Pathogens in Food Although the US has one of the safest food supplies in the w

 
Pathogens in Food
Although the US has one of the safest food supplies in the w

 
Pathogens in Food
Although the US has one of the safest food supplies in the world, Americans still suffer from foodborne illnesses.  According to the CDC, an estimated 48 million people get sick, 128,000 are hospitalized, and 3,000 die from foodborne diseases each year in the United States.
What causes foodborne illness?
To get sick from a foodborne illness, we have to eat foods or beverages that are contaminated with harmful agents.  These are mostly caused by disease-causing microbes, or pathogens, such as viruses, bacteria, parasites, or molds.  Think E. Coli, salmonella,  and norovirus (on cruise ships), which are usually the ones that we hear about in the media. This foodborne illness chart
Actions lists the most common pathogens, their incubation period and symptoms. As you go through this chart, think about strategies to prevent these diseases in an ECE setting, which would also apply in a home setting.
Now, pathogens are live microorganisms that when ingested, will continue to grow and multiply in our intestines, thereby causing an infection.  The good news is that these can be destroyed by cooking, which is why cooking food to the appropriate temperature is very important in preventing foodborne illness.  However, in some cases, it’s not ingesting a pathogen that causes illness, instead it’s consuming a chemical or a toxin, which cannot necessarily be killed by cooking.  Examples of chemical hazards are fertilizers, sanitizers, cleaning agents that foods may come in contact with. Toxins may be something that is naturally present in the food, or it’s produced by bacteria or fungi.  An example would be E. Coli O157:H7 which produces the Shiga toxin, which can be deadly. 
How does food become contaminated?
What is the role of government?
The government sets standards and regulations for how food should be handled.  There are several government agencies: the Environmental Protection Agency (EPA), US Dept. or Agriculture (USDA) and the Food and Drug Administration (FDA), that regulate the use of additives, agricultural chemicals, inspect farms, food processing and storage facilities, monitor domestic and imported foods for contamination, and investigate outbreaks of foodborne illness, with the most recent one being the recall of red onions for possible contamination with salmonella. 
For more information on food recalls, visit The USDA’s Food Safety and Inspection ServiceLinks to an external site.
What is the role of food manufacturers and retailers?
The Hazard Analysis Critical Control Point (HACCP) system helps prevent foodborne illness.  At every step of food production, processing, and transport, potential sources of contamination are identified and checkpoints are established to  prevent illness.  These critical control points, such as controlling how food is stored and how it’s cooked, are monitored and corrected, if needed, to prevent or eliminate contamination.  More on the HACCP system in the next section.
What should we, as consumers, do to prevent foodborne illness?
Even though government, food manufacturers, and retailers have a responsibility in ensuring a safe food supply, once food is in our homes, it’s ultimately up to us to practice safe food handling.  In this week’s discussion board assignment you will have to consider your own food preparation habits and determine how well you’re protecting your family against foodborne illness.  In addition to our textbook, the section on what consumers can doLinks to an external site. and the additional videos in this module go over how to minimize contamination risks.

PLEASE SEE ATTACHMENTS FIRST  READINGS FROM :   Dobson, J. (2007). Love must be

PLEASE SEE ATTACHMENTS FIRST 
READINGS FROM :
 
Dobson, J. (2007). Love must be

PLEASE SEE ATTACHMENTS FIRST 
READINGS FROM :
 
Dobson, J. (2007). Love must be tough: New hope for marriages in crisis. Carol Stream, IL: Tyndale House. ISBN: 9781414317458.
Papernow, P. L. (2013). Surviving and thriving in stepfamily relationships: What works and what doesn’t. New York, NY: Routledge. ISBN: 9780415894388.

According to the Christian worldview, how does one gain eternal life? Use Bible

According to the Christian worldview, how does one gain eternal life? Use Bible

According to the Christian worldview, how does one gain eternal life? Use Bible verses to support your response. How does the Christian concept of the afterlife differ from that concept in other worldviews? 

 Are there certain types of positive or negative reinforcement that work especia

 Are there certain types of positive or negative reinforcement that work especia

 Are there certain types of positive or negative reinforcement that work especially well for you? Have they always been effective? Let’s continue to explore this topic! 🙂 

As you may recall from earlier weeks, not all students will come into your cours

As you may recall from earlier weeks, not all students will come into your cours

As you may recall from earlier weeks, not all students will come into your course ready and excited to learn. There may be times when you teach a required course for non-majors who may not understand nor appreciate the need for a psychology course. How can you help students relate the course material to their own lives? Are there activities that would help you bridge the gap between their lives and the material?
In addition, you might encounter students who are working through personal circumstances or issues that influenced their interest in psychology and affect how they respond to the course material. How could you accommodate and reduce the stress of students with real or imagined psychological issues?
For this Discussion, review and study this week’s Learning Resources and the Key Elements of Effective Course Design media piece as well as the Stallman article from Week 1. Then consider what you believe are the most important elements in designing an introductory psychology course. Finally, think about how these elements relate to the students you might encounter in psychology courses (e.g., beginning college students both psychology majors and non-psychology majors, those who have experiences they wish to explore from a psychological perspective, those at risk for elevated mental distress, those experiencing physical illness, and those who believe they have the problems studied in a psychology class).
With these thoughts in mind:
Post by Day 4 a brief description of three key elements in course design from among those identified in this week’s Learning Resources, and explain why they are important. Then relate the elements you identified to the design of an introductory psychology course. Finally, explain one challenge you might encounter when designing an introductory psychology course for psychology majors and a different challenge you might encounter when designing an introductory psychology course for non-psychology majors.
Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

 Please see attached first   900 to 1000 (3 pages) words APA format  4 reference

 Please see attached first 
 900 to 1000 (3 pages) words APA format  4 reference

 Please see attached first 
 900 to 1000 (3 pages) words APA format  4 reference/ citation  
Petersen: Chapters 8 – 13
 
Schultze & Badzinski: Chapters 5 – 6
 
Attached video  Transcripts: Why We Do Not Listen Better

Usually at the start of the college term, students receive a syllabus outlining

Usually at the start of the college term, students receive a syllabus outlining

Usually at the start of the college term, students receive a syllabus outlining the course requirements. From classroom rules and grading criteria to required texts and assignments, the course syllabus provides students with a roadmap for the course. As an instructor, the course syllabus is your initial communication with students regarding your expectations for successful completion of the course. In this week’s Teaching Portfolio Assignment, you incorporate all of the information you have examined this quarter into your own Introductory Psychology syllabus. Some things to keep in mind are the atmosphere that you would like to develop in your class and your beliefs about the best way to motivate students to learn.
For this Teaching Portfolio Assignment, review the Narrowing Topics and Resources media piece as well as the Developing Discussions and Assignments media piece included in this week’s Learning Resources. Then develop a syllabus for a 12-week introductory psychology course. Select whether your course will be taught online or in-person and whether your course is geared toward psychology majors or non-psychology majors.
Your syllabus should include the following:
APA cover page
Classroom management rules and expectations regarding student participation
Course description
Course introduction that includes a rationale for the course
List of prerequisites, if applicable
Textbook* and readings (peer-reviewed journal articles, reputable websites, books); be sure to provide full references for all textbooks and readings
Titles for each week of the course that reflect the topic(s) covered that week

At least one discussion question each week

At least six assignments over the course of the 12 weeks
Tests (You may select the number of tests to administer and when to administer them; however, be sure to include the test type you will use to assess learning.)
At least four activities that promote student engagement and facilitate rapport over the course of the 12 weeks (apart from other discussions and assignments)
Grading criteria for discussions, assignments, and assessments
Media ideas (optional)
*Note: You may select any college-level introductory psychology textbook, including the Griggs text, as the required text for your course.

For this week’s assignment, review the Background on the Case of Gwenlocated on

For this week’s assignment, review the Background on the Case of Gwenlocated on

For this week’s assignment, review the Background on the Case of Gwenlocated on pp. 13–18 of your textbook and watch the following videos: Chapter 1: Intake SessionLinks to an external site., Chapter 2: Multicultural PerspectiveLinks to an external site., and Chapter 3: Informed ConsentLinks to an external site.. In an 8- to 10-slide, narrated PowerPoint presentation, provide details to the following bulleted items below:
Identify and describe the key presenting issues for this client.
Discuss some of the major themes as demonstrated by Gwen in the videos.
Describe the characteristics of the counselor as a therapeutic person.

 Evaluate the properties of psychometric assessments     What are some statist

 Evaluate the properties of psychometric assessments  
 
What are some statist

 Evaluate the properties of psychometric assessments  
 
What are some statistical concepts you found to be relevant to psychological assessments? Why are they important to consider? How are they used to interpret psychological assessment data? 
What is a major benefit of standardized scores? Are standardized scores appropriate for all types of scores? Why or why not? 
Why is it important to evaluate the reliability and validity of a psychological test? 
What methods do you find to be most effective in establishing reliability and validity?