Food Safety Resources Reviews

General Information

It is correctly themed for teenage audiences.

The material is chaotic, uncoordinated, and includes food safety as a tertiary topic far behind advertising exposé’s and evaluations of product quality.

The video cannot stand-alone. If a thoughtful instructor uses the educator's guide carefully, this material might have some limited use.

The negative connotations in this video alone are enough to not recommend it for educational purposes. The educational content provided is unfocused, unclear, and unorganized. The instructor's guide could be used alone as a class teaching tool.

Not Recommended

Purpose:

Purpose of resource is clearly stated in title or introduction

 No

If not, please explain:

The video includes no introduction or explanatory statement. The educator's guide includes a clear statement of purpose and organization.

Organization:

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

No

If not, please give specific examples:

The video is jumbled and unorganized. It jumps back and forth through multiple subjects. The video does not present well-developed conclusions for major points. It assumes that the viewer has prior knowledge of the presentation format. The educator's guide is well organized and presents major points clearly.

Accuracy:

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

Yes

If not, please give specific examples:

The video information includes correct recommended cooking temperatures. However, those temperatures are quoted in degrees Celsius, without explanation. For example, it says, "cook hamburger to 80 degrees…." This could be misleading to U.S. viewers. The educator's guide clearly states measurement units.

Consistency with Current Food Code

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

No

If not, please give specific examples:

Neither the video nor the educator's guide references any specific code. But information presented is nominally consistent with current conventions and practices.

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).

Yes

If not, pleae give specific examples:

The educator's guide suggests parallel projects that could amplify the subject. The video attempts to stand-alone.

Special Interests:

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

Yes

If not, please explain:

The video is obviously directed at upper-elementary and high school students. The educator's guide states this target.

Scope:

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

No

Please explain:

The video subjects are presented in simple declarative with little or no supporting information. The educator's guide provides appropriate supportive detail.

Summary:

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

No

If not, please give specific examples:

Declarative points are left to stand alone, with no summary or reinforcement. The educator's guide provides good summaries.

Objectivity/Sponsor Bias:

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

No

Positive Role Models:

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

No

If not, please explain

No

If not, please give specific examples:

The video presents adults as conniving and manipulative and presents teenagers as all wise. The video is blatantly in opposition to all corporate structures and makes multiple demeaning comments about corporate entities.

Instructional Aids:

Provided

If not needed, please explain:

The existence of the educator's guide is the single saving grace of this material. In the hands of a perceptive instructor, it could make the material marginally effective.

Availability of Aids:

Instructional aids are necessary and exist.

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

The educator's guide is absolutely essential. This material should not be presented outside the context of a controlled instructional atmosphere.

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.

Yes

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

Yes

Please explain:

The educator's guide is essential. The material should not be presented outside the context of a controlled educational structure.

Instructor Resources:

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

Yes

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

Yes

Please explain:

The educator's guide is essential. Without that information, the video is nearly meaningless and should not be presented alone.

Student Resources:

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

No

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

Yes

Please explain:

The educator's guide suggests several projects to reinforce concepts and this could be enhanced if specific student materials were included.

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).

No

If not, please give specific examples:

There is not a production date listed on the video, educator's guide, or on any of the packaging.

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:

Although intended for the instructor's use, the educator's guide could also be appropriate for students.

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 educator's guide is printed in black and white, but if colors were included it could be more interesting for students.

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:

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:

Concepts are not described, left in mid-presentation ("to be continued…"), and are poorly explained.

Presentation:

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

No

If not, please explain:

The pacing of the video is too fast. It panders to young people's fondness for quick pacing, but this is not conducive to understanding the concepts presented. Blank time is almost non-existent, but several vignettes are inserted between major concepts with little or no explanation or connection to those concepts. The sole purpose of these inserts seems to be disparaging humor. For example, a pizza that tastes like cardboard leads to a new business concept marketing pizza with cheese stuck to the box as a positive product...?

Auditory Quality:

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

Yes

If not, please explain:

The production quality is good.

Visual Quality:

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

Yes

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.

No

If not, please explain:

The presentation is chaotic and nothing exists in logical order. Multiple concepts are presented with no connection.