July 30th, 2011 admin
Europeans eat much more slowly than most Americans. In Europe, the meal is a time to share friendship, thoughts, ideas. During a meal, the food is savored. What is the American approach to meals? I think the expression “beat the clock” sums it up pretty well. Let’s face it, we originated the concept of fast food. Anything to get that food in a hurry, eat it in a hurry, rush, rush, rush, eat, eat, eat.The European approach to eating contributes to a lower body weight. Why? The human body takes approximately twenty to thirty minutes to register that it is full. Americans eat so quickly that we are not allowing this mechanism to kick in and are subsequently consuming more calories than our bodies require. We are overriding the body’s natural satiety mechanism. We feel stuffed after we eat because we did not give our bodies the opportunity to signal us that they were full. Had we listened to our bodies, we would have felt a gradual cessation of our hunger and would have consumed considerably fewer calories. American meals don’t need to be five-course, two-hour events in order for us to lose weight. But, by slowing down at any meal, even a little bit, you can allow your body to help you with weight loss.*63/280/5*
July 13th, 2011 admin
Signs and symptoms may be difficult to recognize because they are woven into a background of underlying disease, metabolic abnormalities, psychologic responses, and the effects of other medications.B. Neurologic toxicity may occur with the first course of treat-ment or with subsequent courses.C. Neurotoxicity generally occurs with high-dose therapy andwhen the cumulative dose is high.D. Neurotoxicity may be seen months or years after the com-pletion of chemotherapy.
MONITORING FOR NEUROTOXICITYA. HistoryQuestion the patient and family about numbness, tingling, vertigo, or visual disturbances.Question the patient’s family about changes in personality, affect, or lethargy.Inquire about school and job performance and social and psychological well-being during long-term follow-up visits.B. Physical examinationPhysical examination with serial neurologic examinations is the most useful tool for detecting toxicity.Decreases in deep tendon reflexes, especially in the Achilles tendon, are among the earliest signs of chemotherapy-induced peripheral neuropathy.Loss of proprioception and vibratory sensation also indicate peripheral neuropathy.Changes in gait may indicate neurotoxicity. Observe toe walk, heel walk, and tandem walk. Changes in the ability to perform these tasks may indicate peripheral neuropathy or acute cerebellar syndrome.C. AudiometryObtain audiometric evaluation before beginning cisplatin and before every other course of therapy.D. Monitor cumulative dose calculation for cisplatin and vincristine.
MODIFICATION OF THERAPYA. Treatment ModificationsThe following treatment modifications are only suggestions. Modification of treatment should be based on the child’s diagnosis, stage of therapy, available alternatives, and the judgment of the clinician.B. VincristineDoses >10—15 mg/m2 may lead to neuropathy.Grades 1 and 2 toxicity require no modification.For grades 3 and 4 toxicity, hold the drug until symptoms subside or stabilize. Subsequent doses should be either decreased or omitted.Trigeminal nerve toxicity results in jaw pain.a. Treat with acetaminophen.b. This symptom does not usually recur.c. Do not modify the dose.5. Anticipate autonomic neuropathy resulting in constipation.a. Treat with laxatives such as lactulose, Pericolace, orSenokot S.b. Prevent with Senokot S or increase dietary fiber.6. Treat symptoms of syndrome of inappropriate antidiuret-ic hormone. It is usually not necessary to not modify thevincristine dose unless serum sodium <130 mEq/L.C. CisplatinDo not modify treatment for grade 1 or 2 toxicity.For grade 3 or 4 toxicity, hold the drug until the symptoms subside or stabilize. Either decrease or omit subsequent doses.High-frequency hearing loss occurs at cumulative doses of 270-450 mg/m2.Peripheral neuropathy occurs at cumulative doses of 300-600 mg/m2.May cause Lhermitte sign (sensation of tingling or electric shock in arms and legs when neck is flexed). Do not modify therapy.D. MethotrexateNo modifications are needed for grade 1 or 2 toxicity.For grade 3 or 4 toxicity, hold the drug until symptoms resolve or stabilize. Reduce or omit further doses.Patients receiving high-dose methotrexate may develop acute encephalopathy with the following symptoms.a. Seizuresb. Confusionc. Hemiparesisd. Dysarthria4. High-dose methotrexate may be associated with thedevelopment of leukoencephalopathy.a. Symptoms include:i. Personality changesii. Progressive dementiaiii. Focal seizuresiv. Changes in level of consciousnessb. Follow the patient with serial magnetic resonanceimaging scans.c. Omit further methotrexate treatment.5. Acute encephalopathy sometimes occurs after intrathe-cal therapy.a. Symptoms include:i. Feverii. Nausea and vomitingiii. Headacheiv. Lethargyv. Paresisb. The decision to stop or continue intrathecal therapymust be made on an individual basis.E. Ifosfamide1. Symptoms of toxicity include:a. Hallucinationsb. Confusionc. Cranial nerve dysfunctiond. Cerebellar syndromee. SeizuresNeurotoxicity is more common when serum albumin is low or infusions are rapid.No modifications are needed for grade 1 or 2 toxicityReduce or omit further doses for grade 3 or 4 toxicity.F. L-AsparaginaseL-Asparaginase may cause a mild transient encephalopathy. Also consider intracranial bleeding or clot.G. 5-Fluorouracil5-Fluorouracil may produce the cerebellar syndrome.Reduce or omit further doses.*40\168\2*
July 6th, 2011 admin
A crucial part of living well is taking control. A crucial part of taking control, for some people, is learning to deal with the medical system. The medical system is complicated. The best advice we can give both the person with HIV infection and the caregiver is to ask questions. One reason that people don’t ask questions is because they feel intimidated. Medical people often don’t understand they are intimidating. If you don’t ask them questions, they assume you already know the answers, not that you’re afraid to ask. Another reason people don’t ask questions is because they worry about offending their physicians. Any good physician will not be offended by a question. Neither of these is a good reason not to find out what you want to know. Ask how to get medical care at night and on weekends. Get pushy if you are in pain; pain is usually unnecessary. Ask what’s happening with new treatments. Ask for advice on alternative treatments—treatments like acupuncture or untested drugs. Ask where you are in the course of the infection. Ask what tests you are being given, what those tests detect, what the alternatives to the tests are. Ask for a second opinion on a diagnosis or an interpretation of a test. People worry especially about asking for second opinions; but this is a reasonable and prudent request, and physicians are not offended by it. In general, you have a right to know about treatments, medications, and procedures. It is a good idea to write questions down before visiting the doctor: most people forget some or most of what they want to ask. Questions about medical care are best addressed to your doctors. Questions about the medical system and resources for medical care in general are best addressed to a social worker.*240\191\2*
June 29th, 2011 admin
There are a lot of similarities, but the differences can be significant.The preteen, or early adolescent, may look somewhat like the school-age child. She may have some of the hyperactivity and impulsivity as well as the academic difficulties. She may also still experience behavior problems in the classroom. However, at this age it may look more like oppositional and defiant behavior or perhaps like anxiety and depression.By now, ADHD children are often very angry and frustrated. They have no confidence in their abilities to deal with difficult situations, and their opinion of themselves is probably that they’re stupid even if they’re quite intelligent; they have not experienced satisfaction and success from their own activities. Some of these children, if their families have been incredibly supportive, may find areas in which they are somewhat successful, such as sports or a particular academic or artistic area. But for many of these youngsters, there is an overriding sense of failure by this age.Making matters worse is what’s going on within their bodies and minds. They are beginning to think of themselves as young adults and may find themselves interested in the opposite sex, which makes the social situation much more complicated. Their bodies are changing; the peer pressure surrounding attractiveness and body changes is getting stronger. And there are internal changes. They are becoming increasingly stimulated by the hormone changes that come with the onset of puberty, and that can result in many different feelings about themselves and others.For a child who already has a fragile sense of himself and a pessimistic view of being able to control inner states, these changes can be frightening and overpowering. Boys may experience nocturnal emissions or have sudden erections or unexpected feelings of attraction to a girl. This can be very unnerving because they don’t have a secure sense of their bodily functions or mental functions. A young woman with ADHD reported to me that she was made so confused and anxious by her breast development at age thirteen that she cut up and hid the first bra her mother bought her.Around this time, age eleven or twelve, the ADHD child is often seen as immature by his peers. He is not ready to get involved in what the other children are doing socially, and he may continue certain problem patterns of behavior in an attempt to make friends, get attention, or become popular with his fellow students. But his behavior seems more and more inappropriate in the social setting because the others are moving on; they are feeling more mature, and suddenly they’re interested in the opposite sex. The hyperactive ADHD preteen is still trying to be a child, to get attention in ways that are not respected by his classmates.Very often the dramatic physical and mental changes that occur with the onset of puberty can lead to serious problems. I had one patient, a twelve-year-old boy named Allan, who was diagnosed as having ADHD and had used Ritalin. He was a very intelligent boy who did not do well in school and had no friends. He had extremely low self-esteem and was seen by his teachers as very immature. In a preadolescent surge of excitement, he had one day engaged in some inappropriate sexual play with a younger child. It was as a result of this I was asked to assess him and found that his ADHD was being inadequately treated. Psychotherapy and tutoring were added to the medication.My understanding was that his impulsive action was in response to pressures he was unfamiliar with and didn’t know how to handle. He didn’t have the social outlet of being “one of the gang” and, thus, was unable to share these normal sexual feelings with his peers and learn how to deal with them. Because he had no socially defined way of handling these experiences, Allan acted impulsively when he felt aroused.Another patient of mine, an eleven-year-old girl named Andrea, is very much caught up in her need to develop friendships. But because of her ADHD, her behavior makes her different, and her peers want nothing to do with her. As a result, Andrea feels lonely, has low self-esteem, and is angry at her peer group because she feels rejected by them, so she reaches out even more inappropriately. She tries to talk with them over and over again about the same things, giggling and laughing. She tries practical jokes and pranks, and the other girls see her behavior as more and more deviant.Andrea has no way of understanding the other girls’ changing interests, such as boys, clothes, and makeup. She’s developmentally stuck and behaves more like an immature nine-year-old than an eleven-year-old on the verge of teenage maturity. Her peers want nothing to do with her, so she suffers from increased anxiety, deeper depression, and academic problems—enhanced by the impact of this developmental period on her social relations.With older adolescents, the situation changes a bit. Frequently, by this age, ADHD children have learned to control their hyperactivity or social inappropriateness somewhat. They may be able to behave the way they’re expected to in a social or classroom situation, at least for short periods. However, their long-standing academic difficulties typically become more evident. The weak base they’ve had through elementary school seriously impairs their ability to handle high school.One of the ways this inability frequently presents itself is through a lack of motivation. By this time these young people have not had successful intellectual experiences. They don’t treasure curiosity and learning and are unable to motivate themselves to complete a project or pursue a topic of interest. All they know is that it’s required of them, and they fear failure.Often, when an undiagnosed ADHD teen is brought to my office for the first time, it’s because his parents can no longer tolerate his inexplicable lack of motivation. They have yet to realize the child’s long history and the many biological problems that are playing a role in it. All they see is the psychological outcome: depression, low self-esteem, impaired academic performance, and other symptoms.Older adolescents with ADHD often try to ease their mental anguish by looking for satisfaction elsewhere, such as experimenting with alcohol, drugs, sex, or defiant behavior.Rebecca, a sixteen-year-old high-school studentThe picture of lack of motivation was very much what brought Rebecca to treatment. She was referred by her school guidance counselor, who was concerned that she was underachieving academically. For years her teachers had felt she was a student with promise and talents, but who seemed to be unmotivated. She seemed to give up quickly, to be easily distracted and “dreamy,” and to perform well below her capabilities. Her parents focused on her lack of following through, her poor motivation, and her disorganization. They wondered if she cared at all about her schoolwork and were very frustrated with her.Neuropsychological testing had also been sought to rule out any learning disability or attentional problems. The testing revealed that Rebecca was of superior intelligence, but that while she had enormous strengths in the verbal sphere her ability to mentally manipulate math problems was very poor, as was her skill on visual organizing and visual memory tasks. Other tests showed she was very distractible and had great difficulty focusing attention, especially when the task was difficult for her, such as those tests requiring visual processing.When I met Rebecca, she struck me as a sad-looking, pretty teenager, wearing old, dark-colored clothes, and somewhat inadequately dressed for the cold. Her eyes were heavily and colorfully made up, as though to undo her otherwise unhappy and drab appearance, and to be more acceptable to her peers. It was hard for her to talk about herself, due to a combination of shyness and of an inability to put into words what she was really feeling. She spoke of not knowing what the matter was, of just knowing she felt bored and uninterested in things. Maybe school just wasn’t for her. It just didn’t seem relevant to anything. She felt her parents, both professionals with advanced degrees, and her school just expected too much from her. Neither she nor her parents understood the layers of effects of her ADHD that had occurred over the years and had certainly affected her learning and her experience in school from the very beginning.All of these issues have affected Rebecca’s peer relations.She is at risk of becoming promiscuous, which is common among ADHD girls who feel unsuccessful and unwanted. They desire very much to be accepted and loved, and one answer is to be sexually valued. However, because of difficulties establishing trust and intimacy, these relationships tend to be loveless and temporary.The situation with older adolescent boys is a little different. They’re more likely to become involved with alcohol or drugs and with behavior that gets them in trouble with the law. In fact, many followup studies have shown that by late adolescence, more of these youngsters have had some brush with the police than children who don’t have ADHD. They tend to channel their impulsivity, as well as their chronic sense of failure and lack of motivation, into areas where they may get satisfaction, though it’s usually short-lived.A variety of odd clinical problems may also be seen in adolescents with ADHD, especially those with extreme impulsivity. These include a fascination with fire, bed-wetting, excessive lying, and even food hoarding. The correlation between these acts and impulsivity remains a mystery, but a thorough history should include questions about them to find out if they are present.Older adolescents with ADHD are also more likely to be susceptible to group pressure out of their need for acceptance and value in the social scene. If they can’t feel valued as a student or athlete, another way is through daring, dangerous, and often socially unacceptable behavior.Boredom can be the gasoline tossed onto this very dangerous fire. Unmotivated and lacking in any satisfying academic achievement, many adolescents with ADHD find themselves suffering from a stifling sense of boredom that can only be cured through impulsive, often perilous acts. Studies have shown that young people with ADHD have far more automobile accidents than young people without ADHD, as well as a greater incidence of defiant behavior.
Colin, a seventeen-year-old high-school studentColin attended a boarding high school. He came from another country, where he had witnessed a fair amount of political unrest and street violence during his childhood. His parents had arranged for boarding school both as a wonderful academic possibility for him, as well as a way to remove him from a very noxious cultural environment. What they had not told the school, but became subsequently clear, was that Colin had already been expelled from school at home due to some drug use and sexual acting out and had a chronically poor academic record. His uncle had been murdered just a few weeks into Colin’s second year at this school, and his behavior and grades began to slip noticeably. This brought him to the attention of the school authorities, who referred him to me for evaluation.Colin was an expensively dressed boy, small for his age, who deliberately wore his clothes too large, slicked back his hair in an exaggerated ’50s look, and sashayed into my office with a nonchalant air. He seemed uninterested in the reasons his school had sent him to my office, but tried, in a practiced way, to charm me with observations about my office, about his drive in the taxi, and about other apparently irrelevant topics. He was not at a loss for words and spoke English fluently, even though it was his second language. When I asked about his family and why he was at boarding school, he spoke in a grandiose way about his talents, about his family’s wealth and social standing, and about his own control over the choices that had been made for him. He would jump up and down from the chair to make a point or to show me a dance move, and sometimes clicked his fingers or drammed on his knees.I knew from the school that he was disruptive in class, always talking and joking with other students and trying to one-up the teachers. He frequently lied to students and teachers. He was often fidgety in study hall and sometimes skipped it, despite the penalties imposed. Some of the girls in the school had complained that he was too forward, pressuring them to date him and even to have sex with him. All his teachers were concerned that his academic progress seemed well below what he was capable of.I arranged for neuropsychological testing to be done and interviewed Colin’s parents on the telephone. It soon became clear that he was suffering from very severe distractibility, inattention, and hyperactivity, as well as showing evidence of some specific learning disabilities. Much of his behavioral problem could be seen as both an expression of these symptoms as well as of his low self-esteem. His poor expectations of any success from academic work had diminished his motivation and convinced him that he was “dumb.” In turn, he had turned to his peers to look for the support and esteem-building that he craved. Unfortunately, in his impulsive and nonempathic way he sought to fulfill his own emotional needs, often at the expense of others.*24\173\2*
June 14th, 2011 admin
The major change in mental abilities is an increase in forgetfulness, a loss of memory. People often have problems remembering only the recent past, not the distant past, and the problem is usually more annoying than profound. People nonetheless find it distressing. They can remember childhood experiences but not what they had for breakfast. They have trouble telling their doctors their recent histories. They forget why they entered a room, or where they parked the car, or what they wanted at the grocery store, or what they did that day. They forget appointments and become confused about time or place. People deal with memory problems by finding ways around them. Dean Lombard, who kept forgetting to take his medication and to eat crackers before he took it, bought an inexpensive pillbox equipped with a beeper that beeped when he should eat, and then again when he was to take the medicine. Other people put their medications into pillboxes that are organized by days of the week. Lisa Pratt repeated anything she wanted her husband to remember several times over a period of days, and that seemed to help him retain it. Some people keep lists, in notebooks or in pocket calendars, to remind themselves of calls they want to make or dates to keep or things to ask the doctor. Dean bought a memo book that fit in his shirt pocket. “I always carry it,” he said. “I know enough to write something down immediately if I want to remember it: pick up the parts at Sears, pick up my mother. The minute I know, I write it down.” In general, people try to limit the number of things they carry in their heads: “I don’t deal with twenty things at once,” said Dean.*145\191\2*
June 2nd, 2011 admin
Your child will go through the same emotional stages you have faced. The manifestations of these stages will vary with the child’s age and maturity and with the kinds of seizures.Fear is real for many of these children. Children may fear dying even though they have no concept of death. This fear of dying should be dealt with forthrightly. All people fear losing control and the fact that one of these seizures could happen at any time. Educating your child about what actually happens during his seizures, what they look like to others, and that he always returns to his previous normal state may help him to adjust to this fear. For the older child, the fear of embarrassment may be even worse than the fear of death. “What will my friends think of me? Suppose I wet myself? Suppose this happens at a dance or in school?” Acceptance by one’s peers is critical in adolescence. The worst thing that can happen is that somebody will notice that he is different.Helping your child to understand epilepsy and accept it to the point where he can explain it to his friends and classmates is the most important element in overcoming these fears.177\208\8*
May 29th, 2011 admin
Hairy faces and bodies are considered unattractive in western society, yet are considered quite normal in Mediterranean countries. Facial hair growth in women can be ‘hormonal’, in which case coarse ‘male-type’ hair is seen, or ‘racial’, in which case a generalized hairiness is evident. ‘Hormonal’ facial hair can be treated with specific hormone tablets, yet both types of hair growth can be treated with various hair removers.
Bleaching creamsBleaching creams are safe to use on the face and are simple to apply. It is best to choose one that is specifically designed for the face as it will be less irritating.
Depilatory creamsDepilatory creams remove hair by a chemical process, similar to perming hair. The chemical, thioglycollate, breaks the hair bond, so the hair can be wiped off. It is important to choose a cream which is specifically for the face, as these are weaker than depilatory creams designed for the body. Depilatory creams are generally safe and do not promote thicker hair re-growth. Occasionally, allergic reactions to thioglycollate occur.
Epilating devicesEpilating devices are excellent for use on the body, but are ineffective for facial hair.
Waxing Waxing is probably the best method of removing both facial and body hair. Both a hot or cold wax can be used and the process can be performed at home. Waxing over a number of years makes the hair weaker and it grows less coarsely.
Plucking Plucking hair is a very effective method of removing a small number of hairs, although re-growth does occur. Like waxing, repeated plucking will eventually weaken and destroy the hair root. It is safe to pluck hairs which grow out of moles.
Electrolysis Although electrolysis is supposedly a permanent method of hair removal, in most cases only a small number of hairs are actually destroyed, while the majority re-grow. The reason for this is that electrolysis is a ‘blind’ technique, and often the hair root is missed. The success of electrolysis is very operator dependent, yet even in the best hands many hairs reappear. The main disadvantages of electrolysis are that it is slow, expensive and can cause scarring.
May 15th, 2011 admin
People with HIV infection do not usually have problems with their eyes, and when they do, the problems are often the usual ones that accompany the aging process. But there are some eye problems that indicate serious complications, and a physician must be notified. The most common and serious is cytomegalovirus retinitis. Blurred Vision-Blurred vision, along with several other symptoms and a low CD4 cell count, may indicate an infection of the eye called cytomegalovirus retinitis. Cytomegalovirus (CMV) retinitis-In addition to blurred vision, other symptoms of CMV retinitis can include a blind spot, pain in the eye, and “floaters.” Floaters are spots that float across the line of vision as a result of inflamed cells in the middle of the eye. In many instances the person with CMV retinitis notices no symptoms at all. CMV retinitis is caused by a virus called cytomegalovirus, or CMV, that, like the viruses that cause chickenpox or herpes, infects most people and then remains dormant in the body. Because CMV lives in blood cells, it can circulate to all parts of the body. In this case, CMV has infected the retina, the layer of cells in the back of the eye that, like the film of a camera, is responsible for recording images. The specific symptoms a person has will depend on which area of the retina is affected. CMV retinitis occurs in only 5 to 15 percent of people with HIV infection. It does not occur until the CD4 count is severely lowered. The diagnosis can be made by a physician using an ophthalmoscope, an instrument that permits the physician to see the retina. What part of the retina is infected determines how much vision is lost. On the central part of the retina, where images are focused, a small area of infection can cause complete loss of vision. On the periphery of the retina, a large infection can cause no apparent vision loss. CMV retinitis can occur in one eye or in both eyes. If the infection in one eye is left untreated, it will often affect the other eye as well. If both eyes are infected and left untreated, the usual result is blindness. Loss of sight caused by cytomegalovirus cannot be corrected with glasses. With early treatment, vision can usually be saved before blindness occurs. Treatment is with the antiviral drugs ganciclovir and foscarnet, which slow or stop the progression of the infection. Both drugs are given intravenously, and treatment must continue indefinitely, because the infection recurs when the treatment is stopped.*129\191\2*
May 1st, 2011 admin
Chondroitin is one of a family of natural substances known as glycosaminoglycans (GAGs). It is composed of long chains that alternate two molecules: gaiactosamine and glucuronic acid. Galactosamine has the same chemical structure as glucosamine, but it has a slightly different three-dimensional shape. Like glucosamine, chondroitin is a molecule that can’t exist alone. It must be paired with something – often sulfate.Chondroitin sulfate became popular in the United States after the publication of Jason Theodosakis’s The Arthritis Cure, which recommends combining it with glucosamine sulfate. Although there is considerable evidence supporting the use of injectable chondroitin sulfate, until recently there was little evidence that oral chondroitin sulfate worked. Indeed, many experts have gone on record stating that oral chondroitin sulfate cannot possibly work because it is too big a molecule to be absorbed. At best, they proposed, it is broken down into other substances (such as glucosamine) which then provide benefits.Indeed, chondroitin sulfate is such a large molecule that at first glance it seems unlikely that it could be absorbed through the gut wall. In general, the gut cannot be penetrated by such enormous chemical structures. For example, cellulose is similar to chondroitin in many ways, and it simply passes through the digestive tract as dietary fiber. This opinion was bolstered by a small 1992 study that found that oral use of chondroitin sulfate did not raise blood levels of the substance.However, more recent evidence suggests that chondroitin sulfate actually can be absorbed. How such a molecule makes its way into the body is unclear, but apparently, it does. More important, we do have good evidence that when you take chondroitin, your arthritis symptoms will decrease.*40/306/5*
April 22nd, 2011 admin
Hypo-allergenic CosmeticsThe term ‘hypo-allergenic’ is somewhat dubious. Many cosmetics manufacturers claim their products are hypo-allergenic, which, by definition, means that they produce less allergic reactions than ninety per cent of other cosmetics on the market.The least allergenic of all cosmetics are those which contain no perfume because perfume is the most common cause of allergic reactions. Other ingredients, such as preservatives and sunscreens, may also cause unfavorable reactions but are still present in hypo-allergenic cosmetics.A non-perfumed cosmetic is not the same as an unscented cosmetic. Non-perfumed means 100 per cent fragrance free. An unscented cosmetic is one that has no smell but still has a masking perfume to hide the smell of other chemicals. Cosmetics which are completely fragrance free include Almay, Clinique and Innoxa products.If you are allergic to a particular preservative in a cosmetic, you must look for a brand without it. This can be a particular problem if you are allergic to parabens which is the most frequently used preservative in cosmetics.Hypo-allergenic products are of no special benefit for those with oily skin or acne because perfume has no detrimental effect on acne blemishes.
Men’s CosmeticsProducing cosmetics for women is a billion dollar industry. It is not too surprising then, that producing cosmetics for men is seen as a new avenue to make money. Men are becoming (or being made?) increasingly aware of their appearance and ageing. While they have always used shampoos, aftershaves and shaving creams, there has recently been an explosion in men’s skin care products, similar to those available for women.