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Many desperate patients have left the United States seeking unproven and risky stem-cell interventions available in countries with less rigorous regulation. How can we keep gene editing from triggering a new wave of medical tourism? In 2011, football quarterback Peyton Manning went on the road to seek out stem-cell “treatment” for his neck. He wasn’t alone: many high-profile athletes and desperate (but less famous) patients left the United States seeking interventions available in countries with less rigorous regulation. They didn’t necessarily know what kind of cells they were getting, whether there was any evidence the intervention worked, or whether anyone understood the risks they were taking. So why did they do it? Part of the answer may lie in the Latin phrase argumentum ad novitatem, the appeal to the new. A powerful force in Western . . .

If you believe Coach Christensen's experience and the Army's own OC/T philosophy,7 one does not have to exceed the talents, knowledge, or experience of the training audience to provide real-time observations, feedback, self-reflection, and potential improvement to the trainee. Provide doctrinal references for each content block.\" * Defense Support to Civil Authorities (DSCA) exercise: \"Generate a four-hour study plan for a division-level exercise for a legal advisor/judge advocate, with an emphasis on DSCA from a DoD perspective. Training audience-generated material: commanding general (or commander's) training objectives and the SJA/brigade judge advocate (BJA) training objectives (if you are unfamiliar with any of the objectives, locate the doctrine related to it and skim it); operations orders, ROE, office of the staff judge advocate (OSJA)/ national security law (NSL)/brigade personnel roster, battle rhythm and seating charts, and running estimates. Observe, Ask, Classify Though applying \"OC/T art\" at the highest levels requires significant experience and doctrinal familiarity, a junior JA can replicate the coaching interaction to a helpful extent via the following steps: intense observation, asking questions, and then classifying them into doctrinal categories to create after-action review (AAR) lessons.