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Presents new data comparing the nutrient content of school meals to proposed standards and showing the contribution of school meals to the overall diet of seven to eight‐year‐old children. School meals contributed 24 per cent of daily energy intake and 17 to 35 per cent of daily nutrient intake but compared unfavourably to the proposed standards, being too low in certain micronutrients and too high in percentage energy from fat. However, since the overall diets of the children were deemed satisfactory, it was concluded that standards were not necessary for energy and the majority of nutrients. A targeted approach, recommending suitable levels for nutrients of particular concern, was suggested as a more viable option.

As the range of computer software available to nutritionists increases, choosing software becomes more complex and more important. Provides an overview of the types of software available and the uses to which that software might be put. Considers software in four broad groups: (1) wordprocessing packages; (2) data storage and statistical analysis packages; (3) nutritional analysis packages; and (4) educational packages. Considers the conditions under which different software packages are useful and gives examples of software from each group. Provides addresses for further information about the software packages described in the text. Much of the software available is designed for use with personal computers (PCs), mainframe computers or Apple Macintosh computers, but also studies nutritional software designed for use with an electronic personal organizer. A vast range of the available nutritional analysis software can be used on a PC or an Apple Macintosh, but a system which fits easily into a pocket, such as the Psion Personal Organiser, has certain advantages, especially for those researchers who wish to take a computer with them while collecting data.

Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.

Reviews computer software, which provides one medium for nutrition education in schools and among the general public and which is freely available. Some computer packages are distributed by companies and government organizations, while others are distributed via shareware libraries and the Internet. Looks at the development and validation of one such package which was designed and piloted at Queen Margaret College in Edinburgh for Master Foods, the division of Mars UK which markets the Uncle Ben’s range of products.

Health messages create an awareness of the possible links between nutrition and health, about which consumers have the right to know. The food label is the most appropriate medium for providing this information along with controlled advertising.

Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for policy leaders is not readily available in academic literature. This article serves to address this gap by proposing a conceptual model of the policy leadership framework. The model expounds upon previous literature and identifies 16 areas vital to the policy process. Implications of the model relate to equipping leadership educators in the classroom and in the community with enhanced policy leadership research and curriculum.

Examines the contrast between traditional “dry” approaches to nutrition education, which assume that improving nutrition knowledge will result in changes to food habits and tend to be unsuccessful, and techniques pioneered by the food‐advertising and marketing industries which influence attitude by creating a positive image for specific foods or food habits. Describes a recent innovative healthy eating campaign in primary schools, involving cooperation between the food industry and an academic department, which produced positive results in both nutrition knowledge and improved food habits