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Tobacco Industry Influence on Research; Then and Now

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Research Question: How has the tobacco industry attempted to influence research?

Introduction:

Most Americans are aware of the regulations that have been enacted for the sale and use of tobacco. Anyone who smokes may see the surgeon-general’s warning label and picture of a shriveled-up lung on their pack of cigarettes. Time and research have shown us that smoking kills. According to the CDC, smoking just in the United States kills over 480,000 people yearly. (CDC) We don’t know how these numbers could change with the emergence of vaping. Since this new technology has not been extensively researched, it is important that we conduct research surrounding it in a way that will inform the public transparently. This post explores how tobacco companies have manipulated research in the past and how they are attempting to influence research at universities today.

Discussion:

In the past tobacco companies have attempted to skew the public’s and lawmaker’s perception of smoking by creating controversy around it. The more controversy that surrounds a topic, the less likely a member of a committee or congress is likely to create restrictions on the harmful product. Lisa Bero, a professor of Medicine and public Health at the University of Colorado, has conducted extensive research about the strategies that the Tobacco industry uses to devalue research that accurately depicts the harmful effects of smoking, and to fund and publicize biased and non-peer-reviewed studies. She concisely states 6 strategies the tobacco industry uses to push an agenda in her article, “Tobacco Industry Manipulation of research” in the Public Health Chronicles. An example she brings up of a Tobacco company manipulating research is how the Phillip Morris Company pushed their interest group’s position. In 1988 the Phillip Morris Company created The Center for Indoor Air Research. (Bero 202) Dr. Bero states, “From 1989 to 1993, CIAR awarded $11,209,388 for peer-reviewed projects and $4,022,723 for special-reviewed projects. Seventy percent of the peer-reviewed projects funded by CIAR examined indoor air pollutants other than tobacco smoke, diverting attention from secondhand smoke as an indoor air pollutant.” (Bero 202) In other words, the Phillip Morris company created a research center that spent over 15 million dollars in 4 years for research of air pollutants that weren’t tobacco smoke, to shift the conversation away from tobacco. Lisa explains why this diversion is helpful for tobacco companies by stating,” It is often to the benefit of interest groups to generate controversy about data because the controversy is likely to slow or prevent regulation of a given product.”(Bero 200) To elaborate, if decision makers must deliberate more extensively on a topic because of conflicting research, proceedings will be slower because any relative information must be considered before the vote can happen. If the doubt created is strong enough, regulation may not even pass a vote. This has proven to be an effective strategy for Phillip Morris International, since they are attempting to use a similar strategy today.

Regulations have thankfully gotten stricter since then and everyone sees the Surgeon General’s warning on their pack of cigarettes. Most people know that smoking causes cancer, but there is still a controversy to be created with vaping. Phillip Morris has recently changed their business strategy to push vaping. According to Andrea Chang from the LA Times, “Philip Morris International is trying to persuade customers to switch to its heated tobacco products, which it says are better alternatives because they are smoke-free. Eventually, the company hopes, governments will regulate cigarettes out of existence altogether.” (Chang) Phillip Morris International knows that information about the dangers of smoking is widespread, but the same can be said about vaping. Although regulations around funding from the tobacco industry have gotten stricter according to state laws and university regulations, The tobacco industry still has attempted to skew research in recent years to push their vape products. According to the Southeast Asia Tobacco Control Alliance, Phillip Morris Company has announced that they are pledging 1 billion to research on the harmful effects of smoking. (SEATCA) These funds wouldn’t be directly received from the tobacco company, but instead they created “Foundation for a Smoke-free world”.(SEATCA) Although this is creating a degree of separation between the tobacco-industry and universities, this would still create a conflict of interest and is not much different than universities directly receiving the funds from Phillip Morris International.

This raises the question of whether they are doing this to help people quit smoking, create a better image for the company, or even more sinister, to skew the results of research conducted at universities.  This may seem like when the Phillip Morris Company created CIAR in 1988. This is because it is. Just as CIAR was create controversy are indoor air pollutants (Bero 202),  the “Foundation for a Smoke-Free world” is just a way for the Phillip Morris International company to boost their public image and get around conflict of interest regulations at universities. As Bero stated about the CIAR foundation, “Support for research can provide good public relations for the tobacco industry by portraying it as philanthropic.”(Bero 201) The same can be said also about the “Foundation for a Smoke-free world” foundation created in 2017 by the same company.

Large health organizations have raised warnings to universities to not accept the funding from “Foundation for a Smoke-Free World”. The American Cancer Society called this a, “new twist out of the tobacco industry’s deadly playbook.”(SEATCA)  Many universities have policies for reasearchers to not accept funding from tobacco companies, but this has not been the stance of a select few universities. according to Stanton Glantz in his article, “Tobacco Money at the University of California”, UCLA has made a hard stance that they would not be banning tobacco money in biomedical research because it’s a “slippery slope”.(Glantz 1068) To elaborate, UCLA believes that banning money from tobacco companies may cause controversy in receiving funding from other industries, such as pharmaceutical companies. Another example would be how UCSF failed to ban receiving funding from tobacco companies simply because they did not have enough votes. (Glantz 1068). This shows that there is a problem when it comes to the acceptance of dirty money and lack of regulation in research universities, even in the most liberal of states.

The USA is not alone in the controversy surrounding funding from the tobacco industry. According to J.E Cohen in his article, “Universities and Tobacco Money”, Nottingham University, a research university located in the UK, received the funding for one of their international centers directly from the British American Tobacco company of the amount of 3.8 million pounds, which is the equivalent to about 4.61 million U.S. dollars.(Cohen) Cohen makes the point that universities may feel more pressure to accept funding from the tobacco industry as government funding for universities goes down. (Cohen)This may be why UCLA is wary of losing their funding from the tobacco and pharmaceutical industries.

Authors Suzanne Schick and Stanton Glantz in the article “Old ways, new means: tobacco industry funding of academic and private sector scientists since the Master Settlement Agreement” also bring light to a similar issue; conflicts of interest among members of IFSH and LSRO, committees that issue grants to Universities conducting research in health issues.(Schick and Glantz) They found that many of the donors to the IFSH were from “anonymous private donations”, which is curious to say the least given the tobacco industry’s slippery strategies in the past. On top of the majority of their donations coming from anonymous sources, they found that, “ 54% of the  members of the Cigarette Additives Expert Panel and 44% of the members of the Reduced Risk Core Committee have documented direct financial relationships with the US tobacco industry” (Schick and Glantz)  In other words, roughly 50% of the LSRO panel members that issues grants to Health science research have either received funding from or are financially tied to tobacco companies.

Recommendations:

Students should be aware of where funding from university research comes from. In many cases, the funding may come from industries that are harmful to public health. Companies like the Phillip Morris International company have used unethical strategies to put a veil over the truth when it comes to the results of data. In addition, we need to be aware of where our money is going to when we donate to “non-profits.” We need to ask ourselves the questions, “How was this organization founded?”, “Where have these funds been distributed to in the past?”, “Where do the committee members of this organization have financial ties?” and, “Does the publication have anti conflict of interest measures?”. When committing our money to universities through tuition, we need to consider their ethical practices because it will reflect on the research you may conduct at this university. These individual measures will not be enough to solve the issue of excessive industry influence on research; we will need to commit more funds to higher education on a federal level to discourage researchers from accepting dirty money.

Sources:

Bero, Lisa A. “Home – PMC – NCBI.” National Center for Biotechnology Information, U.S. National Library of Medicine, Mar. 2005, https://www.ncbi.nlm.nih.gov/pmc/.

Cohen, J E. “Universities and Tobacco Money.” BMJ (Clinical Research Ed.), U.S. National Library of Medicine, 7 July 2001, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1120656/.

Seatca. SEATCA, 26 Dec. 2017, https://seatca.org/top-universities-reject-big-tobaccos-research-funding/.

Glantz , Stanton A. “Tobacco Money at the University of California.” American Journal of Respiratory and Critical Care Medicine, https://www.atsjournals.org/doi/full/10.1164/rccm.2503001.

Schick SF, Glantz SA. Old ways, new means: tobacco industry funding of academic and private sector scientists since the Master Settlement Agreement. Tob Control. 2007 Jun;16(3):157-64. doi: 10.1136/tc.2006.017186. PMID: 17565125; PMCID: PMC2598497.

Chang, Andrea. “Tobacco Giant Philip Morris Sees a Future without Cigarettes – but There’s a Catch.” Los Angeles Times, Los Angeles Times, 16 Apr. 2021, https://www.latimes.com/business/story/2021-04-16/q-a-with-the-ceo-of-philip-morris-international-america.

“Diseases and Death.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 29 July 2022, https://www.cdc.gov/tobacco/data_statistics/fact_sheets/fast_facts/diseases-and-death.html#:~:text=Cigarette%20smoking%20is%20responsible%20for,or%201%2C300%20deaths%20every%20day.

 

Structure and Case Study Strategy Analysis of NAU’s Website

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Brief History

Northern Arizona University (NAU) has been around since 1899, before Arizona was even considered a state. Formally known as “Norther Arizona Normal University”, Northern Arizona State Teachers College, Arizona State Teachers College at Flagstaff, Arizona State College at Flagstaff, and Finally Arizona State College,  NAU has shifted its mission throughout the years. (“History of Northern Arizona University Collection 1899-2000 History of Northern Arizona University Collection”) When The school was first founded, it was a teaching school, with it’s first graduating class being only four people. (“History of Northern Arizona University Collection 1899-2000 History of Northern Arizona University Collection”) Now, NAU is a space-grant public research university, touting its discovery of the astronomical bodies Eris and Sedna. It now has almost 30,000 students (28,090). (“Northern Arizona University | Data USA”)

Summary

This post will discuss NAU’s strategy for growing it’s student attendance in the modern day. NAU is looking for students willing to participate in research and internships, specifically in the field of astronomy, ecology, and genetics. The personalities that NAU is looking for from their students are problem-solving, inquisitive, and imaginative. The strategies NAU uses to persuade these kinds of students to attend are case studies and structure. Their home page features many case studies, including those of professors and alumni. Their website’s structure resembles a news channels website, featuring boxes of many stories with links leading to other pages.

Analysis

Among the block of case studies NAU wants you to click on, they include an interview with one of the alumni. They ask questions to lead her towards a positive remarks about the school. They begin the page with some of her background and then quickly dive into what resources NAU has offered her and how proud she is to be a lumberjack (NAU’s mascot). They don’t ask the question, “are you proud to be a lumberjack alumna?” They ask, “what makes you proud to be a lumberjack alumna” (“Helping Startups Thrive”) These leading questions make it easy for them to structure this case study in a way that leads the audience to the conclusion that they should attend this school.

After selecting the link titled “helping startups thrive” on the home screen, you’re led to an interview with alumna Diana White. She’s a well-rounded entrepreneur with much retail and sales experience and hosts a podcast. (“Helping Startups Thrive”) She obtained her Business Administration degree through NAU and speaks praises of the University. Her story is a perfect example of a non-traditional student with career ambitions attending a university because of the institution’s ability to offer students the resources to complete their degrees. White explains this by stating, “I had always wanted my degree and tried for many years to obtain it through a myriad of schools. There was never enough time, energy, or money to finish. NAU was a blessing as I was finally able to find an institution of higher education that fit all my needs and allowed me the opportunity to complete my degree.” (White, “Helping Startups Thrive”)In other words this alumna has tried other ways of getting her degree, but wasn’t satisfied until she tried NAU’s program because of the resources and flexibility it offers her. This case study tells its readers that they not only accept non-traditional students, but they want experienced, driven professionals to attend.

This case study is extremely effective because of her praises of the school and the time she’s committed in the past to complete her degree. They end the article with her accomplishment to make readers believe that NAU is how anyone, even people with established careers, can become more successful, because this is how she became successful. Right below the end of this article are more cause studies to click on, such as “Ian Mclein’s wild ride”, a story about a Disney executive’s journey, and “Bringing behavioral health resources to all”, a story about Alum Tad Gary’s participation on healthcare boards and as executive officer in Mercy Care. Most if not all of the links to articles one the site are interviews with successful Alumni. This structure choice is intentional and effective for showcasing why someone should attend NAU.

The Structure of not only the homepage but within most of the pages on NAU’s site resembles a news site. It features blocks of stories that include a photo and a striking title. Whoever wrote the site seems to be aware that it resembles a news article because above the stories reads a bold text that states,” UP NEXT…”, as if they were a news anchor about to announce the next story. Although the structure resembles that of a news channel, the content is very different, with the featured stories being very positive and uplifting. If the site associates it’s programs with positivity and success, then the reader will be more likely to associate NAU with positivity and success. Therefore, the reader will be more likely to attend.

 

The stories that NAU features seem to be very career focused. One of the descriptions under the article,” Boundless Compassion” states ,” Angie Golden’s nursing career has gone places, from helping patients in the Grand Canyon to testifying on Capitol Hill”. In other words, Golden not only got a successful nursing career because of NAU, but she’s traveled to a wide array of places and performed important roles in society. The word “boundless” implies that with NAU, graduates no longer have limitations.

Response

                My interpretation of the website is that NAU is marketing itself to students of all ages, especially if they’re career and technology driven. The websites did a good job of convincing me that successful people have attended this university, and therefore if I attend, I might become successful. Some of the quotations also showed me that people make a lot of connections there, which many people are looking for after being isolated because of the pandemic. The subtitle of the interview with Angie Golden reads, “A rewarding career supported by mentors and colleagues”. Golden explains,” The faculty truly became colleagues” (Golden) What I got from with statement is that the professors and staff treated the students as equals or that she rose to be more of a coworker than a student. Either interpretation of the statement leads you to believe that you would be taught in a collaborative and respectful environment. This immediately attracted me to the university because being talked down to never created a good learning space for me. An interactive program in which I could learn and serve my community is one that I would attend, which NAU has shown me they are.

It would be reassuring and encouraging to me if I attended because of the hope that I may become one of those success stories. I believe the University’s recognition of students’ achievements is a good thing and is indicative of a healthy learning space. The variety of careers they showcase in their case studies also shows that they are a well-rounded institution; with success stories in business, nursing, research, communication, and more. This shows me that everyone has a place at NAU and campus life would never get boring with the wide array of perspectives.

Sources

“Boundless Compassion.” NAU Boundless, 13 Apr. 2021, nau.edu/boundless/nursing-career-goes-places/.

“Helping Startups Thrive.” NAU Boundless, 4 Jan. 2023, nau.edu/boundless/alumna-helps-entrepreneurs/.

“Northern Arizona University.” Northern Arizona University, 2019, nau.edu/.

“History of Northern Arizona University Collection 1899-2000 History of Northern Arizona University Collection.” Www.azarchivesonline.org, www.azarchivesonline.org/xtf/view?docId=ead/nau/history_of_nau.xml. Accessed 25 Mar. 2023.

“Northern Arizona University | Data USA.” Datausa.io, datausa.io/profile/university/northern-arizona-university. Accessed 25 Mar. 2023.

Academic Profile: Muska

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Muska is a bright and bubbly dual-enrollment student from Afghanistan. She loves to travel and has been to several different states and countries. She’s traveled to places like Quebec, Toronto, Texas, Alabama, and Virginia. A couple of her hobbies include creating beautiful Origami flowers and playing video games. The fact that she plays video games is unsurprising, considering that her two siblings she looks up to are older brothers. The first thing someone notices about Muska is the optimistic attitude she brings to the conversation. Her current academic self would be described as adventurous and curious. This was evident by her upbeat tone and inquisitive nature when I interviewed her.

She is an easygoing, relaxed 16-year-old girl, attending GSU Perimeter College full-time to earn college credits while earning her high school diploma. She graduates from high school in 2024, but she is still learning about majors and her options when it comes to college. She still has plenty of time to figure that out, especially since she is attending college classes for free at the age of 16, because of her high school’s affiliation with Georgia State. This means that she is doing what a lot of high school students don’t get to do, exploring her options with higher education.

Muska is just recently getting exposed to ideas outside of the high school curriculum and is figuring out what piques her interest. This means she is just now figuring out how to learn college material, even in classes that don’t pique her interest. Even so, she sees the value in getting an education. Muska states, “I think learning new things allows us to discover interests that we didn’t know about.” In her classes she’s taken a particular interest in Macroeconomics as well as Media and culture. Math used to be her favorite, but now she is not very fond of it.  This broad range of classes she’s taken interest in shows the benefit of being undecided in your major at first. It has allowed Muska to not be constrained in what would be her major.

“At the end even if knowledge is the most important thing, it depends on the person; for me it might be hard to learn new things, but if it’s something I like, then I’m willing to see it through.”, Muska states. This means that she is aware that learning a new subject is hard, but it’s not hopeless. In addition, she is aware that as a college student, you do not have to see everything through. Everyone has options. Everyone is figuring out their place in the world and in education post COVID-19.

According to the reading we did for Dr. Weaver’s English Composition 1102 class, “COVID-Era College: Are Student’s satisfied”, By Melissa Ezarik, studies conducted Inside Higher Ed and College Post showed that “Only 10 percent of respondents [college students post the COVID-19 outbreak] report having spent time using career center services or focused on career development.” (Ezarik, 2021). Therefore, not many college students are necessarily focused on what they’re going to do in the long run by planning a career. In addition, Ezarik stated that, “It’s clear to anyone paying attention: the majority of college students look forward to more carefree days.” (Ezarik 2021). In other words, students after dealing with the stress if having their high school education interrupted by a pandemic want to socialize and learn without stressing about what their going to do with their careers and specificities, especially when a virus like COVID can throw a wrench in whatever they have planned. So, for now high school and early college students, like Muska, are exploring what an education has to offer to them.

What Muska helped me realize is that people don’t have to have 5-year and 10-year plans before they create an educational foundation for themselves. She showed me that staying curious and easygoing is enough to get the ball rolling with your future, even if you don’t know what that future looks like yet. Muska is excited to figure out what that future will look like, whether that is in business, in media, or even architecture, she is figuring that one class at a time.

Citations:

  • Muska Shahem, Interview, February 2023
  • Melissa Ezarik; “COVID-Era College: Are Student’s satisfied”, Inside Higher Ed
  • Rebecca Weaver, PhD; Major Project #1 (Academic Profile) February 2023, GSU Perimeter Campus