Pre‐school staffs’ attitudes toward foods in relation to the pedagogic meal

The aim of this study, with the pedagogic meal in focus, was to identify pre‐school staff members’ attitudes to the role of food and meals as part of daily activities at pre‐school. Interviews were carried out at 12 pre‐schools and a total of 34 pre‐school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre‐school staffs’ lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre‐schools’ role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers’ identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre‐school teachers and childminders.     

Inflationsziel und Inflationsmessung in der Eurozone im Wandel

Wirtschaftsdienst - Viele Menschen im Euroraum haben zunehmend das Gefühl, dass der allgemeine Kaufkraftverlust des Geldes sehr viel höher ist als die offiziell gemessenen...     

Managing the paradox of unwanted efficiency: The symbolic legitimation of the hypermarket format in Finland, 1960–1975

Abstract

Occasionally, organisations are forced to adopt new practices that are inconsistent with the expectations of their stakeholders. An immediate adoption of the practices would risk the organisation’s legitimacy, but as previous research has noted, the perceptions of organisational stakeholders can be managed through symbolic actions. In this article, I examine how actors from four retail organisations symbolically legitimated the adoption of the hypermarket format within their individual contexts by means of internal professional magazines. The analysis suggests that the organisations buttressed their legitimacy by reversing Meyer and Rowan’s idea of loose coupling – adopting the new practice but maintaining their formal appearances.     

Social landscape: Ten years of planning ‘valuable landscapes’ in Estonia

This paper gives an overview of theme planning on designating valuable landscapes in Estonia (1999–2003) and traces its impacts through the decade up to the present. We claim that in addition to the mapped list of valuable landscapes and their attributes as we have described them, this planning exercise called forth changes in society as well as in landscapes and their appreciation. As the project applied participatory planning tools unprecedented in post-communist Estonia, the Estonian word for landscape (maastik) is now being used more in everyday language, according to the way its meaning altered in the process.     

Interpersonal similarity and knowledge sharing within multinational organizations

Previous research has established that interpersonal similarity can influence knowledge sharing in such a way that similar people are more likely to share knowledge than those who are dissimilar. We contribute to the literature by showing that in the MNC context, cultural and functional similarity can become more powerful sources of bias than more commonly assumed demographic characteristics such as gender or seniority. This may be driven by the salience of such boundaries in the MNC: while demographic characteristics are more broadly distributed, cultural and functional barriers create more defined and observable faultlines, often coinciding with unit boundaries. We further argue that it may not be similarity as such that matters but rather its positive impact on different dimensions of social capital, which mediate the relationship between similarity and knowledge sharing. These microfoundations of inter-unit knowledge exchange point to important theoretical and practical implications for international management.     

Using composite indicators to evaluate the efficiency of health care system

This article produces a system-level composite indicator on population health in publicly provided primary health care. We first summarize information from various indicators of care by principal component analysis (PCA). We then regress the costs of care against these indicators to evaluate whether they are related. The existing health status indicator provides a point of comparison. Our results suggest that PCA can be used to extract information efficiently and thus to reduce the dimensionality of data. Furthermore, the use of the existing health status indicator to estimate cost-efficiency leads to invalid inference on overall efficiency, while the use of composite indicator significantly reduces the bias.     

Swedish preschool children's experience of food

Focus group interviews were carried out at 12 preschools. The aim was to investigate children's perceptions and experiences of food, and the possibility of using focus group techniques with children aged 3–5 years. A total of 103 children participated. The children associated food and eating with rules and norms. Most children described these rules and norms as well as what they were and were not allowed to do. They knew very well the difference between acceptable and non‐acceptable mealtime behaviour, and were especially aware of what they were not allowed to do. When children were asked to rate foods they ‘disliked’, they spoke instead about their favourite foods. They did not categorize food as good or bad, as adults often do, but as ‘food’ and ‘non‐food’, for example, sweets were not food. The method used in this study, the focus group interview, was judged to be a useful tool for exploring how children think about and jointly reflect upon food.