Starting with finger foods is recommended from 7 months in typically developing children. However, information on which finger foods are appropriate and accepted for which age is largely lacking. The purpose of this exploratory study was to determine whether chewing skills, hand motor skills, and other personal and food characteristics influence the intake of finger foods in early life. Thirty children aged 12 to 18 months participated in this study. All children were offered four finger foods in a fixed order on four consecutive days at their home. Two finger foods varied mainly in texture (fresh banana vs. freeze-dried banana) and two other finger foods mainly in shape (stick vs. heart shaped cracker). The intake was measured after ten minutes of exposure to the product. Chewing skills were measured with the Mastication Observation and Evaluation instrument and fine motor skills with selected items of the Bayley-III-NL scales. The results suggest that texture but not shape was found to affect intake, as fresh banana was eaten more than freeze-dried banana and the consumed quantity of the two crackers was not significantly different. Hand motor skills affected the intake of fresh banana only and chewing skills did not affect intake of any of the finger foods. Age and experience with chewable foods were associated with an increased intake of some of the finger foods. In conclusion, the intake of the four finger foods in this study was found to be mainly affected by texture, hand motor skills, age and experience.
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Understanding taste is key for optimizing the palatability of seaweeds and other non-animal-based foods rich in protein. The lingual papillae in the mouth hold taste buds with taste receptors for the five gustatory taste qualities. Each taste bud contains three distinct cell types, of which Type II cells carry various G protein-coupled receptors that can detect sweet, bitter, or umami tastants, while type III cells detect sour, and likely salty stimuli. Upon ligand binding, receptor-linked intracellular heterotrimeric G proteins initiate a cascade of downstream events which activate the afferent nerve fibers for taste perception in the brain. The taste of amino acids depends on the hydrophobicity, size, charge, isoelectric point, chirality of the alpha carbon, and the functional groups on their side chains. The principal umami ingredient monosodium l-glutamate, broadly known as MSG, loses umami taste upon acetylation, esterification, or methylation, but is able to form flat configurations that bind well to the umami taste receptor. Ribonucleotides such as guanosine monophosphate and inosine monophosphate strongly enhance umami taste when l-glutamate is present. Ribonucleotides bind to the outer section of the venus flytrap domain of the receptor dimer and stabilize the closed conformation. Concentrations of glutamate, aspartate, arginate, and other compounds in food products may enhance saltiness and overall flavor. Umami ingredients may help to reduce the consumption of salts and fats in the general population and increase food consumption in the elderly.
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From the publisher: "Background: The introduction of whole new foods in a population may lead to sensitization and food allergy. This constitutes a potential public health problem and a challenge to risk assessors and managers as the existing understanding of the pathophysiological processes and the currently available biological tools for prediction of the risk for food allergy development and the severity of the reaction are not sufficient. There is a substantial body of in vivo and in vitro data describing molecular and cellular events potentially involved in food sensitization. However, these events have not been organized in a sequence of related events that is plausible to result in sensitization, and useful to challenge current hypotheses. The aim of this manuscript was to collect and structure the current mechanistic understanding of sensitization induction to food proteins by applying the concept of adverse outcome pathway (AOP). Main body: The proposed AOP for food sensitization is based on information on molecular and cellular mechanisms and pathways evidenced to be involved in sensitization by food and food proteins and uses the AOPs for chemical skin sensitization and respiratory sensitization induction as templates. Available mechanistic data on protein respiratory sensitization were included to fill out gaps in the understanding of how proteins may affect cells, cell-cell interactions and tissue homeostasis. Analysis revealed several key events (KE) and biomarkers that may have potential use in testing and assessment of proteins for their sensitizing potential. Conclusion: The application of the AOP concept to structure mechanistic in vivo and in vitro knowledge has made it possible to identify a number of methods, each addressing a specific KE, that provide information about the food allergenic potential of new proteins. When applied in the context of an integrated strategy these methods may reduce, if not replace, current animal testing approaches. The proposed AOP will be shared at the www.aopwiki.org platform to expand the mechanistic data, improve the confidence in each of the proposed KE and key event relations (KERs), and allow for the identification of new, or refinement of established KE and KERs." Authors: Jolanda H. M. van BilsenEmail author, Edyta Sienkiewicz-Szłapka, Daniel Lozano-Ojalvo, Linette E. M. Willemsen, Celia M. Antunes, Elena Molina, Joost J. Smit, Barbara Wróblewska, Harry J. Wichers, Edward F. Knol, Gregory S. Ladics, Raymond H. H. Pieters, Sandra Denery-Papini, Yvonne M. Vissers, Simona L. Bavaro, Colette Larré, Kitty C. M. Verhoeckx and Erwin L. Roggen
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Due to a growing challenge to feed the world’s population and an increased awareness to minimize the impact of our food choices on climate change, a more plant-based diet has gained popularity with a growing number of plant-based products on the market. To stimulate a plant-based diet that also improves long-term health, data are needed to monitor whether these products are healthy alternatives to animal-based foods. Therefore, this study inventoried 916 plant-based meat, fish, and dairy alternatives from eight Dutch supermarkets. The nutritional quality of each product was assessed by (1) the Dutch food-based dietary guidelines and (2) the Nutri-Score. The results show that over 70% of meat, fish, and dairy alternatives have an A/B Nutri-Score (indicating high nutritional quality), but do not comply with the Dutch dietary guidelines. This is mainly due to high salt and low vitamin B12 and iron content (meat and fish alternatives) or low protein and calcium levels (dairy alternatives). In conclusion, the majority of plant-based products are nutritionally not full alternatives of the animal-based equivalents; however, there are still opportunities for reformulation. To aid the consumer in making healthy plant-based food choices, a better alignment between the Nutri-Score and the recommended dietary guidelines is needed.
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In this report we describe the setup and results of a study in which primary school pupils from the Netherlands undertook a photovoice assignment. They photographed vegetables they liked and disliked and used these photographs to make postcards, which they sent – with text – to pupils from a primary school in Benin. The pupils in Benin took part in a similar photovoice exercise and also created postcards, which they then used to respond to the card they received. This way, the pupils from the two countries communicated with each other about the vegetables they eat, like, and dislike.
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There is more to be learned from nature as a whole. In practice ‘nature’ is often used in teaching, training, consultancy and organisational development as a metaphor, as a source of inspiration or as an example for all kinds of processes, including leadership, cooperation, relationships and the development of organisations and society. Mainly ecological, and much less frequently biological, processes are generally involved here. The question has gradually arisen whether we can learn more from nature in the social environment than what we ‘see’ on the surface - which is often translated in metaphors. Seen more holistically, this is about the systemic side, the complexity, the context and the coherence. For example, can we demonstrate that applying fundamental ecological principles, such as cycles (learning, self-organising, selfregulating and self-sufficient capacity), succession, diversity and resilience, social and cooperative behaviour, interconnectedness and interdependency within an organisation leads to a sustainable organisation? Mauro Gallo is conducting research into the significance of technical innovation in and for the agricultural and food sector, and into the question whether biomimicry can in fact be backed up in such a way that it contributes to the social sciences domain. At the same time there is a clear teaching issue: Is it logical from the perspective of our green DNA to include biomimicry thinking in our teaching? Is it possible to learn to apply biomimicry, and can biomimicry be applied in teaching/learning? (How) can we apply biomimicry in green VMBO and MBO, pass it on to the teachers of the future in teacher training courses and include it in making current lecturers more professional? Is it conceivable that it could become an integral component of the curricula in green HBO?
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There is more to be learned from nature as a whole. In practice ‘nature’ is often used in teaching, training, consultancy and organisational development as a metaphor, as a source of inspiration or as an example for all kinds of processes, including leadership, cooperation, relationships and the development of organisations and society. Mainly ecological, and much less frequently biological, processes are generally involved here. The question has gradually arisen whether we can learn more from nature in the social environment than what we ‘see’ on the surface - which is often translated in metaphors. Seen more holistically, this is about the systemic side, the complexity, the context and the coherence. For example, can we demonstrate that applying fundamental ecological principles, such as cycles (learning, self-organising, selfregulating and self-sufficient capacity), succession, diversity and resilience, social and cooperative behaviour, interconnectedness and interdependency within an organisation leads to a sustainable organisation? Mauro Gallo is conducting research into the significance of technical innovation in and for the agricultural and food sector, and into the question whether biomimicry can in fact be backed up in such a way that it contributes to the social sciences domain. At the same time there is a clear teaching issue: Is it logical from the perspective of our green DNA to include biomimicry thinking in our teaching? Is it possible to learn to apply biomimicry, and can biomimicry be applied in teaching/learning? (How) can we apply biomimicry in green VMBO and MBO, pass it on to the teachers of the future in teacher training courses and include it in making current lecturers more professional? Is it conceivable that it could become an integral component of the curricula in green HBO?
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Purpose: The purposes of this study were, first, to (re)design the user-interface of the activity tracker known as the MOX with the help of input from elderly individuals living independently and, second, to assess the use of and experiences with the adapted Measure It Super Simple (MISS) activity tracker in daily life. Methods: The double diamond method, which was used to (re)design the user-interface, consists of four phases: discover, define, develop, and deliver. As a departure point, this study used a list of general design requirements that facilitate the development of technology for the elderly. Usage and experiences were assessed through interviews after elderly individuals had used the activity tracker for 2 weeks. Results: In co-creation with thirty-five elderly individuals (65 to 89-years-old) the design, feedback system, and application were further developed into a user-friendly interface: the Measure It Super Simple (MISS) activity. Twenty-eight elderly individuals (65 to 78-years-old) reported that they found the MISS activity easy to use, needed limited help when setting the tracker up, and required limited assistance when using it during their daily lives. Conclusions: This study offers a generic structured methodology and a list of design requirements to adapt the interface of an existing activity tracker consistent with the skills and needs of the elderly. The MISS activity seemed to be successfully (re)designed, like the elderly who participated in this pilot study reported that anyone should be able to use it.
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BACKGROUND: In typically developing children, participation in sports has been proven to be positively correlated to both physical and psychosocial health outcomes. In children and adolescents with a physical disability or chronic disease participation in both recreational and competitive sports is often reduced, while for this population an active lifestyle may be even more important in reaching optimal levels of physical and psychosocial health. Therefore, the aim of the Health in Adapted Youth Sports (HAYS) Study is to determine both negative and positive effects of sports on children and adolescents with a chronic disease or physical disability. METHODS: In this cross-sectional study differences will be compared in regards to physical and psychosocial health, cognitive functioning, school performance, daily physical activity and injuries between children and adolescents with a chronic disease or physical disability who participate in sports and those who do not. Children and adolescents, both ambulatory and wheelchair dependent, in the age of 10-19 years with a physical disability or chronic disease will be included. "Sports" is defined as participation in an organized sport at least two times a week for a duration of 3 months or more prior to the assessment. Parametric and non-parametric statistics will be used to determine the differences between the two groups. DISCUSSION: This study provides insight in the effects of sports participation in relation to health, psychosocial functioning, physical activity and school performance in children and adolescents (10-19 years) with a chronic disease or physical disability. Results will guide healthcare professionals working with these children to better guide this population in reaching optimal levels of health and physical activity levels.
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In the book, 40 experts speak, who explain in clear language what AI is, and what questions, challenges and opportunities the technology brings.
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