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.
This document discusses using the American Academy of Dermatology's (AAD) Medical Student Core Curriculum (MSCC) to teach dermatology to physician assistant (PA) students. It describes how the MSCC was implemented at the University of Texas Southwestern, finding that it was well-received and led to exam scores equivalent to traditional instruction. The curriculum provides standardized learning modules aligned with PA licensing exam topics. Its online format allows flexible, self-paced study. Implementing the MSCC can help address challenges like limited clinical teaching time and promote consistent, high-quality dermatology education for PA students.
This document outlines procedures for enrolling subjects, conducting treatment visits and masked examinations, and tracking subjects in a clinical trial studying treatments for convergence insufficiency. Key points include:
- Written consent and child assent are required for enrollment. Randomization can occur on the day of eligibility if criteria are met.
- Subjects are randomly assigned to one of four treatment groups: two home-based therapies or two office-based therapies.
- Treatment consists of weekly visits/calls over 12 weeks. Masked exams are conducted at weeks 4, 8, and 12. Follow-up exams are at 6 and 12 months.
- Incentives include compensation for time/travel, free treatment and equipment
Incorporating patients in research what have we done and how did we do it? Maarten de Wit, patient researcher, University Medical Centre Amsterdam. Foredrag, Brukermedvirkning i helseforskning, fra ord til handling, Diakonhjemmet Sykehus 4. november 2014
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.
This document discusses using the American Academy of Dermatology's (AAD) Medical Student Core Curriculum (MSCC) to teach dermatology to physician assistant (PA) students. It describes how the MSCC was implemented at the University of Texas Southwestern, finding that it was well-received and led to exam scores equivalent to traditional instruction. The curriculum provides standardized learning modules aligned with PA licensing exam topics. Its online format allows flexible, self-paced study. Implementing the MSCC can help address challenges like limited clinical teaching time and promote consistent, high-quality dermatology education for PA students.
This document outlines procedures for enrolling subjects, conducting treatment visits and masked examinations, and tracking subjects in a clinical trial studying treatments for convergence insufficiency. Key points include:
- Written consent and child assent are required for enrollment. Randomization can occur on the day of eligibility if criteria are met.
- Subjects are randomly assigned to one of four treatment groups: two home-based therapies or two office-based therapies.
- Treatment consists of weekly visits/calls over 12 weeks. Masked exams are conducted at weeks 4, 8, and 12. Follow-up exams are at 6 and 12 months.
- Incentives include compensation for time/travel, free treatment and equipment
Incorporating patients in research what have we done and how did we do it? Maarten de Wit, patient researcher, University Medical Centre Amsterdam. Foredrag, Brukermedvirkning i helseforskning, fra ord til handling, Diakonhjemmet Sykehus 4. november 2014
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 fifth webinar continues the momentum of the series as it focuses on providing concrete approaches for identifying barriers and enablers, emphasising behaviour change approaches.
READ MORE: http://bit.ly/2LOwbj0
This document provides administrative and instructional details for a Life Sciences module, including:
- Contact information for the lecturer, Ms. J. Williamson, and department secretary.
- General student responsibilities and policies around attendance, assignments, and sick tests.
- An introduction to the module's purpose of teaching life science content to FET learners and list of learning outcomes.
- An outline of the module's content covering human body systems, plant hormones, and teaching strategies.
- Details on assessment composition, requirements, and schedule.
This document describes a challenge to develop a system to connect patients and stakeholders with researchers. It provides criteria for evaluating proposed conceptual models or prototypes for a matching system. The challenge aims to facilitate meaningful engagement throughout the research process, as required by PCORI funding announcements. Winners will receive $10,000 or $40,000 to further develop their proposal. The submission deadline is April 15th, with winners to be announced at a spring conference. The evaluation will focus on technical feasibility, usability, scalability, and maximizing patient-centeredness and scientific rigor.
This syllabus outlines an online Anesthesia Technology course that prepares students to assist anesthesia providers. The course explores anesthesia emergencies and complications for all patient populations. It covers topics like malignant hyperthermia, equipment troubleshooting, and advanced cardiac life support. Students are evaluated on tests, projects, participation and attendance. The instructor provides contact information and expectations around online discussions, assignments, and communication.
This document summarizes a panel discussion on making interprofessional simulation education work. The panel consisted of experts from various universities and medical centers. Each panelist discussed common challenges to developing interprofessional education programs and proposed solutions. Some key challenges mentioned included getting buy-in from leadership and learners, issues with scheduling and logistics, and integrating interprofessional education into existing curricula. Proposed solutions focused on involving all stakeholders early, capitalizing on identified needs, and starting with small successes to build support over time. The panel provided insights on implementing successful interprofessional simulation programs in different contexts and settings.
This document outlines the course details for Nursing Foundation and Health Assessment courses at the University of Eastern Africa Baraton School of Nursing. The Nursing Foundation course is a 4 credit course that introduces students to nursing philosophy, roles, ethics, communication, and basic skills. It aims to develop critical thinking through the nursing process. The Health Assessment course is 2 credits that teaches students to perform health histories and physical exams, identifying normal and abnormal findings. It includes lectures, skills labs, assignments, and exams over 14 weeks to evaluate students' knowledge and competency in basic nursing practices and assessments.
This syllabus outlines an online Anesthesia Technology Fundamentals I course. The course introduces students to the surgical environment and anesthesia equipment. Key topics covered include anesthesia setup, medications, sterilization procedures, monitoring equipment, gas machines, airway equipment, anesthesia types, cleaning/sterilization steps, and patient positioning. Assignments include weekly discussion posts and responses. Students must maintain regular online attendance, participate in discussions, and submit assignments on time to pass the course. Plagiarism is not allowed and will result in failure. The instructor's contact information is provided for questions.
A presentation delivered by Derick Mitchell, IPPOSI CEO at the event to celebrate International Clinical Trials Day on May 10th, 2018 in the Mansion House, Dublin, organised by HRB-CRCI.
This document outlines an orientation for a family medicine rotation. It aims to maximize the benefits of the rotation by setting objectives and allocating responsibilities. The objectives include agreeing on educational activities and the final evaluation. Responsibilities include preparing activities, allocating roles, and clinic and simulated training. Educational topics will include chronic diseases, exams, evidence-based medicine, ethics and more. Trainees are encouraged to identify specific learning needs to focus their learning.
1. The document discusses professional learning and how it connects to work. It examines how professionals learn through formal, informal, and non-formal means and the relationship between learning opportunities, activities, and the organization of work.
2. Case studies on health, energy, and finance professionals are presented to show how their learning relates to addressing issues in their fields and adapting work practices. Interviews and analysis of these cases identify knowledge and skills needs and potential learning events.
3. Key messages are that professional learning is shaped by workplace culture and practice, reorganizing work is needed to better support learning, and learning should help reflect on both knowledge and how work is organized.
This webinar provides an overview of key frameworks for identifying barriers and enablers to implementation, with a focus on the Theoretical Domains Framework (TDF). The TDF synthesizes 128 constructs from 33 theories of behavior change into 12 domains to understand factors influencing healthcare professionals' behaviors. The webinar uses a case study of improving physician hand hygiene to demonstrate how the TDF can be applied to identify potential barriers within domains like Knowledge, Skills, Social Influences, and Environmental Context & Resources.
This 3-sentence summary provides the essential information about the course outline:
This course outline summarizes a Fundamentals of Nursing Practice course, which introduces foundational nursing concepts over 18 weeks including the nursing process, basic skills, ethics, and professional development. Students will learn through lectures, skills labs, assignments and exams to develop competencies in areas like health assessment, care planning, communication, and clinical reasoning. The course aims to prepare students for nursing practice through applying knowledge and demonstrating skills in a holistic manner.
This document provides guidance on how to design and conduct a case study for evaluation purposes. It defines what a case study is and discusses when they are appropriate. The advantages and limitations of case studies are outlined. The process for developing and conducting a case study is described in detail, including planning, developing data collection instruments, collecting data from multiple sources, analyzing the data, and disseminating findings. Potential elements of a case study report are provided, with examples.
This document provides information about an introductory epidemiology module, including its aims, outline, learning outcomes, and assessment requirements. The module consists of three units covering descriptive epidemiology, measuring health and disease, and health system applications. Students must complete two assignments, with the first being a critical literature review on the health problem identified in a provided dataset, and the second a report analyzing the dataset and making recommendations. The document outlines the assignments and provides guidance on completing them.
This document outlines plans to develop a sustainable simulation-based medical education program in Ethiopia through a train-the-trainer approach. Barriers to past efforts included a top-down structure and lack of follow up. Next steps include distributing a source book, developing a guide book, re-analyzing stakeholders through SWOT analysis, and establishing governance under a director and patron. The goal is to train local educators to independently run simulation-based skills training programs using Ethiopia-specific content and methods.
This document provides information about the Anesthesia Technology 1501 course at College of DuPage, including:
1. The instructors' contact information and course details such as dates, materials required, and method of instruction.
2. An overview of the course content including exploring the role of anesthesia technologists and their relationship to the healthcare team. The course objectives focus on understanding the anesthesia care team and the technologist's role and responsibilities.
3. Requirements for online participation including initial discussion posts, responses to peers, and assignment deadlines. Students are expected to maintain regular online presence and communicate with instructors about any absences.
This document provides information about an online Anesthesia Technology 1505 course at College of DuPage including the instructor's contact information, course description, objectives, modules, assignments, policies, and grading scale. The course is an introduction to handling anesthesia equipment, including maintenance, servicing, and troubleshooting. It covers various types of equipment used in complex surgeries. Students will demonstrate skills in preparing equipment and discuss regulatory compliance, quality assurance, and equipment for different surgical cases. The instructor emphasizes attendance and participation are essential for success in the online format. Assignments include discussion responses and are due each week. Plagiarism and more than 25% absences may result in course failure.
This document summarizes discussions from a curriculum development workshop for the Northern Territory Medical Program. It outlines activities conducted at the workshop to contextualize the medical school curriculum for the NT. The activities focused on identifying graduate outcomes, curriculum content and sequencing, learning challenges, and maximizing learning opportunities in the NT context. The goal was to develop a fit-for-purpose, outcomes-based curriculum aligned with NT health needs and delivered using a variety of educational strategies.
The Global Health Trials is a free, neutral network of communities of researchers, who are working together to share their knowledge about how to conduct research, so as to facilitate more research around the world and so improve health outcomes. It is for everyone, whatever your job role and wherever you are based, as long as you work in a Low or low-middle income country.
The PACTS Project aimed to develop an online interprofessional learning resource to teach primary healthcare students how to recognize and support survivors of family violence. The project found that existing teaching on family violence was limited and not well integrated across disciplines. The PACTS resource includes 6 online modules covering key topics, supported by video testimony from survivors and professionals. Evaluation found the modules provided essential learning and aided understanding, with qualitative feedback praising the optional content and support resources provided. The open access website allows for wider dissemination and the project hopes to further develop train-the-trainer modules and resources.
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.
The fifth webinar continues the momentum of the series as it focuses on providing concrete approaches for identifying barriers and enablers, emphasising behaviour change approaches.
READ MORE: http://bit.ly/2LOwbj0
This document provides administrative and instructional details for a Life Sciences module, including:
- Contact information for the lecturer, Ms. J. Williamson, and department secretary.
- General student responsibilities and policies around attendance, assignments, and sick tests.
- An introduction to the module's purpose of teaching life science content to FET learners and list of learning outcomes.
- An outline of the module's content covering human body systems, plant hormones, and teaching strategies.
- Details on assessment composition, requirements, and schedule.
This document describes a challenge to develop a system to connect patients and stakeholders with researchers. It provides criteria for evaluating proposed conceptual models or prototypes for a matching system. The challenge aims to facilitate meaningful engagement throughout the research process, as required by PCORI funding announcements. Winners will receive $10,000 or $40,000 to further develop their proposal. The submission deadline is April 15th, with winners to be announced at a spring conference. The evaluation will focus on technical feasibility, usability, scalability, and maximizing patient-centeredness and scientific rigor.
This syllabus outlines an online Anesthesia Technology course that prepares students to assist anesthesia providers. The course explores anesthesia emergencies and complications for all patient populations. It covers topics like malignant hyperthermia, equipment troubleshooting, and advanced cardiac life support. Students are evaluated on tests, projects, participation and attendance. The instructor provides contact information and expectations around online discussions, assignments, and communication.
This document summarizes a panel discussion on making interprofessional simulation education work. The panel consisted of experts from various universities and medical centers. Each panelist discussed common challenges to developing interprofessional education programs and proposed solutions. Some key challenges mentioned included getting buy-in from leadership and learners, issues with scheduling and logistics, and integrating interprofessional education into existing curricula. Proposed solutions focused on involving all stakeholders early, capitalizing on identified needs, and starting with small successes to build support over time. The panel provided insights on implementing successful interprofessional simulation programs in different contexts and settings.
This document outlines the course details for Nursing Foundation and Health Assessment courses at the University of Eastern Africa Baraton School of Nursing. The Nursing Foundation course is a 4 credit course that introduces students to nursing philosophy, roles, ethics, communication, and basic skills. It aims to develop critical thinking through the nursing process. The Health Assessment course is 2 credits that teaches students to perform health histories and physical exams, identifying normal and abnormal findings. It includes lectures, skills labs, assignments, and exams over 14 weeks to evaluate students' knowledge and competency in basic nursing practices and assessments.
This syllabus outlines an online Anesthesia Technology Fundamentals I course. The course introduces students to the surgical environment and anesthesia equipment. Key topics covered include anesthesia setup, medications, sterilization procedures, monitoring equipment, gas machines, airway equipment, anesthesia types, cleaning/sterilization steps, and patient positioning. Assignments include weekly discussion posts and responses. Students must maintain regular online attendance, participate in discussions, and submit assignments on time to pass the course. Plagiarism is not allowed and will result in failure. The instructor's contact information is provided for questions.
A presentation delivered by Derick Mitchell, IPPOSI CEO at the event to celebrate International Clinical Trials Day on May 10th, 2018 in the Mansion House, Dublin, organised by HRB-CRCI.
This document outlines an orientation for a family medicine rotation. It aims to maximize the benefits of the rotation by setting objectives and allocating responsibilities. The objectives include agreeing on educational activities and the final evaluation. Responsibilities include preparing activities, allocating roles, and clinic and simulated training. Educational topics will include chronic diseases, exams, evidence-based medicine, ethics and more. Trainees are encouraged to identify specific learning needs to focus their learning.
1. The document discusses professional learning and how it connects to work. It examines how professionals learn through formal, informal, and non-formal means and the relationship between learning opportunities, activities, and the organization of work.
2. Case studies on health, energy, and finance professionals are presented to show how their learning relates to addressing issues in their fields and adapting work practices. Interviews and analysis of these cases identify knowledge and skills needs and potential learning events.
3. Key messages are that professional learning is shaped by workplace culture and practice, reorganizing work is needed to better support learning, and learning should help reflect on both knowledge and how work is organized.
This webinar provides an overview of key frameworks for identifying barriers and enablers to implementation, with a focus on the Theoretical Domains Framework (TDF). The TDF synthesizes 128 constructs from 33 theories of behavior change into 12 domains to understand factors influencing healthcare professionals' behaviors. The webinar uses a case study of improving physician hand hygiene to demonstrate how the TDF can be applied to identify potential barriers within domains like Knowledge, Skills, Social Influences, and Environmental Context & Resources.
This 3-sentence summary provides the essential information about the course outline:
This course outline summarizes a Fundamentals of Nursing Practice course, which introduces foundational nursing concepts over 18 weeks including the nursing process, basic skills, ethics, and professional development. Students will learn through lectures, skills labs, assignments and exams to develop competencies in areas like health assessment, care planning, communication, and clinical reasoning. The course aims to prepare students for nursing practice through applying knowledge and demonstrating skills in a holistic manner.
This document provides guidance on how to design and conduct a case study for evaluation purposes. It defines what a case study is and discusses when they are appropriate. The advantages and limitations of case studies are outlined. The process for developing and conducting a case study is described in detail, including planning, developing data collection instruments, collecting data from multiple sources, analyzing the data, and disseminating findings. Potential elements of a case study report are provided, with examples.
This document provides information about an introductory epidemiology module, including its aims, outline, learning outcomes, and assessment requirements. The module consists of three units covering descriptive epidemiology, measuring health and disease, and health system applications. Students must complete two assignments, with the first being a critical literature review on the health problem identified in a provided dataset, and the second a report analyzing the dataset and making recommendations. The document outlines the assignments and provides guidance on completing them.
This document outlines plans to develop a sustainable simulation-based medical education program in Ethiopia through a train-the-trainer approach. Barriers to past efforts included a top-down structure and lack of follow up. Next steps include distributing a source book, developing a guide book, re-analyzing stakeholders through SWOT analysis, and establishing governance under a director and patron. The goal is to train local educators to independently run simulation-based skills training programs using Ethiopia-specific content and methods.
This document provides information about the Anesthesia Technology 1501 course at College of DuPage, including:
1. The instructors' contact information and course details such as dates, materials required, and method of instruction.
2. An overview of the course content including exploring the role of anesthesia technologists and their relationship to the healthcare team. The course objectives focus on understanding the anesthesia care team and the technologist's role and responsibilities.
3. Requirements for online participation including initial discussion posts, responses to peers, and assignment deadlines. Students are expected to maintain regular online presence and communicate with instructors about any absences.
This document provides information about an online Anesthesia Technology 1505 course at College of DuPage including the instructor's contact information, course description, objectives, modules, assignments, policies, and grading scale. The course is an introduction to handling anesthesia equipment, including maintenance, servicing, and troubleshooting. It covers various types of equipment used in complex surgeries. Students will demonstrate skills in preparing equipment and discuss regulatory compliance, quality assurance, and equipment for different surgical cases. The instructor emphasizes attendance and participation are essential for success in the online format. Assignments include discussion responses and are due each week. Plagiarism and more than 25% absences may result in course failure.
This document summarizes discussions from a curriculum development workshop for the Northern Territory Medical Program. It outlines activities conducted at the workshop to contextualize the medical school curriculum for the NT. The activities focused on identifying graduate outcomes, curriculum content and sequencing, learning challenges, and maximizing learning opportunities in the NT context. The goal was to develop a fit-for-purpose, outcomes-based curriculum aligned with NT health needs and delivered using a variety of educational strategies.
The Global Health Trials is a free, neutral network of communities of researchers, who are working together to share their knowledge about how to conduct research, so as to facilitate more research around the world and so improve health outcomes. It is for everyone, whatever your job role and wherever you are based, as long as you work in a Low or low-middle income country.
The PACTS Project aimed to develop an online interprofessional learning resource to teach primary healthcare students how to recognize and support survivors of family violence. The project found that existing teaching on family violence was limited and not well integrated across disciplines. The PACTS resource includes 6 online modules covering key topics, supported by video testimony from survivors and professionals. Evaluation found the modules provided essential learning and aided understanding, with qualitative feedback praising the optional content and support resources provided. The open access website allows for wider dissemination and the project hopes to further develop train-the-trainer modules and resources.
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.
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Appendix 7 learner guide
1. FACULTY OF APPLIED SCIENCES
Department of Food Technology
Our Vision
To be at the heart of Food Technology Education and Innovation in Africa.
Our Mission
To create and sustain an empowering environment for developing
technologically skilled and socially responsive graduates using innovative
teaching and research and a work integrated learning approach fostering
active partnerships with industry and community in order to be a centre of
excellence for the training of Food Technologists.
A LEARNING GUIDE FOR STUDENTS
FOLLOWING THE
B. TECH. FOOD TECHNOLOGY
FOOD ANALYSIS 4 (FNA400S)
NQF 7 Credits: 20
Valid For: Semester 1 (2012)
Version 1
Revision No. 3.1 Approved: Last updated: 24 January 2012
2. 2
TABLE OF CONTENTS
How to use this Learning Guide 3
Subject lecturer/s details 3
Qualification name 3
Purpose of the Qualification 3
Institutional Bodies/Centres that offer assistance 3
Departmental assistance to students 5
General rules and procedures 5
Promotion to the Next Level of Study 5
Rules and procedures for academic exclusions and appeals 5
Policy with respect to (wrt) Class Attendance 5
Policy wrt Practical Attendance and Practical Reports 5
Policy wrt Exemption from Practical Attendance (Repeat students) 5
Continuous Assessment 5
Policy wrt Punctuality for Written Assessments 6
Policy wrt Missed Assessments (Postponed Assessments) 6
Assessments: further information 6
Policy concerning plagiarism 8
Exit level outcomes 8
Critical cross-field outcomes 8
Critical outcomes 8
Subject overview 9
Requirements 9
Schedule of learning 10
Version 1
Revision No. 2.1 Approved: Last updated: 18 January 2011
3. 3
FOOD ANALYSIS 4 – 2009
1. HOW TO USE THIS LEARNING GUIDE
This Learning Guide supplies information about the lecturer/s of this subject, the
subject content, assessment criteria, assessment dates and deadlines for submission
of assignments and practicals, the various policies of the Department of Food
Technology, as well as other significant information that can support the student.
2. SUBJECT LECTURER DETAILS
Name: Mr A Obilana
Room No: Food Technology Building
Contact Details:
Telephone: 021-9538748
Fax: 021-9596095
Cellular telephone:
E-mail: obilanaa@cput.ac.za
Consultation: Open Door
Venues: Theory classes: Classroom 2
Practicals: Chemistry & Research lab
3. QUALIFICATION NAME
B. TECH. FOOD TECHNOLOGY (BTECFT) at NQF Level 7 (120 credits at NQF 7;
360 credits at NQF 6)
4. PURPOSE OF THE QUALIFICATION
The qualifying learner will be able to apply and integrate advanced knowledge and
skills of Food Technology in the food manufacturing and associated industries,
including the environments of food production, food quality assurance and food
product development for safe, cost-efficient and cost-effective food industry. They will
also integrate laboratory tests and knowledge of foods to conduct research.
Management skills are developed with a view to encourage entrepreneurial
development and business management. Compliance with statutory requirements for
quality, ethics and safety underpin all exit levels.
5. INSTITUTIONAL BODIES/CENTRES THAT OFFER ASSISTANCE
5.1 HIV/AIDS Assistance
In the interests of your own health and safety, you need to be aware of the dangers
associated with HIV/AIDS. As much as you may say “It will not happen to me” or “I
cannot become infected with HIV/AIDS whilst executing my normal work
responsibilities”, the potential for this happening always exists. The truth of the matter
is that YOU CAN BECOME INFECTED WITH THE VIRUS WHILST AT THE
WORKPLACE. Your workplace is either during your studies at the University or
during your Work-integrated Learning period.
Version 1
Revision No. 2.1 Approved: Last updated: 18 January 2011
4. 4
In order to understand this statement we need to look at the mode of transmission of
the virus and relate it to encounters in the workplace. The main modes of
transmission are:
Unprotected sexual contact;
Shared or second-hand hypodermic needles;
Contamination of open wounds or sores with infected body fluids such as
blood.
Situations at the workplace possibly leading to infection with the virus:
During the execution of duties at work you could encounter accidents
that involve bleeding or contact with other body fluids. Should you rush
to the assistance of a fellow colleague that was injured, your safety is of
utmost importance and you have to protect yourself from becoming
infected. This can be achieved by using the proper protective attire
(latex gloves for example) to protect yourself from direct contact with
body fluids (blood).
On the other hand, accidental contact with a possible source of the
virus is another concern. You (or your colleague) may inadvertently
puncture your skin with an instrument that has been in contact with
infected body fluid (blood). This type of event must be reported to your
manager/supervisor/lecturer immediately in order for speedy and
appropriate action to be taken.
What do you do if you suspect that you have been in contact with fluids containing
the virus?
Inform your manager/supervisor/lecturer or company nurse/doctor
immediately;
If you are doing in-service training, inform the University monitor assigned to
you;
Attend the necessary HIV/AIDS counselling provided by the employer or the
University.
5.2 Language/Writing Centre
Workshops on writing skills are offered by the Fundani Centre of Higher Education
Development at CPUT:
Contact persons:
Prof. Terry Volbrecht Dr. James Garraway
volbrechtt@cput.ac.za garrawayj@cput.ac.za
021 460 3378 021 959 6557
5.3 Other important numbers for assistance
Clinic – Dr Jardine X6403 Arts & Culture – Mr. Eugene Malan
HIV/AIDS Unit – Mr. Ashraf X6041
Mohammed X4252/3 Student Housing – Ms. Eveleen
Fundani – Ms. Denise February Cloete X6443Sports Administrator –
X6214 Mr. Sakkie Booysen X6319
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International Office – Ms. Merle Financial Aid – Mr. Neels Claasen
Hodges / Ms. Thandi Sokanyile X6253
X6504 Security / Transport – Mr. Shabir
Student Counselling – Ms. Peggy Laing / Ms. Alterena Fraser
Nxopo X6182 X6301/6219
Subject Librarian – Mr. Brian Radloff Co-operative Education – Ms. Lilian
X6624 vd Schyff X6166
6. DEPARTMENTAL ASSISTANCE TO STUDENTS
6.1 First Aid officer
Ms. Donna-Leah Thomas
Food Technology Building – First Floor
021 959 6775
7. GENERAL RULES AND PROCEDURES
Please see Student Guide, p. 6.
8. PROMOTION TO THE NEXT LEVEL OF STUDY
Since all of the B.Tech. subjects are at the same level, there are no prerequisite
subjects. All six subjects have the same status.
9. RULES AND PROCEDURES FOR ACADEMIC EXCLUSIONS AND
APPEALS
Please see Student Guide, p. 10
10. POLICY WITH RESPECT TO CLASS ATTENDANCE
Please see Student Guide, p. 8
11. POLICY WITH RESPECT TO PRACTICAL ATTENDANCE AND
PRACTICAL REPORTS
Please see Student Guide, p. 8
12. POLICY WITH RESPECT TO EXEMPTION FROM PRACTICAL
ATTENDANCE (REPEAT STUDENTS)
Please see Student Guide, p. 8
13. POLICY WITH RESPECT TO CONTINUOUS ASSESSMENT
Please see Student Guide, p. 8
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14. POLICY WITH RESPECT TO PUNCTUALITY FOR WRITTEN
ASSESSMENTS
Please see Student Guide, p. 10
15. POLICY WITH RESPECT TO MISSED ASSESSMENTS - POSTPONED
ASSESSMENTS
Where a student missed an assessment for a valid reason (see point 7 under Policy
with respect to Continuous Assessment), a special assessment (a.k.a. a
Postponed Assessment) will be offered at a date and time suitable to both the
lecturer and student, asap after the original assessment. In the case of personal
illness or injury, a valid medical certificate needs to be submitted to the subject
lecturer who will verify the validity of this document. The postponed assessment for
the Final assessment (FISA) will be scheduled on the first day of the week after all
the FISAs. If a student missed two FISAs due to illness/death in the immediate
family, they may have to write two postponed assessments on the same day. The
four reassessments will then start on the day following the last pair of postponed
assessments. Students who wrote the postponed assessment for the FISA have to
sign an indemnity form stating that they understand that their mark for that
assessment will not be available to inform the decision of whether they do or do not
qualify for the re-assessment. The onus is, therefore, on them to decide whether or
not to write the re-assessment. Should the student pass or not qualify, the re-
assessment script would be considered cancelled and not marked.
16. ASSESSMENTS: FURTHER INFORMATION
16. 1 Contribution of assessments towards final mark
ALL assessments (written tests, assignments, practicals, participation, project, etc.)
WILL count towards a final mark. You must obtain a final mark of 50% to pass the
subject.
16. 2 Final assessment
The FINAL ASSESSMENT is open to anyone and no minimum performance mark is
required to be permitted to write this assessment.
You will be writing a 3 hour/180 mark question paper for both your Final
assessment (compulsory) and Re-assessment (conditions stipulated in 16.3
below). These assessments will cover a minimum of 75% of the work covered
during the semester. The lecturer may exclude up to 25% of previously
assessed work, or work assessed during the practical assessment.
16. 3 Re-Assessment
There will be no re-assessments for candidates who have obtained the
required 50% to pass the course.
The RE-ASSESSMENT will only be offered to you if you failed to obtain an average
of 50% when the marks of all your assessments and assignments and/or practicals
have been computed based on a pre-determined formula that is published in this
Learning Guide (see Assessment dates and weights); However, you will only be
allowed to write the RE-ASSESSMENT if you obtained a minimum of 45%
OVERALL. PLEASE NOTE: if you wrote the RE-ASSESSMENT, the maximum
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marks that will be allocated for this assessment will be that score that gives
you a final total (or pass mark) of 50%.
The FINAL and RE-ASSESSMENTS will cover all of the theory (and some
practical work as may be indicated by your lecturer) covered during the semester. It
will count approximately 180 marks and the duration will be 3 hours.
Please note that, should you "be allowed" to write the RE-ASSESSMENT, the
mark obtained will REPLACE the mark of your FINAL assessment. In other words, it
will then be factored into the calculation of your final mark (as explained in the
example below) - it will not be a "blanket" mark replacing the final mark computed
after writing the FINAL ASSESSMENT.
16.4 Assessment dates and weights (contribution to final mark)
For Food Analysis, you will be evaluated according to the following protocol:
Assessment 1 = 20%; Assessment 2 = 20%; Assessment 3 = 40%; Practical
Attendance and Reports = 10%; Assignments (one) = 10%.
Table 1 Dates and allocation of weights for written assessments, practicals and
assignments
Assessment Type Date Contribution to Final Mark
(%)
Written assessment 1 See assessment timetable 20
Written assessment 2 See assessment timetable 20
Written assessment 3 (FINAL) See assessment timetable 40
Written assessment 4 (Re- To be announced na
assessment / Posponed
Assessment)
Assignment To be announced 10
Practical reports To be announced 10
Assignments or reports handed in after the due date will incur a penalty of 10%
per week or part thereof. The pass mark for all assessments is 50%. The marks
obtained for all the above assessments will be combined to obtain the final
mark. The final mark must be a minimum of 50%. An overall pass mark of 75%
and above will be awarded a Distinction.
16.5 Assessment management
Marked (graded) assessments or answer scripts will be handed back to students for
revision and feedback. Students must then sign the marked assessment and hand it
back to the lecturer for moderation. A percentage of 60% off all written assessments
must be moderated. All assessments or answer scripts are kept on file for a period
of 3 years for audit purposes, and therefore students are not allowed to keep their
answer scripts. Assessment marks will be publicly posted on the notice boards for
the student to evaluate his/her progress.
Assessment results will be given to you not more than 7 days after the assessment
date. Practical reports and assignments will be marked within 7 days after the date of
submission. If the responsible lecturer/tutor defaults in this regard, you must discuss
the matter with them first. If the issue is not resolved, you may report it to the HoD.
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17. POLICY CONCERNING PLAGIARISM
Copying during a written assessment, or copying verbatim directly from a text book or
Journal or the Internet (in the case of assignments and reports), is not allowed. Stiff
penalties will be applied where students are found guilty of this type of misconduct:
1. All reports and assignments must be submitted electronically. These will be
scrutinised using Turnitin® which is software designed to discover plagiarism
2. Written assessments: The University Disciplinary Committee, under the Judicial
Officer, will consider cases of this nature at the discretion of the head of
department;
3. Assignments and reports: Copying from texts and journals, or copying amongst
fellow students in the case of assignments and reports, will not be tolerated.
Penalties in this regard will be determined at the discretion of the head of
department. Generally, this will be 20% for verbatim copying and, where group
duplication and copying has occurred, the total mark will be distributed equally
among offenders.
18. EXIT LEVEL OUTCOMES (SAQA)
1. The learner will be competent to supervise or manage unit processes and
operations in accordance with basic engineering principles in food manufacturing
and associated industries and recognise changes in food characteristics during
and after processing.
2. To supervise, implement and monitor Quality Assurance programmes.
3. Research and develop foods using appropriate technologies.
4. To investigate the interaction of food components / ingredients and their effects.
5. Supervise and specify packaging, handling and storage of foods.
6. Communicate, manage and plan effectively.
7. Apply relevant procedures of labour legislation as applied to the Food Industry.
8. Product initiation and marketing.
19. CRITICAL CROSS-FIELD OUTCOMES
1. Communicate effectively
2. Identify and solve problems
3. Collect, analyse, organise and critically evaluate information
4. Work in teams
5. Maintain effective working relationships
6. Use of Science and Technology
20. CRITICAL OUTCOMES
Identifying and solving problems in which responses display that
responsible decisions using critical and creative thinking have been
made in food processing and product development at a supervisory
or managerial level
1. Working effectively with others as a member of the team, group, organisation,
community in a food production and food development environment, ensuring
appropriate safety levels are applied
2. Organising, analysing and critically evaluating information in food production
and product development
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3. Communicating and leading effectively using visual, mathematical and/or
language skills in the modes of oral and/or written persuasion in food
production and product development at a supervisory or managerial level
21. SUBJECT OVERVIEW
Food Analysis 4 covers aspects of analysis in three different areas. The first section
looks at traceability, sample plans, sampling and sample preparation. The second
covers an overall view of analytical techniques i.e. official methods prescribed for the
food industry as well as other techniques associated with general biological analyses.
The intention of this is to ensure that the analyst has a good working knowledge of
these methods, their specific uses and how to employ them in specific situations. The
third section covers specific techniques such as chromatography, polymerase chain
reaction, electrophoresis, electrochemical techniques, near-infrared spectroscopy
and scanning electron microscopy.
22. REQUIREMENTS
Item Description Cost Availability
Prescribed text Food Analysis (3rd ed) by S. Nielsen. R1200.00 Library
Kluwer Academic
Recommended Food Analysis: Theory and Practice by Library
texts Y. Pomeranz and C. Meloan. AVI
Publishing.
Analytical chemistry of foods /C.S. Library
James.
Gaithersburg, Md. : Aspen Publishers,
1999
Quality Control for the Food Industry: Library
Volume 1 by A. Kramer and B. Twigg.
AVI Publishing
A biologists guide to principles and Library
techniques of practical biochemistry by
Williams and Wilson (1981)
Vogel’s Textbook of Quantitative
Inorganic Analysis by Bassett et al
(latest edition)
Food Chemistry by Bielitz & Grosch
(2000).
Food Chemistry by De Man
Equipment White coat R90.00
Safety shoes R300.00
Supplied Miscellaneous notes, Ppt presentations
and practical material
http://www.ebooksx.com/Official-Methods-Of-Analysis-in-title.html
http://www.general-search.com/fileinfo/gs8b30fc0h82i0
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23. SCHEDULE OF LEARNING
The learning process, under the banner of Outcomes-based Education (OBE), will be
guided by the lecturer concerned. The lecturer must be seen as a “facilitator of
learning” rather than a conveyor of information. This guide aims to assist the learning
process to be student centred i.e. the guide will allow you to study on your own to a
large extent. Preparation in advance for classes is also made possible. The guide
will:
Pace you through the learning material (see schedule below);
Point you to good resource material (see Requirements above as well as table
below);
Allow you to check whether you have completed the work satisfactorily (see
Assessment Criteria in table below as well as tutorials and past question papers).
THIS DOES NOT MEAN THAT YOU DO NOT NEED TO ATTEND CLASSES AND
PRACTICALS!! On the contrary, you MUST attend classes and practicals for
guidance regarding depth of content as well as case studies with respect to content.
In addition, you must also use this guide to prepare for appropriate classes and
practicals. As mentioned previously, a good attendance record will determine your
success in this subject.
To use: Carry out the tasks as listed for each section and then test yourself with the
assessment criteria and tutorials. If you have any queries, please refer to your
lecturer during class time.
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Content Scope/Tasks Associated Assessment criteria Learning out-comes Exit Level Critical
out-comes outcomes
(P. 8)
(P.8)
Weeks 1-2 2. & 3. 1, 2, & 3
(24/01/12 –
04/02/12)
6 notional hours
Introduction to Reasons for and Importance of food Reasons for and importance of food An understanding of
food analysis analysis analyses are identified. the importance of food
Food analysis “Theory and Practice” Theory and practice of the “process” analyses in the food
Properties of foods typically analysed of food analyses are outlined. industry as well as the
Analysis as a process Properties of food that are analysed ability to select
Criteria for selecting analytical are identified appropriate analytical
techniques The process of selecting appropriate techniques when
analytical techniques are outlined needed.
Traceability Importance of traceability in the food Implementation of a traceability An understanding of
industry system is outlined. traceability systems;
Contextualise the issue of “analysis” Advantages to a food company of their implementation,
with quality, safety and traceability; having a traceability system in place advantages and
Develop a general understanding of are identified stumbling blocks.
the issues associated with traceability Drawbacks to the implementation of
and its implementation; the a traceability system identified
Sampling Plans Identify different types of sampling Different types of sampling plans and Application of the
Sampling and plans and calculations useful in techniques are identified. appropriate sampling
sample statistical process control; Application of the different and sample
preparation Use real examples to differentiate techniques are outlined. preparation methods
between different types of sampling Subsequent handling of prepped as dictated by the
plans and sampling techniques; sample discussed. purpose of data to be
Identify general sample collected, type of
preparation and storage sample and
techniques. subsequent storage.
Miscellaneous Additional sample preparation or
biochemical modification techniques that can be
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techniques. utilized
(Range: homogenizing,
centrifuging, dialyzing, salting-
in/salting-out; solvent extraction;
freeze-drying).
Week 3 2 ,3 1, 2, 3
07/02/2012
3 notional hours
(Th)
8 notional hours
(P)
Method Why develop and validate your Identify the elements of method Understanding and
development and methods? development and validation; application of the
validation; The process of method development Apply these elements to theoretical process of method
and validation analytical situations; development and
Standards and calibration of validation.
standards;
Laboratory, method and personnel A knowledge of the
accreditation (SANAS and AOAC); accreditation
The accreditation process and process and
accrediting bodies different relevant
accreditation bodies
Week 4 3. & 4. 1,3.
14/02/2012
3 notional hours
(Th)
Biosensors and Definition, design and structure of a Biosensors are defined, and their Understanding of the
enzymes biosensor. design and structure discussed design process of a
Desirable characteristics of a biosensor Desirable characteristics of an ideal biosensor and
Classes and applications of biosensors; biosensor are identified application thereof.
Tiger biosensor as an example. The different classes and
applications of biosensors are Knowledge of the
discussed with examples. desirable
characteristics of an
ideal biosensor.
Knowledge and
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understanding of the
different classes of
biosensrs
Weeks 5-10 2, 3 & 4 1, 2, 3 and
21/02/12 – 4.
31/03/2012
15 notional hours
(Th)
notional hours (P)
Analytical
Techniques
Proteins, DNA Definition o Identify general techniques and Knowledge and
and Process principles for purification and understanding of
Electrophoresis Instrumentation separation of proteins; Electrophoresis.
Factors affecting separation Revise protein and DNA structure
Agarose gel electrophoresis and the effect of pH on these; Application of either
SDS PAGE Determine the behavior of charged Agarose or SDS
particles in an electric field; PAGE under any given
List the equipment required to run circumstance that calls
DNA and protein in an electric field; for the use of
Differentiate between the media Electrophoresis.
used as a stationary phase;
Differentiate between capillary and
flat-bed electrophoresis;
Explain how macromolecules
separate in this field.
o Identify general techniques and
principles for purification and
separation of DNA;
Revise DNA structure with respect
DNA and RNA; Overview to genes and heredity;
Polymerase Chain Primer design Knowledge and
Determine the theoretical basis of
Reaction PCR process understanding of PCR.
PCR;
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Applications Indicate how PCR may contribute to
food microbiology and rapid
techniques.
o Identify hardware associated with
Chromatography o Definitions HPLC’s (Range: autosampler; Knowledge and
o Major Components pumps; columns; detectors; understanding of
o Terminology recorder; Chemstation software) chromatography.
o Applications / Uses Identify chemicals and equipment
o Methods of Classification needed for HPLC (Range: Selection and
o Solvents solvents; sample preparation application of the
o Schematics materials; SPE; vacuum pumps); appropriate
o Chromatogram Differentiate between types of chromatographic
o Types of Chromatography separation techniques (Range: technique under any
o Instrumentation normal phase; reverse phase; ion- given circumstance
exchange, etc.); that calls for the use of
Relate all this to a number of chromatogrphy
practical examples using journal
articles.
o Identify hardware associated with
GC’s (Range: autosampler; pumps;
columns; detectors; recorder;
Chemstation software)
Identify chemicals and equipment
needed for GC (Range: solvents;
sample preparation materials; SPE;
vacuum pumps);
Differentiate between types of
separation techniques (Range:
capillary versus normal columns,
etc.);
Relate all this to a number of
practical examples using journal
articles.
o Mass selective detection;
Fluorescence detection;
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Others.
Week 11 2, 3 & 4 1, 2, 3 and
04/04/2012 4.
3 notional hours
(Th)
8 notional hours
(P)
Glycaemic index Use FCDA to source method for Outline methods for determination of Understanding and
and food fibre determination of glycaemic index GI application of GI and
different fibre fractions; Identify and discuss the different GL for nutritional
Understand the physiology and ethics factors that affect GI ranking of purposes
attached to the process; foods
Compare method to that of ILSI Differentiate between GI and GL
(2005). Use GI and GL ranking of foods to
Factors affecting glycemic ranking develop a nutritionally balanced diet
Difference between glycemic load and or otherwise (weight gain, weight
glycemic index. loss, muscle building etc)
Determination of glycemic load.
Application of GI and GL to create
nutritional guidelines
Week 12 3. & 4. 1., 2., 3.
11/04/2012 and 4.
3 notional hours
(Th)
4 notional hours
(P)
Enzyme kinetics Revise structure of proteins related to Findings on a specific research topic Application of
and enzyme activity; to be researched and communicated appropriate analytical
spectrophotometr Relate enzyme kinetics to factors technique correctly
y affecting protein structure; and understand as
Classify different types of kinetics of well as interpret data
OPTIONAL enzymes and other biological
reactions;
Revise the principles of
spectrophotometry (Beer-Lamberts
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Law, etc.);
Use relevant applied examples to
explain the uses of spectrophotometry
in measuring food enzyme kinetics;
Use enzyme kinetic curves to
diagnose a food system.
3 notional hours Definitions Mineral chelating compounds are Application of
(Th) Major Components identified knowledge to differing
4 notional hours Terminology Sample treatments to release chelated scenarios involving
minerals in foods are identified
(P) Applications / Uses quantification of
Principles of ICP-AES and ICP-MS are minerals in food
Schematics understood
ICP AES and ICP Instrumentation materials
MS – Mineral Principles of treatment of complex food
Revise the differing forms in which matrices identified
determinations in minerals can present in food systems
food samples
Identify sample preparation methods
to isolate minerals
Optional
Different methods of identifying
individual minerals
Overview of ICP-AES and ICP-MS
USES / applications of ICP
Week 13 & 15 This section is integrated with all of Findings on a specific research topic to Apply knowledge to 3 & 4. 1., 3.
18/04/12- the preceding sections of sampling, be researched and communicated ensure appropriate
06/05/2012 sample handling and techniques Food stabilizers and thickeners are food analyses
6 notional hours identified. techniques are utilized
(Th) Summarise main methods used in food safety testing is
analysis (specific to local companies) The sensory properties of foods are performed correctly.
Experimental identified
Summarise sampling procedures required
design and for above
planning Summarise sample preparation Preservatives are identified
procedures
Draw a flow diagram of the experimental The stability of food mixtures is
evaluated.
design
Use journal articles to design
experiments Chemical, physical and sensory
interactions of food components should
Case studies of past and present be analysed
food contamination used for design of
experiments..
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Food products are modified to improve
quality
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