Plate Waste Forecasting Using the Monte Carlo Method for Effective Decision Making in Latvian Schools

Kodors, Sergejs; Zvaigzne, Anda; Litavniece, Lienīte; Lonska, Jeļena; Silicka, Inese; Kotane, Inta; Deksne, Juta

doi:10.3390/nu14030587

Cited by 6 publications

(6 citation statements)

References 30 publications

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“…non-standard food (Prescott et al, 2019), the presence of alternative foods (Falasconi et al, 2015) or special diets in schools (Eriksson et al, 2017). Food leftovers could be reduced by providing enough time to eat (Kodors et al, 2022;Painter, Thondhlana, & Kua, 2016), as the amount of food waste is affected by the duration of lunch, a sense of urgency and a lack of time to eat (Burton et al, 2022;Painter, Thondhlana, & Kua, 2016;Qian et al, 2021;Silvennoinen, Nisonen, & Pietiläinen, 2019). Several research studies emphasized the role of a lunch supervisor as crucial, as a lack of control over food leftovers made by schoolchildren is a major source of food waste (Derqui & Fernandez, 2017;Martins et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Gaile¹

2022

Research for Rural Development

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The aim of this work was to study the behavior, productivity and conditions of second lactation Bos taurus during the period of adaptation to new keeping and milking conditions. Thirty-four cows of the local black-and-white breed of the second lactation (24-47 days after calving) were transferred from a brick barn for 100 heads with tie-stall keeping in a newly low cost housing facility for 400 heads with free-stall keeping. Milking equipment also changed: before the changing conditions of keeping, cows were milked in the milk duct at UDM-100, and after changing the conditions in the milking parlor at Carousel, 32 cows were milked at the same time. We divided the first 30 days in the new conditions of keeping and milking into VI periods. The duration of the main behavioral reactions: lying down, drinking, and eating food in the first days after changing the conditions of keeping and milking decreased significantly -by 181; 13 and 89 min, respectively. Behavioral responses at the end of the adaptation period (30 days) was lower than on the last day before changing housing and milking conditions. During the first 5 days after the change of housing and milking conditions, the average productivity of cows decreased by 1.39 kg (or 6.01%), content of milk fat, protein and lactose by 0.03; 0.02 and 0.04%, respectively compared to the last day before the transfer of animals. As for the fat content, the level of the indicator of the last day before the cows transfer was reached in the IV period; protein and lactose in the ІІІ period (11-15 days).

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Section: Resultsmentioning

confidence: 99%

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Gaile¹

2022

Research for Rural Development

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Section: Resultsmentioning

confidence: 99%

Analysis of factors affecting zero-waste food consumption in schools

Deksne¹,

Litavniece²,

Zvaigzne³

et al. 2022

Research for Rural Development

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The research aims to identify the factors affecting food waste and waste generation in schools and, consequently, barriers to zero-waste food consumption based on a systematic review of literature for the period 2015-2022. The research employed qualitative methods: systematic literature review, analysis and synthesis, as well as the monographic method. The literature review examined 1702 research papers and the abstracts. Using a PRISMA 2020 flow diagram, 54 papers were selected from the ScienceDirect, Scopus and Google Scholar databases for an in-depth analysis. Based on the literature review, 8 groups of factors that affected the generation of food waste in schools in the consumption process were identified: demographical, political, school food policy, environmental, socio-economic, personal/human, physical/human and geographical. The factors identified and aggregated might provide a basis for further discussions on zero-waste food consumption and food waste reduction in schools, as well as specific actions to optimize school food consumption and promote effective food and food waste management.

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“…Derqui et al [ 11 ] investigated food waste in four schools and noted different educational characteristics and models of catering businesses that may differ between cooking in school kitchens and those involving delivery. Kodors et al [ 30 ] attempted to make proposals for decision-making in education and school lunch provision services using simulation methods to consider menu composition and lunchtime with which children could be satisfied. Our study provides evidence that the school lunch delivery system affects leftover food.…”

Section: Discussionmentioning

confidence: 99%

“…The fact that this study was conducted mostly in junior high schools may have influenced the differences in the target facilities. In addition to environmental factors within classrooms, several studies have shown that large portion sizes and short eating times decrease students’ intentions and increase food waste [ 9 , 19 , 21 , 30 ]. From the perspective of the number of students per class, a homeroom teacher can provide detailed instruction when there are fewer students per class.…”

Section: Discussionmentioning

confidence: 99%

Factors associated with the leftover rate of side dishes in Japanese school lunches

Nakagiri,

Sato,

Kawakami

2024

PLoS ONE

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This study investigated the leftover rate of side dishes in school lunches provided by communal kitchens in Japan’s Chugoku region, with a focus on vegetable dishes supplied in containers and three types of menu items served daily to 20 elementary and junior high schools in communal kitchen A for 116 days. First, the leftovers in the containers that were returned to the communal kitchen were weighed and combined. The study then compared outside temperature, distance from communal kitchen A, school type, number of students per class, assignment of nutrition teachers, and time elapsed after cooking. Finally, we examined the relationship between these factors and the leftover rate using multiple regression analysis. The median leftover rate was 20.1% (0–96.9) for 250 side dishes with a high leftover rate; however, this was widely distributed. The number of students per class, assignment of nutrition teachers, and time elapsed after cooking were strongly related to the leftover rate; the adjusted coefficient of determination, R2, was 0.236. The regression results indicated that regarding the side dish leftover rate, the standardized coefficient, β, was 0.414, 0.215, 0.107, 0.093, and 0.094 for the number of students per class, assignment of nutrition teacher, the time elapsed after the end of cooking, distance from communal kitchen A, and presence of seaweed, respectively (p<0.001). Dietary education by homeroom and nutrition teachers and reducing the time elapsed after cooking impacts students’ awareness and preferences, which may decrease the leftover rate.

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Plate Waste Forecasting Using the Monte Carlo Method for Effective Decision Making in Latvian Schools

Cited by 6 publications

References 30 publications

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Research for Rural Development 2022 : annual 28th International scientific conference proceedings

Analysis of factors affecting zero-waste food consumption in schools

Factors associated with the leftover rate of side dishes in Japanese school lunches

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