Food Safety Resources Reviews

General Information

The author's preface provides a simple, but thorough and straightforward explanation of how to use the guide. Navigating through the guide is not complicated, and the text is easy to read. The language used in the guide is the same as that used in the 2001 FDA Model Food Code. Use of alphabetized keywords is a plus. Inclusion of an abridged edition of the 2001 FDA Model Food Code makes the guide more comprehensive.

On page viii of the preface, a reference was made to Section 5-201.12 (Toilets and Urinals) of the 2001 FDA Model Food Code; however, that reference is incorrect and does not exist, it should read Section 5-203.12.

The Keyword Index and Quick Reference Guide to the 2001 FDA Model Food Code complements the 2001 FDA Model Food Code, therefore making the Food Code user-friendly. Again, use of the keyword entries is a plus.

Overall, the Keyword Index and Quick Reference Guide to the 2001 FDA Model Food Code is an excellent resource for persons seeking information from the 2001 FDA Model Food Code. Considering the amount of information included in the Food Code, it is beneficial to the reader/user to have access to a quick reference guide such as this.

Highly Recommended

Purpose:

Purpose of resource is clearly stated in title or introduction

 Yes

If not, please explain:

Organization:

Resource is well-organized and major points are presented clearly. Resource does not assume that reader has background information.

Yes

If not, please give specific examples:

Accuracy:

Information, technical or otherwise, is accurate and recommendations are current.

Yes

If not, please give specific examples:

Consistency with Current Food Code

The latest version of the Food Code is used and the information is consistent with that code.

Yes

If not, please give specific examples:

Learning Activities, Questions, Projects, or Interactive Learning Tools:

Resource includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the audience (e.g., an activity where the participant rates their current food safety practices).

Material is designed to be used without learning activities, questions, projects, or interactive learning tools.

If not, pleae give specific examples:

The Keyword Index and Quick Reference Guide to the 2001 FDA Model Food Code does not require the use of additional learning activities, questions, etc. It serves as a quick reference tool for navigating through the 2001 FDA Model Food Code for information.

Special Interests:

Resource is geared toward special needs and interests of intended target audience(s).

Yes

If not, please explain:

Scope:

Scope of information is appropriate for target audience(s) and essential topics are discussed in appropriate detail.

Yes

Please explain:

The book provides information that is appropriate for the target audience (e.g., environmental health specialists, food safety educators, food service and food industry managers, and administrators, etc.). Information, content/topics, and concepts provided in the guide only covers information presented in the 2001 FDA Model Food Code.

Summary:

All major ideas are summarized or reviewed to reinforce key concepts; summaries are easily identified.

Yes

If not, please give specific examples:

Objectivity/Sponsor Bias:

Subject matter is presented objectively and fairly. No brand name is mentioned or obvious sponsor bias.

Yes

Positive Role Models:

Positive role models are provided in text and illustrations. Role models are presented as having many roles, traits, and emotions.

Yes

If not, please explain

Yes

If not, please give specific examples:

Instructional Aids:

Not Needed

If not needed, please explain:

The book does not need instructional aids; the author's preface provides a thorough explanation of how to use the guide.

Availability of Aids:

If aids do not exist or are not necessary, please explain:

Instructor’s Guide:

Instructor’s guide is included with suggestions for enhancing audiovisual presentation, pre-, and post-showing. Suggestions or follow-up learning activities/discussion questions are included.

If instructor’s guide is not included, is one needed?

Please explain:

Instructor Resources:

Instructor resources are included and reinforce the information provided in the curriculum.

If instructor resources are not included, should they be included to reinforce the information provided in the curriculum?

Please explain:

Student Resources:

Student resources are included and reinforce the information provided in the curriculum.

If student resources are not included, should they be included to reinforce the information provided in the curriculum?

Please explain:

Credits, References, and Resources (including dates, publishers, etc.):

Complete credits, current references, date produced, and resources listed are up-to-date (credits may be on video package).

If not, please give specific examples:

Vocabulary is appropriate for intended audience(s).Resource minimizes use of technical terms and if used, they are defined.

Yes

If not, please give specific examples:

Main ideas are clear and flow smoothly.

Yes

If not, please give specific examples:

Writing approach is positive, personal and involves the reader. Active voice is used most of the time.

Yes

If not, please explain:

Illustrations contribute to the resource and are on the same page as their text references.Tables and graphs are simple, easy-to-read, and in a form requiring no further explanation.

Yes

If not, please give specific examples:

Illustrations contribute to the material and are on the same page as their text references.Active voice is used most of the time.

Yes

If not, please give specific examples:

Resource uses a heavy weight paper and print from one side cannot be seen on the other side. Text is written in a font size greater than 11 point type, is not difficult to read, and the main body of print is not written in capital letters.

Yes

Please comment:

The weight of the paper used in the guide is acceptable; font size (by comparison to other documents) is at least 11-point.

Color, design, and layout of resource are attractive and stimulate interest without being too busy. A good balance between print and blank space is on the page.

Yes

Please comment:

The author: 1) does not use colored illustrations; 2) uses a simple two-column layout for the keyword index section; and 3) uses textbook design for the code section. The layout and design of the guide are relatively simple.

Clear headings are provided for each topic area.

Yes

If headings are not provided for each topic area, would they be helpful? Please explain:

Quality:

Audiovisual resource is mutually supportive to the presentation of concepts.

No

If not, please explain:

Presentation:

Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.

If not, please explain:

Auditory Quality:

Speaker, voice, and music are clear; sound is audible and has good quality.

If not, please explain:

Visual Quality:

Visuals are clear and properly framed; graphics and titles are clearly visible; and color, lighting, and editing enhance presentation content.

If not, please explain:

Continuity:

Continuity provides cohesiveness and smooth flow. Visuals are in a logical order and auditory portion is precisely matched with visual portion.

If not, please explain: