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The purpose of this paper is to utilise the comprehensive Food Safety Knowledge Instrument to compare food hygiene knowledge across a population of high school and…
The purpose of this paper is to utilise the comprehensive Food Safety Knowledge Instrument to compare food hygiene knowledge across a population of high school and university students in Australia and the UK.
In total, 475 students from secondary schools and universities in Australia and the UK took part in a survey, which included a Food Safety Knowledge Instrument and demographic items.
Food safety knowledge was generally very low. High school students had a mean score of only 38 per cent, while university students just reached a “pass” with a mean of 54 per cent. Demographics accounted for 41 per cent of variance in food knowledge scores. Female gender, being at university rather than high school, and living out of home rather than with parents were associated with greater food knowledge. Residing in Australia rather than the UK and being older were also associated with greater knowledge; however, these findings were subsumed by education group. Socio-economic status was not a significant predictor of food knowledge.
Identifying demographic and cultural differences in food knowledge can help to identify at-risk populations to better target in theory and knowledge-based interventions.
This study is the first to apply the knowledge instrument in an Australian population. Understanding the baseline knowledge in this population is an important first step at developing effective interventions for food safety.
The issue of school violence and antisocial behavior in public schools is, in fact, one of the most pressing concerns in education today. Schools have responded by…
The issue of school violence and antisocial behavior in public schools is, in fact, one of the most pressing concerns in education today. Schools have responded by designing, implementing, and evaluating multi-level models with progressively more intensive levels of support. The foundation of these models is the primary, or universal, prevention program. To date, most investigations have occurred in elementary schools thereby providing limited insight into intervening in secondary schools. This chapter reviews the literature base of school-wide interventions with primary level efforts conducted in secondary schools with an emphasis on methodological considerations. Content includes the findings of a systematic literature review, a discussion of quality indicators in relationship to primary prevention efforts, and recommendations for future inquiry.