Food Safety Resources Reviews

General Information

Nice overview of basic food sanitation. May be appropriate for large school districts that are processors, and high school students that may be considering front-line work in a processing plant.

The video was for passive learning only. The viewer was spoken to, but did not have to really think about the material. Once again, student aids, and more interaction would make this video more interesting. It did have the feeling of a required video for a new job recruit on a front-line processing plant.

Fair video for basic sanitation in the processing environment.

This video provides good information in basic food sanitation. However, the format and style do not generate interest or questions on what is being covered.

Recommended with Reservations

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.

No

If not, please give specific examples:

The video does not appear to follow any code; the information provided is correct in technical nature, but as stated does not discuss, temperature for example, in great detail.

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).

No

If not, pleae give specific examples:

This video is done in a "newscast" set with actors discussing food safety in the processing environment. The viewer is spoken to, but does not have to interact with the information, it's passive learning.

Special Interests:

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

Yes

If not, please explain:

Geared 100% to workers in food processing plants.

Scope:

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

Yes

Please explain:

The actors state it is an overview, and does not replace the company's policies or existing state and federal laws.

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.

No

If not, please explain

Yes

If not, please give specific examples:

Instructional Aids:

Not Provided

If not needed, please explain:

Availability of Aids:

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

The video did not stay with the viewer very long. Possibly an exercise, or more participation on the viewers part would help reenforce some of the basic concepts the video is trying to present.

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.

No

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

Yes

Please explain:

As above, some exercises to get the viewer involved would really help. An instructor's guide would help the facilitator lead a discussion with whomever would be viewing this material.

Instructor Resources:

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

No

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

Yes

Please explain:

See above response.

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:

Once again, this is a very passive learning experience and could really be enhanced by some activities and/or written material for the viewers.

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).

Yes

If not, please give specific examples:

If not, please give specific examples:

If not, please give specific examples:

If not, please explain:

If not, please give specific examples:

If not, please give specific examples:

Please comment:

Please comment:

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.

Yes

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.

Yes

If not, please explain:

Auditory Quality:

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

Yes

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.

No

If not, please explain:

Some of the script on the TV monitors in the set newsroom were fuzzy.

Continuity:

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

Yes

If not, please explain: