Career Preparation Innovation

Description (Course Outline)

This course gives a fundamental background in biochemistry for an understanding of the nature of food products, food handling, and food preservation in order to assist in preparing students for careers in hospitality and food management. The course is designed to satisfy the needs of the Hospitality Management Transfer Option and the Hospitality Management Career Option, and to fulfill a one semester laboratory science requirement for the Arts and Science curriculum.

Lecture Content	Lab Content
Metric System Laws of Chemical Combination; Equations Atomic Structure; Periodic Table; Radioactivity Chemical Bonding Water; Solutions; Concentrations Colloidal Systems Acids; Bases; Salts; pH Hydrocarbons Aromatic Compounds Carbohydrates Lipids Proteins Vitamins Minerals Food Preservation Shelf Life Food Flavorings Food Additives Food Processing Chemical Changes of Food Caused by Cooking	Check-In;Safety Procedures; Use of Mettler Balance Transfer and Measurement of Chemicals Studying Density Using Salad Oil and Vinegar Specific Gravity of Potatoes Physical and Chemical Properties Periodic Table Relationships Half-Life Simulation Water Analysis Atomic Absorption Preparation of Aspirin Iron in Food Nutrient Testing Indicators and Plant Nutrients Vitamin C in Foods; Checkout
	*Laboratory leaflets by Chemical Education Resources, Inc. to be purchased at the bookstore.

Career Preparation Innovation

Description (Course Outline)

Chemistry 114: Environmental Regulations

Sample Learning Activities
(Case Studies/collaborative Projects)

Environmental Ethics Cooperative Learning Exercise

The main reason that this is occurring is because the average number of vehicle miles being driven per capita in Connecticut continues to increase every year. Your predecessor, Governor O'Neill, embarked on a major road building and rebuilding program of Connecticut's major roads, the majority of which were built in the 1950s and 1960s and had reached the end of their useful lives. The former Governor's program has been very successful indeed. As a matter of fact, combined with the lowest mortgage rates available since the late 1960s, it has resulted in a major building boom of single family residences in areas around major cities which used to be considered rural. Examples are the towns of Hebron and Marlborough, which are a 30-45 minute commute from Hartford; the Connecticut Office of Policy and Management forecasts that their population will increase by 35% by 2005. It is this suburbanization of formerly rural areas which has led to the increased number of vehicle miles per capita being reported.

As an Executive Assistant you are very familiar with the steps that would have to be taken to reduce the rate of expansion of the suburban areas of major Connecticut cities. One of the most effective is to increase the minimum lot size required to build a residential unit on from, in most instances, ¹/₂ to one acre to five to ten acres. Such rezoning clearly places a ceiling on the number of people who will be able to live in these areas. It is, however, frequently seen as an exclusionary practice because it raises significantly the price of living in these areas based on income. Many people perceive this type of rezoning to be racially discriminating as well.

What would you recommend to Governor Weicker? As an Executive Assistant you are obligated to consider all sociopolitical and scientific factors. Please justify your recommendation.

Case Study: Monopoly, New Jersey

Research and empirical work done in New Jersey and other shoreline communities on the eastern seaboard has clearly demonstrated that jetties and seawalls are not effective at reducing beach erosion by the ocean. In fact, it has been clearly shown that these man-made changes actually increase the amount of erosion on the leeward side of jetties and in front of seawalls because of the high velocities of reflected waves.

It has recently been suggested that a major public works project be initiated by the U.S. Army Corps of Engineers with government funds (10% local, 15% State of New Jersey, and 75% federal) to pump millions of cubic yards of sand to create new 140 feet wide beaches over a 33 mile stretch of beach. In return for this investment by the state and federal governments, Northern New Jersey shoreline municipalities would have to agree to expand public access to privately owned beaches--a tough task given the dearth and expense of available oceanfront property and property near the water that could be used for parking lots as well as the resistance of private property owners.

The project is proposed to be done in three phases. Preliminary financial information for Phase I, which includes the 12 miles of the northernmost beaches, is as follows:

• Section 1 Length - 12 miles
• Engineering Studies and Management Overhead - $50 million
• Sand Replenishment - $89 million per mile
• Replenishment as needed over a 50-year period - $81 million per mile

You have been appointed by Governor Christine Todd Whitman of New Jersey to her "White Paper" Commission whose charge is to develop a report to the Governor and the Legislature proposing strategies for the future of New Jersey's oceanfront communities. You are aware that last year, a similar commission appointed by New York's Governor Mario Cuomo suggested as one of their strategies that no governmental funds be used to protect anything other than government-owned properties--if adopted, this strategy would literally abandon 100 homeowners in West Hampton, Long Island, without any way to reach their homes other than by water and would not provide them with any protection against future storm losses.

Governor Cuomo's Commission also recommended that government-subsidized hurricane insurance not continue to be available to owners of structures severely damaged by the 1992 hurricane (i.e., their existing losses would be covered--so they could essentially walk away with a cash payment which would cover their outstanding mortgages with money left over to build a second home somewhere else). Even though the New York State Commission released their recommended strategies in December 1992, no action has been taken by either Governor Cuomo or the legislature to date. As you attend the first meeting of Governor Whitman's "White Paper" Commission, you have a distinct feeling that this is a tough issue and begin to formulate the strategies you would like to see the committee adopt. Your chosen strategies are . . . because . . .

Instructor's Note: We are always searching for ways to improve these case studies. Please feel free to use them in your classes; written or verbal communication of feedback based on your use of this case to Wesley L. Winterbottom, Coordinator, Environmental Toxics & Science Program. Gateway Technical Community College, 88 Bassett Road, North Haven, CT 06473, 203/234-3303 (vm 777) will be very much appreciated.

Career Preparation Innovation

Description

Math for Baking (Certificate Program)

Sample Learning Activities

• Given the soft roll formula #99, how many dozen two ounce rolls will it yield? How may the last press, which is shot weight, be practically handled on the bench?
• A baker receives an order for 36 dozen 2 ounce dinner rolls. How much dough using #96 will be required?
• A baker receives a mid-production change order at 2:30 a.m. He has scheduled a Soft Rolls dough to produce 26 dozen 2 ounce rolls. How many 4 ounce French Deli rolls can he produce from the same dough?
• A baker is running #108 and wishes to scale his loaves at 12 ounces each. How many loaves can be produced from a single dough without calculating a production loss?
• A baker is using formula #139 Almond-Cherry Filling, and makes up a half-batch. Using ³/₄ ounce per roll, how many dozen rolls can be produced?
• What would the shortening scaling amount and new percentage be if a baker increased the shortening amount in cake formula #11 French Apple by 10%? What improvements could be expected?
• The cinnamon rolls in a bake shop are browning too rapidly in the oven, resulting in underbaked or burnt products. What are two possible solutions?
• Given correct oven temperatures, a baker's white pan break lacks good crust color bloom. What are two good possible solutions?
• How many 10 ounce loaves of bread can be made from a 29 pound, 8 ounce dough?
• At 4 pounds, 8 ounces per press, how many dozen dinner rolls can be made from 176 pounds of dough and how much will each roll weigh?
• Given the sweet dough/coffee cake formula #110 compute the percentages for each ingredient.
• Given the formula #167 Bohemian Rye, factor the formula to 175 pounds.
• Given the formula #185, Angel Food Raised Donuts, factor the formula into two different formulas, one for 38 pounds of dough and one for 18 pounds of dough. In mixing 2 ounce and/or 4 ounce units, what are the respective yields for each new factored formula?
• A baker receives an order for 30 dozen 2.5 ounce Raised Donuts. Using formula #187, World's Fair, how much dough must be scheduled for production? Produce the necessary formula.
• Compute a formula division into ¹/₈s using formula #17, White Bread, with 10% Rye.
• Compute a formula for #99, Soft Rolls, using 3 quarts of water with a Saf yeast conversion. This formula is suitable for a 20 quart mixer.

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DOMAIN:	Foundation Academics/Job Specific/Generic Technical
MODEL:	Linked courses
STRATEGY:	Joint faculty planning and delivery
COLLEGE:	San Diego City College, California
CONTACT:	Barbara Hansen, Small Business Management (619/230-2661) Barbara Riva, Business Communications (619/230-2664)

Career Preparation Innovation

Communications and Small Business Management courses are linked, allowing students to investigate the start-up requirements of a small business. A joint course assignment sheet illustrates how most assignments meet requirements in both courses.

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Description

Small Business Management/Business Communications

In Business 155 (Small Business Management), students learn how to write a business plan. This is an extensive document which describes their market analysis, target customers, competitive assessment, marketing plan, location, and management team. They develop financial projections including the income statement, balance sheet, and cash flow. They support all their decisions with documents in the appendix.

We have found that writing a business plan during a 16-week semester is a formidable task for our students. The research alone is overwhelming. (Many small businesspeople take several years to develop a complete document.) We have also observed their difficulty with oral communication. This skill is important when dealing with potential clients, funding sources, and community networks.

Business Communications teaches students how to communicate in the business world. They develop the ability to analyze, organize, and compose various types of written and oral business communications. They learn to write an effective business letter, a professional business report, and do a business presentation. They are trained in the appropriate style, format, and content of these documents.

Blocking Small Business Management and Business Communications offers advantages for students in both classes. From the perspective of the Business Communications class, students immediately see the application of their skills in an applied business setting. The Small Business Management students have the training and support from a business communication professional who will help them produce a professional document and learn to communicate effectively with resources.

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Sample Learning Activities

• Small Business Owner/Operator Interview
  Interview a small business owner. This may be someone you already know or do business with. It will be most interesting if this is someone who is in a business you would consider owning. Small business owners are busy people, but they will be flattered that you are interested in them and in small business in general. You should focus your questions on how they began their business. Some things you might like to know would be, Why did you start this business? What formal planning did you do before you started? In hindsight, were you well-prepared to start this business? In what areas were you best prepared? In what areas were you underprepared? Did you have enough money? Where did you get your start-up capital? What help or advice did you get? How did you find these advisors? What was your first year like? What would you do differently in planning to open this business? What trade associations do you belong to? How do these help you? What trade publications do you read? and How do these help you?
• Trade Association Project
  1. Identify your business.
  2. Determine your SIC Code.
  3. Identify what business you're really in.
  4. In the library, use the Encyclopedia of Associations to find as many trade associations as you can that are related to your business.
  5. In the library, use the Gale Directory of Publications (or other appropriate directory) to find trade journals related to your business and industry.
• Assignments
  As the following chart indicates, you will receive two grades on most assignments. These grades will be based on the appropriate criteria for each class.

SMALL BUSINESS MANAGEMENT		BUSINESS COMMUNICATIONS
ASSIGNMENT	POINT VALUE	ASSIGNMENT	POINT VALUE
Interview Small Business Owner	100	Short Report Letter	50 50
Letter to Trade Association	50	Letter	50
Letter to Media	50	Letter	50
Competitive Analysis	75	Short Report	75
Location Analysis	75	Short Report	75
Promotional Plan	50
		Sales Letter	50
Financials - Income Statement Cash Flow	50
		Two in-class letters (tests) @ 25 points each	50
Business Plan Presentation	100	Oral Report	100
Business Plan	250	Business Plan	250
5 Essay Tests	200*	5 Essay Tests	200*
TOTAL POINTS	1,000	TOTAL POINTS	1,000

*Tests will be worth 50 points (in each class) and will cover textbook and class discussion. The lowest grade will be dropped. THERE WILL BE NO MAKE-UPS.

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[2] For more information about using case studies in community college instruction, see Winterbottom (1993).

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