Добірка наукової літератури з теми "Universities and colleges – Food service – Canada"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Universities and colleges – Food service – Canada".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Universities and colleges – Food service – Canada"
Calvert, Victoria, and Halia Valladares Montemayor. "Community Service-Learning: Why Can’t Canada Be More Like Mexico?" Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 39–59. http://dx.doi.org/10.15402/esj.v4i1.307.
Повний текст джерелаPeterson, Glen. "“Education Changes the World”: The World University Service of Canada’s Student Refugee Program." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 111–21. http://dx.doi.org/10.25071/1920-7336.34728.
Повний текст джерелаRaddon, Mary-Beth, and Barbara A. Harrison. "Is Service-Learning the Kind Face of the Neo-Liberal University?" Canadian Journal of Higher Education 45, no. 2 (August 31, 2015): 134–53. http://dx.doi.org/10.47678/cjhe.v45i2.184393.
Повний текст джерелаKing, Brent R., Brian S. Zachariah, David C. Cone, and Peter Clark. "A Survey of Emergency Medical Services Systems on College and University Campuses." Prehospital and Disaster Medicine 11, no. 4 (December 1996): 265–69. http://dx.doi.org/10.1017/s1049023x00043107.
Повний текст джерелаKohut, Zenon E. "Two Decades of Scholarship and Service: Report on the Canadian Institute of Ukrainian Studies (1992-2012)." East/West: Journal of Ukrainian Studies 5, no. 1 (March 23, 2018): 9–37. http://dx.doi.org/10.21226/ewjus368.
Повний текст джерелаMistry, J., M. Khaouli, D. Weiten, S. Case, D. Gidrewicz, J. Turner, D. Duerksen, and M. I. Pinto-Sanchez. "A193 PERCEIVED BARRIERS TO GLUTEN-FREE FOOD ACCESS ON-CAMPUS EXPERIENCED BY STUDENTS FROM DIFFERENT CANADIAN UNIVERSITIES AND COLLEGES." Journal of the Canadian Association of Gastroenterology 5, Supplement_1 (February 21, 2022): 77–79. http://dx.doi.org/10.1093/jcag/gwab049.192.
Повний текст джерелаBohunicky, Michaela, Annette Aurélie Desmarais, and Meghan Entz. "Self-operated vs. corporate contract: A study of food procurement at two universities in Manitoba." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 6, no. 1 (January 10, 2019): 43–74. http://dx.doi.org/10.15353/cfs-rcea.v6i1.280.
Повний текст джерелаAmit, Ronaldo A. "IMPLEMENTATION OF THE POLICIES ON STUDENT AFFAIRS AND SERVICES AMONG STATE UNIVERSITIES AND COLLEGES IN THE ISLAND OF SAMAR: FOR PROGRAM ENHANCEMENT." International Journal of Research -GRANTHAALAYAH 7, no. 3 (March 31, 2019): 136–41. http://dx.doi.org/10.29121/granthaalayah.v7.i3.2019.953.
Повний текст джерелаDawson, Diane (DeDe), Esteban Morales, Erin C. McKiernan, Lesley A. Schimanski, Meredith T. Niles, and Juan Pablo Alperin. "The role of collegiality in academic review, promotion, and tenure." PLOS ONE 17, no. 4 (April 6, 2022): e0265506. http://dx.doi.org/10.1371/journal.pone.0265506.
Повний текст джерелаCanuel, Robin, and Chad Crichton. "Leveraging apps for research and learning: a survey of Canadian academic libraries." Library Hi Tech 33, no. 1 (March 16, 2015): 2–14. http://dx.doi.org/10.1108/lht-12-2014-0115.
Повний текст джерелаДисертації з теми "Universities and colleges – Food service – Canada"
Morganstein, Susanne R. "Guest satisfaction in a college food service setting /." Online version of thesis, 1994. http://hdl.handle.net/1850/11576.
Повний текст джерелаCrocker, Marylynne. "An evaluation to determine if there is a communication gap between Campus Auxiliary Services and their student customers /." Online version of thesis, 1993. http://hdl.handle.net/1850/11787.
Повний текст джерелаSahba, Afsaneh. "Assessment of Computer Uses in Texas University and College Foodservice." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500426/.
Повний текст джерелаKoen, Pauline Anne. "Criteria based academic and vocational predictor elements for student selection in the National Diploma of Food Service Management programme." Thesis, 1996. http://hdl.handle.net/10321/2857.
Повний текст джерелаAs tertiary institutions, technikons are in the fortunate position that there is a demand for their educational programmes among prospective students, and an equally positive demand for technikon diplomates from the relevant industries who require skilled manpower. Unfortunately resources are limited and thus technikons cannot admit all the applicants who apply for the various courses. For this reason it has become essential to select only those candidates who are most likely to complete the educational training programmes, and fit successfully into the job market. When the value and nature of technikon education are compared to those of a university education, it seems appropriate that their respective students should possess different qualities and abilities, which should be accommodated in the selection criteria governing enrolment.
M
Khuluse, Dawn Sihle. "Food hygiene and safety practices of food vendors at a University of Technology in Durban." Thesis, 2016. http://hdl.handle.net/10321/1622.
Повний текст джерелаIntroduction: Food vending is becoming a very important and a useful service. Moreover, socioeconomic factors and lifestyle changes forces customers to buy food from street vendors. Since the food industry is growing worldwide, good hygiene practices coupled with food safety standards is of vital importance. Currently there is inadequate information or scientific data on the microbiological quality and safety of vended foods in South Africa more especially in Durban. To date limited research has been conducted on the food handlers (FH’s) operating as food vendors in different areas of Durban, and a lack of documented evidence about the knowledge that food vendors have on food safety and food hygiene has resulted in the interest in this research. Aim: The aim of this study was to ascertain food hygiene practices and knowledge, food safety practices and the nutritional value of the food served by various food vendors at DUT in Durban. Method: A total number of 15 food vending stalls (comprising of 15 managers and 39 food handlers) situated within the Durban University of Technology (DUT) Durban campuses participated in the study. The study was conducted on all food vendors who prepared and served food items on site. Data collected was of a quantitative nature with two sets of questionnaires (Managers questionnaires and (FH’s) questionnaires), observation sheets to observe FH’s during food preparation and cleanliness, and weighing and recording of menu items prepared and served in order to determine portion sizes and the nutritional content. All the administration of data was completed by the researcher on a Microsoft Excel spread sheet and analysed on the SPSS software version 20. Recording and weighing of menu items was done using an electronic food portion scale. A statistician was consulted to assist in the interpretation of the data. Results: The majority (66.67%) of vendors were females with the educational level that was fairly high, (73.33%) had secondary education. Most of the respondents (80.00%) had been in the food vending business for more than 3 years. The availability of proper infrastructure was poor, 40.00% of the vendors obtained running water from the kitchen taps within the stalls and 60.00% obtained water from a communal sink tap outside the food stalls. Most vending stalls 66.67% had no proper storage facilities; perishable stock was stored on refrigerators, while non-perishable food items were stored on built-in shelves, on top of fridges, on the floor, in storage containers, and on tables due to shortage of space. Thirty three percent of the vendors had designated storerooms for non – perishable items. Food preparation and cooking space was very minimal as a result the researcher observed that in some stalls white and red meat was grilled in the same griller and that increases the chances of cross-contamination. The researcher also observed that the area where most of the vending stalls were situated had no shelter and paving, as a result during food preparation and service, food was exposed to dust, air pollution and flying insects. Most managers 73.33% and FH’s 56.41% attended hygiene and food safety training but observational findings indicated that important hygiene practises such as washing of hands before serving food were not practised. Another concerning observation regarding personal hygiene was that students did not wash hands prior to eating food despite the availability of tap water within the dining area. The majority of managers had contracts with suppliers, and grocery items were mainly purchased from wholesale stores, meat items from formal retailers. A large number of managers 73.33% bought and delivered perishable products themselves using own cars, while 13.33% used refrigerated trucks from the suppliers for the delivery of perishable goods. In that way delivery temperature of food items was not monitored and maintained. The nutritional value of food served by vendors was imbalanced with the majority of the meals exceeding the recommended energy contribution from fat of 15–30%, the carbohydrates (CHO) contribution was lesser than the stipulated percentage of 55-75%, and the mean energy contribution of protein was within the recommended percentage of 10-15%. The mean energy contribution made by fat in all meals was higher than the recommended percentage 15-30%, with the highest contribution of 63.59% and the lowest of 34.12%. High fat meals were of great concern as prospects of cholesterol, high blood pressure and heart diseases were high. The CHO content of meals was below the stipulated percentage of 55- 75% with the maximum percentage of 49.86% and the minimum of 31.04%. The mean energy contribution of protein was 15.36% which was generally within the recommended percentage of 10- 15%. Furthermore, the study revealed that out of the 12 881 kJ recommended for men and 10 093 kJ for females; male students on an average were consuming approximately 14% more kJ than recommended, and female students were consuming approximately 27% more kJ than recommended from the meals. Frequent consumption of such high energy meals can lead to overweight and obesity among young adults. Conclusion: The results of the study revealed the urgent need for basic infrastructure such as a decent food kiosk with adequate working space, proper washing and storage facilities to improve food safety and hygienic practices. Even though food vendors claimed to have received hygiene training, knowledge attained was not effectively practiced or demonstrated; and that placed students at risk of foodborne illnesses. Furthermore, the nutritional value of food served by vendors was imbalanced with the majority of the meals exceeding the recommended energy contribution from fat of 15–30% and the CHO contribution being lesser than the stipulated percentage of 55-75%. Recommendations: Extensive training programme and regular supervision should be put in place by management of the Institution to ensure that proper hygiene practices are in place and also to ensure the quality of food served to students is of acceptable standard. All vending stalls to be provided with basic infrastructure. Food court yard to be well sheltered to avoid food being contaminated by air pollution, dust and pests. DUT management, together with the Department of Health, should organise nutrition awareness programmes to enlighten students about the dangers of unhealthy eating habits.
M
Grobbelaar, Hendrina Helena. "Development of a community engagement capacity building programme within a social justice framework for Consumer Science Food and Nutrition students at the Durban University of Technology." Thesis, 2017. http://hdl.handle.net/10321/2672.
Повний текст джерелаThe focus of this study is to develop a capacity building programme that prepares students for service learning (SL) with the purpose of developing social responsibility and active critical citizenship underpinned by a social justice paradigm at a University of Technology (UoT). In developing countries such as South Africa that still experience severe injustices and inequality of access to, for example, certain services such as health services, it is impossible to ignore issues of human and social development and poverty reduction when promoting the university’s role in development. The developmental role of HEIs has been reinforced through the introduction and formalization of Community Engagement (CE) as a core function of higher education together with teaching and learning and research. When examining the role of universities in educating students for social responsibility and critical citizenship, it is evident that the biggest area of growth of CE has been in the form of Service Learning (SL) and community service. The study posits that in the South African context of HEIs, the potential for fostering, specifically critical discourse and creative thinking exists in what are termed as traditional universities because of the nature of the varied disciplines offered at these institutions. On the other hand, UoTs focused predominantly on the technical study field and on training students for the market place. The emphasis on Work Integrated Learning (WIL) and industry placements narrowed the focus and excluded insights into South Africa’s diversity and socioeconomic issues in the curriculum. The concept of social responsibility within a social justice paradigm is a foreign concept at UoTs in particular. To facilitate SL within a social justice paradigm and to address issues of injustice and inequality in SA at universities, the question that needs to be asked is: how should the preparation of students be shaped to adequately prepare them to become justice-orientated, socially and civically responsible students without compromising their work preparedness? This bigger question leads to the specific question of the study, which is: if the department of Food and Nutrition Consumer Sciences at the Durban University of Technology (DUT) is to develop justice orientated, socially and civically responsible students, what theoretical and philosophical considerations should guide the development of a SL capacity building programme? To achieve the purpose of the study the following objectives were identified: firstly, establish the effectiveness of the current preparation of Food and Nutrition students for SL to foster justice-orientated social and civic responsibility; secondly, determine the theoretical and philosophical considerations that should guide the development of students’ justice-orientated social and civic responsibility through SL in the field of Food and Nutrition; thirdly, develop and implement a SL capacity building programme to foster social responsibility and critical active citizenship within a social justice paradigm; finally, develop a framework for a social justice-orientated SL capacity building programme post evaluation A sequential exploratory mixed methods research protocol was applied in this study. The research process consisted of three phases. Phase I entailed the exploration of the research question with qualitative data collection (focus groups) and analysis. This phase was followed by a developmental phase (Phase II) during which the qualitative results and the theoretical and philosophical considerations evident in the literature were used to develop a capacity building programme. The programme was implemented and the impact of the programme was evaluated in Phase III through the application of the Civic Attitudes and Skills Questionnaire (CASQ). Purposeful sampling was applied in Phases I (qualitative phase) and III (quantitative phase). During phase I five focus groups were conducted (n = 43). Phase III sample consisted of two groups namely, the experimental group (n = 19) and a control group (n = 24). Focus group interviews were recorded and transcribed verbatim after which the data was coded followed by a thematic analysis. The data from the CASQ was captured on Microsoft Excel® and analysed according to CASQ scales using the Statistical Package for Social Sciences (SPSS) version 23 to determine mean and standard deviations. A paired sample 2-tailed t-test was used to determine statistical significant differences between the pre- and post-test. Results from phase I confirmed students’ understanding of CE is mostly a charitable view with little emphasis on addressing social justice issues. The results showed that SL as currently planned and executed seems to perpetuate and reinforce existing social hierarchies and paternalism. The most common expectation of participating in CE from students was to apply skills and theoretical knowledge in a community setting. Students also commented that they expected to be developed personally and to learn about others. Additionally, it is evident from the results that students did not indicate any changes in their social justice awareness. The programme developed in phase II was within the framework of four dimensions including self-awareness, awareness of others, awareness of social issues and change agent as critical to preparing students for SL with the purpose of fostering social responsibility and active critical citizenship within a social justice paradigm and guided by the Ubuntu philosophy, Freire’s critical pedagogy and Mezirow’s transformative learning theory. The results of phase III showed that the experimental group who participated in the capacity building programme showed a significant increase in the social justice related subscales indicating their intentions of future civic action and change in social justice attitudes. The results in the control group demonstrated a decrease in the mean values in the post-test for the social justice subscales. The experimental group also showed an increase in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value subscales but it was not significant. An opposite pattern was demonstrated in the control group with significant decreases in the interpersonal and problem-solving skills, leadership skills, diversity attitudes and course value. The results showed the significant impact of the capacity building programme on students’ awareness and understanding of social justice issues. Overall, the findings of the various phases assisted in refinement of the framework for a social justice orientated SL capacity building programme. The developed framework consists of five key components: philosophy that guides social justice oriented service learning; theories that underpin service learning; a pedagogy that would effectively enhance a social justice oriented SL experience; and praxis that integrates theory and practice.
D
Книги з теми "Universities and colleges – Food service – Canada"
Fairbrook, Paul. Managing for profit in difficult times: A guide to operation of dining services in the 1990's. Staunton, Va: National Association of College Auxillary Services, 1992.
Знайти повний текст джерелаSouthern Illinois University at Edwardsville. University Center Food Service. Optional meal plan. Edwardsville, Ill.]: [Southern Illinois University at Edwardsville, University Center Food Service], 1985.
Знайти повний текст джерелаdedicatee, Porter Virginia D., ed. The Porter principles: Recruit and retain more students and alumni, save millions on dining, and stop letting the food service contractors eat your lunch. Place of publication not identified]: [David Porter], 2014.
Знайти повний текст джерелаThe impact of pay-as-you-eat on university education in Kenya: A case study of Egerton University, Njoro. Addis Ababa, Ethiopia: Organization for Social Science Research in Eastern and Southern Africa, 2002.
Знайти повний текст джерела), National Association of College and University Food Services (U S. Operating performance benchmarking survey: Based on 1998 results. East Lansing, MI: National Association of Colleges & University Food Services, 1999.
Знайти повний текст джерелаEckel, Peter J. College & university foodservice management standards. Westport, Conn: AVI Pub. Co., 1985.
Знайти повний текст джерелаScandling, William F. The saga of Saga: The life and death of an American dream. Mill Valley, Calif: Vista Linda Press, 1994.
Знайти повний текст джерелаLa alimentación en la vida cotidiana del Colegio Mayor de Nuestra Señora del Rosario, 1776-1900. Bogotá: Universidad del Rosario, 2009.
Знайти повний текст джерелаUS GOVERNMENT. Laws & regulations enforced or administered by the United States Customs Service. [Washington, D.C.]: The Office, 1990.
Знайти повний текст джерелаUS GOVERNMENT. Laws & regulations enforced or administered by the United States Customs Service. [Washington, D.C.?]: The Service, 1990.
Знайти повний текст джерелаЧастини книг з теми "Universities and colleges – Food service – Canada"
Goldsmith, William W. "Looking Upstream." In Saving Our Cities. Cornell University Press, 2016. http://dx.doi.org/10.7591/cornell/9781501704314.003.0001.
Повний текст джерела