Based on analysis covering 1,200 business sites across 700 companies in 17 countries – representing the manufacturing, retail, hospitality and food service industries – the report shows that almost every time a business made an investment in curbing food waste, there was a positive return on that investment. For every £1 invested in reducing food waste, half the business sites had at least a £14 return.

There are other reasons too why food waste needs to be addressed. Take climate change. Food waste today is responsible for around 8 per cent of global greenhouse gas emissions – if it were a country, food waste would be the world’s third-largest emitter, after China and the USA. So, there are strong – even overwhelming – moral, social and environmental reasons to reduce food waste. But with this imperative is also an opportu

colleges and universities are potentially producing students, or citizens, who think reading is passive.

The integrated approach to teaching reading and writing falls away to students’ peril and causes great frustration in the professors who often attri-bute students’ struggles in their courses to poor writing ability, when these problems are often related to students’ reading diffi-culties. While students’ eyes may make their way over every word, that does not mean that students have comprehended a text or that they are prepared to successfully complete the writing tasks asso-ciated with the reading, which often involve summary, analysis, interpretation, and evaluation. More importantly, if students are not given the opportunity to continue working on their reading throughout their college careers, they may struggle analyzing, interpreting, and evaluat-ing all that surrounds them since comprehension is a crucial step toward these more advanced interpretive practices. Students may lack the ability to read the world around them because they do not have the tools to recognize the values and assumptions that inform the images, advertisements, news stories, political campaigns, and ideas with which they come into contact on a daily basis.

Instead of drawing on models of early literacy education that focus on teaching reading and writ-ing simultaneously, college and universities largely privilege writ-ing over reading

Although it took decades for elementary school teachers and curric-ula developers to realize that young children need not learn how to read before they learned how to write, language arts instruc-tors now teach reading and writing alongside each other. They do so because research has shown that students learn to read and write better when they are instructed in both simultaneously.

Most recently, technology has been named one of the culprits. Johnny spends too much time on the computer and not enough time reading books. He spends so much time texting and tweeting that he has forgotten how to write correctly, how to spell, how to develop ideas in more than 140 characters.