INSTRUCTIONS:
As you progress through this assessment you will need to compile all the information in the form of a report, please see the instructions in Activity C for the information required to complete this task. If at any time you feel you need assistance, please seek the advice of your trainer.
ACTIVITY A – MENU DEVELOPMENT PROJECT
Task 1: Develop a menu for special dietary requirements
Part 1: Identify the dietary and cultural requirements of customers
Q 1: What customer group is your menu developed for?
The menu is based on diabetic patients and halal certified food
Q 2: What are their dietary and/or cultural requirements?
Their dietary requirements are sugar free and the meat prepared MUST BE HALAL
Q 3: What sources of information can you use to determine these requirements?
The information required are
HALAL CERTIFICATION
AND SUGAR FREE DEVELOPED MENU AND DISH
Q 4: Who can you liaise with to identify and confirm customer requirements?
WE CAN ASK THE CUSTOMER FOR HIS REQUIREMENTS AND THEN DOCTORS
Q 5: What would the health consequences (if any) be if you ignored the special dietary requirements of this customer group?
MAY LEAD TO THE DANGEROUS SITUATION OF THE PERSON OR MAY LEAD TO THE DEATH OF THE PERSON
Part 2: Develop menus and meal plans for special diets
Menu overview
Cyclic menu items week 1
Meals |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
Sunday |
Breakfast (1) |
Veg muffin |
Breakfast smoothies |
Egg muffin |
Bacon and egg |
Polenta |
Hash brown potato |
Muesli yogurt and apricot |
Breakfast (2) |
Milk with corn flakes |
Oates and milk |
Coles law |
Muffin parfait |
Pan cake |
Caramel |
|
Morning tea |
Double espresso |
Milk |
Orange juice |
Hot chocolate |
Tea |
latte |
Long black |
Lunch (1) |
Satay Chicken skewers |
Lasagna |
Beef Bolognese |
Couscous |
Smoked salmon |
Thai beef curry |
Chilli mussels |
Lunch (2) |
Cesar salad |
Grill steak with egg plant |
Leg ham |
Roast turkey |
Honey soy chicken with rice |
Risotto |
Chinese prawn noodle |
Afternoon tea |
Green tea |
Flavoured milk |
Coffee |
Chai |
Cappuccino |
Espresso |
Mocha |
Dinner (1) |
Garlic bread |
Tomato gnocchi |
Creamy mushroom |
Chicken sushi |
Tempura prawn |
Sponge roll |
Garlic bread |
Dinner (2) |
Mushroom pasta |
Chicken taco |
Garden salad |
Tuna with thousand island |
Scallops |
Steamed vegetables |
Eastern sald |
Daily meal plan and menu item checklist
Day: _____
Meals |
Menu items |
Main ingredients |
Cooking methods |
Colours |
Flavours |
Textures |
Sizes/ shapes |
Nutrients |
Checklist |
Breakfast (1) |
Veg muffin |
Vegg patty and muffin |
Cook the veg patty on the simuntaneously heat the muffin on the grill with low temperature |
Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems |
|||||
Breakfast (2) |
Milk with corn flakes |
Milk and corn flakes |
Heat the milk add amount of sugar required later on add the corn flakes to the milk and serve in a serving bowl |
Flavor of milk and cork flakes |
Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems |
||||
Lunch (1) |
Satay Chicken skewers |
Cubes of satay chicken |
Cuth the chicken into cube then marinate it with satay sauce the later on skew them with a skewer |
Flavour of the satay sauce |
Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems |
||||
Lunch (2) |
Cesar salad |
Lettuce Cesar dressing |
Clean the lettuce first then Chop the lettuce later on add cesar dressing to it mix them properly and serve it in a serving bowl |
Cesar dressing |
Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems |
||||
Dinner (1) |
Garlic bread |
Garlic bread |
Slice the garlic bread properly later on heat it in a oven or on a grill |
Garlic flavor |
Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems |
||||
Dinner (2) |
Mushroom pasta |
Pasta mushroom thick Cream salt and pepper |
Firstly fry the mushroom in a pan Later on add some creame to it stir it well then add some seasoning to it |
Flavour of mushrooms |
Variety of suitable ingredients Prep/cooking methods which maximise nutritional value Variety of colour Variety of flavour Variety of texture Variety of size and shape Variety of nutrients Meets macro-/micronutrient requirements Uses correct terminology Promotes good health Reduces diet-related health problems |
Part 3: Cost and document special menus and meal plans (your costing template has been uploaded to Didasko for you)
The three main strategies are
a:PURCHASE: the quantity of food purchased
b:EDIBLE PORTION: the amount of food that is edible/ consumed.
C: WASTE :the amount of waste (peelings ,fat ,etc) removed from the food
Calculate the yield % of the potatoes. State the formula you used. Show how you arrived at this figure.
YIELD %=EDIBLE PORTION/AS PURCHASED QUANTITY
i.e. 9.5/10*100
=95%
Use this information to answer questions 3, 4 and 5 regarding the butcher’s yield test on turkey.
As Purchased Quantity (APQ) |
20 kg |
Edible Portion Quantity (EPQ) |
12 kg |
Usable trim weight |
5 kg |
Waste trim weight |
3 kg |
Yield %=edible portion/as puchased quantity*100
i.e. 12/20*100
=60%
Usable trim %=usable trim weight/as puchased quantity*100
i.e. 5/20*100
=25%
Waste %=waste/as purchased quantity*100
i.e. 3/20*100
=15%
or
waste %=100 -(trim %+Yield%)
I.e.=100-(25+60)
=100-85
=15%
Part 4: Monitor special menu performance
Produce a survey in accordance with your cyclical menu items that could be used to
Evaluate the success of the menu.
Answer the following questions.
__ THE AMOUNT OF FOOD U SELL ON EVERY DAY BASES
THE NO OF CUSTOMERS YOU SERVE
CUSTOMERS FEED BACK
the menu?
MAKE CHANGES TO THE DISH
CHANGE IT ACCORDING TO CUSTOMERS NEEDS
GET CUSTOMERS FEED BACK
ACTIVITY B – RESEARCH AND ASSESS DIETARY TRENDS
Complete Tasks 1 and 2 in Activity B.
Task 1 – Research
Task 2 – Assessment
Q 1: What are the strengths of this dietary trend or regime?
THE STRENGTH OF DIETARY TRENDS IS DECREASE IN NUMBER OF DIABETIC PATIENTS AUSTRALIA WIDE
INCREASE IN NEW RECEPIES AND QUALITY OF FOOD
DIFFERENT TYPES OF TASTES FOR DIFFERENT GENERATIONS
ALL NUTRITIONAL VALUES ARE PROVIDED TO ALL AGE GROUP PEOPLE
WE HEARD FROM MANY PEOPLE THAT “BY DOING THIS I CONTROL DIABETES IT DOES NOT CONTROL ME”
Q 2: What are its weaknesses?
THERE ,MAY NOT BE MANY WEAKNESS BUT THERE ARE SOME WEAKNESS THEY ARE
SOME FOOD MAY LACK IN SOME NUTRITION
PEOPLE CANNOT TASTE ALL KINDS FOOD
SOME FOOD LACK IN PROTEIN VALUES
EATING THE SAME FOOD FOOD AMY LEAD TO SOME OTHER PROBLEM
Q 3: Liaise with other professionals. Would this dietary trend or regime be suitable for a child? Why? Why not?
THIS IS AN EMERGING PROBLEM WORLD WIDE EVEN CHILDREN ARE BEING AFFECTED BY DIABETES
WE MUST PUT A STEP AHEAD TO STOP THE PROBLEM WE CAN STOP THIS BY GIVING NUTRITIOUS FOOD TO CHILDREN WHICH HELP TO DEVELOPE THEIR IMMUNE SYSTEM
WE MUST FOLLOW SPECIAL DIETARY REQUIREMENTS FOR CHILDREN WHO ARE BEING AFFECTED BY DIABETES
Q 4: Liaise with other professionals. Would this dietary trend or regime be suitable for a pregnant or lactating woman? Why? Why not?
AS DISCUSSED ABOVE THE DIETARY TREND MAY BE FOLLOWED BY PREGNANT AND LACTATING WOMEN AS IT IT HELP THE NEXT GENERATION BY NOT BEING EFFECTED BY DIABETES
THIS WILL HELP IN THE HEALTH AND GROWTH OF THE CHILD
Q 5: Liaise with other professionals. Would this dietary trend or regime be suitable for an older Australian? Why? Why not?
THE DIETARY TREND MAY BE SUITABLE FOR AN ADULT AS IT HELPS HIM TO KEEP HIS BODY AND HEALTH FIT AT ALL TIMES
HE CAN HAVE A GOOD PHYSIQUE FOR A LONG TIME AND LIVE A LONG LIFE
HIS HEALTH CONDITION MAY BE GOOD AND ,MAY MAY MAINTAIN HIS DIABETIC LEVEL
Q 6: Liaise with other professionals. Would this dietary trend or regime be suitable for an athlete?
THIS DIETARY TREND IS SUITABLE FOR AN ATHLETE, A PART FROM HIS FOOD AS THIS GIVE HIM THE RIGHT AMOUNT OF NUTRIENTS TO HIM
Q 7: Liaise with other professionals. Would this dietary trend or regime be suitable for an obese person? Why? Why not?
THIS DIETARY REQUIREMENT CAN BE FOLLOWED BY AN OBESE PERSON AS IT HELPS HIM TO CUT DOWN HIS WEIGHT AND IMPROVE HIS HEALTH CONDITION
THIS DIET MAKES HIS BODY FREE AND THE EXCESS WATER AND FAT CAN BE REMOVED FROM HIS BODY.
Q8: Which lunch would suit a customer who requires kosher food? State why the other two meals would be unacceptable.
THIS IS UNACCEPTABLE AS IT CONTAINS HAM IN IT.
THIS IS UN ACCEPTABLE AS THERE IS CHEESE IN IT
THIS IS SUITABLE FOR A KOSHER CUSTOMER
Q9: Which dinner would suit a customer who requires halal food? State why the other two meals would be unacceptable.
THIS IS UNACCEPTABLE AS CHIPS ARE NOT HALAL AND IT CONTAINS BEER IN IT
THIS IS NOT ACCEPTED AS IT CONTAINS (TOFU) CHEESE IN IT
AS WE KNOW MOST OF THE SEA FOOD ARE HALAL
Q10: Explain the different requirements of vegetarian customers, who may be Buddhist or Hindu.
Q11: You’re cooking for a customer with coeliac condition. What must you avoid using when preparing your dishes?
FOR THESE TYPE OF CUSTOMERS YOU MUST AVOID COOKING GLUTEN PRODUCTS IN FOOD.
Q12: You’re cooking for children at a boarding school. Three of them have diabetes. Describe three ways you help them control their blood glucose levels.
MAKE SURE SURE YOU PROVIDE NUTRITIOUS FOOD TO THEM
NOT ENOUGH SUGAR TO THE CHILDREN
MORE FIBROUS FOOD AS IT HELPS THEM TO BUILD THEIR IMMUNITY LEVEL
Q13: Define the term ‘drug-food interaction’.
THE INTERACTION OF FOOD WITH DRUG OR THE FOOD WHICH HAS BEEN CONTAMINATED BY DRUG IS CALLED AS DRUG FOOD INTERACTION
Q14: Define the term ‘food allergy’.
. THE ALLERGY CAUSED TO A PERSON BY THE FOOD HE ATE IS CALLED AS FOOD ALLERGY
Q15: Define the term ‘food intolerance’.
Some of the food particles or elements cannot be digested by the human body such food is called as food intolerance
Q16: Describe seven symptoms a customer with allergies could experience if you completely ignore or fail to adequately address their special dietary requirements.
1 VOMITING_____
2 SWELLING OF FACE OR BODY PARTS____
3 RASHES ON SKIN_____
4 FAINTING/FATIGUE_____
5 CRAMPS INTERNALLY AND EXTERNALLY___
6 DIAHORRREA____
7 BLLEEDING
8 SUFFACATION_
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic, coriander, chillies, cumin, corn starch, herbs, spices, water
Q17: Is this product kosher?
NO THERE IS TOFU IN IT
Is this product OK for customers with gluten allergies?
Yes/No
Is this product OK for customers with peanut allergies?
Yes/No
Is this product OK for customers with soybean allergies?
Yes/No
Is this product OK for vegans?
Yes/No
ACTIVITY C – REPORT PRESENTATION AND INFORMATION
Once you have completed Activity A and Activity B:
Gather a range of information
Types of information you should include
CHECKLIST FOR THIS ASSESSMENT
Part 5:
Complete Report of evidence
Complete this form as you progress through the unit
Checklist |
Part 1: Identify the dietary and cultural requirements of customers 1. Answers to all five questions |
Part 2: Develop menus and meal plans for special diets 1. Menu idea brainstorm 2. Rough draft menu 3. meal plan and menu item checklists (one for each day of the week) 4. Variety of suitable ingredients |
Part 3: Cost and document special menus and meal plans 1. Itemisation of all proposed expenditure items for each dish 2. Portion yield and cost calculations from raw ingredients for each dish (manual and computer-based) 3. Cost-effectiveness calculations as above 4. List of high-yield dishes 5. Document final menu or second draft showing high-yield dish choices |
Part 4: Monitor special menu performance 1. Provide your final menu 2. Answer questions |
Part 5: Complete report of evidence 1. All evidence required for Activity A, B is included(activity C is your report) 2. All evidence is completed 3. All questions are answered 4. All the following are completed Cover Page Content page Activity A Activity B Report of the gathering of information and evidence of how this was done Reference page containing all the relevant links and what they refer to. 4. You are ready to be assessed 5. Knowledge based test completed on Didasko |
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