Term Nine Term Eight Intersession Term Seven Term Six Block U Block T Block S Block R Block Q Block

P Block O Block N Block M Block L Externship Block J Block I Block H Block G Block F Block E Block D Block C Block B Block A

Food Safety

The materials for this course were developed by the Applied Science Department of The Culinary Institute of America. Revision Date September 2008

Version Reference 1.1

Copyright 2006 THE CULINARY INSTITUTE OF AMERICA All Rights Reserved This manual is published and copyrighted by The Culinary Institute of America. Copying, duplicating, selling or otherwise distributing this product is hereby expressly forbidden except by prior written consent of The Culinary Institute of America.

GENERAL COURSE INFORMATION

An introduction to food production practices governed by changing federal and state regulations. Topics to be covered include prevention of food-borne illness through proper handling of potentially hazardous foods, HACCP procedures, legal guidelines, kitchen safety, facility sanitation, and guidelines for safe food preparation, storing, and reheating. Students will also take the National Restaurant Association ServSafe examination.

INTRODUCTION
With the new millennium, we will be faced with many new challenges in the world of food safety. The importance of staying in touch with changes and new regulations is paramount to our success in food service. There is no choice, especially in this age of litigation. Therefore, the purpose of this course is to get you up to speed in the world of food safety. Lets not also forget the new challenge associated with the tragedy of 9/11. Our food supply is vulnerable to acts of bioterrorism which will make our job of obtaining food for the restaurant from reputable purveyors somewhat critical. Perhaps thinking about getting food as local as possible may be an important strategy for maximizing food security. Technology has raised some food safety concerns. Vacuum packing devices are now readily available to all of us. Many of us may not be aware of the potential dangers of these machines, because we are blinded by its money saving ability to prolong the shelf life of food. This piece of equipment, as is true for any type of canning device or process, can be dangerous if misused. One must understand that opportunistic pathogenic anaerobic microbes, such as Listeria monocytogenes and C. botulinum, lurk in the shadows for those special occasions of carelessness. New regulations, standards and codes seem to be surfacing all around us. January 2005 brought a new food code from the federal government. New temperatures, cooking times and handling techniques are changing according to the new food code. A promise by the Food and Drug Administration to update the code every two to four years and keep it current is encouraging and something we all must stay updated on. It is best to take a look back at some fundamental information to gain a better understanding of current regulations, concepts and controversies. This will allow us to more effectively move ahead in our battle against food borne illnesses. Our enemy is a formidable one which is believed to take the lives of up to 5,200 Americans each year, with as many as another 76,000,000 victims of food-related illnesses according to the Centers for Disease Control and Prevention. Many of these cases are preventable as long as we are in concert with good food handling practices. The three most important terms to remember when dealing with food are: time and temperature, personal hygiene, and cross contamination. If we can control our actions and those

Food Safety 1

of others that we are responsible for training and supervising, we can then minimize risks and ensure a greater degree of food safety. The abuse of time and temperature, cross contamination, and poor personal hygiene raises the stakes of a very dangerous game. As identified later in the course, cooking temperatures are critical in controlling food pathogens. Failure to reach temperature standards is not only dangerous, but it is also against the law. The temperature concern is one that is closely aligned with the time factor of food safety. How long the food product has been at a specific temperature is very often the issue that is of greatest concern. Keep the food out of the danger zone (41F 135 F) as much as possible, but recognize that the upper limit of exposure time is four hours under most circumstances. Along the lines of good food handling practices, the importance of proper hand washing is paramount. It is a point of emphasis in the new code. New technologies have offered us new options in facilitating ideal hand washing conditions. One manufacturer of hand washing facilities not only uses motion sensory devices to minimize hand contact with fixtures, but also has counters on the soap dispenser as an option to allow the manager a way to collect data as it relates to hand washing frequency by his or her staff. In addition, the set up of this particular hand washing station necessitates the user to take some hand washing soap before the water can be activated. This will help prevent the worker that prefers to just rinse his/her hands rather than washing. In addition, once the water is activated, it continues to run for the mandated duration of handwashing. Therefore, the manager has another tool to help measure worker compliance with the new regulation. If the water is still flowing when a manager sees a food handler leaving the sink, it will be evident that his/her hand washing time was not sufficient. It is evident that some basic food safety principles remain the same, but it is also clear that this is a world of rapid changes and new challenges. As will be noted later in the class, the latest food safety information will arm us with the tools needed for a successful food safety program.

2 The Culinary Institute of America

COURSE OBJECTIVES
As a result of this course, the students will... apply the principles of good safety practices; and prepare foods in a safe way and minimize risks to food-borne illnesses.

TEXT
The Education Foundation of the National Restaurant Association. ServSafe Essentials, 3rd Edition. Hoboken: John Wiley & Sons, 2002.

INSTRUCTORS
Name
Marjorie Livingston

Phone Extension
x4784

E-Mail
m_living@Culinary.edu

Hours Available
12:15pm-1:30pm, Mon., Tues., Wed., Fri.

Jennifer Stack

X1651

J_stack@culinary.edu

2:00pm 2:30pm, Tues, Wed and Thur

Rich Vergili

x1795

r_vergil@Culinary.edu

1pm-2 pm Monday through Friday

EVALUATION
Method or Activity
Potentially Hazardous Foods Quiz Quiz Group Activity-In Class Review Questions

Grade
5% 20% 5%

Inspection HACCP quiz NRA Food Safety Certification Exam

Total

10% 10% 50%

100%

Food Safety 3

About the Certification and Exam

1. 2. 3. 4. 5. 6. The exam is recognized by 95% of jurisdictions that require or encourage food safety certification. The exam consists of 80 multiple choice questions. A certification exam score of 75% is required in order to be certified. There are a number of different versions of the secured exam provided by the certifying body. The certifying body is the Education Foundation of the National Restaurant Association. Exams in Spanish, Korean, Japanese, Chinese, and French Canadian are available, but requests must be made by the end of the first full week in order to make the accommodations.

Passing Exam
1. Students must score 75% or better on exam to pass.

2. 3.

Students that score below 75% must retake exam within 6 weeks. Your account will be charged $50 to retake the exam. See the instructor to schedule a retake. Students that fail the exam a second time must retake the entire course, and their original grade will be changed from I (incomplete) to an F. Those students that have an I bu t do not reschedule with their insturctor within 2 weeks of receiving their grade will also receive an F.
In order to be eligible to retake the exam, your class average must be 65% or better.

4.

4 The Culinary Institute of America

AUDIOVISUAL ASSIGNMENTS
Video Assignments may be viewed by going to the video library on the 3rd floor of the Hilton Video Library

Required Videos
Video Number(s) VT 1914 VT 2777 VT 2778 VT 2779 VT 999 VT 2780 Video Title(s) Behind the Counter Food Safety Overview Personal Hygiene Purchasing, Receiving and Storing Managing Food Safety; A Practical Approachto HACCP Preparation, Cooking and Service

ASSIGNMENTS
Assignments are due on the Session date that the class meets. For example, you need to have read Section 2 with its accompanying activities before we meet the second time (Session 2). View the assignments on IntraLearn.

PreDay One
Session 1: 3rd Edition of ServSafe Essentials Manual, read Section 1 entitled Providing Safe Food pages 1-1 through 1-13. Complete all the activities in this section.

Food Safety 5

Section One: Providing Safe Food

LEARNING OBJECTIVES
By the end of this class, you should be able to explain the importance of serving safe food for success in the foodservice industry; explain the legal and financial implications of serving food that causes food-borne illness; identify the virulent food pathogen that was responsible several outbreaks associated with the consumption of undercooked burgers in 1993 as discussed in class; identify the required internal cooking temperature and time for all ground animal products, according to the Food and Drug Administration, as stated in the ServSafe Essentials; identify the federal branch of governments department that provides the model code for state and local governments within the United States as stated in the ServSafe Essentials; identify the different groups of people that are at high risk for food-borne illnesses as stated in the ServSafe Essentials; and identify the three factors that put people at risk for food-borne illnesses as stated in the ServSafe Essentials.

6 The Culinary Institute of America

Section Two: Potentially Hazardous Foods

LEARNING OBJECTIVES
By the end of the lecture, you should be able to explain the pH scale and its connection to food safety; identify the pH that defines food as potentially hazardous according to ServSafe Essentials; identify the water activity that defines a food as potentially hazardous according to ServSafe Essentials; identify a fruit that is classified as a potentially hazardous according to ServSafe Essentials; recite and explain the definition of a potentially hazardous food, according to the FDA; identify each food, in a group or list of foods given to you in class, as potentially hazardous or not based on a foods pH and water activity, according to ServSafe Essentials; define botulism, explaining how to prevent botulism in the cases of canned/jarred foods, infused oils, and modified atmosphere packaging; identify bacillus cereus and its relationship with rice and other starch-rich foods in causing food-borne illnesses; Identify the importance of being familiar with spore-producing bacteria and give at least one example as it relates to food-borne illnesses; and to explain 2 circumstances where normal cooking does not prevent a foodborne illness.

Food Safety 7

Section Three: Food-Borne Illnesses

LEARNING OBJECTIVES
By the end of the lecture, you should be able to define the term food-borne illness; based on symptoms and the onset of the illness, distinguish between food-borne infection and food intoxication; identify what constitutes a toxin-mediated infection identify the 6 food-borne illnesses caused by parasites; identify the two food-borne illness associated with fish that does not involve a paraste; identify examples of food intoxicants on a multiple choice exam as stated in class and the ServSafe Essentials; identify two viral infections on multiple choice exam as taught in class; identify two fish related food-borne illness on a multiple choice exam as found in the ServSafe Essentials; and identify chemical and physical hazards by selecting an example of each on a multiple choice final exam as stated in the ServSafe Essentials.

8 The Culinary Institute of America

Section Four: Personal Hygiene

LEARNING OBJECTIVES
By the end of the lecture, you should be able to accurately define the term good personal hygiene, and explain, in detail, proper handwashing to someone else; identify the no-bare hand contact regulation; identify when and why gloves must be worn on a multiple choice exam, and name the specific diseases that caused the no bare hand contact regulation on a multiple choice exam according to what was taught in class; and state why molluscan shellfish tags must be held for 90 days after the last bivalve is consumed.

Food Safety 9

Section Five: HACCP

LEARNING OBJECTIVES
By the end of the lecture, you should be able to assess the hazards in a recipe; construct or analyze a flow chart for a recipe, that contains a potentially hazardous food as described in class; identify critical control points on a flow chart based on criteria set in class; establish standards for each step in the flow of food, based on criteria set in class, health codes and ServSafe Essentials; determine monitoring procedures for each critical standard as described in class and the ServSafe Essentials; determine the appropriate corrective actions to take if the critical standards are not met, as described in class and ServSafe Essentials; create or assess record keeping forms for documenting observations that were made during the monitoring of critical standards; and identify the seven principle of HACCP.

10 The Culinary Institute of America

Section Six: Critical Temperatures and Thermometers

LEARNING OBJECTIVES
By the end of the lecture, you should be able to identify and explain the proper uses of at least three different types of temperature recording devices on a multiple choice final exam as indicated in the ServSafe Essentials; select the cooking temperatures required for different potentially hazardous foods on a multiple choice final exam according to the ServSafe Essentials; identify the correct minimum temperature for hot holding on multiple choice final exam as indicated in the ServSafe Essentials; identify the period of time and appropriate methods, to properly cool potentially hazardous foods on a multiple choice final exam as indicated in the ServSafe Essentials; identify the correct temperature for cold holding on a multiple choice final exam as indicated in the ServSafe Essentials; and identify the re-heating temperature for re-heating on a multiple choice final exam as indicated in the ServSafe Essentials.

Food Safety 11

Section Seven: Cleaning, Sanitizing, Thawing and Pest Management

LEARNING OBJECTIVES
By the end of the lecture, you should be able to identify all five steps in manual sanitizing on a multiple choice final exam as identified in the ServSafe Essentials; identify the water temperature and immersion time for hot water sanitizing on a multiple choice final exam as identified in the ServSafe Essentials; identify the water temperature range for chemical sanitizers on a multiple choice final exam as identified in the ServSafe Essentials; name the three types of chemical sanitizers on a multiple choice final exam as identified in the ServSafe Essentials; identify the concentration requirements for iodine, chlorine-based sanitizers, and quaternary ammonium compounds on a multiple choice final exam as identified in the ServSafe Essentials; identify what IPM stands for and explain its importance in pest protection on a multiple choice final exam as identified in the ServSafe Essentials; identify the five signs of pest infestation in a restaurant on a multiple choice final exam as identified in the ServSafe Essentials.; and explain how to prepare for undergo, and follow-up after Department of Health Inspections.

12 The Culinary Institute of America