FACTORS AFFECTING QUALITY OF FRESH PRODUCE - Presented By Mustafa Atas
Recently I am working a project called “Factors Affecting Quality of Fresh Produce” and prepared presentation.
Produce Organic Concoctions and Extracts
The learner demonstrates an understanding of the basic concepts, underlying theories, and principles in the production of various concoction and extracts.
This is a few powerpoints during our problem presentation on our Research class :) I shared this here so that I could post a link to the powerpoints we made on our blog.
FACTORS AFFECTING QUALITY OF FRESH PRODUCE - Presented By Mustafa Atas
Recently I am working a project called “Factors Affecting Quality of Fresh Produce” and prepared presentation.
Produce Organic Concoctions and Extracts
The learner demonstrates an understanding of the basic concepts, underlying theories, and principles in the production of various concoction and extracts.
This is a few powerpoints during our problem presentation on our Research class :) I shared this here so that I could post a link to the powerpoints we made on our blog.
Presentation given at the session on 'Seeds of Resilience - Novel strategies for using crop diversity in climate change adaptation' at Tropentag 2016, September 21st, Vienna, by Bioversity International scientist Ronnie Vernooy.
Future impacts of climate change are expected to become more pronounced in many parts of the world, forcing farmers to change their practices and causing them to find crops and varieties better adapted to new weather dynamics. Providing farmers with better access to crop and varietal diversity can strengthen their capacity to adapt to climate change. Under supportive policy and socioeconomic conditions, such strengthened capacity could contribute to greater food availability throughout the year, the production of more nutritious and healthy crops, and income generation. This is easier said than done.
How do we design and implement a comprehensive strategy that will allow farmers to access and use plant genetic diversity more effectively in the context of climate change adaptation? This session responded to this question through an interactive introduction to the challenge of enabling farmers to use climate-adapted germplasm (led by Bioversity International), a practical example from the field to bring new diversity to farmers fields (a case study from Uganda), and a “this is how we support crop diversification for climate change adaptation” exchange among a number of experts from government (development cooperation), private sector and civil society.
Find out more:
http://www.bioversityinternational.org/tropentag2016/
http://www.bioversityinternational.org/e-library/publications/detail/resource-box-for-resilient-seed-systems-handbook/
48. Farmers field school (good agriculture practices) A Series of Lectures ...Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ToT) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Instructors Guides for Teaching Organic Gardening
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For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Similar to Food Safety Curriculum: Post harvest handling lesson plan (20)
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
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4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
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2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
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- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
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Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists
Food Safety Curriculum: Post harvest handling lesson plan
1. New Entry Sustainable Farming Project
Spring/Summer Training Series
Post Harvest Handling & Food Safety
Instructional Objectives:
1) Review and Understand Good Agricultural Practices
2) Introduce best practices harvest techniques: 8 types of crops identified in New
Entry Post-Harvest Handling Guide according to the standards in the guide
3) Introduce best practice processing techniques: 8 types of crops identified in New
Entry Post-Harvest Handling Guide according to the standards in the guide
4) Introduce best practices storage techniques: 8 types of crops identified in New
Entry Post Harvest Handling Guide according to the standards in the guide
Learning Standards:
(3.3d ) Learners will be able to implement appropriate on-farm procedures and protocols.
Integrated Assessments: Worksheets and assessment rubric (attached).
1) Participants will demonstrate appropriate sanitation practices for preparing to bring
harvested produce to wash up station.
2) Participants will be able to differentiate between crops that were harvested, processed
and stored properly vs. crops that were not. (worksheet 3A)
3) Participants will be able identify the cause of crop damage caused by improper
handling, processing and storage (was it temperature, moisture, handling technique etc).
(worksheet 3B)
4) Participants will execute best practices by harvesting, processing and storing several
different crops. (In field practical assessment)
Materials Needed:
1) Harvest bins
2) Harvest knives
3) Wash bins
4) Wash station
5) Elastics
6) Twist ties
7) Plastic Bags
8) Certified scale (resource sheet on where to get scale “sealed” by Mass Dept of
Stds)
9) Disinfectant for harvest tools and equipment
10) Examples of several different harvested crops
11) New Entry Post Harvest Handling Guide
12) Worksheets / Handouts
13) Pre and Post assessments
14) Pens
15) Hand washing signs
NESFP In-Field Training Curriculum, Unit 3 Lesson 2.
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2. Preparation:
Prepare several examples of appropriately harvested processed crops. Also prepare
several examples of crops that were not harvested or processed according to protocols
and standards. Set up post harvest handling and wash station and display Food Safety
signs. Display harvest materials and cleaning solutions.
References:
1) New Entry Sustainable Farming Project- Guide to Handling your Crops, available
for download at:
http://nesfp.nutrition.tufts.edu/downloads/guides/PL_HarvestGuide.pdf
2) Cornell University’s Food Safety Investigation, GAPS Educational Curricula:
available for download at: http://www.gaps.cornell.edu/educationalmaterials.html
3) Kasisi Agricultural Training Centre materials, Lusaka, Zambia.
http://www.loyno.edu/~katc/index.htm
Procedure:
I. Review GAPS ( Good Agricultural Practices)
A. What are GAPS?
i. Actions or procedures used to reduce microbial food safety hazards
in growing, harvesting, sorting, packing, and storing fresh fruits
and vegetables.
ii. Clean hands, clean soil, clean water, clean surfaces. Provide
handouts.
B. Why are they important?
i. GAPS are important so that you are able to know how to provide
“clean” produce to your customers. GAPS help prevent microbial
growth on the fruits and vegetables that come from your farm.
Microbes that are on food can cause people to become very sick.
C. How do they relate to the way you harvest, process and store your crops?
(Clarify any language that may be unclear)
i. GAPS help teach you about the things you can do when you are
harvesting, processing and storing your crops to keep your food
clean and safe to be consumed by your customers.
Activity A. Open a discussion about what people can do to keep their food clean and
safe. Pose a question that encourages participants to think about the 4 areas for
cleanliness and food safety: clean hands, clean soil, clean water, clean surfaces.
Activity B. Discuss Q&A on Pre-/Post-Test from Cornell. Be sure folks know which are
the correct answers
Activity C. Have participants wash hands and disinfect surfaces and equipment for
today’s training.
NESFP In-Field Training Curriculum, Unit 3 Lesson 2.
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3. Activity: Present participants with examples of crops that were harvested well and also
harvested poorly. Ask them to explain what they think the problems are with the crops
that were not harvested according to the guidelines. Hand out the evaluation sheets
and have participants fill it in. Hand in to instructor.
II. Introduce best practices harvest techniques
A. Plant maturity
i. When are each of the 8 crops ready for harvest?
ii. What happens if you pick a crop too early or too late?
B. Time of day to harvest
i. When is it the best time to harvest each of the 8 crops?
ii. What happens if you harvest a crop when it’s too early or too late
in the day?
C. How do you harvest each of these crops?
i. What happens if your fingernails are too long?
ii. What happens if you do not have clean hands before harvesting?
iii. What happens if you do not have the proper tote/basket? Too deep,
too shallow etc?
III. Introduce best practice processing techniques
A. Review the basic NESFP guidelines for harvesting each of the 8 types of
crops.
B. Review washing guidelines for each of the crops
C. Review bunch sizes/quantity expectations for each of the 8 crops.
Activity: Working in the same groups, have each of the groups go out to a designated
section of field and harvest and process one unit of one crop (utilize as many different
crop types as possible). Instructors should be passively observing and taking notes when
necessary. Corrections and suggestions will be made when group reconvenes. Each
group will review their procedure for harvesting and processing the crop.
IV. Introduce best practices storage techniques
A. Review the basic NESFP guidelines for storing each of the 8 types of
crops.
B. Consider crop excess and adding value to excess harvests
NESFP In-Field Training Curriculum, Unit 3 Lesson 2.
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4. Activity: Final assessment. Hand last inspection worksheet out to groups. Have all
examples of produce displayed and numbered accordingly. Have each of the groups
make one final assessment on all of the crops/units on display. They should be assessing
(scoring) quality, cleanliness, unit size of each of the crops. If there is a problem with
any of these assessment categories, they should be able to note the cause of the problem
(eg. harvested too late in the day, not washed well, stored improperly, bunch size too
big, crop is past maturity etc). Ask if any participants observed “microbes” that could
contaminate produce or make people sick. Why or why not? Discuss why food safety is
important (can’t see it). Review participant evaluations and break down wash stations.
NESFP In-Field Training Curriculum, Unit 3 Lesson 2.
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