how to find out how to find
the articles like I have to tell you that

I am terrible at that like because every
time I do a book project the databases and

the interface is changed in the library
and I'm one of those people who started

out with like a card catalog when I was a
new graduate I had a I worked with a card

catalogue and so I've gone through
every rendition of those changes and so

I'm bad at that but the graduate students
of course have to do that I have to be up.

On that themselves that was really
helpful the graduate student all so

this was part of the graduate
student's assistantship right so

she supervised these students and
in the research she also became.

Central my graduate assistance had
begun to speak central to the.

Achievement of the research group and
and one of the other goals I'll say

here was to see if running
an undergraduate research group and

getting graduate assistance involved would
create a context in which the graduate

students research itself would be
linked to the research of the group so

we would have that kind
of science model and

in this instance if it were has worked
with one student very very successfully.

So one of the things that happened
was that early on in this to master

the graduate assistant told me that the
because I'm like a really busy person and

I was like running in and
out of these meetings and

she said you know when you when that
when we're going around the room and

saying what we did that we and you say to
the students like that's really cool and

you write something down just that they're
like totally blown away they are realizing

how centrally how central they are to
the research project and I was like

they didn't know that they didn't know
that I was like learning from them so

that was really important because then the
students got really motivated because they

realized they were and I will say there
was one time when one of the students.

Who is he now works at the F.D.A.
He told me that he was doing research

on the vaccine compensation
insurance program.

And the vaccine company
Vaccine Injury Compensation Program and

was that was that was created out of
legislation in one thousand nine hundred

six under the Reagan administration and
the purpose was to create a system whereby

there was a kind of routine where you
could report in vaccine injuries and

if they and if you could document that
your child had specific injuries that were

no consequences of vaccines he
would simply automatically be given

a certain amount of money in
compensation so that you wouldn't.

High up from suitable companies in
the courts parents would have to be so

this is a this is very complicated but so
he said he said this thing he said you

know it appears that the money
is sitting in the council and

the parents aren't being paid that they've
got in looks like they've got millions and

millions of dollars that are just sitting
there in the system is not really working

and at the time so I'll say this
was a student I really liked and

he was not the most reliable
student I knew that he was not so

I was like that just
doesn't sound right to me.

It's true actually I actually had
somebody verify that couple years ago so

I found out that in fact this I mean the
time it wasn't that important that that be

an accurate thing because we were just
kind of like trying to figure out what

the pieces were but it's but so those some
of those things happened where I just

I realized the students actually in
hindsight were much better researchers

than I kind of work so one of the things
that happened in the in that spring

was that we developed a concept called
alternative health literacy and

I remember distinctly I was
writing notes on a whiteboard and

we were sort of just talking about stuff
and this idea popped in my head and

we started to talk about it we
wrote it down later on that spring

I'm a graduate student I after the end
of the semester we wrote up and I H.

proposal based on the concept of
alternative health literacy is and

we actually had that proposal reviewed
by and I each panel and scored which

on your first proposal is pretty
amazing Now we didn't get funded and

because we are square wasn't low
enough and we didn't get funded but

we revised it later so
that was not as successful

in some ways the ones that show that
in one in three months you can actually

do enough research with undergraduates to
actually provide and we would never been

able to do that with out this that in
our to biographies in the materials

that those students put together plus our
discussions that led us to this concept so

that's really to me proved that
meetings were valuable and

that you could actually really you
could do stuff with this kind of real.

Search it turns out later we're doing
some qualitative studies now or

interviewing people and it turns out
I think that if we have had been

funded by the government we might not be
able to get in or people to be interviewed

because there's so much suspicion of
government and pharmaceutical companies by

certain groups of vaccine refusers
that we've had people the first thing

they ask us when we try and recruit
participants is who is funding you and so

the fact that we can say no one is funding
us actually turns out to be a good thing

so it's an interesting it's an interesting
issue this kind of problem of

with this particular communities that
we're actually trying to interview

on this question of where your funding
comes from is really really important so

being able to say that like we really
have no funding is actually a good thing.

So.

So as the research group developed this
notion that the students did original

research we kept to that although that
changed because as we as we develop

the research more we didn't need after a
few semesters we didn't need the students

to do and to do it we are fees I wanted
them to do right up other stuff and so

I'll show you at the very end of the show
you our website and some of the actual.

Products that the students.

Have produced on the website.

So the work so we worked with
the students we worked a lot on their

writing because these were not
English majors most of them were.

As I said pre-med student although
eventually I ended up with trying to have

at least one professional writing student
every semester on the I'm in the group and

then that student would be in charge of
editing the materials and who I had and

we had some website issues and
I'll talk more about that later.

The students that I was working
with did not really have

the radical backgrounds in the humanities
and so we did a lot of work so

sometimes we would provide materials and
have discussions about ways to approach.

Various kinds of interpretation and I had.

Some materials from communication and
some materials from from cultural

studies that those were very very helpful.

One semester and
I think it was spring two thousand and

eleven so we are for the Fourth's.

Yet for its third semester I had students
who were were one of the students

was really trying very hard she was a
psychology major to figure out how to talk

about why at a certain point it seemed
like parental attitudes about vaccinations

shifted into concern and
answers she she used Malcolm Gladwell

tipping point as a tax and actually was
really really valuable we all talked about

the tax I read the book we talked about
how to utilize those con concepts but

these were students who were not used to
interpreting things right in their classes

they did not do a lot of interpretation
and so that was a really really big hurdle

and they did a lot of support in writing
so that the graduate student I could have

done this with out a graduate student
because I was teaching full time or

you know I had I had a regular teaching
and so you could see this could become

another class instead of a part
of your research program.

We also did some stuff so the outside of
the other things on my students got I or

be certified because we often had
small surveys that we would be doing

given semester and they develop those
surveys as well talking about Minette But

that process was also really great
because they what we would then

do the protocol development in the class
talk about they would at Virginia Tech you

have to do like a little short course and
take a quiz to be certified with the with

the institutional review board so those
were some of the sort of basic skills that

they got from the class and
those are really valuable so

some of the important outcomes that
her occurred early on was that people

in public health learned that there
was a vaccination research group I had

a couple people come in just sit in
our meetings and then when they were.

Done they were asked to do a study
by the Virginia Department of how

of about H one N one uptake and overall
health district they came to us and

said to do do you want to partner with us
and so this was actually a funded study

because it happened mostly over the summer
undergraduates were not involved in

in the study but I had a bunch of graduate
students from our rhetoric program that

were involved in the and
they did interviews and then involved in

the analysis and that the report from that
study is available on our website and

we have one publication that came out
about study we started a yearly online

seasonal flu surveys of students I
think we did two at Virginia Tech and

then this did the graduate student who
was the my assistant who was really

the influence behind that she does that
now George Mason where she has a job.

And that was really really interesting
because we used the findings from that

that we had one of the.

Survey graduates at two colleges
a cop community housing

a small local arts college here that.

Something paired to about attitudes
among people who are God.

Parents and elementary schools.

That was.

So we have that you hope
that they came out right on.

My student.

Was you were.

Allies.

Or.

Were you.

One of them.

Is is at Emory and she emailed me a couple
of months ago and there was a big

protest in from the C.B.C. about the fact.

And then my graduate student
who was assigned all these

years pro dissertation on
the controversy and this was a student

who was thinking she would write
a dissertation on the rhetoric satire.

And I told right.

That I will I will try that
dissertation if you want me to but

you know this you could do
something with this and

you're going to have as part of this group
you're going to have this support and

she also I mean and she did and some of
the research students did supported her

her work she once as she had to give
up a poster presentation conference and

she worked with one undergraduate student
to go critique to gather the data for

that poster and
then offer to help design the poster.

Her dissertation one of the best or.

Education in something like.

Fourteen So this was really a very
successful kind of helping.

Them great dissertation and I think
showed me that this model this is the but

the problem is the long research model
in the humanities makes it difficult for

students to think this is how I'm going
to do my research as part of a team

because what you what you.

What you.

Do you think that your you come in with
this idea of your own individual project

and that's something you're going
to work on and I do have and

I'm working with another graduate
student now in science and

technology studies she came in wanted to
work on vaccination controversy so she so

she you know chose me as her advisor
because she knew I was at Virginia Tech

and she was already here husband's at
the business school but nevertheless.

I haven't really created a context yet
where students come and

they say I'm going to do a dissertation
with this research group but

that would be what I
thought would be the goal.

So as we mature we really developed we

kind of decide moved away from
the students just kind of like trolling

research producing in a table they
are refused they produce three kinds and

I'll show you these later they
reproduce three kinds of attacks.

Mainly they produce media analysis
reports So how is vaccination or

air various versions of it
a renditions of vaccination.

Portrayed in the media right like and
how was the newspaper reporting on

the Wakefield on on Alexander Wakefield
in the M.M.R. autism controversy.

Information sheets and those have ranged
from MERS which is Middle East Respiratory

virus when it was a Respiratory Syndrome
to pandemic influenza we have to we have

we have one information sheet that's
just up a flow chart of what happens

when you report an adverse reaction to a
vaccine to the fairest system like what's

the what happens to it we have another
have so students have port have and.

So these are meant as information
sheets for the public.

Another one is about HIV why it's really
difficult to produce an HIV vaccine

right and one that's just about vaccine
development like how do you develop

a vaccine one of the stages
you go through and

that actually has a narrative portion and
a flow chart and then I in and and

part of the interesting thing about
creating a flow chart is designing a flow

chart is hard and and so we had the
professional writing students working with

the other students we worked as
a group to figure out what the right

way of portraying that
information visually was.

We developed a website now this was
interesting our website is very different

now from where it started because I always
had the students doing the website so

we had an as initially a student.

Developed a terrible website that was
lovely but it broke every time you tried

to do something change it because she used
an old version of Dreamweaver I mean this

is what some of the challenges of working
with undergraduate students are the same

time it was helpful every rendition of the
website was helpful because it forced us

to think how do we want to present
ourselves how can we do this in

a way that I can run it later on if I have
no graduate assistant because I'm like

technologically pretty illiterate so
now we have a wordpress site.

And then we also have a few peer
reviewed articles I'll show you those.

And I started to assign Morse.

Specific tasks to students that would
directly support my research as my own

interests solidified.

And then we have involved undergraduate
students in the development conduct

management to protection of the
qualitative interview studies I don't have

undergraduates right now working with me
but I have had graduate students train

undergraduate students to do interviews
and participate in those interviews

transcribe those interviews and start
to interpret those on the interviews.

And I think this is a new area for

me because I was I was not I was trying to
textual analysis I was not trained at all

in doing any and so in some ways I I
learned how to do so I've never actually

conducted any of the interviews in part
also because I'm too opinionated in

my graduate students think that and
that they I agree that I might not be good

interviewer because you kind of have to
kind of remove yourself a little bit but

the linguists that I worked with my
department on the Virginia Department of

Health study train the graduate
students how to do interviews and

now that those graduate students can train
undergraduates so that's how that worked

so these are the three publications
that came out of the group so the so.

This is the other thing I had
started doing is I now I have

coauthored publications and this is a this
is another piece that I had to learn how

to do now there are more there are no
other publications of the humanities but

of course they're not as usual as
that low researcher tradition so

this was the first publication
this came out of each one was

more into the graduate student she
was first author of this article.

This was part of a panel
at a conference and

then by a bit of paper I was about in
the paper and I didn't write the paper and

I said I would like our research
team to write the paper and that so

that gave the graduate student.

This is a pretty impressive publication
and it was very important for

her his first author she did most of
the work there's no question in that.

And that was one.

So I was hopeful for her to have a kind
of a structure to get a publication for

the top tier journal but then also to
get back research but we did for that

now this is a really big article and
I'm very very bad so

I was part of a grant from the.

National Endowment for the Humanities
digging into data challenge.

I was a CO pianist rant
about the Spanish flu so

we were using chronicling
America which is a.

Library of Congress website of
America's newspapers from like

eight hundred thirty seven to nine hundred
twenty two I want to say we were we were

using we were trying to figure we had a
another copy I was in computer science to

do computational linguistics or trying
to figure out methods of data mining

newspapers in order to.

In order to learn some things
about about Spanish Flu and

reporting on the Spanish Flu the P.I.
of my grammar the historian

now what I'll say is one of the good
one from that grant is that I'm not

interested in data mining at all because
data mining that you are that's fine but

data mining to me removes the context
that are really interesting that

as a cultural studies and rhetoric
scholar it's the context that matters and

you have to kind of remove that
that by in relation to that grants

are not part of the funded part of
the funding part of that I have

to undergraduates macaw Erica Hill
with my research says that.

They did they each looked at six
to eight newspapers from the one

nine hundred fifteen to one hundred twenty
two in either chronicling America or

Americans the struggle newspapers
which is the meat axe.

Database.

All missions of vaccination the chip we
chose we chose us with a geographically

disparate group of newspapers so some
from the west some from the north west.

I'm from the south of
the northeast you know.

And so
they collected all of those newspapers

mentions of vaccines in newspapers and
that we interpreted what was going on

what we were trying to see is whether
the experience with the Spanish

flu in one nine hundred eighteen changed
the news reporting on backs a nation and

it really didn't it really didn't it was
interesting but what we did find was that

in the Progressive Era The concerns are
new to this because this article is that

the concerns about vaccination
are pretty continuous historically but

they say so that there's a concern about
contamination in the progressive era and

there's a concern about contamination
that what's contaminated the vaccine was

different right then they were actually
concerned about tetanus contamination and

vaccines being dirty and
now there the concern is heavy metals and

aluminum and and mercury and this notion
that the vaccine has something in it

that we've put in it
that's contaminated but

nevertheless that's a concern that this
article really will try to do is say you

know if you look back historically you can
you can see these continuous trends and so

you can't make the argument that
vaccine concern now is some.

New thing that's created by that.

I talked more about that.

And you know better than I was so
I was the first of.

All the students did the prior research I
did all the analysis on that although they

each have individual papers that are up on
our research papers up on our website but

for the book.

And this is especially.

Where on the nation.

Piece in this I should get a piece
on each one it is on those

two studies that online college
students lose and then finally let.

It was a graduate student with the Apple
after research on this one and

we work with these undergraduates media.

In.

Looking at websites that concern
vaccination and we did a deeper torque on

Elsa for websites to pro-vaccine into N.T.
backs and

talked and talked about the poor all.

The way that the back of the website
address their readers the way users could

use the website How did you navigate what
kind of information was on the website and

I think one of the really interesting of
the two program actually websites one was

the C.D.C.'s vaccine stock and

the other one was one of
the Children's Hospital of Philadelphia.

Vaccine educator education
center the V.E.C. And

that's created by Paul Offit who's
a very prominent pro-vaccine doctor.

And what we found was that
the government and that hospital website

really kind of like structured
themselves like online encyclopedias So

all the info there's a lot of information
there and you can find it rather easily

but there's no interaction right there's
absolutely no they don't know of and

if you can understand why they don't
want you to come and you know but

there's it's so it's like if you want to
get information you go there and they have

a certain kind of information where to
vaccine skeptical Web sites that we looked

at work stream we interacted with users
contributing information to the site and

interacting in various ways and
so you can see in a way that that

that that whole way of
engaging the user is far more.

That's far more attractive to many
people on the internet not to

who don't just go to the Internet to look
for information out there they can use but

who actually look to become parts of
communities where the information is

created one of the findings
of that study you move on.

So More recently I have
undergraduate students studying

inflammatory reporting on
vaccination controversy.

And those are very helpful and I actually
cited some of the student reports a child

of I'm writing a book now a vaccination
and I use those as a as a starting

point one student went through Time
magazine from a New York Times from

one nine hundred eighty to the Basically
two thousand and thirteen she read

every article she did you know selectively
randomly selected articles it was really

helpful to see this sort of trend and
there's really I can tell you there's been

an uptick in inflammatory reporting
since about two thousand and four.

And then we're also doing two parts needed
here recently become believes that.

The graphic.

Yeah.

She's she's not like my student but
she's she's been working with us and

I have some students rhetoric.

That.

While it's very difficult one of
the things about an undergraduate research

group of students really have like time
in their schedules to spend one semester

maybe two had some
students do two semesters

that means you've really got like
you've got to get everybody up to speed

at the beginning a semester
you have about four weeks so

it's very difficult to do these kind
of ongoing really ongoing studies.

But I'm not leaving this year so
I don't want to take so

I have a this is the first year I've
had no undergraduates working with me.

And then I'm going to be chair in July and
so

I don't know what the future of
this group really years and.

Embedded in this is also was at
a certain point my relationship

with the director of the center broke
down and she no longer supplied me with

a research assistant out of her sort
of group of research assistants and

that really affected the way
the group could work now.

I've always found ways to manage having
there was I think only one semester when I

did not have a paid research assistant for
this group but but

but that it becomes more and more
difficult to manage that your question so

so that's it through structural support
issue you have to have structural support

to do this kind of work as a faculty
member you have to have and

then graduate students could be involved
in this group if you like outside of your

coursework and your job but that would
be really hard Great so so really

it works best if you can kind of marry
the graduate students assistantship with

supporting this kind of research group
I think I mean you know I'm a big fan

obviously it's been very very successful
in terms of training undergraduates but

also in creating a really I mean you can
you know we've had publications that come

out of it we've had dissertations I have
connections now all across campus but

you do need that structural support.

And then sort of now as I'm
working on the book so we

still have meet weekly meetings although
I have in my house on the campus we

have weekly meetings because the students
are still doing the the interviews and

we're working on in
interpretive those but.

The the weekly meetings now often like
I'll often say this is what I'm working

on this is the question and
I'm trying to deal with in a sort of

chew it around the group so it's become
much more about the graduates the students

who know that something about and then but
our weekly meetings are also so so

right now we have two people in our
research group on the on these studies who

are not it was an attack one is my former
graduate student who's George Mason and

I have another student who voluntarily
started working with she was an M.F.A.

student at Virginia Tech and she's now
in the rhetoric program at Minnesota so

our weekly meetings are you know my S.T.S.
student my public health student and

me in my office and then these two other
students on Skype and we talk about well.

Doing and what the issues are my graduates
the former graduate student who's

a George Mason is finishing up a her book
which is based on her dissertation and

so would we have that kind of
a research group kind of work so

I want to show you some fun things so
one thing we did one semester so

I don't talk about this but.

I hope it's come through so we take
a neutral stance towards vaccination

controversy.

Or not we have to we have
different personal practices and

different personal views about
vaccination in our research group but

the purpose of our group is to understand
the controversy at a public level and

in the kind in the context of culture so

our purpose is not to argue
that vaccines are good or not.

And that's been very important we've come
to understand the value of that position

more and more as we interview vaccine
resistant families who would not

talk to us if they felt like our purpose
was to try to convince them to vaccinate.

So but this you can imagine this
is a kind of a hard sell for.

My undergraduate pre-med students who are
very committed to vaccination kind of like

mainstream medicine so but so it's not to
say that our you know you can look at our

materials it's not our materials are not
pro anti backs either they really try to

sort of explain issues and controversies
and some of the ones that like explained

things like MERS or pandemic influenza
are historical in that way so

what was the master on the students
decided they wanted to do a study of

undergraduates because we
you know hearing that.

A tape again you know H.P.V.
vaccine is low specially among men so

this is a post service announcement was
made and then we embedded it in a survey

and to debate we sent it out and then
showed it to the students would answer

some questions watch to watch that little
public service announcement in an answer.

Other questions are trying to figure
out what would be convincing for

college students to try to get more of
them to be to be vaccinated for H.P.V..

We ended up not being able to do anything
really with the survey results in

part because we saw the writing surveys
and you know me but we but what was

the best part about this we talked
a lot about like well what we find and

how we how to create the questions and and

the company if we ask the question
this way what are the implications and

then we got the data back then we had
to go back all through that stuff and

say well what are the implications
of the way the answers are and so

we ended up feeling like we couldn't
we couldn't really and I and

I tell you the truth I found video that I
can find the data on a website I have to

on our you know our research website but
I but I remember the conversations

being really really interesting in
terms of how do you make sense.

From a survey so we just.

Haven't.

I just moved them out.

It was if we do this OK and we go back and

sort.

Of.

Wait.

But there's a head right.

Now.
It's just behind me as I click.

Here.

To.

The back and then let's make it bigger.

Thank you OK.

So.

The A.

Fire.

Because.

I.

Get.

My.

You can kind of tell
the students like the.

Ones if you do that and so that those that
was fun that was a really really fun thing

to do and then I want to show you.

Yeah well so the questions around this are
it was like Are you trying to figure out.

Why.

Can't you.

Be more.

Like he was nobody really.

Knows.

Yes.

He.

Was that that So the.

Family and her.

My.

We're back.

Here

with.

Me.

So I just want to take you to.

The Web site our website and.

See if I can do this right so
yes so this is our Web site.

And the I want to show you the OK so.

If we look there is under the publications
and presentations if you link to these or

are all of are.

These the publications and
these are the two links to that and

then there's actually I gave a talk with
a guy from intermodal department who does

research on just disease at bridges
occur in School of Medicine and

I think you can still access that present
but if you go to research outcomes

you find a lot of really interesting
stuff that we've done so

for example.

We have in the end under
the research studies right so

this is the you can download the P.D.F.

of the Cumberland Plateau health flu
study which is the one that we were paid

by the bridge into Department of Health
to do and then you have the student.

This is the these here are the basic.

Research.

That supported the wild.

And this is this.

We're.

In the wrong.

One here.

Almost certainly that we did.

And if I go back.

The media analysis reports these
are sort of really interesting.

I will click on this one so you can show
you this what they look like so this is

are we have had a student professional
writing in to do a branding and then.

This is a research assistant she
was probably a writer overall

I'm not because she was
an English major actually but

because she was a faucet she was
an English and philosophy and I think

it was actually I tell you the philosophy
that really made her a good writer but

she she has a very succinct
right this is a one page

very succinct discussion of two pages.

Three pages.

Of that of those who did what.

Four pages OK longer than I thought but
this.

Really interesting goes through all of.

The M.M.R. and.

Autism.
Controversy and the linkage

the way it's reported in the media right
and so this provides a really nice

succinct report for anybody interested
in learning more about this but

it isn't to go and do all the research and
I'll tell you one of the interesting

things that we found we found this early
on and a lot of people still don't

really understand this but.

In the more controversy in the US all off.

There are people who
are good players all right.

They are so.

Bad.

That.

It's no longer knows.

Exactly more.

And actually first do

so.

But.

There are two more years trying to get.

Back in.

But for
the most part it was actually very.

Cold and.

About where.

They are so.

You would.

Say my back's people thought I'd.

Never ever.

But it's a.

Really you know I thought that
was when we started to realize.

That.

We couldn't handle it.

So this is an example of one of or
one of our information sheets and

I'll just show you one other.

This is.

Report on the vaccine reporting
the New York Times that the data on

this is incorrect or has the other
day it was actually twenty fourteen

twenty fifteen when she
when she finished this one.

But she was using a previous She was
edited out a previous version and

forgot to change that it did.

We didn't catch it that this.

This was a looking at two sort of very
mean stream publications of trying to

assess the level of inflammatory
reporting and you see these kind of

you know slick increases when vaccine gets
politicized as part of the vaccines for

Children program under Clinton
in one thousand and three and

then a little bit around the nine eleven
you have concerns about bioterrorism but

you really have you really have an
inflammatory reporting starting after two

thousand and four and
especially after two thousand and six and

I can talk about this later
here just in this topic but

the I think that actually H.P.V.
the rollout of H.P.V.

and the issues around the culture wars
around girls sexuality that God and

tangled with with the H.P.V. rollout
were part of the way that the media.

Inflamed reporting because suddenly you
could talk about those stupid conservative

Christians who don't want their
girls to get the cancer vaccine and

that was really like the way it was being
portrayed in some media outlets and

so you actually have this scenario
in which that kind of create and

then you also have the retraction of
the Wakefield article from The Lancet so

you end up with this context in which you
can start talking about stupid people who

don't want to vaccinate because they're
not paying attention to the real science

and so you really get this this
increase in inflammatory reporting.

So that is.

That's all I have to say
about our like our research.