This document provides information for students taking the Food Analysis 4 subject at the Department of Food Technology. It outlines the vision, mission and learning guide for the B.Tech Food Technology qualification. It details the lecturer and assessment details, including policies, dates, weights and outcomes. Students will be evaluated based on 3 written assessments, 1 assignment, practical attendance and reports. The final mark must be 50% to pass.
The document outlines the responsibilities of students, facilitators, and both parties for a food analysis course. It states that punctuality, respect, and maintaining a clean environment are expected of both students and facilitators. For facilitators, key responsibilities include providing necessary information, guiding without spoon feeding, and being available outside of class. Main student responsibilities consist of obeying institution rules, being willing to learn, participating in class, showing insight, and asking for help when needed. Both parties must sign agreeing to the learning contract.
The document discusses the rise of the Ku Klux Klan in the 1920s in the United States. It summarizes that the KKK targeted African Americans, immigrants, Catholics and Jews during this period and used violence and terror tactics. At its peak in the mid-1920s, the KKK had over 5 million members and wielded significant political influence, especially in the Midwest and South. However, the KKK's membership and influence declined later in the 1920s due to scandals, corruption within the organization, and public backlash against their violent tactics.
This document provides a marking rubric for a food analysis case studies report and oral presentation. It outlines the criteria and maximum points for understanding the problem, identifying facets of the problem, analyzing and discussing solutions, and applying principles to solve the problem in the written report. It also provides criteria and points for confidence, logical flow, communication skills, content, and handling questions in the oral presentation. The rubric is to be used to evaluate and provide a total mark for a group's case studies report and presentation.
This document provides information for students taking the Food Analysis 4 subject at the Department of Food Technology. It outlines the vision, mission and learning guide for the B.Tech Food Technology qualification. It details the lecturer and assessment details, including policies, dates, weights and outcomes. Students will be evaluated based on 3 written assessments, 1 assignment, practical attendance and reports. The final mark must be 50% to pass.
The document outlines the responsibilities of students, facilitators, and both parties for a food analysis course. It states that punctuality, respect, and maintaining a clean environment are expected of both students and facilitators. For facilitators, key responsibilities include providing necessary information, guiding without spoon feeding, and being available outside of class. Main student responsibilities consist of obeying institution rules, being willing to learn, participating in class, showing insight, and asking for help when needed. Both parties must sign agreeing to the learning contract.
The document discusses the rise of the Ku Klux Klan in the 1920s in the United States. It summarizes that the KKK targeted African Americans, immigrants, Catholics and Jews during this period and used violence and terror tactics. At its peak in the mid-1920s, the KKK had over 5 million members and wielded significant political influence, especially in the Midwest and South. However, the KKK's membership and influence declined later in the 1920s due to scandals, corruption within the organization, and public backlash against their violent tactics.
This document provides a marking rubric for a food analysis case studies report and oral presentation. It outlines the criteria and maximum points for understanding the problem, identifying facets of the problem, analyzing and discussing solutions, and applying principles to solve the problem in the written report. It also provides criteria and points for confidence, logical flow, communication skills, content, and handling questions in the oral presentation. The rubric is to be used to evaluate and provide a total mark for a group's case studies report and presentation.
This document outlines 6 case studies for a food analysis course. Each case study provides a scenario and questions for students to address. The first case study involves creating a job description for a food analyst position. The second case study asks students to develop standard operating procedures (SOPs) for sample preparation and testing from various suppliers. The third case study expands on testing samples from suppliers. The fourth case study tasks students with developing SOPs for analyzing products for safety. The fifth case study involves justifying the need for new laboratory equipment. The sixth case study addresses incorporating traceability systems into testing SOPs.
The document outlines 6 case studies for a food analysis class to discuss and present on. The case studies involve tasks a food analyst may encounter at a food production company including developing standard operating procedures for sampling, testing, and ensuring food safety for various raw materials and finished products. The case studies also involve justifying equipment purchases and incorporating traceability systems into testing procedures.
The Teaching Development Programme (TDP) is a course offered by CPUT intended to assist new lecturers in developing their practice in higher education teaching, learning, and assessment. The TDP includes practical work with a mentor and consists of two modules equivalent to one term each, focusing on teaching and learning strategies and assessment. The TDP aims to enhance teaching, learning, and assessment practices and support innovation. Upon successful completion, candidates receive a certificate from CPUT.
The Academic Staff Development department at CPUT supports university lecturers through two programs - the Higher Diploma in Higher Education and Training, a formal qualification, and the Teaching Development Program, a non-formal certificate. They also offer workshops on topics like assessment, curriculum development, research, and teaching methods to academic departments and faculties.
Anthony Obilana is a lecturer in the Food Technology department at Cape Peninsula University of Technology. He began teaching 12 years ago with a focus on delivering course content but has since shifted to focusing more on student understanding. Through initiatives like the Teacher Development Program, he has learned concepts like Bloom's taxonomy that have helped him improve his teaching approach. He now focuses more on alignment between course materials, classroom activities, and assessments to promote deeper student learning. Student feedback and evaluations indicate the positive impact of changes he has implemented in his teaching approach and style.
This document outlines 6 case studies for a food analysis course. Each case study provides a scenario and questions for students to address. The first case study involves creating a job description for a food analyst position. The second case study asks students to develop standard operating procedures (SOPs) for sample preparation and testing from various suppliers. The third case study expands on testing samples from suppliers. The fourth case study tasks students with developing SOPs for analyzing products for safety. The fifth case study involves justifying the need for new laboratory equipment. The sixth case study addresses incorporating traceability systems into testing SOPs.
The document outlines 6 case studies for a food analysis class to discuss and present on. The case studies involve tasks a food analyst may encounter at a food production company including developing standard operating procedures for sampling, testing, and ensuring food safety for various raw materials and finished products. The case studies also involve justifying equipment purchases and incorporating traceability systems into testing procedures.
The Teaching Development Programme (TDP) is a course offered by CPUT intended to assist new lecturers in developing their practice in higher education teaching, learning, and assessment. The TDP includes practical work with a mentor and consists of two modules equivalent to one term each, focusing on teaching and learning strategies and assessment. The TDP aims to enhance teaching, learning, and assessment practices and support innovation. Upon successful completion, candidates receive a certificate from CPUT.
The Academic Staff Development department at CPUT supports university lecturers through two programs - the Higher Diploma in Higher Education and Training, a formal qualification, and the Teaching Development Program, a non-formal certificate. They also offer workshops on topics like assessment, curriculum development, research, and teaching methods to academic departments and faculties.
Anthony Obilana is a lecturer in the Food Technology department at Cape Peninsula University of Technology. He began teaching 12 years ago with a focus on delivering course content but has since shifted to focusing more on student understanding. Through initiatives like the Teacher Development Program, he has learned concepts like Bloom's taxonomy that have helped him improve his teaching approach. He now focuses more on alignment between course materials, classroom activities, and assessments to promote deeper student learning. Student feedback and evaluations indicate the positive impact of changes he has implemented in his teaching approach and style.