Hybridizing food cultures in computer-mediated environments: Creativity and improvisation in Greek food blogs

This paper focuses on the ways in which food blogs influence the evolution of food cultures in computer-mediated environments. Food blogs provide a unique setting in which to study individual creativity and improvisation, as they make everyday food practices visible, pubic and transmittable. This paper proposes a cultural framework of human–computer interaction (HCI) and applies it to the context of food blogging. It stresses the effects of remediation on hybridisation of disciplines, roles and practices, which in turn lead to individual creative practices in the form of bricolage. Three case studies of Greek food blogs abroad are analysed to illustrate the proposed framework and to develop research implications for human–food interaction (HFI)

Hybridizing food cultures in computer-mediated environments: Creativity and improvisation in Greek food blogs

This paper focuses on the ways in which food blogs influence the evolution of food cultures in computer-mediated environments. Food blogs provide a unique setting in which to study individual creativity and improvisation, as they make everyday food practices visible, pubic and transmittable. This paper proposes a cultural framework of human–computer interaction (HCI) and applies it to the context of food blogging. It stresses the effects of remediation on hybridisation of disciplines, roles and practices, which in turn lead to individual creative practices in the form of bricolage. Three case studies of Greek food blogs abroad are analysed to illustrate the proposed framework and to develop research implications for human–food interaction (HFI)

Learning Curve of Real-Time Imaging with C-Arm Based Tomography for Peripheral Lung Nodule Biopsy

The number of procedures required to attain proficiency with new bronchoscopic biopsy technologies for peripheral pulmonary lesions (PPLs) is uncertain. A prospective, single-center study evaluated learning curves of two operators performing PPL biopsies using a novel, real-time, intraoperative tomographic imaging system in consecutive procedures in adults with CT-detected PPLs. Operators were considered “proficient” when they asked three or fewer questions of the manufacturer’s clinical representative with no subsequent navigations in which they asked more than three questions. A total of 31 procedures were performed on 31 patients (Operator 1: 18, Operator 2: 13). Proficiency was achieved after an average of 10 procedures (Operator 1: 12, Operator 2: 8). From the learning curve to the post-learning curve period, the number of questions (median [IQR]: 23 [9.5–41.5] versus 0 [0–1], p 2 [1.9–43.5] versus 1.5 mGy/m2 [0.7–3.3], p = 0.05) decreased significantly; procedure time decreased (median [IQR]: 12 min [7–20] versus 8 min [3–15], p = 0.29); and diagnostic yield increased significantly (13/20 cases [65%] to 11/11 cases [100%]), (p = 0.03). Based on this unique, clinically relevant method of assessing learning curve, proficiency with the Body Vision system was achieved at approximately the tenth procedure. These findings require validation in larger, diverse populations

Learning Curve of Real-Time Imaging with C-Arm Based Tomography for Peripheral Lung Nodule Biopsy

The number of procedures required to attain proficiency with new bronchoscopic biopsy technologies for peripheral pulmonary lesions (PPLs) is uncertain. A prospective, single-center study evaluated learning curves of two operators performing PPL biopsies using a novel, real-time, intraoperative tomographic imaging system in consecutive procedures in adults with CT-detected PPLs. Operators were considered "proficient" when they asked three or fewer questions of the manufacturer's clinical representative with no subsequent navigations in which they asked more than three questions. A total of 31 procedures were performed on 31 patients (Operator 1: 18, Operator 2: 13). Proficiency was achieved after an average of 10 procedures (Operator 1: 12, Operator 2: 8). From the learning curve to the post-learning curve period, the number of questions (median [IQR]: 23 [9.5-41.5] versus 0 [0-1], p < 0.001) and radiation dose (median [IQR]: 19.5 mGy/m2 [1.9-43.5] versus 1.5 mGy/m2 [0.7-3.3], p = 0.05) decreased significantly; procedure time decreased (median [IQR]: 12 min [7-20] versus 8 min [3-15], p = 0.29); and diagnostic yield increased significantly (13/20 cases [65%] to 11/11 cases [100%]), (p = 0.03). Based on this unique, clinically relevant method of assessing learning curve, proficiency with the Body Vision system was achieved at approximately the tenth procedure. These findings require validation in larger, diverse populations