COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D....Mary Krystle Dawn Sulleza
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D. Sulleza, (TECHNOLOGY AND LIVELIHOOD EDUCATION, SENIOR HIGH SCHOOL EDUCATION, K-12)
Cookery 7/8 Lesson 2: Maintenance of Tools and EquipmentBenandro Palor
This Lesson Includes:
* Types of Cleaning Agent for Cleaning and Sanitizing Equipment and Utensils
* Steps in the Cleaning Process
* Methods for the Final Sanitization
* How to Clean and Store Cooking Tools and Equipment
* Steps to an Orderly Kitchen
EIM 7/8 Lesson 2: Perform Mensuration and CalculationBenandro Palor
LEARNING OUTCOMES:
* explain the basic concept of a system of measurement;
* perform measurement and calculation about electrical works;
* observe safety precautions in handling electrical measuring tools and instruments.
This Lesson Includes:
* System of Measurement
* Basic Unit Conversions
* The Multitester
* Resistance Reading
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D....Mary Krystle Dawn Sulleza
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D. Sulleza, (TECHNOLOGY AND LIVELIHOOD EDUCATION, SENIOR HIGH SCHOOL EDUCATION, K-12)
Cookery 7/8 Lesson 2: Maintenance of Tools and EquipmentBenandro Palor
This Lesson Includes:
* Types of Cleaning Agent for Cleaning and Sanitizing Equipment and Utensils
* Steps in the Cleaning Process
* Methods for the Final Sanitization
* How to Clean and Store Cooking Tools and Equipment
* Steps to an Orderly Kitchen
EIM 7/8 Lesson 2: Perform Mensuration and CalculationBenandro Palor
LEARNING OUTCOMES:
* explain the basic concept of a system of measurement;
* perform measurement and calculation about electrical works;
* observe safety precautions in handling electrical measuring tools and instruments.
This Lesson Includes:
* System of Measurement
* Basic Unit Conversions
* The Multitester
* Resistance Reading
source of potential damage, harm
A hazard is any source of potential damage, harm or adverse health effects on something or someone. Basically, a hazard is the potential for harm or an adverse effect (for example, to people as health effects, to organizations as property or equipment lo
Food sanitation is more than just cleanliness. It included all practices involved in protecting food from risk of contamination, harmful bacteria, poisons and foreign bodies, preventing any bacteria from multiplying to an extent which would result in an illness of consumers; and destroying any harmful bacteria in the food by thorough cooking or processing.
The training slide outlines food safety culture that will
Assist food businesses achieve the requirements of the Food Safety Standards.
Provide food handlers with the necessary skills and knowledge of food safety and hygiene matters relevant to their work activities.
Raise the level of compliance with food legislation throughout the food industry.
This presentation is about preparing dessert. The presentation is intended for Grade 9, Cookery 11 and 12 Learners. Enjoy and feel free to browse this simple presentation!
Q4_WEEK 1 -PREPARE AND COOK MEAT - PERFORM MISE EN PLACE.pptxMarissaCollado1
This lesson is intended for Grade 10 and Cookery 11 and 12 learners for Quarter 4 - Prepare and Cook meat. Enjoy and feel free to browse this presentation!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. WET FLOOR
CROWDED WORKSPACE
BLOCKED WALKWAY
UNGUARDED FLAME
OVEN DOOR OPEN
BROKEN GLASS ON THE
FLOOR
KNIFE ON FLOOR
SMOKING WHILE COOKING
OVERLOAD CIRCUITS
HOT OBJECT ON THE FLOOR
IMPROPER WASTE DISPOSAL
IMPROPER USE OF GLOVES
3. DEFINITION OF TERMS:
• Hazard - anything which may cause injury or ill health to anyone
• Risk -hazard that will cause harm
• Health - overall condition of our body
• Safety - freedom from danger, risk or injury
• Contaminate - infect by contact
• Bacteria - simple, one-celled organisms that may or may not be
harmful.
• Virus - organism that depends on a host cell for development or
reproduction.
• Fungi - may be small or large parasitic organisms growing in a living
or dead plant or animal matter.
4. TYPES OF HAZARD/RISK
IN THE WORKPLACE
1.Physical Hazards
2.Chemical Hazards
3.Biological Hazards
4.Ergonomics Hazards
5. PHYSICAL HAZARDS
1. Poor Lighting
2. Poor Ventilation
3. Insufficient Facilities
4. Inefficient or faulty equipment
or machine
5. Improper work practice such
as wrong use of knives
6. Ignorance or carelessness of
the worker
6. CHEMICAL HAZARDS
1. Acids
2. Cleaning products such as toilet
cleaners, disinfectants and chlorine
bleach
3. Heavy metals, including mercury,
lead, cadmium, and aluminum
4. Paint
5. Pesticides
6. Solvents
7. BIOLOGICAL HAZARDS
defects in sanitation and
housekeeping procedures such as
a. provision of potable water,
b. removal of industrial waste
c. food handling
d. personal cleanliness
8. ERGONOMIC HAZARDS
1. Improper lifting or reaching
2. Poor visual conditions
3. Repeated motions in an
awkward position that may be
responsible for fatigue, stress and
strain and may lead to accidents
in the occupational environment.
9. CATEGORIZED THE TYPE OF HAZARD/RISK IN THE WORKPLACE
DESCRIBED BY THE SITUATION GIVEN BELOW. IDENTIFY ACCORDING
TO THE TYPES OF HAZARD. (PHYSICAL, CHEMICAL, BIOLOGICAL,
ERGONOMIC) WRITE YOUR ANSWER IN YOUR TLE NOTEBOOK.
Types of Hazard
• 1.
• 2.
• 3.
• 4.
• 5.
Situation
• 1. Improper lifting or
reaching
• 2. Damaged equipment
• 3. Bacterial contamination
from defects in sanitation
• 4. Poor lighting and
ventilation
• 5. Slippery floor from split
water
