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Chapter 9 Food Production and Sanitation

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Page 1: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Chapter 9

Food Production and Sanitation

Page 2: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Objectives• After reading and studying this chapter, you

should be able to: – Discuss America's culinary heritage– Explain the main elements in receiving and storing

perishable and nonperishable items– Describe the key points in food production– Discuss the various types of food poisoning and

how to avoid them– Develop and maintain a food protection system

Page 3: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Our Culinary Heritage• American cooking

– Formed on a matrix of national cuisines• The confluence of foods and food preparation methods

from numerous national and racial groups– English, Italian, Indian, French, Chinese, etc.

– Menus of the Great American Restaurant• Present foods prepared by methods that are an

amalgam of various cookery styles– Sharpened by food science, home economics, and the food

section of the daily newspaper

Page 4: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Native American Influence• Lasting, yet sometimes overlooked, influence

on American cuisine today– American Indians from the Eastern Woodlands:

• Planted crops of corn, beans, and squash– Native Americans:

• Diets included several fruits and vegetables• Also introduced pumpkin, various beans, squash,

peppers, blackberries, raspberries, and tomatoes• Diets were supplemented through hunting game (e.g.,

venison, rabbit, squirrels, and raccoons)

Page 5: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

African American Influence• Soul food:

– Food traditionally prepared and eaten by African Americans of the Southern U.S.

– Can be trace back to Africa:• Slaves brought fruits and vegetables with them to eat

on their journey to America• The seeds (e.g., watermelon, okra, black-eyed peas,

and eggplant) would have a lasting influence on American cuisine

Page 6: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Italian Influence• Italy has a rich culinary tradition

– Offers a variety of foods• Italians cultivated fine cuisine long before the

French– Their influences have much in common

• It was from Italy that much of the French fascination with food came originally

– In the ancient period, wealthy Romans spent lavishly in time and money on food and drink

Page 7: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

French Influence• Lexicon of cookery

– Reflects the French contribution to the culinary scene:

• Dishes• Terms (e.g., blanch, fricassee, and poach)• Food presentation• Service• Sauces (e.g., hollandaise, béarnaise, etc.)

• Most experts rank French cookery near or at the top of various national cuisines

Page 8: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

French Chefs Dominate Culinary History

• Include:– Vatel (maitre d'hotel to the Prince de Conde)– François Pierre de La Varenne – Antonine Carême– Felix Urbain-DuBois – Georges August Escoffier – Monseiur Boulanger

Page 9: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

French Sauces and Seasonings• Sauces: hallmarks of the French cook

– Particularly those thickened with roux• Equal quantities of fat and flour

• Five “mother” or leading sauces:– Béchamel – Velouté – Espagnole – Tomato– Hollandaise

Page 10: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

French Sauces and Seasonings (cont’d.)

• Younger French chefs have invented ways of avoiding calories while retaining flavor– Fresh foods, lower fat, and the avoidance of roux-

thickened sauces are being featured • Called Nouvelle Cuisine (New Cuisine) and Cuisine

Minceur (pronounced man sir, “cuisine of thinness”)• Instead of roux-thickened sauces, pureed fruits and

vegetables are used • Liquids are reduced by cooking to appropriate

thickness

Page 11: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Receiving• Smart restaurateurs arrange with suppliers for

all deliveries to be delivered at times convenient to the restaurant– Copy of the order should be available for the

receiver • Checks quality and quantity accuracy

– Management should check and sign for all deliveries

• Few restaurateurs have the time to check all items, so they check the higher-cost items

Page 12: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Storage• Should be arranged for easy receiving, issuing,

and inventory control – Dry-goods storeroom: canned, packed, and bulk dry

foods are stored according to usage• Most-used foods: stored closest to the door• Least-used foods: stored in the less accessible corners

and shelves– Rotational system:

• As foods are received, they are stored at the backs of shelves

• Older items are moved forward to be used first

Page 13: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Storage (cont’d.)• Systems:

– Last-in, first-out (LIFO) system • Costs the item at the price paid for the merchandise

purchased last– First-in, first-out (FIFO) system

• Uses the price actually paid for the item

• During a period of inflation– Two costs could be quite different

• Selected method must be used consistently

Page 14: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Food Production• Kitchen manager, chef, or cook

– Begins the production process by determining the expected number of guests

• Same period for the previous year gives an indication of the expected volume and a breakdown of menu item sales

– Product mix: list of what was sold yesterday• Gives an indication of what needs to be prepped to

bring the item back up to par level

Page 15: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Food Production (cont’d.)• Every morning:

– Chef or kitchen manager determines the amount of each menu item to prepare

• Par levels are checked and a production sheet is completed for each station

• Production sheets give the quantity of each menu item to be prepared

• Cooking line:– Most important part of the kitchen layout– Kitchen is set up according to what is ordered most

frequently

Page 16: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Production Procedures • Production in the kitchen

– Critical to the success of a restaurant • Relates directly to the recipes and how much product is

on hand – Timing is vital

• Production starts with mise-en-place – Assembly of ingredients and equipment for the

recipe• Backbone is having all the specific ingredients for the

recipes prepped ahead of time

Page 17: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Production Procedures (cont’d.)• Creating production sheets:

– Count the products on hand for each station– Determine production levels– Decide on amount of production required to reach

the level for each recipe – When calculations are completed, sheets are

handed to cooks

Page 18: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Production Procedures (cont’d.)• Use of production sheets

– Critical in controlling how cooks use products • Production plays a key role in food cost• Every recipe has a particular spec to follow

– When one deviates from the recipe: • Quality goes down• Consistency is lost• Food cost goes up

Page 19: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Staffing and Scheduling • Proper staffing

– Critical for successful running of a kitchen • Important: have enough staff to enable the restaurant

to handle the volume on any shift– Often it is better to overstaff the kitchen, rather

than under-staff:• Much easier to send an employee home than to call

someone in• Having extra staff on hand allows for cross-training and

development

Page 20: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Food-borne Illness• United States Public Health Service

– Identifies more than 40 diseases that can be transferred through food

• Can cause serious illness; some are deadly– Food-borne illness: disease that is carried or

transmitted to human beings by food – Types of hazards to safe food: biological,

chemical, and physical • Biological hazards cause the highest percentage of

food-borne illness outbreaks

Page 21: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Biological Hazards-Bacteria• Highest number of biological food-borne

illness is caused by bacteria– Single-celled microorganisms that are capable of

reproducing in about 20 minutes • Need sustenance to function and multiply

• Can cause illness in two ways: – Disease-causing bacteria (e.g., pathogens)– Other bacteria discharge toxins that poison

humans when food containing them is eaten

Page 22: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Biological Hazards-Bacteria (cont’d.)

• Pathogenic bacteria causes illness in humans through: – Intoxication

• Example: botulism– Infection

• Example: salmonella– Toxin-mediated infection

• Example: E. coli

Page 23: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Causes of Food-borne Illness• High protein foods

– Responsible for most food-borne illnesses• Includes any food consisting of milk or milk products,

shell eggs, meats, poultry, fish, shellfish, edible crustaceans (e.g., shrimp, lobster, crab, etc.), tofu and other soy-protein foods, plant foods that have been heat treated, raw seed sprouts, or synthetic ingredients

Page 24: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Causes of Food-borne Illness (cont’d.)

• Disease-causing microorganisms:– Staphylococcus aureus

• Produce enterotoxins that cannot be destroyed– Salmonella

• 2,000 closely related bacteria • Continually cycle through intestinal tracts of people

and animals– Clostridium perfringem

• Bacteria present in soil, intestines of animals and humans, and in sewage

Page 25: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Controlling or Destroying Bacteria• In order to grow, bacteria require:

– Food, moisture, proper pH, and time• Potentially hazardous foods:

– Those high in protein (e.g., meat, milk, and dairy products)

• Eggs, fish, and shellfish• Custard, mayonnaise, hollandaise sauce, and quiche

Page 26: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Bacteria and Temperature• Temperature

– Most important element for bacteria survival and growth

• Also the easiest to control• Temperature danger zone: 40°F to 140°F

• Destroying bacteria:– Heat:

• 180F is used in final rinse of dishwashers– Chemical sanitation:

• Most effective between 75F and 120F

Page 27: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Viruses• Do not require a hazardous food in order to

survive: – Can survive on any food or surface– Do not multiply– Not as affected by heat or cold

• Once a virus enters a body cell, it takes over:– Forcing the cell to assist in production of more

viruses

Page 28: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Chemical Contaminants• Increased use of pesticides

– Has caused concern about chemical contamination of foods

• Other types of chemical contamination:– Restaurant chemicals (e.g., detergents)– Overuse of preservatives and nitrates – Acidic reaction of foods with metal-lined

containers– Contamination of food with toxic metals

Page 29: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Hazard Analysis of Critical Control Points

• Presents methods for systematically ridding kitchens of pathogens

• System steps:– Identify hazards and assess severity and risks– Determine critical control points in food

preparation– Determine critical control limits for each CCP – Monitor CCPs and record data

Page 30: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Hazard Analysis of Critical Control Points (cont’d.)

– Take corrective action whenever monitoring indicates a CCL is exceeded

– Establish an effective record-keeping system to document the HACCP system

– Establish procedures to verify that the HACCP system is working

Page 31: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Common Food Safety Mistakes• Key areas of common food safety risks in day-

to-day food production: – Time/temperature

• Keep cool foods below 40F and hot foods above 140F– Cross-contamination

• Most occurs in food preparation– Poor personal hygiene

Page 32: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Approaches to Food Safety• Overall responsibility for foodservice has been

given to the FDA– Provides a model ordinance that is the basis for

most local health ordinances• States and local communities monitor restaurants for

cleanliness and adherence to food protection ordinances

• Public health license to operate a restaurant is required– Health officer makes an inspection

Page 33: Chapter 9 Food Production and Sanitation. Objectives After reading and studying this chapter, you should be able to: –Discuss America's culinary heritage

Food Protection as a System• The more sanitation practices built into a

system:– The more likely they will be carried out

• Personnel trained in the system are carried along by it

• Success of McDonald’s:– Emphasis on the sanitation system

• Systematize sanitation practices:– Build them into the manager's daily schedule