Food Safety Essays - 845 Words

Food Safety Training: Importance and Methodologies The CDC estimates that there are approximately 76 million cases of foodborne illness each year. As a food service professional, it is your job to do everything possible to ensure that the food being served is safe. The factors that ensure food safety are personal hygiene, cleaning and sanitizing, food storage, food preparation methods, holding, reheating, and serving. What is appropriate, necessary, and safe with regard to these factors might mean different things to different people making training imperative, and a thorough training program should include each of these aspects. Equally as important as the content of the training, are the training tools and methods used to†¦show more content†¦Classroom training offers an opportunity for activity-based learning. Activity based learning includes information search, guided discussion, role, play, demonstrations, jigsaw design, training videos DVDs, and games. Each of these activities is discussed below. Information s earch involves putting trainees into small groups and giving them a specific question that they will have to research and discuss. Guided discussion involves asking progressive questions to pull on the trainee’s existing knowledge and any gaps in knowledge are filled in by the trainer. In role-play, a script is created and volunteers are asked to act it out; the skit should depict the right way and wrong way to handle a task; the group of trainees is then asked to discuss what transpired during the role-play. The most effective demonstration model is the Tell/Show/Practice model. Using this model, the trainee is shown how to perform a task, told how to perform the task, and then the trainee is asked to perform the task. Jigsaw design is similar to information search in that it requires trainees to group up into small groups to research a topic and then teach about what they learned. The difference is that one person is taken from each group to form a new group and each pers on within the new group teaches that group about his/her topic. If training videosShow MoreRelatedCommunication and Food Safety2764 Words   |  12 Pagesrestaurant is aware of the food safety issue hence they are supportive toward Barry in his food safety efforts but because of high turnover of employees, eventually food training safety is omitted. It seems like the food safety issue is getting serious when one day Barry stepped into the kitchen and noticed several trays of uncooked meat sitting out in the kitchen area. After all these incidents, he has taken many effort to get employees to be safe in how the handle food. 1. What are the communicationRead MoreFood Safety Essay1069 Words   |  5 Pagesï » ¿1-What type of hazard could occur by wearing jewelry while preparing food? A-Physical and biological 2- The greatest concern about having the pests in restaurants is that they will ----------- A-? 3-bactarial growth can be minimized by ------ A- Time temperature oxygen moisture 4-The term sanitizing is defind as: A- Reducing harmful microorganism to safe level 5-The proper sequence for cleaning food contact in a three compartment sink is: A- Wash,rinse and sanitize 6- Which will be the best methodRead MoreConsumer Awareness On Food Safety2617 Words   |  11 PagesSummary This study identifies that costs of food safety are high in the developed world, and consumer awareness on food safety practices is lacking especially in younger consumers. The explosion of ever increasing fast food chains and poor food eating practices by Consumers, New Zealanders’ increasingly are getting affected by Obesity and diseases such as Diabetes. 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Food can transmit disease from individual to individual, and also servesRead MoreCanada s Food Safety System Essay1958 Words   |  8 Pages Hub Cafeteria Inspection Food hygiene: ENH 433 Professor Richard Meldrum Faisal Hussain ID: 500635004 Introduction Canada’s food safety system is globally recognized as one of the safest system, because we believe food safety is the responsibility of everyone in the food environment. The Canadian Food Inspection Agency (CFIA) is responsible for food safety at federal level. CFIA impose food safety and nutritional standards set by Health Canada. Ministry of Health and Long TermRead MoreFood Safety, Food, And Food Choice At Mcdonalds1167 Words   |  5 PagesThis represents a low-calorie food choice at McDonalds, an example of how Public Health practices continue to influence how we eat. Throughout history, advances in food science and technology have played a pivotal role in making food safer and healthier for an ever evolving society. Today, we have much greater access to an abundant, diverse food supply that is largely safe, convenient, nutritious, flavorful, and less costly than ever before. This access to such food is largely because of Public HealthRead MoreEffect Of Food Safety Management Essay1675 Words   |  7 PagesIntroduction Food safety has arising international concern, not only for its continuing significance to public health, but also because of its impact on international trade (Burros, 1997). Motarjemi and Mortimore (2005) affirmed that ensuring food safety in now day s complicated world is a difficult task and is possible only with a essential effort of all sectors implying government, consumer organizations and industry (Motarjemi, 2000). Which the sharing of food sector experts developedRead MoreThe Food Safety Modernization Act1212 Words   |  5 PagesFood is considered a basic necessity in order to live. Each year, foodborne illnesses strike 48 million Americans, hospitalizing approximately 128,000 people and killing 3,000 (â€Å"Estimating Foodborne Illness†). Over time, the Food and Drug Administration (FDA) has implemented various legislations in order to prevent illnesses and reduce risks. In 2011, the Food Safety Modernization Act (FSMA) was signed by the President which wa s considered to be a â€Å"historical legislation† (Hamburg). Along the course

Strayer Cis500 Assignment 1 Free Essays

1. Compare and contrast the application of information technology (IT) to optimize police departments’ performance to reduce crime versus random patrols of the streets. In recent years, the idea of predictive policing, or the use of statistics and data to make policing decisions, has become widely popular in the United States. We will write a custom essay sample on Strayer Cis500 Assignment 1 or any similar topic only for you Order Now In 1994, the New York City Police Department adopted a law enforcement crime fighting strategy known as COMPSTAT (Computer Statistics). COMPSTAT uses Geographic Information Systems (GIS) to map the locations of where crimes occur, identify â€Å"hotspots†, and map problem areas. COMPSTAT has amassed a wealth of historical crime data. Mathematicians have designed and developed algorithms that run against the historical data to predict future crimes for police departments. The purpose of this paper is to briefly examine predictive policing and how tools such as COMPSTAT allow police departments to respond more efficiently to criminal activity. Using information technology to fight crime by the police officers is becoming increasingly effective in apprehending the crime perpetrators. Predictive policing, or programs such as COMPSTAT, involves using data from disparate sources, analyzing them and then using the results to anticipate, prevent and respond more effectively to future crimes. â€Å"The predictive vision moves law enforcement from focusing on what will happen and how to effectively deploy resources in front of the crime, thereby changing outcomes,† writes Charlie Beck, chief of the Los Angeles Police Department (Predictive Policing: The Future of Law Enforcement, NIJ, 2012). From the early 1800s to the 1980s, patrol and criminal investigation dominated policing. Uniformed police patrolled the streets to prevent crime, to interrupt crimes in progress, and to apprehend criminals. However, research since the 1960s has shown the limits of both patrol and investigation for controlling crime. Patrol officers did not effectively prevent crime by questioning suspects, victims, and witnesses. In the 1990s, the police adopted  predictive policing strategies  in which police initiate action instead of waiting for calls. Patrol remains the backbone of police operations. It consumes most of the resources of police agencies. On patrol, a police officer makes regular circuits or passes through a specific area. Studies of foot patrol indicate that these patrols are costly and do not reduce crime. Because crime is not evenly distributed throughout a community, which means some places need more patrol than others. The tradition of giving each neighborhood an equal amount of patrol wastes police resource, so the tradition of giving each neighborhood an equal amount of patrol just wastes police resources, however, which can make citizens less fearful of crime and improve citizen attitudes toward the police(CliffsNotes. om. ). While predictive police operations focus on the concentration of crime in certain offenders, places, and victims. Predictive operations include using decoys, going undercover, raiding, relying on informants, stopping and frisking suspects, shadowing repeat offenders, policing repeat-complaint locations, and saturating an area with police to maintain order which can be an effective method to prevent crime(CliffsNotes. com. ). 2. Describe how COMPSTAT, as an information system (IS), implements the four (4) basic IS functions: 1. Input, 2. Processing, 3. Output, 4. Feedback. COMPSTAT is the name given to the New York City Police Department’s accountability process and has since been replicated in many other departments. COMPSTAT is a management philosophy or organizational management tool for police departments, roughly equivalent to  Six Sigma  or TQM, and is not a computer system or software package. † (State of CA, 2010). COMPSTAT as an information system implements the four basic IS functions in the following ways: Input Data gathering process which is the building block of COMPSTAT is comprised of information compiled from variety of sources like police incidents, arrest reports, suspect debriefing, telephone calls, and field interview reports. Pushing the data into the Incident Reporting System will help to maintain a database for future reference (Willis et al. , 2003). Processing The collection of data is presented during every COMPSTAT meeting. This would be entered into a database using a data management program like MS Access. This task is performed by the Crime Analysis Unit (CAU). These analysts classify, categorize, aggregate and analyze the data in order to gain a detailed report including many details like date, location, day and other information related to the crime. At this stage they would be able to identify a targeted response that may be the source of concern. This report provides useful identification of crime patterns like the point of entry for a burglary or make and model of a stolen vehicle (Willis et al. , 2003, Pg 48-50). Further by using GIS (Geographic Information Systems) data and spatial analysis geographic hot spots are located and mapped to the data. Output Once the data is processed, it is presented to the department commanders. With available intelligence they should devise a strategy and deploy resources with expertise to tactfully pre-empt a crime situation and follow it up to ensure performance and results were as desired. These are key steps or principles which guide the departments patrol and investigative work: * Accurate and timely intelligence, * Rapid deployment * Effective tactics, and * Relentless follow-up and assessment (William J. Bratton, 1999 pg-15). Feedback The key element of improvement is feedback. As it includes data, any error related to this aspect should be avoided. Consistent and correct data has to be entered into the incident reporting system and database. Accurate report writing should be followed while recording incidents. Extensive data analysis to identify the root cause of crime becomes mandatory. Regular meetings and brainstorming session should be conducted to improve data collection and teams involved should be evaluated. Learning from past mistakes should never be avoided. Continuous aiming at innovation and integration with latest technology to keep the system up to date can provide better results. Periodic assessments of performance and gaps in accomplishing set goals and objectives should be reviewed so that corrective measures can be taken to fill the gaps to meet desired results. 3. Determine how information systems have allowed police departments that implement tools such as COMPSTAT to respond to crime faster. With the implementation of information systems real time access to data has become easier. Identification of hot spots related to crime is possible and problem solving has become proactive instead of reactive. Monitoring of multiple locations and futuristic crime and its patterns can be detected. This allows operations to be carried with fewer resources, and reduced random patrols. Further it provides a platform for administering vast information which enables better decision making and problem solving. By demanding accountability it facilitates team work and police personnel are now working together to accomplish set goals faster thereby reducing crime. 4. Apply the strengths, weaknesses, opportunities, and threats analysis (SWOT analysis) on behalf of police departments that intend to implement predictive policing. SWOT Analysis of Predictive Policing SWOT Analysis of Predictive Policing Strengths: The strength of predictive policing is that it allows resources to be used more efficiently because they can be deployed to specific locations in which crimes are likely to occur and for specific types of crimes. In this regard, it is also easier to prevent crime from occurring as opposed to merely responding to it (Goode, 2011). Weaknesses: Predictive policing is often treated as being solely related to the use of computers and data to the detriment of involving front-line police officers in the decision-making process. This can result in police officers feeling both disrespected and unimportant in performing police work (Willis, Mastrofski ; Weisburd, 2003). Opportunities: Predictive policing provides for the opportunity for police departments to reduce criminal activity at a lower cost to taxpayers. Police departments can prevent crime from occurring rather than using limited resources to respond to crimes once they have occurred and hoping responses will deter other criminals (Pearsall, 2010). Threats: The primary threat related to predictive policing is that some police officers, particularly older police officers, are skeptical of the use of statistics and data in place of traditional street patrols. This could result in predictive policing efforts not being carried out in a way that will allow them to be as successful as possible. Conclusion The information contained in this brief paper has shown that with the use of information technology and programs such as COMPSTAT, predictive policing can result in a reduction in crime by predicting where it will occur rather than responding to it once it has occurred. However, predictive policing can have problems if the sole focus is on the use of information technology. Instead, police officers and the general public must be included in the process. Their feedback must be solicited as part of the larger process. Otherwise, they have the ability to derail any reductions in crime and improvements in performance that might be possible from predictive policing. References 1. Goode, E. (2011, August 15). Sending the police before there’s a crime. Retrieved from http://www. nytimes. com/2011/08/us/16police. html 2. Pearsall, B. (2010, May). Predictive policing: The future of law enforcement? National Institute 3. Willis, J. J. , Mastrofski, S. D. , ; Weisburd, D. (2003). Compstat in practice: An in-depth Analysis of three cities. Police Foundation. Retrieved from http://www. policefoundation. org/pdf/compstatinpractice. pdf 4. CliffsNotes. com. Police Strategies. Retrieved April,12th, 2012, from http://www. cliffsnotes. com/study_guide/topicArticleId-10065,articleId-9953. html 5. Bratton, W. J. ; Malinowski, S. W. (2008). Police performance management in practice: Taking COMPSTAT to the next level. Policing, 2(3), 259-265. How to cite Strayer Cis500 Assignment 1, Papers

Jerome Bruner free essay sample

He attended and received his B. A. from Duke University in 1937 and his Ph. D from Harvard University in 1941. As an American psychologist, he has contributed greatly to cognitive psychology and the cognitive learning theory in educational psychology, as well as to history and the general philosophy of education. He was on the faculty in the Department of Psychology at Harvard University from 1952 – 1972. He published his book â€Å"The Process of Education† in 1960. This book influenced many young researchers and led to a great deal of experimentation and a wide range of educational programs. In the early 70’s, he left Harvard University to become a tutor at the University of Oxford up until 1979, after which he returned to Harvard University. Later he joined the New York University of Law, where he became a Senior Researcher (at the age of 93). THEORY Jerome Bruner is one of the founding fathers of Constructivist Theory. Constructivism is an extensive theoretical framework with several perspectives, and Bruners is only one. Bruners hypothetical framework is based on the theme that learners create new ideas or concepts based upon existing knowledge. Learning is an active process. Aspects of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences. Jerome Bruner believes that teachers need: †¢To understand the relationship between motivation and learning; †¢To understand how structure relates to the whole; To learn to form â€Å"global concepts†; †¢ To learn how to build â€Å"coherent patterns† of learning; †¢To understand that facts without meaning are not learned; and †¢To believe that any subject can be taught to any child. (â€Å"Any subject can be taught effectively in some intellectually honest form to any child at any stage of development† (Bruner, 1960, p. 33). Four Key themes emerged in Bruners early work. These were: a)the Structure which refers to relationships among factual elements and techniques. )the Spiral Curriculum which refers to the idea of reiterating basic ideas over and over, building upon them and elaborating on the concepts to the level of full understanding and mastery. Bruner believed that any subject could be taught at any stage of development in a way that fit the childs cognitive abilities. c)intuitive and analytical thinking which Bruner considered should both be rewarded and encouraged. d)motivation for learning which he felt that interest in the subject matter was the best stimulus for learning. Ideally, Jerome Bruner writes, interest in the material to be learned is the best stimulus to learning, rather than such external goals as grades or later competitive advantage (ibid. : 14). The following are the four features of Bruner’s Theory of Instruction. a)Predisposition to learn: This aspect in particular states the experiences which move the learner toward a love of learning in general, or of learning something specifically. Motivational, cultural, and personal factors contribute to this. Bruner accentuated social factors and early teachers’ and parents influence on this. He believed learning and problem solving emerged out of exploration. Part of the task of a teacher is to preserve and guide a childs natural explorations. b)The Structure of Knowledge: In this feature, he believes that it is possible to structure knowledge in such a way that enables the learner to more readily grasp the information. c)Modes of Representation: He believes that children go through three stages of intellectual development or main changes before reaching maturity. These are: the enactive stage; the iconic stage; and the symbolic stage. i)The enactive stage: â€Å"knowledge is stored primarily in the form of motor responses. † (Alexander 2002). In this stage, children learn through the form of motor skills and experimentation by the manipulation of objects in their environment. e. g. a child may see a colourful toy and become fascinated by it, but the said toy only becomes real to the child if the child can see, touch or manipulate it. This stage spans from birth t o eighteen months of age. (ii)The iconic stage: â€Å"knowledge is stored primarily in the form of visual images† (Alexander 2002. In this stage, a child learns through viewing of objects. The individual is able to develop mental images of events. e. g. (iii)The symbolic stage: â€Å"knowledge is stored primarily as words, mathematical symbols, or in other symbol systems† (Alexander 2002). In this stage, the learner develops the capacity to think in abstract terms and uses language or other symbols to represent information. e. g. knowing that x + 2 = 6, therefore the value of x must be 4. Based on this three-stage notion, Bruner recommended that using a combination of concrete, pictorial and then symbolic activities will lead to more effective learning. However, unlike Jean Piaget’s theory, Bruner does not restrict these developmental stages to any specific age group but believes that these can be applied all through life. This example is taken from Bruner (1973): The concept of prime numbers appears to be more readily grasped when the child, through construction, discovers that certain handfuls of beans cannot be laid out in completed rows and columns. Such quantities have either to be laid out in a single file or in an incomplete row-column design in which there is always one extra or one too few to fill the pattern. These patterns, the child learns, happen to be called prime. It is easy for the child to go from this step to the recognition that a multiple table, so called, is a record sheet of quantities in completed multiple rows and columns. Here is factoring, multiplication and primes in a construction that can be visualized. Figure 1 A child would begin at the bottom of the pyramid and eventually escalate to the peak. d)Effective sequencing which suggests that learning takes place in the order of the aforementioned modes of representation. Bruners theories emphasize the significance of categorization in learning. To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize. Interpreting information and experiences by similarities and differences is a key concept. (Jerome Bruner) SECTION B Scaffolding can be very useful in the learning process. This is a key derived from Vygotsky’s notion of social learning (Wood, Bruner, Ross, 1976). This is basically the assistance provided by adults or more competent peers in the process of learning. This provides the child with a great deal of support in the earlier stages of learning, and then lessens that support or help when the child becomes more confident and is able to carry out given tasks on its own. Some types of scaffolding are: i) Reciprocal Scaffolding – A teacher in the classroom may use reciprocal scaffolding as a means to help pupils further understand a concept that is taught. This can come in the form of grouping students together (this can be a small group of about three or four pupils). These pupils should also have a diversity of levels whereas they would be able to learn from each other’s knowledge and experience. Assign a task to these pupils and allow them to come up with their own solution to the problem. According to the theory, this method gives the weaker child the opportunity to develop higher-level thinking skills. ii) Contingent Scaffolding – With this type of scaffolding, a teacher may circulate around the classroom giving each pupil the opportunity to converse with him/ her on a one-on-one basis. The teacher would be able to view and question each child’s methods individually and be able to provide constructive feedback. According to the encyclopedia of primary education, (Hayes, 2010) Discovery Learning is an open ended form of problem solving in which the teacher provides an introductory activity or stimulus on a relevant theme or topic to gain the children’s interest, stir their natural curiosity and raise the level of enthusiasm and motivation. One type of discovery learning is: i)Guided Discovery – this is a reflective teaching technique. With guided discovery, a teacher may provide pupils with adequate background information on a specific topic. The pupils are then given the opportunity and much of the responsibility for finding relationships and organizing knowledge. The teacher may ask pupils to discuss familiar topics. The teacher is careful to provide the necessary guidance to ensure that discovery and learning occur. Guided discovery is generally more effective than open discovery learning (Mayer, 2002).