Meal Experience
| Structure Type: | Study unit |
|---|---|
| Code: | RHS2106 |
| Type: | Optional obligatory / Professional Studies |
| Curriculum: | R-MR 2008V |
| Level: | Bachelor of Hospitality Management |
| Year of Study: | 2 (2009-2010) |
| Credits: | 5 cr |
| Responsible Teacher: | Salomaa, Kirsi |
| Language of Instruction: | Finnish |
Courses During the Academic Year 2009-2010
| Impl. | Study Time | Teacher(s) | Language | Enrolment |
|---|---|---|---|---|
| 2 | 2009-08-24 – 2010-05-01 | Kirsi Salomaa | Finnish | 2009-08-14 – 2009-09-06 |
Learning Outcomes
The students realize the importance of healthy food for the individuals well-being. They can prepare nourishing meals and put different diets into practice. The students have knowledge of various groups and choices of food.
The student can plan menus for different occasions and business ideas. He/she can understand the significance of economical thinking in the planning process.
Student's Workload
Total work load of the course: 135 h
- of which scheduled studies: 65 h
- of which autonomous studies: 70 h
Prerequisites / Recommended Optional Courses
Food Production and Hygiene
Contents
Energy and non-energy giving nutrients, nutrient recommendations, nutritional food, the most common diets, food and religion. Aesthetics and surroundings. Menu planning, standardization of portions, economical thinking.
Recommended or Required Reading and Other Learning Resources/Tools
Lampi, R. 1996 Ravitsemus palvelu työnä. Porvoo, WSOY.
Kivela, J.1994. Menuplanning For the Hospitality Industri. Hospitality Press. Australien.
Parkkinen, K. Sertti, P. 2006. Avain ravitsemukseen. Otava. Keuruu.
Suomalaiset ravitsemussuositukset 2005.
Mode of Delivery / Planned Learning Activities and Teaching Methods
Lectures, individual assignments, practical work and teamwork.
Project when possible.
Assessment Criteria
Excellent 5
The student can plan different meals for different business ideas. The student can take into consideration different target groups needs and the foods estetics, taste and nutritional value. The student can motivate choices.
The student can suggest food items and changes in food items according to the customers diet and culture. She takes in consideration the nutritional value of food items when creating menus.
Good 3
The student can plan different meals taking different customers needs into consideration. The student can enforce different standardisation methods. The student can change menus so they suit the most common diets.
The student can plan meals taking in consideration different diets and cultures. She understands the significance of nutrionally balanced meals for the customers health.
Satisfactory 1
The student can plan food for different business ideas. The student can make a standardised recipe. The student recognizes different diets.
The student knows the most common diets and can fullfill the customer´s needs accordingly. She understands the significance of nutrionally balanced meals for the customers health.
Assessment Methods
Lectures, idividual assignments, practical works and teamwork.
Numeric scale (0-5).
Exam: 20 %, Assignments 40 %, Activity 40 %