Getting healthier : creating interactive cooking tools for kids

Cooking lessons are believed to be the basis for a healthy lifestyle for both children and adults. However, while children learn their eating habits during childhood, most people only learn to cook from the age of sixteen onwards. Therefore, it is suggested that people should learn to cook during childhood. Current cooking classes aim mainly at the cognitive skills, with children learning about food in a traditional setting, i.e. in class and from books. Children are taught that water boils at a hundred degrees Celsius by using numbers and visualizations of thermometers, instead of what boiling water looks like. This way of teaching contrasts very much with the rich sensorial experience that cooking actually is. Therefore, we argue that learning about cooking should be aimed more at exploiting the perceptual-emotional skills. In the current paper we present the design and development of an interactive learning environment that teaches children how to prepare healthy meals. The project was developed by means of a process referred to as research through design, i.e. by iteratively ideating concepts, making prototypes and evaluating them in context. A key element of this project is the facilitation of learning by doing in the interactive learning environment. It is argued that performing an action is a more effective way of learning than learning on a cognitive level. In addition, principles from tangible interaction have been integrated in the design. Tangible interfaces are believed to engage multiple senses, support natural learning and create playfulness. The Supersous Game supports an interactive feedback loop with five different cooking tools; a knife, a peeler, a masher, a scale and a rasp. The game guides the children through the process of cooking by auditory guides and visual explanations. Various prototype iterations have been evaluated on interaction and experience at an after school day care centre with children in the age group of 7 to 11 years. The experiential results, which were obtained by means of semi-structured interviews, suggest that after playing the game the children have a more positive attitude towards cooking. In addition, children have greater confidence in their ability to cook and have a better understanding of how they can eat healthier. Furthermore, all children indicated that they wanted to play the game more often, and some even mentioned that they would like to involve their parents in the process of cooking as well. Moreover, parents were surprised by the cooking skills of their children, as well as of their willingness to try out new self-prepared dishes. Finally, the evaluation of the interaction suggests possible improvements to the environment such as applying inherent feedback and personalization of guidance. The presented project suggests that interactive games may support a healthier lifestyle for children and that interactive learning environments could offer new opportunities for health promotion programs

Designing interaction in digital tabletop games to support collaborative learning in children

Copyright © 2014 Inderscience Enterprises Ltd. According to Dillenbourg et al. (1996), collaborative learning occurs when two or more people try to learn something together. This process consists of four successive stages, one of which concerns collaborative interactions. In this paper we present two studies that implemented two different ways of increasing the number of collaborative interactions. To increase the number of collaborative interactions in a game, the first study focused on degrees of collaboration (Kahn and Mentzer, 1996) and the second study focused on cooperative gestures (Morris et al., 2006a), which were used in the third degree of the first study. In order to facilitate collaborative interactions and its properties (Dillenbourg, 1991), we decided to design two digital tabletop games with tangible interaction that both require collaboration to win. The evaluations in both studies, by means of the Wizard of Oz method, showed a significant increase in collaborative interactions. We also found that verbal and gestural interactions are a better measure criterion for tabletop games than how much people look at each other

Testicular seminoma – unusual histology and staging with sub epithelial spread of seminoma along the vas deferans

BACKGROUND: The route of local and metastatic spread of testicular seminoma is well recognised and accepted. The spread is via lymphatics to the paraaortic nodes. CASE PRESENTATION: We present a case report of testicular seminoma in a 56 year old man with previously unreported histological findings. In this case seminoma tumour cells did not appear to have spread by the expected lymphatic route. There was no involvement of retro-peritoneal para-aortic lymph nodes. The tumour appeared to have spread directly along the vas deferans in the sub epithelial plane to the mesenteric lymph nodes. CONCLUSION: This type of seminoma tumour spread has not previously been described and it is not a recognised route for metastasis by seminoma tumour. In this case the macroscopic clinical appearance was of a stage I tumour with normal tumour markers. However, the pathological stage of the tumour was surprisingly increased to stage III on the basis of histology and CT radiological findings. We present the unusual histological findings. In view of this unusual histological finding we reinforce the need for accurate staging and for resection of the spermatic cord close to the deep inguinal ring. Accurate staging is crucial in planning the treatment and follow up of seminoma and determines the prognosis

Differences in Trial and Real-world Populations in the Dutch Castration-resistant Prostate Cancer Registry

__Background:__ Trials in castration-resistant prostate cancer (CRPC) treatment have shown improved outcomes, including survival. However, as trial populations are selected, results may not be representative for the real-world population. The aim of this study was to assess the differences between patients treated in a clinical trial versus standard care during the course of CRPC in a real-world CRPC population. __Design, setting, and participants:__ Castration-resistant Prostate Cancer Registry is a population-based, observational, retrospective registry. CRPC patients from 20 hospitals in the Netherlands have been included from 2010 to 2013. __Outcome measurements and statistical analysis:__ Baseline characteristics, systemic treatment, and overall survival were the main outcomes. Descriptive statistics, multivariate Cox regression, and multiple imputations with the Monte Carlo Markov Chain method were used. __Results and limitations:__ In total, 1524 patients were enrolled of which 203 patients had participated in trials at any time. The median follow-up period was 23 mo. Patients in the trial group were significantly younger and had less comorbidities. Docetaxel treatment was more freque

Potential biological role of poly (ADP-ribose) polymerase (PARP) in male gametes

Maintaining the integrity of sperm DNA is vital to reproduction and male fertility. Sperm contain a number of molecules and pathways for the repair of base excision, base mismatches and DNA strand breaks. The presence of Poly (ADP-ribose) polymerase (PARP), a DNA repair enzyme, and its homologues has recently been shown in male germ cells, specifically during stage VII of spermatogenesis. High PARP expression has been reported in mature spermatozoa and in proven fertile men. Whenever there are strand breaks in sperm DNA due to oxidative stress, chromatin remodeling or cell death, PARP is activated. However, the cleavage of PARP by caspase-3 inactivates it and inhibits PARP's DNA-repairing abilities. Therefore, cleaved PARP (cPARP) may be considered a marker of apoptosis. The presence of higher levels of cPARP in sperm of infertile men adds a new proof for the correlation between apoptosis and male infertility. This review describes the possible biological significance of PARP in mammalian cells with the focus on male reproduction. The review elaborates on the role played by PARP during spermatogenesis, sperm maturation in ejaculated spermatozoa and the potential role of PARP as new marker of sperm damage. PARP could provide new strategies to preserve fertility in cancer patients subjected to genotoxic stresses and may be a key to better male reproductive health

Getting healthier : creating interactive cooking tools for kids

Cooking lessons are believed to be the basis for a healthy lifestyle for both children and adults. However, while children learn their eating habits during childhood, most people only learn to cook from the age of sixteen onwards. Therefore, it is suggested that people should learn to cook during childhood. Current cooking classes aim mainly at the cognitive skills, with children learning about food in a traditional setting, i.e. in class and from books. Children are taught that water boils at a hundred degrees Celsius by using numbers and visualizations of thermometers, instead of what boiling water looks like. This way of teaching contrasts very much with the rich sensorial experience that cooking actually is. Therefore, we argue that learning about cooking should be aimed more at exploiting the perceptual-emotional skills. In the current paper we present the design and development of an interactive learning environment that teaches children how to prepare healthy meals. The project was developed by means of a process referred to as research through design, i.e. by iteratively ideating concepts, making prototypes and evaluating them in context. A key element of this project is the facilitation of learning by doing in the interactive learning environment. It is argued that performing an action is a more effective way of learning than learning on a cognitive level. In addition, principles from tangible interaction have been integrated in the design. Tangible interfaces are believed to engage multiple senses, support natural learning and create playfulness. The Supersous Game supports an interactive feedback loop with five different cooking tools; a knife, a peeler, a masher, a scale and a rasp. The game guides the children through the process of cooking by auditory guides and visual explanations. Various prototype iterations have been evaluated on interaction and experience at an after school day care centre with children in the age group of 7 to 11 years. The experiential results, which were obtained by means of semi-structured interviews, suggest that after playing the game the children have a more positive attitude towards cooking. In addition, children have greater confidence in their ability to cook and have a better understanding of how they can eat healthier. Furthermore, all children indicated that they wanted to play the game more often, and some even mentioned that they would like to involve their parents in the process of cooking as well. Moreover, parents were surprised by the cooking skills of their children, as well as of their willingness to try out new self-prepared dishes. Finally, the evaluation of the interaction suggests possible improvements to the environment such as applying inherent feedback and personalization of guidance. The presented project suggests that interactive games may support a healthier lifestyle for children and that interactive learning environments could offer new opportunities for health promotion programs