This paper aimed to identify the key elements that should be included in a fruit and vegetable‐promoting programme in British primary schools. Such a programme could be used in…
Abstract
This paper aimed to identify the key elements that should be included in a fruit and vegetable‐promoting programme in British primary schools. Such a programme could be used in healthy schools schemes or “five‐a‐day” programmes. Five US school intervention studies were analysed to identify their most effective elements. Four of the five studies found that their intervention had a significant effect on fruit and vegetable consumption. All the studies were behaviourally focussed and used interactive teaching methods and were based on social cognitive theory. Targeting fruit and vegetable consumption appeared to be more effective than broader lifestyle/healthy eating interventions. All studies, except one, increased the availability of fruit and vegetables at school lunches but none increased their availability at snack times and breakfast. Three studies taught preparation skills. All included taste testing activities which aim to increase familiarity and so increase taste preferences. Four used role models to promote fruit and vegetables and two gave rewards for consumption. One study attempted to improve the sensory properties of fruit and vegetables at lunch through preparation techniques. Two studies included a community involvement component and four involved families in the intervention. Results from two of the studies showed that interventions must be maintained over time if effects are to be maintained. Greater effects were seen for fruit consumption than vegetable consumption except for one study which focussed specifically on vegetables.
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THE importance of the book as an educational agency has so long been recognized, that it will be unnecessary for me to dwell upon that side of the question. Yet it is impossible…
Abstract
THE importance of the book as an educational agency has so long been recognized, that it will be unnecessary for me to dwell upon that side of the question. Yet it is impossible to ignore it altogether, for it is in the educational power of the book that we find the main reason for the existence of the school library. The elementary schools carry education up to a certain point, and the technical schools and universities take it up and carry it still further, but it is the library—or at any rate the book—which co‐ordinates the whole ; many people, indeed, have no education beyond the elementary school, except what they obtain from books. From this, the part played by the school library becomes obvious. Not only is it a powerful educator in itself, but it prepares the individual for the use of the Public Library and of books in general in the period following school life. Also, I need hardly point out that, although the use of the text‐book is dis pensed with as far as possible, the whole modern system of teaching is founded on the use of books.
THE Writers directory 1974–76 ‘lists more than 18,000 living authors of fiction and/or non‐fiction in English.’ It is something of an achievement to receive 18,000 completed…
Abstract
THE Writers directory 1974–76 ‘lists more than 18,000 living authors of fiction and/or non‐fiction in English.’ It is something of an achievement to receive 18,000 completed questionnaires and sort them into order. To get £7 or $25 for them printed and bound (even with indexes) is quite admirable.
Hoi-Lam Ma and Wai-Hung Collin Wong
Risk management is crucial for all organizations, especially those in the global supply chain network. Failure may result in huge economic loses and damage to company reputation…
Abstract
Purpose
Risk management is crucial for all organizations, especially those in the global supply chain network. Failure may result in huge economic loses and damage to company reputation. Risk assessment usually involves quantitative and qualitative decisions. The purpose of this paper is to apply fuzzy logic to capture and inference qualitative decisions made in the House of Risk (HOR) assessment method.
Design/methodology/approach
In the existing HOR model, aggregate risk potential (ARP) is calculated by the risk event times the risk agent value and its occurrence. However, these values are usually obtained from interviews, which may involve subjective decisions. To overcome this shortcoming, a fuzzy-based approach is proposed to calculate ARP instead of the current deterministic approach.
Findings
Risk analyses are conducted in five major categories of risk sources: internal, global environment, supplier, customer and third-party logistics provider. Moreover, each category is further divided into different sub-categories. The results indicate that the fuzzy-based HOR successfully inferences the inputs of the risk event, risk agents and its occurrence, and can prioritize the risk agents in order to take proactive decisions.
Practical implications
The proposed fuzzy-based HOR model can be used practically by manufacturers in the global supply chain. It provides a framework for decision makers to systematically analyze the potential risks in different categories.
Originality/value
The proposed fuzzy-based HOR approach improves the traditional approach by more precise modeling of the qualitative decision-making process. It contributes to a more accurate reflection of the real situation that manufacturers are facing.