This course covers food safety and sanitation over 28 days for 3 credits and 30 clock hours. It focuses on safe food handling, foodborne illness hazards and causes, and food safety standards. Students will learn about HACCP food safety plans and regulations. The course teaches food safety throughout the flow of operations from purchasing to serving. Students must pass a food safety certification exam to pass the course.
1
Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
NUR 2680L Community Health Nursing lab Course NuVannaJoy20
NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students in applying knowledge of
community health resources. Students will learn to manage health resources to
support the delivery of care to the individuals, families, and target populations
within the community. Special emphasis is placed on the understanding cultural
influences, social justice, and the impact of the nurse on the community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of holistic patient-centered care.
3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals, fa ...
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
COURSE SYLLABUSData Analysis and Reporting Spring 2019.docxmarilucorr
COURSE SYLLABUS
Data Analysis and Reporting
Spring 2019
I. Class
· Course Description: Students will gain practical experience in using advanceddatabase techniques and data visualization, data warehousing, reporting and other Business Intelligence (BI) tools. Contemporary BI tools and technologies will be used to create intelligent solutions to realistic problems.
· Course Objectives:
1. Effectively understand the evolution of business analytics needs and to develop an appreciation for issues in managing data/information/knowledge.
2. Apply in advanced database techniques in designing and executing complex queries in enterprise level database management information systems (Oracle,
SQL server, DB2 …).
3. Understand data warehousing administration and security issues.
4. Apply data extraction, transformation, and load (ETL) processes.
5. Administer and build reports
BI. Required Course Materials
· Free eBooks and other software resources will be posted on Blackboard.
· We use the Microsoft SQL Server 2017 in this class through a virtual machine that you can access from home or from campus.
· The on-campus computer lab in the business building located off the Atrium is available for student use and has the necessary computers and software. Computer lab hours can be found at: http://ualr.edu/cob/student-services/advising/advising-faq/
· Some of the assignments will require Microsoft Office software (e.g., MS Word, Excel, etc.). One way to get access to the MS Office software is get a free subscription to MS Office 365 ProPlus. Get the MS Office software here for free..
2
IV.
Course Grading
Course grading will be the combination of exams, term project, assignments, and quizzes. Grades are based on: A: 90~ 100%, B: 80~ 89%, C: 70~ 79%, D: 60~ 69%, F: 59 as described below. Graduate students will be evaluated using the same criteria as the undergraduate students. However, they will have to submit an additional assignments and/or extra project.
Grade Element
%
A.
Participation
10%
B.
Reading Quizzes
20%
C.
Assignments
30%
D.
Assignment Quizzes
10%
E.
Exams (three)
30%
Total
100%
A. Participation
You will be responsible for various in-class activities that will allow you to exercise your skills and knowledge, stimulate your critical thinking, and perform your assignments. You are expected to attend all the sessions, come to the class before it starts, stay in class for lectures and assignments, and participate with all class activities. Failure in any of these four areas will impact your participation grade.
Class attendance, measured as a percentage of classes attended where role is called, sets the baseline for the participation grade (e.g., 80% means you attended 8 out of 10 classes and did not leave those classes early). Additional points may be removed for non-participation in classroom activities or discussions.
· Class attendances will be verified at the beginning of each class. Students will be count.
1
Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
NUR 2680L Community Health Nursing lab Course NuVannaJoy20
NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students in applying knowledge of
community health resources. Students will learn to manage health resources to
support the delivery of care to the individuals, families, and target populations
within the community. Special emphasis is placed on the understanding cultural
influences, social justice, and the impact of the nurse on the community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of holistic patient-centered care.
3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals, fa ...
For your initial post, review Applying the Master Narrative FramewShainaBoling829
For your initial post, review Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood and answer the following questions:
· How does the article help us to understand gender identity development beyond the research in the textbook?
· How can a theorist that you have explored help us understand gender identity development? Describe three ways that you can support a friend, colleague, or family member who identifies as nonbinary.
· How does gender identity development apply to any of the following programmatic themes? You may want to review the Programmatic Themes document.
· Self-care
· Social justice
· Emotional intelligence
· Career connections
· Ethics
HA 705 - Continuous Quality Improvement in Health Care
Wendy Brizer-Maciol
Instructor’s Contact Information:
Office Hours: Will be posted weekly and by appointment
Email: [email protected]
Best way to communicate with the professor is via e-mail
Course Information:
On-lineCourse Description
This course provides the student with the tools they need to improve the quality of health care across the spectrum of institutions, by applying systematic measures to identify opportunities for improvement, implement change, and assess outcomes. This course provides the theoretical framework and the practical skills to understand the processes under the auspices of quality improvement and real-world examples.
Prerequisites
NONE
Learning Objectives
By the end of the course, students should be able to:
1. Design strategies to identify, evaluate, and resolve performance issues.
2. Assemble data in formats consistent with industry standards.
3. Summarize preparedness strategies for Joint Commission compliance.
4. Evaluate systematic methods of problem identification, resolution, and ongoing monitoring.
5. Apply performance improvement strategies to medical and administrative indicators and events.
6. Describe the relationship of leadership and quality improvement.
Course Materials
No Textbook – resources will be provided by professor
Monroe College Attendance Policy
The value of a college education depends upon full participation in academic classes. Students are expected not only to receive information and to pass examinations, but also to participate actively in class. For that reason, regular attendance is important.
The college experience also is meant to prepare students to undertake meaningful careers and to develop the kind of professional behavior appropriate to obtaining gainful employment. Because excellent classroom attendance and participation are the foundation for the attainment of these goals, Monroe College has instituted the following policy.
King Graduate School Attendance Policy
Students are expected to come to class on time and to attend all classes. More than two absences in this course will result in the reduction of the student’s final grade by a full letter (for example from A to B). Students who are absent more than four (4 ...
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
COURSE SYLLABUSData Analysis and Reporting Spring 2019.docxmarilucorr
COURSE SYLLABUS
Data Analysis and Reporting
Spring 2019
I. Class
· Course Description: Students will gain practical experience in using advanceddatabase techniques and data visualization, data warehousing, reporting and other Business Intelligence (BI) tools. Contemporary BI tools and technologies will be used to create intelligent solutions to realistic problems.
· Course Objectives:
1. Effectively understand the evolution of business analytics needs and to develop an appreciation for issues in managing data/information/knowledge.
2. Apply in advanced database techniques in designing and executing complex queries in enterprise level database management information systems (Oracle,
SQL server, DB2 …).
3. Understand data warehousing administration and security issues.
4. Apply data extraction, transformation, and load (ETL) processes.
5. Administer and build reports
BI. Required Course Materials
· Free eBooks and other software resources will be posted on Blackboard.
· We use the Microsoft SQL Server 2017 in this class through a virtual machine that you can access from home or from campus.
· The on-campus computer lab in the business building located off the Atrium is available for student use and has the necessary computers and software. Computer lab hours can be found at: http://ualr.edu/cob/student-services/advising/advising-faq/
· Some of the assignments will require Microsoft Office software (e.g., MS Word, Excel, etc.). One way to get access to the MS Office software is get a free subscription to MS Office 365 ProPlus. Get the MS Office software here for free..
2
IV.
Course Grading
Course grading will be the combination of exams, term project, assignments, and quizzes. Grades are based on: A: 90~ 100%, B: 80~ 89%, C: 70~ 79%, D: 60~ 69%, F: 59 as described below. Graduate students will be evaluated using the same criteria as the undergraduate students. However, they will have to submit an additional assignments and/or extra project.
Grade Element
%
A.
Participation
10%
B.
Reading Quizzes
20%
C.
Assignments
30%
D.
Assignment Quizzes
10%
E.
Exams (three)
30%
Total
100%
A. Participation
You will be responsible for various in-class activities that will allow you to exercise your skills and knowledge, stimulate your critical thinking, and perform your assignments. You are expected to attend all the sessions, come to the class before it starts, stay in class for lectures and assignments, and participate with all class activities. Failure in any of these four areas will impact your participation grade.
Class attendance, measured as a percentage of classes attended where role is called, sets the baseline for the participation grade (e.g., 80% means you attended 8 out of 10 classes and did not leave those classes early). Additional points may be removed for non-participation in classroom activities or discussions.
· Class attendances will be verified at the beginning of each class. Students will be count.
1. LCBC 105 Food Safety & Sanitation
Lecture
Instructor
Unit of Academic Measure: Quarter-Credit Hours
Course Length/Credits/Clock Hours: 28 days/3 credits/30 clock hours (30 Lecture)
Pre-Requisites: None Co-Requisites: None
Course Description:
This course covers the principles of safe food handling, the types of hazards, and the most
common causes of food borne illness. A focus is placed on standards for safe food handling throughout
the industry and the principles for managing sanitation in a foodservice operation. The course
introduces students to the seven principles of HACCP and familiarizes students with the functions of
various governing bodies that service this aspect of the industry. Students discuss how to handle food
safely from acquisition to service and are shown areas of opportunity to prevent foodborne illness
throughout the flow of food. Students will take a CFP/ANSI nationally accredited food safety exam for
certification.
Text Books:
National Environmental Health Association. (2015). Professional food manager (4th ed).
Hoboken, NJ: John Wiley & Sons, Inc.
Resources/ Supplies:
1. Course Materials are accessible via the student portal
2. Note taking Materials – notebook, pen, pencil
3. School issued uniform
Office Hours: 2:00 p.m. - 3:00 p.m.
jcoulter@dallas.chefs.edu
James Coulter
Office: 214-647-8574
2. Revised 7/9/14 TG WH 2
Learning Objectives:
1. Discuss the reasons for managing a sanitary foodservice operation.
2. List and describe the several types of hazards that cause food borne illness.
3. Describe symptoms and causative agents of major food borne illnesses.
4. Identify the methods for controlling food borne illness.
5. Describe the methods for controlling food safety through the entire flow of operation from
purchasing to serving.
6. Identify the proper methods for thawing, cooking, holding, and reheating food items.
7. Discuss the importance and method of rapid cooling.
8. Demonstrate serving methods that enhance food safety.
9. Recognize design and installation features of facilities and equipment that promote cleanliness
and sanitation.
10. Describe methods of cleaning and sanitizing.
11. Describe the options available for pest and vermin control.
12. Describe the principles of a good food safety management program
13. Describe the parts of a Hazard Analysis Critical Control Point (HACCP) plan
14. Understand the role of government regulation.
15. Take a nationally accredited food protection certification exam.
Portal Link:
Email Account: Students will be provided with a personal email account upon admission to the program
(e.g. JohnDoe22@my.______chefs.edu). Students are responsible for checking this email account, as it
will be used for purposes of communication between instructor and student.
Instructor Responsibilities:
I believe that it is important for me to:
1. Be present, punctual, and well prepared for each of our class meetings
2. Respond to all your questions and concerns to the best of my ability and make myself available
to support you.
3. Be a model of professionalism, resourcefulness and appropriate teaching strategies
4. Be Fair, consistent, courteous, and respectful in my interactions with you.
5. Encourage a classroom environment of high expectation, inquiry and creativity.
6. Assess all your work in a fair and timely manner
Le Cordon Bleu Student Responsibilities:
I believe that it is important for the Le Cordon Bleu student in this course to:
1. Attend each class session, arriving on time in complete uniform and staying for the entire length
of the class.
2. Prepare all assignments to be handed in on time. The topical course outline will help you know
when assignments are due well in advance of the due dates.
3. Be fair, courteous, respectful and professional in interactions with peers and instructors
4. Take appropriate personal and professional responsibility for assignments and classroom
activities
5. Show enthusiasm for the subject matter and come to class ready, able and with a willingness to
participate.
6. Have read Student Handbook and Catalog and accept all policies within as a student of Le
Cordon Bleu College of Culinary Arts
http://my.dallas.chefs.edu
dallas.
3. Revised 7/9/14 TG WH 3
Attendance
Students are requested to call their instructors in advance if they are going to be absent.
According to Texas Administrative Code, Title 40, Section 807.241-243, Le Cordon Bleu is obligated to
terminate the enrollment of a student who accumulates the lesser of the following amounts of
absences:
• More than 10 consecutive school days
• More than 20% of the total clock hours in a program
• More than 20% of the scheduled hours in a term while on Attendance Probation (see below)
• Fails to return on the scheduled LOA return date.
Attendance is monitored on both a cumulative and a by-term basis. Depending on the cumulative
number of absences, students may be subject to the following levels of attendance warnings:
Attendance Probation:
Students whose attendance drops below 80% in an individual module will be put on Attendance
Probation for the following module. If a student is on Attendance Probation and misses more than 20%
of the clock hours during the probation period, the student will be dismissed from Le Cordon Bleu.
Attendance cannot be earned in advance of the class date. Attendance make-up will only be allowed to
the extent that make-up hours will allow a student to pass a particular class, remain enrolled, or to meet
the criteria for graduation and is at discretion of the Executive Chef or School President. Only 5% of the
program’s total attendance hours may be made up. All attendance make up hours must be completed
before the end of a grading period.
Make-up policy
Students who miss lab work, tests, quizzes, or other assignments due to absences may, with the
instructor permission, be permitted to make up the work they missed. Make up work in classes does
not imply makeup attendance. Makeup attendance will only be granted with the approval of the
President or Director of Education in special mitigating circumstances where makeup attendance is
necessary to remain enrolled in school. The following additional rules apply to makeup attendance in
accordance with Texas Workforce Commission 807.244 Make up work shall be:
(1) be supervised by an instructor approved for the class being made up;
(2) require the student to demonstrate substantially the same level of knowledge or
competence expected of a student who attended the scheduled class session;
(3) be completed within two weeks of the end of the grading period during which the absence
occurred;
(4) be documented by the school as being completed, recording the date, time, duration of the
make-up session, and the name of the supervising instructor; and
(5) be signed and dated by the student to acknowledge the make-up session.
Please note that no more than 5% of the total course time hours for a program may be made up.
4. Revised 7/9/14 TG WH 4
Academic Integrity Statement:
The school seeks to foster a spirit of honesty and integrity in all aspects. Students are expected to be the
sole author of any work submitted for grading. All sources used must be accompanied by proper
references and/or citations. In addition, same or similar work may not be submitted for credit in more
than one course. All students must assume that any collaboration of coursework is prohibited unless
permitted by the instructor in the form of a team assignment or group project. Any collaboration must
be acknowledged with any coursework submitted. It is the student’s’ responsibility to seek clarification
from the course instructor about how much and what form of help may be received in the completion of
a project, assignment, or examination.
If any assignment is questioned on its ’ originality the student will be required to provide/cite further
representation evidence of research with corresponding citations. Information that requires a citation
includes periodicals, books, online publications, DVDs, websites and any other identifiable source.
The school places a high value on academic honesty and will not tolerate plagiarism. Disciplinary
consequences for students found in violation of this policy will be subject to disciplinary action up to and
including dismissal from the school.
Documented violations of the Academic Honesty Policy will result in an automatic failure of the class.
Documentation of cheating or plagiarism will be entered into student’s file. The Instructor will
immediately notify their Lead Instructor and Director of Education regarding violations of this policy. If a
student is unsure of what constitutes plagiarism then they should visit:
http://www.turnitin.com/en_us/resources/research
Definitions
Academic Honesty
Academic Honesty is the protection of intellectual property by acknowledging proper credit to author/s.
Any work submitted, not authored by the student is considered a violation of this policy. This includes
situations deemed as cheating or plagiarism.
Cheating
Cheating includes, but is not limited to, the following: the use of unauthorized material, study aids or
technology during an assessment; viewing or using another student’s test during an assessment; using
another student’s product during a practical assessment; submitting another student’s work or product
as your own.
Plagiarism
Presenting someone else’s work as your own is considered plagiarism. This includes copying information
verbatim and/or rephrasing someone else’s ideas without acknowledgement.
References and Citations
Le Cordon Bleu College of Culinary Arts uses APA (American Psychological Association) Style to cite
sources for all written coursework. When you include the words or ideas of others in your writing, you
MUST include citations to avoid plagiarism and give credit where credit is due. Citations also provide
your instructor with information to locate the resources used to complete your paper or project. Below
are some examples that will help you understand basic APA Citation format. Use these as a guideline
when submitting your assignments.
• In-Text / Parenthetical Citations: Within your paper, include in-text (or parenthetical) citations
when using quotations, paraphrases and summaries from your information sources.
5. Revised 7/9/14 TG WH 5
o Example: For something that seems so simple, bread can be one of the most exacting and
complex products to make (Gisslen, 2009, p. 111).
o Example: Pastry work offers “unlimited scope for developing artistic creativity” (Gisslen, 2009, p.
355).
• Two (or more) authors named in a citation:
o Example: Practicing responsible alcohol service is the only way to ensure the safety of your
guests, employees, and business (Katsigris & Thomas, 2012, p. 67).
• Reference Page: A reference page is required for all papers. It is a detailed list of all the sources
you cited in the paper, plus any other materials used for information. Each in-text/parenthetical
citation in the body of the paper should correspond to a bibliographic entry on the Reference
Page. Below are examples of reference citations for commonly used materials:
o Single Author Book
Figoni, P. (2008). How baking works: Exploring the fundamentals of baking science.
Hoboken, NJ: John Wiley and Sons.
o Organization as Author
The Chefs of Le Cordon Bleu. (2011). Cuisine foundations. Clifton Park, NY: Delmar
Cengage Learning.
o Edited Book
Danforth, R., Feierabend, P. & Chassman, G. (Eds.). (1998). Culinaria: The United States:
A culinary discovery. New York: Konemann Publishers.
o Database Article
Berman, R. (2011, July 11). Modern industrial practices help make food safer. Nation's
Restaurant News, 45(14). Retrieved from Culinary Arts Collection:
http://go.galegroup.com/ps/i.do?id=GALE%7CA261386636&v=2.1&u=cec&it=r&p=PPCA
&sw=w
o Motion Picture or Video
Lewis, B. & Bird, B. (2007). Ratatouille [Motion picture]. United States: Pixar Animation
Studios.
o Online Video
Leonard, E. (2010, October 6). Watermelon Salad with Mango, Red Onion, Goat Cheese and a
TangyVinaigrette[Videofile].Retrievedfromhttp://www.youtube.com/watch?v=U_3MMf6eumE
o Blog
Bourdain, A. (2012, April 15). BBQ Apocalypse [Web log comment]. Retrieved
fromhttp://blog.travelchannel.com/anthony-bourdain/
o Website
Culinary job descriptions. (2003-2011). Retrieved from http://www.culinary-
careers.org/chef-career-overview.html
For more detailed information, an APA citation guide is also available in digital format with active
hyperlinks under the “Research Guides” section in the Library Section of your student portal.
Information Literacy Statement:
Information literacy is defined by the American Library Association as the ability to “recognize when
information is needed and have the ability to locate, evaluate, and use effectively the needed
information.” The development of information literacy has been defined as a learning outcome for this
program and as a learning objective for this course. Students in this course will be required to:
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and
access and use information ethically and legally
6. Revised 7/9/14 TG WH 6
Grading:
All assignments must be turned in prior to the scheduled completion of the class. No late assignments
will be accepted for any work turned in after the stated due date. If there is a legitimate reason; refer to
the Make-Up work section of the syllabi; late work will be accepted at the discretion of the Instructor.
All assignments will be graded on a “Percentage/ Point System”. The following table displays the
assignment as percentage of specific areas of evaluation.
Assessment Criteria
Professionalism and Participation 20%
Written Assessments 60%
□ Quiz 01 10%
□ Quiz 02 10%
□ Quiz 03 10%
□ Exam 01 15%
□ Exam 02 15%
Projects 20%
□ Kitchen Inspection 10%
□ Group Presentation 10%
Total 100%
Syllabus Statement – Degree and Fully Transferable Non-degree Programs:
A quarter-credit hour represents an institutionally established equivalency of work or learning
corresponding to intended learning outcomes and verified by evidence of student achievement. The
institution has established equivalencies that reasonably approximate expected learning outcomes
resulting from the following time commitments: (1) One hour of classroom or direct faculty instruction
and a minimum of two hours of out of class student work each week for approximately fifteen weeks, or
the equivalent amount of work over a different amount of time; or (2) At least an equivalent amount of
successful achievement of learning outcomes as required in paragraph (1) of this definition for other
academic activities as established by the institution including laboratory work, internships, practical,
studio academic work leading to the award of credit hours.
Syllabus Statement – Non-transferable Non-degree Programs:
The institution may award a quarter-credit hour upon completion of a minimum of 25 instructional
hours of directed instruction in lecture, laboratory, externship/internship, or combinations of any of
these activities. Coursework must include at least 20 hours of supervised instruction and at least 5 hours
of activities outside of the classroom to include, but not be limited to, homework and/or other outside
preparation as determined by the institution.
Letter Grade Percentage
A 90 - 100
B 80 – 89.9
C 70 – 79.9
D 60 – 69.9
F 0 – 59.9
7. Revised 7/9/14 TG WH 7
DATE
TOPICAL COURSE OUTLINE
DESCRIPTION OF CONTENT
CLASS
TIMING
HOMEWORK ASSIGNMENT
Day 1
Course and Textbook Introduction
• Overview of the importance of food
safety
• Sanitation the food service industry
Uniform standard and professionalism
Chapter 1:
• Introduction to Food Safety (Lesson 1,
pp. 1-3)
• Management (Lesson 2, pp. 4-6)
• Delivering Training (Lesson 3, pp. 7-9)
- Common Causes of Typical accidents
and injuries in food service
- Review appropriate emergency
policies for kitchen and dining room
injuries
Introduction of Food Safety Project and
Kitchen Inspections
Lecture
2 hr.
10minutes.
Homework: 1.0 hours
Read Chapters 1 and 2
Complete the study questions at
the end of chapter
Homework: 1.0 hours
Work on Food Safety Project
Day 2
Review study questions from Chapter 1 from
previous day’s homework
Chapter 2: Biological Contamination
• Bacteria (Lesson 2, pp. 13-17)
• Viruses (Lesson 3, pp. 18-19)
• Other Biological Contaminants (Lesson
5, pp. 23-24)
Registrar Visit
Cybrary video
Lecture
2 hr.
10minutes.
Homework: 1.0 hours
Read Chapter 3: Other Sources of
Contamination, Lessons 1-4, pp.
27-34.
Complete the study questions at
the end of chapter
Homework: 1.0 hours
Work on Food Safety Project
Homework: 1.0 hours
Study for Quiz 01
Day 3
Career Services - Touch Point
Assessment: Quiz 01 – Chapters 1-2
Lecture:
Chapter 3 Other Sources of Contamination
• Chemical Contamination (Lesson 1, p.
27-28)
• Physical Contamination (Lesson 2, p.
29-30)
• Intentional Contamination (Lesson 3,
p. 31-32)
• Food Allergens as Contaminants
(Lesson 4, p. 33-34
Lecture
2 hr.
10minutes.
Homework: 2.0 hours
Read Chapter 4: Handling Food
Safely (pp. 37-47) and Chapter 5:
From Purchase to Service
(Lessons 1 and 2, pp. 49-53)
Complete the study questions at
the end of chapters
Homework: 2.0 hours
Work on Food Safety Project
8. Revised 7/9/14 TG WH 8
Day 4
FA VISIT – You and Your Loans Video
Chapter 4:Handling Food Safely
• The Food Handler (Lesson 1, P. 37-38)
• Employee Health (Lesson 2, p. 39-40)
• Personal Hygiene of Employees
(Lesson 3, p. 41-42)
• Hand Washing (Lesson 4, p. 43-46)
Chapter 5:From Purchase to Service
• TCS Foods (PHFs) (Lesson 1, p. 49-50)
• Purchase & Delivery (Lesson 2, p. 51-
53)
Lecture
2 hr.
10minutes.
Homework: 1.0 hours
Read Chapter 5: From Purchase
to Service (Lessons 3-7, pp. 54-
71)
Homework: 1.0 hours
Work on Food Safety Project
Homework hours: 1.0
Study for Exam 1, Chapters 1-4
Day 5
Assessment : Exam 01 Chapters 1-4
Lecture:
From Purchase to Service (Chapter 5: Lessons
3- 7, pp. 54-69)
• Storage (Lesson 3, p. 54-60)
• Food Preparation (Lesson 4, p. 61-63)
• Cooking (Lesson 5, p. 64-66)
• Cooling and Reheating (Lesson 6, p.
67-68)
• Service (Lesson 7, p. 69-70)
Lecture
2 hr.
10minutes.
Homework: 1.0 hours
Read Chapter 6: Facilities and
Equipment (pp. 73-82)
Complete the study questions at
the end of chapter
Homework: 2.0 hours
Work on Food Safety Project
Day 6
Lecture:
Chapter 6 Facilities and Equipment
Facility Design (Lesson 1, p. 73-75)
Water (Lesson 2, p. 76-77)
Guidelines and Maintenance (Lesson 3, p. 78-
81)
Presentations of Food Safety Projects
Lecture
2 hr.
10minutes.
Homework : 1.0 hours
Read Chapter 7: Cleaning and
Sanitizing (Lessons 1-3, pp. 73-
81)
Complete the study questions at
the end of chapter
Homework : 1.0 hours
Study for Quiz 02
Day 7
Quiz 02, Chapters 5-7
Lecture:
Chapter 7: Cleaning and Sanitizing
• Cleaning vs. Sanitizing (Lesson 1, p.
84)
• Cleaning Agents (Lesson 2, p. 85)
• Sanitation (Lesson 3, p. 86-87)
• The Sink (Lesson 4, p. 88-89)
• Cleaning in Place (Lesson 5, p. 90-91)
• Hazardous Materials (Lesson 6, p. 92)
• Designing a Cleaning Program (Lesson
7, p. 93)
• Review appropriate types and use of
fire extinguishers used in the
foodservice area
Lecture
2 hr.
10minutes.
Homework : 2.0 hours
Read Chapter 8: Pest Control (pp.
96-106)
Read Chapter 9: Legal
Requirements, HACCP and
Inspections
Complete the study questions at
the end of chapters
Prepare for Kitchen Inspections
9. Revised 7/9/14 TG WH 9
Day 8
Chapter 8: Pest Control
• Integrated Pest Management (Lesson
1, p. 96-99)
• Identifying Pests (Lesson 2, p. 100-
101)
• Pest Control (Lesson 3, p. 102-105)
Chapter 9:Legal Requirements, HACCP and
Inspections, pp. 108-123)
• Government Food Safety Regulations
(Lesson 1, p. 108-110)
• Hazard Analysis and Critical Control
Point ( Lesson 2, p. 111-117)
• Inspections (Lesson 3, p. 118-122)
• Best Practices After an Inspection
• Food Bio-Terrorism Laws & RFID
Technology
Kitchen Inspections
Lecture
2 hr.
10minutes.
Homework : 2.0 hours
Study for Exam 02, chapters 5-9
Day 9
Registrar Visit
Exam 02, Chapters 5-9
Food Safety Manager’s Exam REVIEW
Lecture
2 hr.
10minutes.
Homework: 3.0 hours
Study for the Food Safety
Managers’s Exam
Day 10
Certified Professional Food Manager Exam
through Prometric
Introduction to IGRAD
Lecture
2 hr.
10minutes
Day 11
NUTRITION
• Introduction to Nutrition
• Food Selection Factors
• Digestion & Absorption of foods
• Dietary Recommendations
IGRAD
Lecture
2 hr.
10minutes.
Homework: 2.0 hours
Review notes for Day 14 Quiz 03
Day 12
NUTRITION
• Dietary Guidelines
• Food labels and Claims
• Food Pyramid
IGRAD
Lecture
2 hr.
10minutes.
Homework : 2.0 hours
Review notes for Day 14 Quiz
Worksheet 1-1
Nutrient Analysis : How Many
Kcalories do you need ?
Day 13
NUTRITION
Review homework worksheet
• Functions of Carbohydrates
• Carbohydrate Digestion, absorption and
metabolism
• Function of Lipids
• Lipid Digestion and Absorption
IGRAD
Lecture
2 hr.
10minutes.
Homework: 4.0 hours
Review notes for Day 14 Quiz 03
Day 14
NUTRITION
• Quiz Review
Assessment: Final Quiz 03
Lecture
2 hr.
10minutes.
10. Revised 7/9/14 TG WH 10
Bibliography
Drummond, K.E. & Brefere, L.M. (2013). Nutrition for foodservice and culinary professionals
(8th
ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Gisslen, W. (2013). Advanced culinary foundations. Hoboken, NJ: John Wiley & Sons, Inc.
Gisslen, W. (2013). Culinary foundations. Hoboken, NJ: John Wiley & Sons, Inc.
National Environmental Health Association. (2015). Professional food manager (4th ed.).
Hoboken, NJ: John Wiley & Sons, Inc.