The Effect of Video Game Violence on Youths Essay -- Video Gaming

Does depiction to violence in television set games, on TV, and in social media have an effect on those exposed to it? Are those who argon underage more susceptible to any detrimental side effectuate from viewing these things? This has long been a topic of discussion among lawmakers, psychologists, and the scientific scene of action as a whole. It concerns parents and community members, especially in the wake of a seeming rise in violence at school from bullying, fighting, or in the extreme cases of school shootings. Were any of these types of incidents encouraged by exposure to violence in media? For the scope of this paper Ill only be using information from a small number of experiments, and the results generated by them. There is plainly too much information out there to cover it all, until now interestingly there are very few long terminus studies on the effects of violence in media on youths that have been undefiled at the time of this writing. The debate over the ef fects of violent video games have direct correlations, and indeed many of the same arguments as were apply in the debate over the safety of violent comic books for youths which occurred in the 1950s(Hall, Day, and Hall). There were concerns that the comic books would lead to a decline in morals, an upswing in violence, and a growth of lawlessness and social deterioration(Hall, Day, and Hall). There was testimony by experts in the medical field before the Senate regarding whether or not these comics should be purchasable by children, or even in eyesight of them. (Hall, Day, and Hall) Dr. Frederic Wertham, forensic psychiatrist, gave this testimony before a Senate subcommittee using many of the arguments that we see over again today regarding the safety and effects of violent video games a... ...artlett, Christopher, and Christopher Rodeheffer. Effects of Reaslism on Extended Violent and Nonviolent Video Game Play on Agressive Thoughts, Feelings, and Physiological Arousal. Agress ive Behavior. 35.3 (2009) n. page. Web. 13 Feb. 2015. . Anderson, C. A.. Violent video games Myths, facts, and unanswered questions. American psychological association. American Psychological Association, 2003. Web. 13 Feb 2015. Greitemeyer, T, and N McLatchie. Denying Humanness to Others A new Discovered Mechanism by Which Violent Video Games Increase self-asserting Behavior . Psychological Science. 25.5 (2011) n. page. Web. 13 Feb. 2015.

Irish Restaurant Concept

drink Management fantasy secernate Irish eating house Table of circumscribe Introduction3 * plan exploitation3 * eating house concept3 * ken, Mission, and Goal4 * Target market4 * Location and Demand Analysis5 * Degree of Competition6 The eating stain8 * regimen and Beverage Selections8 * constitution and Decorations9 * Point of specialty9 * SWOT Analysis10 Team Members12 eatery identity card13 HACCP-Based banal Operating Procedures33 * individual(prenominal) Hygiene33 * Receiving and Storing34 * Preparing and Cooking36 * Serving38 Exhibit39 References46 IntroductionThe entire eating place concept of this fancy has evolved from the idea of Traditional Irish aliment. In general, Ireland is located in Hesperian Europe and the capital metropolis is Dublin. The country is surrounded by sea, do sea provender relatively common in the Irish finagleing. Well- cognize Irish victuals usu all toldy includes of Irish effort, bacons, and white potatoes ( f ar &amp Drink in Ireland, cc9). Further more than(prenominal), the shamrock symbol, Guinness beer and St. Patricks Day atomic account 18 what people crowd out recall when talk of the town approximately Ireland. Concept Development eatery Concept Casual eat restaurantConcept frame The eating place name is Clonalis, la maison dIrlande or Clonalis, the Irish kinsfolk. The Clonalis House (Exhibit 1) is actually a wiz of the Irelands tourist attractions because it is an ancestral estate, which encompasses a long heritage. The House is located in the suburb of Castlerea. The property was possess by the OConors, the transport descendants of Irish Connachts dynasty in the 12th Century, since 1878 for more than 1 calciferol years. The House was the premier(prenominal) mass concrete family line built in Ireland and was associated very much with the Irish politics.Today the House serves the ternary purpose of being unrivaled of the most important tourist attractions in Ireland and a n accommodation for visitors. Nonetheless(prenominal), the unique heritage and history of the Clonalis windlessness remains. It is a major repository of correspondence, heirlooms, 600 year-old portraits of the OConors, and 7,000 volumes of historical literatures. Influenced by Italian style, the architecture al poors low-cal to come in that creates b remunerate and warm family atmosphere (Clonalis House).Inspired by the Clonalis House, the eating house ambience provide communicate family atmosphere by blending some(prenominal) customs dutyal and contemporary designs to withd bare-asseder warming and relaxing tone. Further flesh out of the eatery will be explained later in this report. Vision, Mission, and Goal Vision Statement To be the destination Irish restaurant in geneva and to obtain a place in customers saga city when it comes to case aliment and relaxation. Mission Statement Deliver excellent customer service and bring about ustomer satisfaction by providing qual ity conventionalistic Irish food for thought and warming and inviting atmosphere with a blend of tradition and contemporary vibe where customers can just sit, relax and enjoy the dress hat of what Ireland has to hiter.Goal Establish strong stain position and obtain loyal customers to assistance the eating place breakeven within the first 6 months. Target Market The eating house bell ringers both male and female customers either local anesthetic anaesthetic or tourists who atomic number 18 30 to 55 of age with an annual income amidst CHF 60,000 and CHF long hundred,000. The primary target passs within 5 km. adius the secondary ranges within 20 km. and the tertiary ranges more than 20 km. radius. Location and Demand Analysis The Restaurant will be located on impersonate du Molard, Geneva. wherefore Geneva? Geneva is known for its richness and complexity of culture and people. According to Geneva Economic Development Office, more than 40% of Genevans argon immigrants from somewhere else. Number of multinational com causeing goat godies as well as 24 world-wide organizations, 200 diplomatic consulates, and ccc international NGOs are found in the city. This makes it a center of businesses, meetings, and conventions.More all all all everyplace, the city is very compact and the transportation makes it very easy to travel around. Because of its respective(a) environment, Geneva is the most ideal place to open an international food restaurant such as Irish restaurant. Moreover, it is easier to steer an Irish restaurant in Geneva than different cities in Switzerland. Employees in the city are also used to working with people from distinct back builds. An an some other(prenominal) expediency is that people in Geneva tend to equally accept other national customs as the locals. It will be less difficult to promote international food in such city than those which are hardly exposed to multi-cultures.In fact, more than 1,200 cuisines are from a ll over the world (Republic and State of Geneva Department of Economy and Health, 2009). Not totally does Geneva mystify proud desirely guide due to its high traffic, but also it consists of some(prenominal) groups of people whom the Restaurant can penetrate. The demand of the Restaurant can be categorized into 2 groups, the locals and the tourists. To clarify distributively group, the locals are people who reside in Switzerland and the tourists are those who travel from other countries. Among the locals are m whatsoever Irish people.Number of Irish associations, for instance the Geneva Irish Association and the Irish Folk, indicates that there are ad hoc or compressed groups of demand for the Restaurant. According to the Embassy of Ireland, 4,000 Irish citizens reside in Switzerland in 2008 and the number seems to be increasing annually (Flights of the Earls, 2009). Beside the locals are the tourists. More than 1. 3 one million million million tourists visit Geneva in 2008 (Exhibit 2) (Geneva Tourism, 2009). Among these are business delegates who came to attend international conferences, which are held throughout each year.The monthly average tourist arrivals in Geneva are shown in Exhibit 3. Based on the schooling collected, it is anticipated that the average demand of the Restaurant composes of 40% locals and 60% tourists. Why smear du Molard? aim du Molard is located between Rue du Rhone and Rue du Marche (Exhibit 4), which are the famous shopping channels in Geneva. Rue du Rhone is full of exclusive shops and brand names that target high-income customers such as Catier, Patek Philippe, Bulgari, and Louise Vuitton just to name a few.On the other end of Place du Molard is Rue du Marche, which is a traffic-free shopping street full of fashion, electronics, and several part investment firms (Geneva Destination Guide). These streets are one of the attractions of the city. plenty come here to relax, socialize, and spend money Thereby locatin g the Restaurant between these streets will attract the demand from both sides, which match the demographic of the Restaurants target market. Besides those shopping streets are duomo St. Pierre, Jet Deau, the Flower Clock, and Mesee International de la Reforme.These tourist attractions by all odds are beneficial to the Restaurant location because they draw more potential customers. Degree of Competition To poll the degree of competition of the location, Porters 5 Forces framework (Porters 5 Forces, 2007) is applied. The framework force backs into consideration of five fundamental factors of the business threat of substitutes, obstructionrier to opening, buyer power, supplier power, and degree of emulation (Exhibit 5). Threat of substitutes Substitutes of the Restaurant are those that take international the Restaurants share of the customers pocket.Based on Exhibit 4, there are many other substitutes ranging from takeaways to fine eat restaurants that customers can choose f rom. These substitutes are both direct and indirect competitors that are represented by yard dots. Moreover, as indicated in Exhibit 6, the 2 direct competitors are Spring Brother and Flanagans Irish Pubs. Both of them locate about viosterol meters away from Place du Molard. However, they are pubs whereas the Clonalis, la maison dIrlande is more like a casual dining restaurant. Therefore, based on this information, the threat of substitutes for the Restaurant is high.Nonetheless, looking at it from a nonher(prenominal) point of view, it can be argued that when restaurants concentrate within the corresponding area, it usually creates a pull of demand. Also, since there are already two Irish pubs in the area, it implies that there is demand for Irish food. Barrier of entry This is to analyze how easy it is to open a restaurant in the area. It seems that the location is already full of restaurants and shops. Also there are other requirements such as cost of capital and regulations that need to be fulfilled to open a restaurant. However, it does not mean that it is not possible to open one.Therefore, the barrier to entry is moderate. Buyer power The buyer power is the impact that customers have on the Restaurant. Again, there are many substitutes that customers can choose from around the area. However, at the same season, the Restaurant is dependent on wide range of customers, not only specific ones. Therefore, buyer power in this case tends to be moderate. Supplier power Suppliers are those whom the Restaurant buys its supplies in order to operate the business. These may include equipments, decorations, and ingredient suppliers. The supplier power is low because the Restaurant can choose its suppliers for many heavyces.Degree of rivalry Taking all the factors together, it seems like the degree of rivalry is moderate. Opening a restaurant in the specific location is not easy because it will need to compete with all the existing others but on the other hand, it is possible to start up one. To survive in the market, the Restaurant needs to differentiate themselves from the others. These differentiations include the food service style, atmosphere, and go out that the Restaurant offers to create places, which will be comprehend by the customers. The Restaurant forage and Beverage Selections methamphetamine hydrochlorides, main courses, and deserts are offered in the Clonalis, la maison dIrlande. To reflect Irelands geographic, surrounded by the sea, the Restaurants menus compose a variety of seafood dishes such as crab, salmon, shrimp, huitre and mussels. Alternatively, the Restaurant will also offer dearest, squawk and vegetarian dishes, which are well-known selections from Ireland. Besides the starters and main dishes are delicious Irish desserts to finish off their meals. To complete their courses, customers can choose to have drink, balmy drinks, or caustic beverages (Exhibit 7) that are cautiously selected to match the dish es.Six white wines, three red wines and two Rose wines are well-paired with seafood and other dishes in the menu (Exhibit 8). Moreover, the Restaurant will as well make available for seasonal menus for winter (December to February), leak (March to May), and summer (June to August) (The Swiss Association for Quality and Management Systems, 2009). These dynamic menus are selected to match with seasonal temperatures and ingredients. They also create more varieties for the customers for instance, the customers can have thrill and Cabbage Rolls in springtime and Iced Red Fruits Hot face cloth burnt umber Sauce for summer desert.The b anointers suit menu prices range from CHF 6. 00 to CHF 25. 00. Theme and Decorations The overall Restaurant story would be a mixed bag of traditional and contemporary designs while get a lineing the sense of the Irish culture. As suggested by its name, the Irish Clonalis House will inspire the Restaurant design. The interior and exterior of the Res taurant will be decorated with warm pastel tones of green and lily-livered to give the sense of Irish sophistication and relaxation. The high ceiling and commodious windows will capture available light to aerate and brighten up the room.A medium-sized chandelier is hung in the middle of the room to moderately generate traditional and elegant ambience. Long curtains with pattern of dirty dog yellow and green of the Irish Elf flowers will make the atmosphere livelier. The wall will be decorated with petroleum canvases of the Clonalis House and its views, piddlecolor of Irish countryside, and replica portraits of the OConors, the propertys original owner, to blend the atmosphere with the history of the Clonalis House. In conveyition, shelves of books will be installed on one section of the wall to mime the library in the Clonalis House.In affixition, rattan tables and chairs with tables will be used to maintain wooden texture as the traditional Irish and at the same time soften the overall texture. Cushions and pillows will be placed on the chairs to make the atmosphere looks cozy. Also, every table will be embellished with soft-tone flowers to minimal brain dysfunction colors, freshness and refreshing scent to the tables. Moreover, decorating plants will be tack oned to modernize the overall atmosphere. (A reference picture is in Exhibit 9, which is similar to the Restaurant theme and decorations. Waiters and waitresses will be dressed in pastel light tuxedo-vest uniforms as to create a more sophisticated look (Exhibit 10). Point of Differentiation Generally, traditional Irish restaurant riding horses are pub or bar with dark feature wooden furniture and dim or wrap atmosphere. These Irish pubs usually concentrate on alcohol beverages and offer peculiar(a) service level. As opposed to other existing Irish pubs in Geneva, the Clonalis, la maison dIrlande offers customers a relaxing and warming atmosphere while enjoying quality traditional Irish food a nd elegant elements.Customers can call for a relatively high level of service at the Restaurant. All supply is trained to provide superior service in a palsy-walsy and professional manner. In addition, all traditional menus will be carefully decorated and served in white clean dishes. All of these will compound the overall experience and impression that the customers will receive when dining at the Restaurant. In other words, the Restaurant is primarily selling relaxing and enjoyable experience SWOT Analysis Strengths * The Restaurant is situated in a very advantageously location in Geneva, Place du Molard.Thereby, the Restaurant is having a relatively high possibility to attract potential customers in this move area. * Focuses on providing Irish food with a different restaurants style, design and atmosphere. None of the existing Irish Pubs and Restaurants nearby does the same concept. * Offers relatively high service level that will meet or draw customers expectation. * lux uriously quality of food and beverages. * The food price ranging from CHF 6. 00 to CHF 25. 00 appears to be of value in terms of food quality and services that customers can expect to receive from the Restaurant. Weaknesses New to the market therefore, it requires a certain period of time to gain customers awareness and the Restaurants reputation. * Lack of restaurant experience in the Genevas market. It takes time for the Restaurant to learn about operating business in the location in order to survive. * High set-up costs. Vulnerable in terms of cash flows. * Need to work passing hard in order to achieve the 6 months breakeven goal. * Since the Restaurant provides many seafood dishes, it might be difficult to fall out the food costs low because seafood costs in Switzerland is considered to be high. Opportunities Develop a refreshing range of Irish food for seasonal menus to avoid customers boredom seeing the same old menus all the time. * If the Restaurants concept is proved to be successful, the Restaurant can consider imitating the business conduct to other Brobdingnagian cities such as Bern or Lausanne in Switzerland. Threats * If the competitors move towards new and better Unique change Points or concepts, it is possible that they will take the customers away from the Restaurant. * Economic recession may reduce customers spending on food in the Restaurant. * Possibly, higher taxes imposed by the government on Restaurant businesses.This will decrease in the overall performance in net profit/loss. Team Members Concept construct Irish Restaurant Project Part II III (Circle as required) I (one) II (two) III (three) submission image submission hear submission date 30 October 2009 Our Team consists of Responsibility General Manager allude Onoue introductory Name Hiroko Class PGDHM netmail address email& one hundred sixtyprotected ch Responsibility conduce Chef Name Tran firstborn Name Thi Thao Nhi Class PGDOM2 e-mail address email&160protected ch Responsibility follower Chef Name Liang Ju First Name Lin Class PGDEMEmail address email&160protected ch Responsibility Restaurant Manager Name Vanasin First Name Samika Class PGDOM1 Email address email&160protected ch Responsibility Assistant Restaurant Manager Name Tatiyapornsuk First Name Jiraporn Class PGDHM Email address email&160protected ch Restaurant placard Concept Name Irish Restaurant Menu Tian of Fresh Local Crab Meat and nuts Smoked salmon yellowed feed frozen crosspatch cordially ice ? main(prenominal) tune ? sugariness ? For 10 pax division whole make out shave outrage computer science narrate charge (kg/ltr) Food Cost (CHF) Smoked salmon Kg 0. 00 35% (0. calciferol/65)x coke 0. 769 32. 000 24. 608 coriander plant Kg 0. 040 20% (0. 040/80)x degree Celsius 0. 050 17. 500 0. 875 Crab means Kg 0. 800 - - 0. 800 21. 500 17. 200 Potato (diced) Kg 0. 200 25% (0. 200/75)x carbon 0. 267 2. cd 0. 641 Mayonnaise Kg 0. 100 - - 0. 100 3. 700 0. 370 Pl ain yoghurt Kg 0. 060 - - 0. 060 1. 200 0. 072 numerate 43. 766 selling Price (1 pax) 13. 30 rule 1. mingle the fresh crab meat with the coriander, half of yoghurt amp mayonnaise. 2. trim back the baby potato with the other half of mayonnaise amp the yoghurt amp scallion. 3.Take a ring and set 1 spoon of potato salad topped with the spated salmon and thusly the fresh crab meat. 4. suppress some baby rocket leaves and vegetable vinaigrette around the Tian. banner (Farineau, 2006) Concept Name Irish Restaurant Menu Angels on ahorseback nut Cold methamphetamine immediate grouch ? Main sort ? Dessert ? For 10 kiss of peace section unit of measurement Amount tighten Loss Calculation couch Price (kg/ltr) Food Cost (CHF) Oysters in shells Kg 1. 000 - - 1. 000 52. 000 52. 000 Smoked bacon Kg 0. 500 20% (0. 5/80)x100 0. 625 4. 900 3. 060 stinkpot juice Ltr 0. 200 - - 0. 200 24. 000 4. 00 Ground black pepper - x1 - - - - - substance 59. 860 m erchandising Price (1 pax) 18. 10 rule 1. Shuck oysters by inserting the blade of a blunt ended knife between the shells and working it in until you misfortune the muscle that holds the shells together. 2. Catch the oyster liquid in a pipe arena and discard shells. 3. Strain the oyster liquid and put it into a move along with the oysters. 4. take up to a b crude over gentle heating systeming system simmer very gently for two clears, and then drain. 5. natty bacon and alloy the cold shoulders by pressing with the back of a spoon splash oysters with a little lemon juice and pepper. . Roll each oyster up in a bacon slice and thread them onto skewers. 7. Broil until the bacon is crisp and sizzling, round half way through so both sides are organiseed. 8. resist off skewers and serve with cocktail picks. meter (Campbell, 2006) Concept Name Irish Restaurant Menu Cream of Broccoli dope up Irish-Style methamphetamine hydrochloride Cold entrant ? Warm churl Main rai lway line ? Dessert ? For 10 pax Ingredient whole Amount nip loss Calculation vow Price (kg/ltr) Food Cost(CHF) Chicken gunstock Kg 0. 575 - - 0. 575 28. 500 16. 388 onion Kg 0. 002 20% (0. 002/80)x100 0. 003 4. 800 0. 14 Broccoli Kg 0. 500 30% (0. 500/70)x100 0. 714 4. 900 3. 499 Thyme Kg 0. 005 - - 0. 005 16. 750 0. 084 Garlic Kg 0. 002 5% (0. 002/95)x100 0. 002 5. 500 0. 011 cover Kg 0. 020 - - 0. 020 9. 700 0. 194 salinity - x1 - - - - - Pepper Kg 0. 002 15% (0. 002/85)x100 0. 002 32. 750 0. 066 good 20. 256 change Price (1 Pax) 6. 10 mode 1. Combine chicken broth, onions, broccoli, thyme, verbalise flip over and garlic cloves. 2. bugger off to a boil. Simmer, partially cover, for 10 proceeding in a subatomic sauce travel, melt cover. careen in dredge, salt and pepper. provide milk gradually, breathing in constantly until all milk is added mixture will be lumpy at first, but will smooth out as you keep stirring. Cook, stirring occasionally, till mixt ure bubbles and thickens. 3. admit and discard true laurel leaf from broccoli/broth mixture. Puree the dope, in batches, in liquidizer or food processor for 30 seconds, or until very smooth. 4. shift to large arena. tote up milk mixture, stirring until well shuffled. Adjust seasoning. 5. run angry. Standard (Dowd, Cream of Broccoli Soup, 2006) Concept Name Irish Restaurant Menu Malted Whiskey Pate fruitcake Cold becomeer ? Warm Starter Main category ?Dessert ? For 10 Pax Ingredient social unit Amount Trim Loss Calculation localize Price (kg/ltr) Food Cost(CHF) butter Kg 0. 520 - - 0. 520 9. 700 5. 044 Onion Kg 0. ccc 10% (0. three hundred/90)x100 0. 333 4. 800 1. 598 Garlic Kg 0. 100 5% (0. 100/95)x100 0. 105 5. 500 0. 577 Chicken livers Kg 0. 700 - - 0. 700 6. 000 4. 200 Heavy weft Ltr 0. 420 - - 0. 420 8. 980 3. 771 Tomato Ltr 0. 360 5% (0. 03/95)x100 0. 360 2. 900 1. 044 Irish Whiskey Ltr 0. 445 - - 0. 445 24. 950 11. 102 parsley - x1 - - - - - Salt and fresh ly ground pepper - x1 - - - - - Total 27. 336 Selling Price (1 Pax) 8. 30 method 1. Saute onions (finely chopped) and garlic ( divested and downcast) in melted butter without em chocolate-browning until soft and transparent. 2. Add chicken livers (well t run along) and cook for 5 to 7 minutes. 3. Canters should still be pink. learn from heat and add remaining ingredients. Put in blender and process until smooth. 4. Turn into a small mold or bowl. 5. Sprinkle with chopped parsley. 6. Serve with body of water biscuit, toast or c mashers. Standard (Johnson. , 2006) Concept Name Irish Restaurant Menu Patricks Irish Lamb Soup Starter Cold Starter ?Warm Starter Main Course ? Dessert ? For 10 Pax Ingredient whole Amount Trim Loss Calculation Order Price (kg/ltr) Food Cost(CHF) Lamb (leg/shoulder) Kg 1. 000 - - 1. 000 33. 800 33. 800 Olive oil Ltr 0. 015 - 0. 015 9. 900 0. 149 Onion Kg 0. 200 20% (0. 200/80)x100 0. 250 4. 800 1. 200 Beer Ltr 0. 360 - - 0. 360 6. 000 2. 1 60 skreak broth Ltr 0. 520 - - 0. 520 40. 11 20. 857 brownish gravy mix Kg 0. 034 - - 0. 034 26. 08 0. 886 Carrots Kg 0. 496 20% (0. 496/80)x100 0. 620 2. 300 1. 426 Chinese lucre Kg 0. 496 - - 0. 496 1. 950 0. 67 Pepper Kg 0. 005 15% (0. 005/85)x100 0. 006 32. 750 0. 196 Parsley Kg 0. cxx - - 0. long hundred 7. 800 0. 936 Total 62. 577 Selling Price (1 Pax) 19. 00 Method 1. incite oil over medium-high heat in a large sauce pan off. 2. Add lamb cubes and onion. Cook and stir in the hot oil until lamb is brown drain off avoirdupois. 3. Stir in beer (or water) and seasoned pepper. 4. Bring to boiling reduce heat and cover and simmer for 45 minutes. 5. Stir in beef broth and gravy mix. 6. Add potatoes and carrots. Cover and simmer for 15 to so minutes or until vegetables are tender 7.Stir in chicken feed and cook just until the cabbage turns bright green. 8. Ladle into soup bowl and sprinkle with parsley. Standard (Patricks Irish Lamb Soup, 2006) Concept Name Irish Restaurant Menu Mussels in Murphys Irish Stout Starter ? Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price (kg/ltr) Food Cost(CHF) Mussels Kg 2. 700 - - 2. 700 12. 500 33. 750 Butter Ltr 0. 060 - - 0. 060 9. 700 0. 582 Onion Kg 0. 005 10% (0. 005/90)x100 0. 006 4. 800 0. 028 Parsley Kg 0. 030 - - 0. 030 7. 00 0. 234 gruntleing - x1 - - - - - Total 34. 594 Selling Price (1 Pax) 10. 50 Method 1. Clean the mussels. 2. Melt the butter in a large pan. 3. Add the onions and cook for 2 to 3 minutes. 4. Add the other ingredients, cover with lid and boil shake the pan from time to time, until the mussels steam open. 5. Serve with more butter and parsley. Parsley 1 for supply and 1 for garnish. 6. Offer plenty of bread for mopping up sauce. Standard (Bantry Bay in May World Cultures European, 2006) Concept Name Irish Restaurant Menu Potato Crusted Oysters Starter ?Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price(kg/ltr) Food Cost(CHF) Oysters Kg 1. 200 - - 1. 200 31. 500 37. 800 egg pce 5. 000 - - 5. 000 0. 012 0. 060 water system x1 0. 015 - - - - - flour Kg 0. 120 - - 0. 120 1. 360 0. 163 Potatoes Kg 0. 120 25% (0. 120/75)x100 0. 160 2. 400 0. 384 Butter Kg 0. 060 - - 0. 060 9. 700 0. 582 Total 38. 989 Selling Price (1 Pax) 11. 80 Method 1. Carefully shuck the oysters, prohibit the meat, and discard the upper shells.Reserve the lower shells with their form-shaped indentations. 2. Pat the oysters dry on cover towels. 3. Beat together the egg and the water. 4. Dredge the oysters first in the flour, then in the egg mixture, and finally in the potato flakes. 5. In a nonstick saute pan, heat the butter until it is sizzling. 6. Quickly add the oysters and brown them first on one side, then the other. use up them from the pan, and place them on a paper towel for a moment. Transfer the oysters to thei r shells and serve immediately. Standard (Potato Crusted Oysters, 2006) Concept Name Irish RestaurantMenu Shrimp with Steel knock Irish Oats and Saffron Beurre Blanc Starter ? Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price (kg/ltr) Food Cost(CHF) Shrimp Kg 1. cl 15% (1. cl/85)x100 1. 353 24. 800 33. 550 Vegetable oil Ltr 0. 015 - - 0. 015 3. 100 0. 047 Butter Kg 0. 015 - - 0. 015 9. 700 0. 146 Shallot Kg 0. 350 10% (0. 350/90)x100 0. 389 4. 900 1. 906 sift Vinegar Ltr 0. 100 - - 0. 100 13. 99 1. 399 Saffron Kg 0. 720 - - 0. 720 12. 19 8. 776 Olive Oil Ltr 0. 045 - - 0. 045 9. 900 0. 45 McCanns Steel Irish Oats Kg 0. 240 - - 0. 240 46. 330 11. 119 Salt x1 0. 075 - - - - - Pepper Kg 0. 005 15% (0. 005/85)x100 0. 006 32. 750 0. 196 Greek Fage Yogurt Ltr 0. 120 - - 0. 120 1. 200 0. 144 Goat discontinue Kg 0. 120 - - 0. 120 32. 800 3. 936 Total 61. 664 Selling Price (1 Pax) 18. 70 Method 1. Oats Brin g 4 transfuses of water to a boil. Add Olive Oil and bay leaves. teem in 1 cup of Steel veer Oats. occur at a rolling boil until the water begins to thicken. Once the water is viscous, adjust the flame and continue at a low simmer for 15-20 minutes.While the oats are cooking add the pinch of saffron to warm water and let soak for 5 minutes. Dice up red peppers and slice the scallions. Once the oats are thickened and most of the water has cut back. Take the oats off the heat and add vinegar, Sriracha, yogurt, cheese, peppers, scallions and salt if needed. Taste and adjust. Set aside and keep warm. 2. Beurre Blanc Add saffron to warm water and let soak. Place shallots, vinegar, bay leaf and wine into a skillet and reduce. Once the mixture has reduced to nearly syrup, take skillet off the heat and mop up in the cold butter a little at a time.Add saffron and continue to whisk until everything is incorporated. Strain through a fine network sieve. accompaniment warm. 3. Shrimp Sub scallops for shrimp if the scallops are fresher. Devein and shell your shrimp. Keep the shells. vex a skillet with 1 table of butter and 1 table of vegetable oil. Saute shrimp with the shells. Shrimp cook pronto so this should be no eight-day than 5 minutes or so depending on how thick your shrimp are. Remove shrimp and shells separately. 4. reheat oats, plate shrimp and drizzle the Beurre Blanc around masterpiece. Standard (Shrimp with Steel restrict Irish Oats, 2008) Concept Name Irish RestaurantMenu Grilled Atlantic chromatic Starter ? Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price (kg/ltr) Food Cost(CHF) Atlantic Salmon Steak Kg 0. 970 35% (0. 970/65)x100 1. 492 32. 000 47. 744 Olive Oil Ltr 0. 015 - - 0. 015 9. 900 0. 149 Pepper Kg 0. 005 15% (0. 005/85)x100 0. 006 32. 750 0. 196 Mint Kg 0. 130 - - 0. 130 17. 500 2. 275 Coriander Kg 0. 130 - - 0. 130 17. 500 2. 275 Shallot Kg 0. 350 10% (0. 350/90) x100 0. 389 4. 900 1. 906 cucumber vine pcs 5 5% (5. 000/95)x100 5. 63 1. 700 8. 947 Red wine vinegar Ltr 0. 150 - - 0. 150 31. 510 4. 726 Sugar Kg 0. 070 - - 0. 070 1. 200 0. 084 Total 68. 302 Selling Price (1 Pax) 20. 70 Method 1. Splash a little olive oil on the skin of the salmon, season with salt and place it straight onto a hot grill, skin side down. 2. Cook about four to five minutes on the first side, turn and cook a but two minutes on the other side. 3. Rest a dyad of minutes. 4. To make the dressing, place the mint, coriander, shallot, a pinch of salt and the cucumber in a mortar and pestle and crush lightly. . Add the red wine vinegar, two Tablespoons extra virgin olive oil, caster sugar, shallots and plenty of pepper. 6. advance the dressing to develop in flavor for 10 minutes. Standard (Perry, 2009) Concept Name Irish Restaurant Menu flush Braised in Guinness Stout Starter ? Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price(kg/ltr) Food Cost(CHF) Braised Beef Beef (for stew) Kg 1. 700 - - 1. 700 25. 200 42. 840 Carrots Kg 0. 568 20% (0. 568/80)x100 0. 709 2. 300 1. 630 Onions Kg 0. 500 10% - 0. 56 4. 800 2. 670 All-purpose flour Kg 0. 075 - - 0. 075 0. 450 0. 030 Salt x1 - - - - - Pepper x1 - - - - - Olive oil Ltr 0. 113 - - 0. 113 9. 900 1. 119 Minced fresh basil Kg 0. 001 20% - 0. 001 17. 500 0. 020 Guinness Ltr 0. 400 - - 0. 400 4. 200 1. 680 Honey Ltr 0. 013 - - 0. 013 19. 99 0. 259 Beef Stock Beef bone Kg 0. 907 - - 0. 907 4. 700 4. 260 Carrots Kg 0. 300 20% (0. 300/80)x100 0. 375 2. 300 0. 860 Celery Kg 0. 100 20% (0. 100/80)x100 0. 125 3. 900 0. 490 Garlic Kg 0. 005 5% (0. 005/95)x100 0. 05 5. 500 0. 030 Salt x1 - - - - - Parsley Kg 0. 096 20% (0. 096/80)x100 0. 120 7. 800 0. 940 Thyme leaves Kg 0. 002 - - 0. 002 16. 750 0. 030 Onion Kg 0. 150 10% (0. 150/90)x100 0. 167 4. 800 0. 800 Tomatoes Kg 0. 450 5% (0. 450/95)x100 0. 474 2. 900 1. 370 Bay leave Kg 0. 001 - - 0. 001 17. 500 0. 020 Water x1 - - - - - Total 59. 048 Selling Price (1 Pax) 17. 90 Method Braised Beef 1. Cut beef into chunks. 2. Peel and chop the onions peel and slice carrots into pieces about the size of your little finger. . Heat the oil and cook the onions until they are soft. Transfer with a slotted spoon to a large, shallow, oven-proof dish. 4. Toss the beef in the flour and brown quickly in the hot fat. 5. Remove the beef and place on top of the onions. Arrange the carrots around the beef. 6. If necessary, add a little more fat to the pan and stir in the left-over seasoned flour. Cook for a minute or two, stirring constantly. 7. Add the basil and the Guinness. Allow to cook for another minute or two and then add the erotic love and the stock. Again, bring to a boil and then pour over the beef, carrots and onions. 8.Cover with a lid or foil and cook in a 325 degree oven for about 1 1/2 hours. 9. At suffice time, sprinkle with chopped parsley. Be ef Stock 1. Place all bones in a large roasting pan and roast at 450 degrees for 30 minutes. 2. Stir well, then add carrots, cultivated celery and onions and roast for 45-60 minutes longer, until bones are very deep brown, stirring mixture occasionally. 3. Place roasted ingredients into a 8-quart stockpot. Spoon off fat from liquid in the roasting pan, then add 2 cups water to the drippings in roasting pan and heat and scrape to loosen any browned drippings. 4. Add to pot along with remaining 8 cups water.Bring to a boil. Reduce heat and simmer partially covered for 1/2 hour. 5. Skim off any residue that rises to the surface. Add remaining ingredients and simmer partially covered for 5 hours. 6. Remove bones. 7. Strain broth and add more salt, if needed. 8. Cool uncovered in refrigerator. 9. Skim fat from broth out front using. This stock will keep for 3 days in the refrigerator, or will lug up to 6 months. You can freeze it in ice cube trays, then pop out of the trays and store in a zip lock freezer bag. Standard This stew reheats well. You may need to add more sugar to the recipe if you receive it a little bitter. (Walter, 2007) Concept Name Irish Restaurant Menu obscurey Irish Steak (Winter Menu December to February) Starter ? Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price (kg/ltr) Food Cost(CHF) Sirloin steaks Kg 1. 800 - - 1. 800 44. 000 79. 200 Salt - x1 - - - - - Coarse pepper - x1 - - - - Butter Kg 0. 112 - - 0. 112 9. 700 1. 086 Heavy picking Ltr 0. 250 - - 0. 250 2. 100 0. 525 Irish Mist Liqueur Ltr 0. 063 - - 0. 063 26. 200 1. 651 Total 82. 44 Selling Price(1 Pax) 25. 00 Method 1. Season the steak with salt and pepper. 2. In a large skillet melt 1/4 c. of butter over medium heat. 3. Add 4 steaks and cook for 4 minutes or longer on each side. 4. Place on a warm platter. 5. Repeat with the remaining steaks. 6. Add the plectron to the juice in the pan, and sti r until blended. 7. Add the cordial and stir until blended. 8. Pour the sauce over the steaks. Standard (Beef Steak Recipes for Dinner or Lunch, 2009) Concept Name Irish Restaurant Menu Beef and Cabbage Rolls with gritty Brown Mustard (Spring Menu March to May)Starter ? Cold Starter ? Warm Starter ? Main Course Dessert ? For 10 Pax Ingredient Unit Amount TrimLoss Calculation Order Price(kg/ltr) Food Cost(CHF) Cabbage Kg 0. 021 - - 0. 021 1. 950 0. 041 Beef Kg 0. 453 - - 0. 453 44. 000 19. 932 Onion Kg 0. 025 10% (0. 025/90)x100 0. 027 4. 800 0. 130 Celery Kg 0. 015 20% (0. 015/80)x100 3. 900 0. 070 Egg pcs 1. 000 - - 1. 000 0. 012 0. 012 Brown rice Kg 0. 146 - - 0. 146 40. 400 5. 898 Spicy Brown Mustard Kg 0. 030 - - 0. 030 28. 250 0. 848 Beef bouillon Kg 0. 013 - - 0. 13 34. 060 0. 443 Beer Ltr 0. 100 - - 0. 100 6. 000 0. 600 Vegetable oil Ltr 0. 013 - - 0. 013 9. 900 0. 129 dredge Kg 0. 006 - - 0. 006 1. 360 0. 008 Total 28. one hundred ten Selling Price (1 Pax) 8 . 50 Method 1. Remove 10 distant leaves of cabbage cut and reassign thick core of each leaf. dissever leaves in boiling water about 1 minute or until limp drain. 2. Chop cooked corn beef in food processor. Remove meat and process onion and celery until finely chopped. 3. In bowl, commingle eggs, cooked rice, must(prenominal)ard, corned beef, onion and celery.Spoon about one-half cup coned beef mixture on the rib end of each cabbage leaf. 4. Roll up the leaf and tuck in the ends. Arrange seam-side down in a 13 x 9-inch baking pan. 5. Preheat oven to 190 C. 6. Dissolve bouillon in boiling water and combine with the beer in a bowl. 7. Pour over stuffed cabbage and cover. broil about 1 hour or until tender. 8. Heat oil in skillet, stir in flour and then 1 cup of the broth from the baked cabbage rolls. Stir until thickened. 9. Arrange cabbage rolls on a platter, spoon sauce over all. Serve hot with Spicy Brown Mustard. Spicy Brown Mustard 1.In a blender, combine 2 tablespoons mustar d seeds and one-quarter cup of red-wine vinegar. 2. Process until the seeds are partially crushed and form a paste. Let stand 5 minutes. 3. In a saucepan, combine one-quarter cup dry red wine, 2 tablespoons dry mustard, one-quarter cup of water, 1 teaspoon watchful horseradish, 1/8 teaspoon ground turmeric, 1/8 teaspoon ground cloves, 1 tablespoon brown sugar and the vinegar mixture. 4. Stirring constantly, cook over low heat 6 to 8 minutes or until thickened. Set aside to composed. pick up now or make ahead. Standard Cover cooked rolls and refrigerate for up to 24 hours.Reheat and serve as directed above. (Kitchen Recipes Irish Culture and springer World Cultures European, 2006) Concept Name Irish Restaurant Menu Salad of Ardsallagh Goats Cheese with Rocket Leaves and Lisanley Honey (Vegetarian) Side Dish Starter ? Cold Starter? Warm Starter ? Main Course Dessert? For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price(kg/ltr) Food Cost(CHF) Rocket leaves Kg 0. 450 - - 0. 450 1. 950 0. 878 Ardsallagh goats cheeses Kg 0. 325 - - 0. 325 24. 990 8. 122 Honey tbsp 0. 025 - - 0. 025 34. 990 0. 875 Olive oil tbsp 0. 21 - - 0. 121 9. 900 1. 198 Salt - x1 - - - - - Black pepper - x1 - - - - - Lemon juice Ltr 0. 015 - - 0. 015 24. 000 0. 360 Total 11. 432 Selling Price (1 Pax) 3. 50 Method 1. award the rocket leaves between 10 plates or 1 large, flat serving dish. 2. This is a flat salad so do not pile the leaves up. 3. Just lay the in a single layer on the plates. 4. Dice the goats cheese into about 1/2 inch / 1 cm dice, and sprinkle over the rocket leaves. 5. With the armed service of a teaspoon, drizzle the honey over the rocket and cheese in a grid pattern. . play along this with a drizzle of olive oil and a squeeze of lemon juice. 7. Finally, season with a pinch of Maldon sea salt and a friction of black pepper. Standard (Uhlemann, 2006) Concept Name Irish Restaurant Menu Guid Irish Cake Starter ? Cold Starter ? Warm Starter ? Main Course ? Dessert For 10 Pax Ingredient Unit Amount TrimLoss Calculation Order Price(kg/ltr) Food Cost(CHF) Butter Kg 0. 232 - - 0. 232 9. 700 2. 250 Diced crop Kg 0. 153 - - 0. 153 18. 990 2. 905 Eggs Pcs 4. 000 - - 4. 000 0. 012 0. 048 Baking soda Ltr 0. 004 - - 0. 004 20. 80 0. 081 Nuts Kg 0. 215 - - 0. 215 6. 500 1. 398 Lemon juice Ltr 0. 053 - - 0. 053 24. 000 1. 272 Sugar Kg 0. 012 - - 0. 012 1. 200 0. 014 Irish Whiskey Ltr 0. 240 - - 0. 240 47. 950 11. 508 Total 19. 476 Selling Price (1 Pax) 5. 90 Method 1. hear whisky to check for quality. Set out a large bowl. 2. fall over the whiskey again to be sure it is of the highest Irish quality. 3. Pour one level cupful and drink. Repeat. Turn on electric mixer, beat 1 cupful of butter in a large fluffy bowl, add one spoon tea of sugar and beat again. 4.Make sure the whiskey is still okay. Turn off the mixer. 5. Break two legs and add to the bowl and chuck in the cup of dried result. Mix on the turner. If the fr uit gets stuck in the beaters, pry loose with a drewscriver. 6. Sift 2 cups of salt-or something. tote up the whiskey. 7. Sift the lemon juice and strain the nuts. 8. Turn the stripe pan to 175 C. Standard (Guid Irish Cake, 2009) Concept Name Irish Restaurant Menu Irish Whiskey Cake Starter ? Cold Starter ? Warm Starter ? Main Course ? Dessert For 10 Pax Ingredient Unit Amount TrimLoss Calculation Order Price(kg/ltr) Food Cost(CHF) Flour Kg 0. 40 - - 0. 540 1. 360 0. 734 Salt - x1 - - - - - Butter Kg 0. 454 - - 0. 454 9. 700 4. 403 Sugar Kg 0. 397 - - 0. 397 1. 200 0. 476 Eggs Pce 5. 000 - - 5. 000 0. 012 0. 060 Instant coffee Kg 0. 137 - - 0. 137 21. 54 2. 950 Water Ltr 0. 215 - - - - - vanilla extract extract Ltr 0. 005 - - 0. 005 18. 95 0. 095 Irish whiskey Ltr 0. 260 - - 0. 260 38. 99 10. 137 forge cream Ltr 0. 241 - - 0. 241 2. 100 0. 506 Sugar Kg 0. 314 - - 0. 014 1. 200 0. 376 Total 19. 737 Selling Price (1 Pax) 6. 00 Method . Position the rack in the lower terzetto of the oven. Heat the oven to 165 C . Generously butter a 9-inch Bundt pan, remains with flour, then invert it over the kitchen sink and tap firmly to remove the excess flour. Set aside. 2. In a large bowl, thoroughly whisk together the cake flour, salt, and baking soda. Set aside. 3. Cut the butter into 1-inch pieces and place in the bowl of an electric mixer fitted with the paddle attachment. Mix the butter on medium speed until smooth and lightened in color, about 2 minutes. Add the sugar gradually, about 1-2 tablespoons at a time, pickings 6 to 8 minutes.Add the eggs, one at a time, about 1 minute apart, scraping the side of the bowl as needed. Blend in the turn coffee and the vanilla extract. 4. Reduce the mixer speed to low. Stir the evade into the sour cream and add the mixture alternately with the dry ingredients, dividing the flour into 3 parts and the sour cream mixture into 2 parts, get down and ending with the flour. Mix just until blended after each additi on. line up the side of the bowl and mix for 10 seconds longer. 5. Spoon the batter into the prepared pan, smooth the top with the bottom of a large soupspoon, and bake for 1 hour and 15-20 minutes.The cake is done when the top is springy to the touch and a wooden skewer or toothpick inserted deeply into the canter comes out clean. 6. Remove the cake from the oven and let stand on a settle downing rack for 20 minutes. Invert the cake onto the rack, gently lift off the pan, and settle down the cake completely. When ready to serve, dust with powdered sugar. 7. Note If using the Midnight Chocolate Glaze, while the cake is on the cooling rack, make the Glaze. Place the cake over a rimmed cookie sheet, and glaze while it is still warm. If desired, after glazing, sprinkle the top of the cake with shaved chocolate. Standard bloodline the cake under a glass cake dome, or covered with aluminum foil for up to 5 days. This cake may be frozen. (Irish Whiskey Cake, 2009) Concept Name Irish Restaurant Menu Irish Cream Cheese Cake Starter ? Cold Starter ? Warm Starter ? Main Course ? Dessert For 10 Pax Ingredient Unit Amount TrimLoss Calculation Order Price (kg/ltr) Food Cost(CHF) whole wheat flour cracker crumbs Kg 0. 227 - - 0. 227 36. 910 8. 378 innocence sugar Kg 0. 127 - - 0. 127 1. 200 0. 152 resolve butter Kg 0. 043 - - 0. 043 9. 700 0. 417 Cream cheese Kg 0. 495 - - 0. 95 19. 990 9. 850 Vanilla each 0. 056 - - 0. 056 0. 940 0. 052 harsh cream Ltr 0. 553 - - 0. 553 2. 100 1. 161 Irish cream liqueur Kg 0. 143 - - 0. 143 15. 950 2. 281 Eggs pcs 5. 000 - - 5. 000 0. 012 0. 060 Total 22. 351 Selling Price (1 Pax) 6. 80 Method 1. Mix together cracker crumbs, 3 tablespoons sugar, and melted butter. Press this crumb mixture into bottom of 9 inch spring form pan with 2 3/4 inch high sides. Bake at 175 C until brown about 8 minutes. Transfer archness to rack and cool. Maintain oven temperature. 2.Using electric mixer, beat cream cheese, 1 cup sugar and v anilla in large bowl until blended. Beat in 1 cup sour cream and liqueur. Add eggs one at a time, beating just until combined. Pour filling over crust in pan. Bake until edges are puffed, and center no longer moves when pan is shaken, about 1 to 1/2 hours. Transfer cheesecake to rack, and cool 10 minutes. Maintain oven temperature. 3. Mix 1 cup sour cream and 1/4 cup sugar in a small bowl until smooth. Press down edges of cheesecake, and spread mixture on top. Bake 10 minutes. Transfer cheesecake to rack and cool. Cover and refrigerate overnight.Release pan from cheesecake. Cut and serve. Standard (Monte, 2009) Concept Name Irish Restaurant Menu lively Fruit Platter Starter ? Cold Starter ? Warm Starter ? Main Course ? Dessert For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price(kg/ltr) Food Cost(CHF) Grapes Kg 0. 450 10% (0. 450/90)x100 0. 500 4. 700 2. 350 Strawberry Kg 0. 480 5% (0. 480/95)x100 0. 505 24. 800 12. 524 Melons Kg 0. 500 20% (0. 500/80)x100 0. 625 4 . 900 3. 063 Cantaloupe Kg 0. 500 20% (0. 500/80)x100 0. 625 4. 200 2. 625 Apricots Kg 0. 00 10% (0. 300/90)x100 0. 333 5. 900 1. 965 Kiwifruit pce 7. 000 10% (7. 000/90)x100 7. 777 0. 400 3. 111 Sour cream Ltr 0. 240 - - 0. 240 2. 100 0. 504 Sugar Kg 0. 060 - - 0. 060 1. 200 0. 072 Currants, red Kg 0. 060 5% (0. 060/95)x100 0. 063 4. 700 0. 296 Total 26. 510 Selling Price (1 Pax) 8. 00 Method 1. Seedless green or red grapes need cut into small bunches. 2. Honeydew melon, strip and sliced. 3. Cantaloupe peeled and sliced. 4. 3 medium apricots, pitted and cut in half. 5. 2 medium kiwifruit, peeled and sliced. 6.Prepare 1 pint (2 cup) strawberry, 1 cup sour cream, and 1/4 cup packed brown sugar. 7. 1/4cup Fresh white currants, desired. 8. Arrange fruits on large platter. 9. Mix sour cream and brown sugar. 10. Garnish dip with currants. Standard (Fannie, 2008) Concept Name Irish Restaurant Menu Irish Cream Pudding Parfaits with Oatmeal-Walnut crunch (for Crunch) Starter ? Cold Starter ? Warm Starter ? Main Course ? Dessert For 10 Pax Ingredient Unit Amount Trim Loss Calculation Order Price(kg/ltr) Food Cost(CHF) Old-fashioned oats Kg 0. 950 - - 0. 950 6. 440 6. 118 Flour Kg 0. 750 - - 0. 750 1. 60 1. 020 Sugar Kg 0. 600 - - 0. 600 1. 200 0. 720 Instant coffee crystals Kg 0. 060 - - 0. 060 69. 930 4. 195 Ground allspice Kg 0. 060 - - 0. 060 11. 990 0. 719 Salt - x1 - - - - - Chilled unstated butter Kg 1. 100 - - 1. 100 9. 700 15. 73 Walnuts Kg 0. 563 - - 0. 563 5. 990 3. 372 Total 31. 871 Selling Price (1 Pax) 9. 70 Method 1. Preheat oven to 175C. 2. Combine first 6 ingredients in large bowl. 3. Add butter and rub in with fingertips until mixture forms moist clumps. 4. Mix in walnuts. Sprinkle mixture onto rimmed baking sheet. 5.Bake until golden brown and crisp, occasionally stirring gently and leave mixture in clumps, about 35 minutes. Cool completely. (Can be do 2 days ahead. Store airtight). Standard (Irish Cream Pudding Parfaits w ith Oatmeal-Walnut Crunch, 2009) Concept Name Irish Restaurant Menu Iced Red Fruits with Hot White Chocolate Sauce (Summer Menu June to August) Starter ? Cold Starter ? Warm Starter ? Main Course ? Dessert For 10 Pax Ingredient Unit Amount TrimLoss Calculation Order Price(kg/ltr) Food Cost(CHF) Berries Kg 0. 225 - - 0. 225 68. 000 15. 300 Rasberries Kg 0. 225 - - 0. 225 44. 000 9. 900Strawberries Kg 0. 225 5% (0. 225/95)x100 0. 236 24. 800 5. 852 Red Currant Kg 0. 225 5% (0. 225/95)x100 0. 236 21. 820 5. 149 Cream Ltr 0. 300 - - 0. 300 2. 100 0. 630 White chocolate Kg 0. 225 - 0. 225 38. 660 8. 698 Mint leaf - x1 - - - - - Total 45. 529 Selling Price (1 Pax) 13. 80 Method 1. Heat the cream gently in a small saucepan and watch carefully. 2. Break the chocolate into pieces and add to the cream, stirring, until the chocolate has melted. 3. Remove from the heat, seal the saucepan with adhere film and cover it with a lid to keep the sauce warm. . Divide the frozen fruit bet ween four bowls or render and allow it to defrost moderately. 5. Before serving, pour the hot sauce over the fruit and garnish with a sprig of mint. The fruit should be slightly thawed and the sauce hot. 6. This is made by pose the one bowl inside another bowl securing, filling the gap between the bowls with water and freezing. Standard Remove the fruit from the freeze no more than 10-12 minutes before serving. (Campbell, G. &amp Uhlemann, R. , 2005) HACCP-Based Standard Operating Procedures Personal Hygiene PURPOSE To retain contamination of food by foodservice employees.RESPONSIBLITY The effect concerns handling, preparing, and serving food practice by foodservice employees INSTRUCTIONS 1. Employee training based on local health department requirements, guidelines of this SOP and Employee Health Policy. 2. pass on washed and fingernails trimmed. 3. Do not use artificial fingernails and nail polish. 4. dapple wounds/sores/lesion and wear gloves when custody are banda ged. 5. Report to work in good health, clean, and dressed in clean attire. 6. Avoid wearing any jewelry. 7. develop hair restraint when in kitchen. 8. Do not eat, drink, or smoke in kitchen. 9. Correctly taste food Separate food for gustatory sensation * Taste food using a teaspoon * Wash hands MONITORING Pick employee to observe other employees according to guidelines. CORRECTIVE attain 1. Employee found breaching local and SOP guidelines must be retrained. 2. Dispense bemire food. VERIFICATION AND RECORD property 1. Manager must observe employees and understand deliverance details. 2. Keep recording log for at least 1 year. Receiving and Storing PURPOSE To guarantee fresh and safe food when it enters the foodservice operation and is properly stored. RESPONSIBILITY This procedure concerns receiving and storing for all foodservice employees.INSTRUCTIONS 1. Employee training based on local health department requirements and guidelines of this SOP. 2. Schedule deliveries to a rrive at designated clock during practicable hours. 3. Organize deliveries to arrive at operating hours and record details of delivery schedule. 4. Mark food receipt based on either the date of arrival or use by date. 5. Compare order stipulation and product delivered. 6. command food rejection policy is accurate, timely, consistent, and effective. 7. Organize and clean refrigeration, loading, and retention areas before deliveries. Calibrate and record equipment specification. . Wash hands properly and transportation food quickly by not touching food with advertise hands. 9. Separate raw animal foods such as seafood, meat and chicken livers, from ready-to-eat foods like melons, corianders, parsley during receiving and storage. 10. Separate raw animal foods between themselves as well, except when combining them in the recipe. 11. Store raw animal foods on the shelves inside the refrigerator as per cooking temperatures with the highest cooking temperature being on the lowest sh elf. 12. Certain temperature is required for storing each type of foods. Details are as follow a.Ensure vegetables and fruits are stored between 10 ? C and 12 ? C. b. Freezer foods should be unplowed between -18 ? C and 20 ? C. c. seek should be stored between -1 ? C and 1 ? C. d. Other meats will be stored between 2 ? C and 4 ? C. e. Dairy products such as goat cheese or cream cheese should be stored between 0 ? C and 5 ? C. 13. Separate unwashed fruits and vegetables such as grapes, strawberry and celery from the ones that have been washed and other ready-to-eat foods. 14. Only dry, cleaned and clean equipment and utensils are to be used. 15. Avoid touching certain oints of equipment and utensils such as the middle of the pan that will be in direct hint with food. 16. Locate food in covered containers or packages and store it in the refrigerator. 17. Allow the upper shelf of the refrigerator to be the cooling shelf for putting uncovered food containers during the initial quick cool-down process to help cooling effectively. 18. Clean the outer surfaces of all food containers such as cans or jars before opening. 19. Damaged goods will be located in a separate location. MONITORING 1. Ensure clean, odor-free, organized delivery transport to clog cross-contamination. . Check the interior temperature of refrigerated trucks and ensure that there is no sign of refreezing a. For fish and meat, and packaged products ensure temperature of 5 ? C or below. b. For eggs, ensure temperature of 7 ? C or below. 3. Check product details such as dates of perishable goods, integrity of packaging. Ensure shipping containers are clean. 4. Check details of delivery. 5. Regularly monitor food storage to prevent cross-contamination. CORRECTIVE performance 1. Employee found breaching local and SOP guidelines must be retrained. 2. Separate the foods that are stored inappropriately. 3.Throw away ready-to-eat foods that are contaminated by raw eggs, raw meat and raw fish. 4. Food rejection criteria * Signs of refreezing. * Conditions of containers. * Expired or food that is not refrigerating at appropriate temperature. VERIFICATION AND RECORD belongings Manager must observe employees and record delivery details. Regarding storing issue, the assigned carriage will observe if the employees follow the procedures and take corrective actions where necessary during the operation. Food Safety Checklist and shall be completed day-by-day and will be kept for at least 1 year. Preparing and CookingPURPOSE To prevent food-borne illness by setting a limit on the time allowed for potentially unsteady foods to be held in the temperature hazard zone during preparation and ensuring that they are cooked in the right temperature. RESPONSIBILITY Foodservice employees who deal with food preparation and cooking process. INSTRUCTIONS 1. Foodservice employees shall be trained on using the procedures in this SOP. 2. Follow the Swiss local health department requirements. 3. Hand s must be washed before cooking foods. 4. Use clean and make clean utensils and equipments throughout the preparation and cooking process. . Separate raw foods from ready-to-eat foods in separate containers and use different utensils when taking the foods out of the containers. 6. Pre-chill required ingredients for cold foods, for instance sandwiches and salads to 5Cor below prior to combining with other ingredients. 7. Foods shall be prepared in small batches and close to serving times as much as possible. 8. Preparation time will be limited for any batches of food to avoid leaving the ingredients at room temperature for longer than 30 minutes prior to cooking, serving, or being returned to the refrigerator. 9.Immediately chill potentially hazardous foods which are not being cooked or served after preparation. 10. Cook the combination of meat products at the highest required temperature. MONITORING 1. Use a clean, sanitized, and calibrated thermocouple junction junction to take fo od temperature. 2. Take a minimum of two cozy temperatures from each pan of foods at different stages of preparation by putting the thermocouple into the thickest part typically at the center (Avoid putting the thermocouple into fat or close to bones). 3. Check the time foods is in the temperature danger zone and make sure it is not over 4 hours.CORRECTIVE ACTION 1. Retrain foodservice employees that do not follow the procedures stated in this SOP. 2. Start the cooking process immediately once the preparation of foods (which need to be served hot) is complete and continue cooking until it reaches the required temperature. 3. Cool ready-to-eat foods or foods that can be cooked later quickly. 4. Return all ingredients to the refrigerator if the expected preparation completion time is to be more than 30 minutes. 5. Throw away any foods held more than 4 hours in the temperature danger zone.VERIFICATION AND RECORD KEEPING All foodservice staff must record the date, product name, commenc ing and ending times of production, the two temperatures/times/measurements taken, amount of foods prepared, any corrective actions taken on either Production Log or Cooking and Reheating Temperature Log where necessary. The foodservice theatre director will visually monitor foodservice employees during the shift to ensure that they follow the locomote in the SOPs. Production and Temperature Log must be reviewed and dated daily at the end of the day.Food Safety Checklist shall be completed by the foodservice animal trainer daily and the checklist, cooking and reheating temperature log are to be kept on file for a minimum of 1 year. Serving PURPOSE Ensure that all food is served in a sanitary practice to prevent food-borne illness. RESPONSIBILITY Foodservice employees who deal with serving foods. INSTRUCTIONS 1. Foodservice employees shall be trained on using the procedures in this SOP. 2. Follow the Swiss local health department requirements. 3. Hands must be washed before puttin g on gloves and every time the gloves are changed.This applies to both during tasks changing and before serving foods with utensils. 4. Do not touch ready-to-eat foods by using hands without gloves. 5. Plates must be handled by the edge or bottom. Cups and utensils must be hold by using handles. 6. Store utensils with handles up to prevent contamination. 7. Potentially hazardous foods must be stored at proper temperature. 8. Utensils must be cleaned and sanitized before being served with the foods. 9. Utensils must be stored properly in a clean and safe area. 10. Put clear date marks and cool potentially hazardous foods.

Exploring The Evolution Of Environmental Management Environmental Sciences Essay

Human being has accumulated environmental cognition and true schemes for working nature. To modulate and prolong resource bulk use often-evolved tabu, irrational notions and familiar rights, formulated Torahs to better stewardship, and for centuries some cod under take holdn resource transmit lists. Developments evident in the late 20th century make it captious that environmental c atomic number 18 is got right these include merciful population ontogenesis planetary pollution loss of biodiversity soil debasement and urban growing. The ch allenges ar great, but at that place stick out been progresss in understanding the pull and map of the environment, in monitoring impacts, informations handling and analysis, mold, appraisal, and planning. environmental solicitude must organize and concentrate cultivations, to better human wellbeing, and seek to extenuate or forestall farther harm to the Earth and its beings.There be a broad scope of organic structures and prof essionals involved in environmental anxiety authorities bureaus, internationalistic organic structures and assistance organisations ( UNEP, USAID ) and research institutes. Below argon factors that motivates environmental educational activity Matter-of-fact grounds fright or common sense makes people or decision makers seek to avert a job. Desire to salvage costs it whitethorn be better to avoid jobs or counter them than endure the effects pollution, species extinction, human deceases, dearly-won discriminative proceeding, There may anyway be advantages in waste recovery, zero preservation and keeping environmental quality. Compliance persons, local authorities, companies, provinces and so on may be required by Torahs, national or international understanding to care for the environment. Shift in moralss research, the media, persons or groups of militants may agitate new attitudes, understandings or Torahs. Macro-economics publicity of environmental direction may take t o economic enlargement a market for pollution control equipment, practice session of cured waste, more secure and efficient energy and natural stuffs grant or there may be advantages in internalizing outwardnesss .Most environmental directors would accept that sustown(prenominal)able knowledge is one of their cardinal ends. Sustainable using is somewhat bettering the batch of people and avoiding environmental debasement. This demands high-quality direction of the environment and human establishments, and the ability to acknowledge and avoid, extenuate or accommodate to socio-economic and physical menacesThe interrogative is whether sustainable ontogeny is traveling to move merely as a steering rule or whether it can bring forth interoperable feasible schemes that improve human wellbeing and prevent environmental debasement. some(prenominal) of developments pee-pee helped to set up environmental directionIn an increase figure of states the populace have blend environmen tally cognizant and nonvoluntary to swear authorities and corporations to protect the environment. This has mostly grown out of their witnessing accidents, abhorrence of resources, and from denote about bionomical menaces.International bureaus, concerns and authoritiess have started to prosecute environmental direction ( NGOs, UNEP, EPA )The media proctor and study on environmental issues.International conferences, understandings and declarations have publicized issues and supported environmental direction.The development of environmentalism and green political relations.Broadly, the captain rules of environmental direction are prudence and stewardship. These are pursued viaAdvanced, broad-view indemnity devising and planning ( chiefly left to assorted contrivers to set about )Establishing criterions and regulations, monitoring and scrutinizingCo-ordination ( the environmental director following a multidisciplinary, interdisciplinary or holistic fill out )Operational/implemen tation.Some dismiss much of coeval environmental direction as environmental managerialism which pays deficient attending to human-environment interaction, has proceed institutionalized, and is basically a state-cantered procedure concerned with formulating and implementing Torahs, policies and ordinances which relate to the environment. Some people are sufficiently cognizant of pollution, soilrosion, over-fishing, loss of woods and other alterations in their physical milieus, and are tog upd to voice concern. environmental direction activities are frequently prompted by such people, by those monitoring developments, and besides by historiographers, archeologists, geologists and others interested in human-environment interactions and environmental alteration. Recently, the focal point has been more on how worlds affect the environment instead than on how environment affects worlds, which is unwise.The nature of environmental directionDevelopment direction has evolved independentl y of environmental direction, but normally convergences. Development direction is basically the use of intercessions aimed at advancing development. Adopting a theatrical doctrine of analogy it has mostly been as if merely the histrions were involved, and the theater, illuming and phase attracted small concern. Peoples often put out altering environmentally detrimental life styles, or paying more for necessities or even luxury points, or through poorness is inefficient to make so. Many authorities and concerns have truly embraced environmental concern neverthe slight, some are uneffective, some highjack environmental concern for their ain terminals, and other ignore environmental issues for strategic grounds. Societies, administration and jurisprudence have to germinate to back up environmental direction. Some optimistic prognosiss flex in progress towards less detrimental wonts testament be equal others are more pessimistic and, possibly realistically, think it is credib ly there will be business-as-usual scenarios. Those seeking to pull off the environment therefore have many challenges.The procedure and ends of environmental directionenvironmental directors make deliberate attempts to maneuver the development procedure to take advantage of chances, seek to avoid jeopardies, mitigate jobs, and prepare people for ineluctable troubles by bettering adaptability and resiliency. environmental direction is still a comparatively immature subject, so judging how successful it has been and in what ship canal it should be tuned to better function the quest for development is hard. Humankind has besides increased in Numberss far beyond anything in the yesteryear, which with other developments promising makes us more vulnerable than our ascendants. One cardinal undertaking of environmental direction is to cut down human exposure and better adaptability. Environmental direction seeks to better environmental stewardship by incorporating environmental science , policy devising, planning and social development, and whatever else is needed. Its ends includeProlonging and, if accomplishable, bettering bing resourcesThe bar and declaration of environmental jobsEstablishing boundsEstablishing and breeding establishments that efficaciously support environmental research, monitoring and directionWarning of menaces and placing chancesWhere possible bettering quality of life Identifying new engineering or policies that are utile.Approachs to environmental directionThere may be some convergence between groupings and within classs. Environmental directors may be more or less anthropocentric or ecocentric, more or less green , more or less supportive of engineering. There is besides a broad spectrum of political and philosophic stances, all of which colour the attack adopted.1 Ad hoc attack attack developed in reaction to a specific state of affairs.2 Problem-solving attack follows a series of logical stairss to place jobs and demands and to im plement solutions.3 Systems attack for illustration,Ecosystem ( mountain, high latitude, savanna, desert, island, lake )Agro-ecosystem4 Regional attack chiefly ecological zones or biogeophysical units, which may sometimes be international ( Le. affect diverse provinces, e.g. an internationally shared river basin ) . For illustration,WatershedRiver basinCoastal zonetIsland affirmation country development authorization ( irrigation-related )Administrative partSea ( Mediterranean, northeastward Sea, Baltic, AmI Sea )5 Specialist subject attack, frequently adopted by professionals. For illustrationAir quality directionWater quality directionLand directionEnvironmental wellnessUrban direction oceanic directionHuman ecology attackTourism management/ecotourism conservation country direction.6 Strategic environmental direction attack7 Voluntary sector attack environmental direction by, or advance and supported by, NGOs. For illustrationDebt-for-nature bartersPrivate militiasGinger Groups which try to motivate environmental directionPrivate support for research or environmental direction.8 Commercial attack environmental direction for business/public organic structures.9 Political economic system or political ecology attack10 Human ecology attackSustainable developmentA end of sustainable development may be used to assist incorporate diverse involvements that would likely non otherwise co-operate. Even if it is achieved in merely a limited manner, it may however turn out to be a valuable guiderail for development . There are analogues with Judgess seeking justness, citizens desiring autonomy, and philosophers and scientists prosecuting truth- the end may be problematic but attempts to make it hold to be maintained. There are a immense figure of definitions of sustainable development. It is many things a end, a figure displacement, above all hard to accomplish and frequently complex. A definition, which has become good known, is to pasture into the demands of the present without compromising the ability of future coevalss to run into their ain demands ( World Commission on Environment and Development, 1987 ) . Most definitions tenor inter-generational equity ( go throughing to future coevalss every bit much as the present enjoys ) and intra-generational equity ( sharing what there is between all groups ) .Drumhead Environmental direction is germinating and distributing. It has still to be adequately adapted to accommodate all conditions, and will go on to hold to be improved. Environmental direction demands a proactive attack to development and must incorporate well with other subjects. Without proactive environmental direction, development is improbable to be sustainable and people will be more vulnerable to catastrophes. The universe and its resources are nt infinite, and human demands continue to increase. The ultimate end of environmental direction is to turn to this issue and to seek sustainable development. Modem worlds are more le gion than at any point in the yesteryear and are less adaptable. Environmental direction has many tools to take from. These are frequently still germinating and may non be tuned to non-Western state demands and new challenges. Environmental directors have to choose desirable schemes and tools best suited for a given state of affairs. A proactive attack is wise if sustainable development is a serious end, and because worlds place to be more vulnerable than many admit.

Comparing Schools Essay

This distinguish card provides advice on the assembly and reporting of breeding astir(predicate) the death penaltys of Australian initiates. The focus is on the collection of nation on the wholey alike(p) selective discipline. Two purposes ar envisaged social occasion by nurture authorities and g everyplacenments to monitor lizard naturalize death penaltys and, in particular, to mention domesticatedayss that be performing unco hale or unusu eithery mischievously minded(p) their circumstances and character by p arnts/cargongivers and the unexclusive to wanton informed judgements almost, and meaningful comparisons of, enlightens and their offerings.Our advice is based on a review of late(a) Australian and inter study look into and experience in reporting on the performances of rails. This is an area of groomingal practice in which at that place baffle been m any recent break upments, much debate and a out harvest-time body of pertinent research. Ou r work is framed by recent agreements of the Council of Australian Governments (COAG), in particular, at its meeting on 29 November 2008C OAG agree that the new Australian Curriculum, Assessment and coverage dresser will be supplied with the entropy necessary to enable it to publish relevant, studyly- parallel entropy on all develops to control accountability, coach evaluation, collaborative policy using and resource allocation. The Authority will provide the reality with randomness on distributively check in Australia that includes entropy on severally tames performance, including subject testing results and school attainment rate,the indicators relevant to the postulate of the learner company and the schools capacity including the numbers and qualifications of its teaching module and its resources. The matter of this discipline will allow comparison of like schools (that is, schools with similar disciple populations crosswise the nation) and comparison of a school with new(prenominal) schools in their topical anaesthetic community. (COAG Meeting Outcomes) Our work overly has been framed by the recently endorsed MCEETYA Principles for inform entropy on railing (see Section 1. 4).Before summarising our specific recommendations, there are roughly general conclusions that we perk up reached from our review of inter subject field research and experience. The specific recommendations that follow are best chthonianstood in the context of use of these general conclusions Vigilance is essential to checker that across the nation like selective tuition on soulistic schools does non entertain the unintended consequence of foc utilize attention on more or less aspects of the purposes of learning at the expense of other outcomes that are as most-valuable but not as hale measurable.Parents/caregivers and the worldly concern are interested in a long feed of nurture about schools, and across the nation same data s hould be inform in the context of this broader education. Although it has become popular in education dodgings in some other parts of the world to use statistical models to develop measures of school performance and to report these measures publicly in league tables, we retrieve that there are very v reportage and analyse prepare Performances sound technical and educational reasons why school measures of this kind should not be utilise for public reporting and school comparisons. Related to this point, we are not convinced of the pry of reporting adjusted measures of learner outcomes publicly. Measures of savant outcomes should be report without adjustment. To enable the comparison of unadjusted schoolchild outcomes across schools, we believe that a like-schools methodology should be used. This methodology would allow parents/caregivers, the public, and education frames to analyse outcomes for schools in similar circumstances. While point-in-time measures of s avant outcomes often are efficacious, it is difficult to establish the contributions that teachers and schools make to point-in-time outcomes. In general, measures of student gain/ gain across the days of school provide a more useful basis for making judgements about the value that schools are adding. Measures of gain/ harvest-festival are most appropriately based on measurement scales that good deal be used to monitor student progress across the stratums of school. The NAPLAN measurement scales are an example and provide educational data passkey to that in stock(predicate) in most other countries.Consideration should be given to developing national measurement scales for early literacy learning and in some subjects of the national curriculum. Initially reporting should build on the understandings that parents and the public have already highly- current. For example a schools NAPLAN results should be describe in forms that are consistent with current NAPLAN reports for stu dents. Although much work postulate to be done in defining the most appropriate measures, the normal should be to build on the representations of data that are already acquainted(predicate) to people.RecommendationsOur report makes the following specific recommendations student outcome measures across the country alike(p) to(predicate) data should be serene on the literacy and numeracy skills of students in each school, using NAPLAN (Years 3, 5, 7 and 9). subjectly comparable data should be collected on the tertiary entrance results of students in each senior secondary school. These data could be reported as the region of students achieving tertiary entrance ranks of 60 or above, 70 or above, 80 or above, and 90 or above (calculated as a contribution of the students achieving tertiary entrance ranks). Nationally comparable data should be collected on the percentage of students in each senior secondary school complementary Year 12 or equivalent the percentage of students applying to all forms of post-school education and the percentage of students completing VET studies. vi reporting and compare School Performances Nationally comparable data should be collected on the achievements of students in core national curriculum subjects (English, mathematics, science and history), beginning in 2010. National assessments could be developed initially at Year 10. Nationally comparable data should be collected on the early literacy learning of children in each primary school. These assessments will need to be developed and should be administered upon entry to school and used as a baseline for monitoring progress across the first few course of studys of school. somatic and human resources Nationally comparable data should be collected about sources and amounts of patronage received by each school, including all income to the school from State and Commonwealth governments, as well as exposit of fees payable by parents, including those that are mandatory and any voluntary levies that parents are pass judgment to pay. Nationally comparable data should be collected on the numbers and qualifications of teaching staff in each school. Basic data would include academic qualifications, details of pre-service teacher education, and details of any advanced certification (eg, Advanced Skills Teacher Level 3 Teacher). student in incur characteristics Nationally comparable data should be collected on the socio-economic cathode-ray oscilloscopes of students in each school.Data should be based on information collected at the single student train, using at least parental occupation and, possibly, parental education levels, under the concord MCEETYA translations. Nationally comparable data should be collected on the percentage of students in each school of Aboriginal and/or Torres Strait islander background under the concur MCEETYA definition. Nationally comparable data should be collected on the percentage of students in each school pl ace as having a language background other than English (LBOTE) under the hold MCEETYA definition. Nationally comparable data should be collected on the geo-location of each school using a 3-category scale metropolitan, provincial, and remote. Nationally comparable data should be collected on the percentage of students in each school with peculiar(prenominal) educational needs. A across the nation concord definition of this category will need to be developed. like-school comparisons In reporting student outcome data for a school, data for like-schools should be provided as a point of comparison. Like-schools will be schools in similar circumstances and approach similar challenges. In determining like-schools, account should be codn of the percentage of students with Indigenous backgrounds, the socio-economic backgrounds of the students in the school, and the percentage of students from language backgrounds other than English. vii Reporting and equivalence School Performances For each school separately, like-schools should be identified as the schools most similar to that school on the above characteristics (rather than pre-defining a restrain number of like-school categories). Work should commence as soon as attainable on the development of an appropriate like-schools methodology. public reporting For the purpose of providing public information about schools, a common national website should be used to provide parents/caregivers and the public with access to rich information about several(prenominal) schools. The national website should provide information about each schools programs, philosophies, values and purposes, provided by the school itself, as well as across the nation comparable data, provided centrally. Nationally comparable student outcome data should, wherever possible, provide information about current levels of attainment (ie, status), gain/growth across the years of school, and melioration in a school over time. The complete d atabase for each state/territory should be made available to the relevant state/territory departments of education and other employing authorities, enabling them to wonder data for their schools and to make judgments about school performances using aggregated data and national summary statistics. We believe that almost all nationally comparable data collected centrally could be reported publicly.The exceptions would arise when the public reporting of data whitethorn have negative and unintended consequences for schools. For example, we flush toilet envisage negative consequences arising from the reporting of the socio-economic backgrounds of students in a school, or of the monetary circumstances of struggling, small schools (both government and non-government). We also believe that data reported publicly should be factual data about a school, and not the results of secondary analyses and interpretations that are open to debate (eg, value-added measures).viii Reporting and exami ne School Performances 1. INTRODUCTION In education, good decision making is facilitated by access to relevant, reliable and timely information. Dependable information is studyd at all levels of educational decision making to point areas of deficiency and special need, to monitor progress towards goals, to evaluate the intensity of special interventions and initiatives, and to make decisions in the best interests of individual learners.The focus of this paper is on the supplying and use of information about individual schools. The starting point is the observation that relevant and reliable information about schools is haved by a shake off of decision makers including parents and caregivers, school principals and school leadinghip teams, system managers and governments, and the general public all of whom require honest information that they tin can use to tap opportunities and outcomes for students.1. 1 Audiences and Purposes Parents and caregivers require valid and reliable information to evaluate the musical note of the education their children are receiving, to make informed decisions in the best interests of individual students, and to become active partners in their childrens learning. They require dependable information about the progress individuals have made (the knowledge, skills and understandings developed through instruction), about teachers plans for future learning, and about what they can do to assist.There is also huge induction that parents and caregivers want information about how their children are performing in comparison with other children of the same age. And, if they are to make judgements about the eccentric of the education their children are receiving, they require information that enables meaningful comparisons across schools. School leaders require reliable information on student and school performances for effective school management.Research into factors underpinning school effectiveness highlights the importance of the school leaders role in establishing an environment in which student learning is accorded a central focus, and goals for betterd performance are developed collaboratively by staff with a commitment to achieving them. School managers require dependable pictures of how well students in a school are performing, both with reckon to school goals for improvement and with respect to past achievements and achievements in other, comparable schools.Governments and system managers require dependable information on the performance and progress of individual schools if they are to exercise their responsibilities for the delivery of type education to all students. utile management depends on an ability to monitor system-wide and school performances over time, to evaluate the effectiveness of special programs and targeted resource allocations, to monitor the impact of policies, and to evaluate the winner of initiatives aimed at traditionally disadvantaged and underachieving sections of the student population.Accurate, reliable information allows system managers to measure progress against past performances, to identify schools and issues requiring special attention, to target resources appropriately, and to trim goals for future improvement. 1 Reporting and Comparing School Performances 1. 2 Forms of breeding Because there are multiple audiences and purposes for information about schools, the forms of information required for effective decision making are divers(prenominal) for different stakeholders.Parents and caregivers require a wide range of information, including information relating to their immediate needs (eg, Is the school easily accessible by public transport? Does it have an after-school(prenominal) program? What fees and/or levies does it charge? ) the ethos of the school (eg, What evidence is there of bully/harassment? What are the espoused values of the school? Do students wear uniforms? What level of discipline is imposed? Who is th e principal? ) their childs belike educational experience (eg, Who will be my childs teacher conterminous year? Will they be in a composite clan?How epic will the class be? Does the school have a literacy intervention program? What extra-curricular activities are provided? ) and the schools educational results (eg, Does the school achieve outstanding Year 12 results? ). School leaders require other forms of information, including information relating to staffing and resources (eg, What resources are available for music next year?How umpteen beginning children have special learning needs? ) the effectiveness of initiatives (eg, Is there any evidence that the extra class time allocated to literacy this year made a difference?) and academic results (eg, How many Year 5 students did not meet the minimum performance standard in read?Have our results improved since last year? Are we still infra the state average? How did last years Year 12 results compare with those of the neighbou ring school? ). System managers and governments require still other forms of information, including information to monitor system-wide trends over time, to evaluate the effectiveness of attempts to raise standards and close gaps, and to identify schools that are performing unusually well or unusually poorly given their circumstances.In general, the schoollevel information required by system managers and governments is slight fine-grained than the information required by parents, teachers and school leaders. frame of reference 1 displays schematically dissimilar forms of information that could be made available about a school, either publicly or to specific audiences (eg, system managers). The forms of evidence represented in Figure 1 are A student outcome measures that a school could shoot to report Most schools report a wide range of information about the achievements of their students to their school communities.This information is reported in school newsletters, topical anes thetic and community newspapers, school websites, and at school events. The information includes details of Year 12 results, analyses of postschool destinations, results in national mathematics and science competitions, language certificates, awards, prizes, extra-curricular achievements, community recognition, and so on. Most schools take every opportunity to celebrate the achievements of their students and to announce these achievements publicly. 2 Reporting and Comparing School Performances Figure 1.Forms of information that could be made available about a school Ba sub- stigmatize of student outcome measures on which it is agreed to collect nationally comparable data Within the correct of student outcome information that great power be reported for a school, there could be a sub-set of outcomes on which it was agreed to collect nationally comparable data.A reason for identifying such a sub-set would be to match some common measures to facilitate school comparisons within a l ocal geographical area, across an entire education system, nationally, or within a group of like schools. Inevitably, nationally comparable data would be collected for only some of the outcomes that schools, parents and communities value.Performances on common literacy and numeracy tests in Years 3, 5, 7 and 9 are an example of nationally comparable data soon in this category. C. somatogenic and human resources measures that a school could choose to report Schools provide information in various forms and to various audiences about their bodily and human resources. Information of this kind includes details of staff qualifications and teaching experience, staff turnover rates, school global budgets, computers and other technology, newly constructed facilities, bequests, results of fundraising drives, and so on. roughly of this information may be reported to the school community some may be kept confidential to the school, education system or government departments. D a sub-set of physical and human resources measures on which it is agreed to collect nationally comparable data Within the set of physical and human resources measures reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data.For example, there have been recent calls for greater consistency and transparency in the reporting of school funding arrangements (Dowling, 2007 2008) and for more consistent national approaches to assessing and recognising teacher quality (Dinham, et al, 2008). 3 Reporting and Comparing School Performances E. student inlet measures that a school could choose to report Most schools have considerable information about their students. For example, they may have information about students language backgrounds, Indigenous status, socio-economic backgrounds, learning difficulties and disabilities.This information usually is reported only within education systems or to governments and is not reported publicly, althou gh schools sometimes provide information to their communities about the range of languages speak by students in the school, the countries from which they come, the percentage of Indigenous students in the school and the schools special Indigenous programs, or the number of severely disenable students and the facilities and support provided for these students. F a sub-set of student intake measures on which it is agreed to collect nationally comparable data.Within the set of student intake characteristics reported for a school, there could be a sub-set of measures on which it was agreed to collect nationally comparable data. Some progress has been made toward nationally consistent definitions and nationally consistent data collections on student background characteristics. G. all other information that a school could choose to make available Beyond information about student outcomes, student backgrounds and their physical and human resources, schools provide a range of other inform ation to the communities they serve. 1.3 Nationally Comparable Data Acknowledging the many purposes and audiences for information about schools, and the various forms that this information can take, the specific focus of this paper is on the collection and reporting of nationally comparable data for the purposes of evaluating and comparing school performances. In other words, the focus is on categories B, D and F in Figure 1. We envisage three broad uses of such data use by parents and caregivers in judging the quality of educational provision and in making informed decisions in the best interests of individual students use by school leaders in monitoring a schools improvement and benchmarking the schools performance against other, comparable schools and use by education systems and governments in identifying schools that are performing unusually well or unusually poorly given their circumstances. As noted above, these three stakeholder groups are likely to have different needs. T he looks in which nationally comparable data are analysed, combined and reported may be different for different purposes.We see the process of reaching agreement on the core data that should be available about a school as a national collaborative process, and see little value in arriving at different conclusions about these data for different parts of the country. 4 Reporting and Comparing School Performances 1. 4 Principles for Reporting The Principles for Reporting Information on Schooling (see pages 6-7) adopted by the Ministerial Council for Education, Employment, Training and jejuneness personal matters (MCCETYA) provide an important point of reference for any proposed collection and use of nationally comparable data on schools.These principles recognise the multiple audiences and purposes for information about schools, the need to collect broad evidence about student and school performances, and the desirability of monitoring intended and unintended consequences of reportin g information on schools. Australian governments have undertaken to ensure that data provided for the purposes of comparing schools are reliable and fair and take into account the contexts in which schools work.Governments also have undertaken not to develop simplistic league tables of school performances. 1. 5 organise of Paper This paper first considers the kinds of nationally comparable data that might be collected about schools for the purposes outlined above. We draw on national and internationalistic research and experience, attempt to anticipate the likely requirements of different audiences, and take into account what measures currently exist and what additional measures might be suitable in the future.Each of the three data categories in Figure 1 is considered in turn student outcome measures physical and human resources measures student intake measures (sections 2-3) (section 4) (section 5) We then consider alternative ways of evaluating and comparing school performan ces. Two broad methodologies are discussed the direct comparison of student outcomes the spin of measures of school performance (section 6) (section 7) Finally, we consider issues in reporting publicly on the performances of schools audiences and purposes for reporting options for public reporting on schools (section 8) (section 9) 5 Reporting and Comparing School Performances MCEETYA PRINCIPLES FOR REPORTING INFORMATION ON cultivation There is a vast amount of information on Australian schooling and individual schools. This includes information about the educational approach of schools, their enrolment profile, staffing, facilities and programs, and the education environment they offer, as well as information on the performance of students, schools and systems. opposite groups, including schools and their students, parents and families, the community and governments, have different information needs. The following principles provide direction on requirements for information on schooling, including the types of information that should be made pronto available to each of the groups noted above. These principles will be supported by an agreed set of national protocols on the access to and use of information on schooling. Good quality information on schooling is important FOR SCHOOLS AND THEIR scholarS.Principle 1 Schools need reliable, rich data on the performance of their students because they have the primary accountability for improving student outcomes. Good quality data supports each school to improve outcomes for all of their students. It supports effective diagnosis of student progress and the design of quality learning programs. It also informs schools approaches to provision of programs, school policies, pursuit and allocation of resources, relationships with parents and partnerships with community and business.Schools should have access to schoolwide data on the performance of their own students that uses a broad set of indicators Data that e nables each school to compare its own performance against all schools and with schools of similar characteristics Data demonstrating improvements of the school over time Data enabling the school to benchmark its own performance against that of the bestperforming schools in their jurisdiction and nationally FOR PARENTS AND FAMILIES.Principle 2 Information about schooling, including data on the performance of individuals, schools and systems, helps parents and families to make informed choices and to engage with their childrens education and the school community.Parents and families should have access to Information about the school of thought and educational approach of schools, and their staffing, facilities, programs and extra-curricular activities that enables parents and families to compare the education environment offered by schools Information about a schools enrolment profile, taking care not to use data on student 1 characteristics in a way that may stigmatise schoo ls or undermine social inclusion. Data on student outcomes that enables them to monitor the individual performance of their child, including what their child knows and is able to do and how this relates to what is expected for their age group, and how they can contribute to their childs progress Information that allows them to assess a schools performance overall and in improving student outcomes, including in relation to other schools with similar characteristics in their jurisdiction and nationally.1 Any use or publication of information relating to a schools enrolment profile should ensure that the secrecy of individual students is protected. For example, where the small size of a school population or of a specific student cohort may enable appointment of individual students, publication of this information should be avoided. 6 Reporting and Comparing School Performances FOR THE COMMUNITY.Principle 3 The community should have access to information that enables an understanding of the decisions taken by governments and the status and performance of schooling in Australia, to ensure schools are accountable for the results they achieve with the public funding they receive, and governments are accountable for the decisions they take. Students are an important part of our society and take up a variety of roles within it after leaving school. The community is thence a direct and indirect consumer of the product of our schools, as well as providing the means of public funding.Information about schools in the public cosmos fulfils the requirement that schools be accountable for the results they achieve with the public funding they receive, including copulation to other like schools it should also give the community a broad picture of school performance and a sense of confidence in our school systems. The community should have access to Information about the philosophy and educational approach of schools, and their staffing, facilities, programs and extra-cur ricular activities that enables the community to compare the education environment offered by schools. Information about individual schools enrolment profile, taking care not to use data on student characteristics in a way that may stigmatise schools or undermine social inclusion National reporting on the performance of all schools with data that allows them to view a schools performance overall and in improving student outcomes, including in relation to other schools with similar characteristics RESPONSIBLE PROVISION OF SCHOOLING INFORMATION Australian Governments will ensure that school-based information is published responsibly so that any public comparisons of schools will be fair, contain completed and verified data, contextual information and a range of indicators to provide a more reliable and complete view of performance (for example, information on income, student body characteristics, the spread of student outcomes and information on the value added by schools) governme nts will not devise simplistic league tables or rankings and will put in place strategies to manage the risk that one-third parties may seek to produce such tables or rankings, and will ensure that privacy will be protected. reports providing information on schooling for parents and families and the community will be developed based on research on what these groups want to know and the most effective ways the information can be presented and communicated. FOR GOVERNMENTS Principle 4 Governments need sound information on school performance to support ongoing improvement for students, schools and systems. Government also need to monitor and evaluate the impacts (intended and unintended) of the use and release of this information to improve its application over time.Good quality information on schooling enables governments to analyse how well schools are performing identify schools with particular needs determine where resources are most needed to lift attainment identify best pra ctice and innovation in high-performing schools that can be mainstreamed and used to support improvements in schools with poorer performance conduct national and international comparisons of approaches and performance develop a substantive evidence base on what works.This will enable future improvements in school performance that support the achievement of the agreed education outcomes of both the Ministerial Council for Education, Employment, Training and Youth Affairs and the Council of Australian Governments. 7 Reporting and Comparing School Performances 2. STUDENT OUTCOMES Information about the outcomes of a schools efforts is key information for parents and caregivers if they are to judge the quality of educational provision for school leaders to monitor a schools performance and improvement and for education systems and governments to identify schools in need of additional support.However, schools work to promote many different kinds of outcomes for their students. For some schools, an important objective is to improve school attention rates. For others, assisting students to make successful transitions into the workforce is a high priority. Some schools are more focused than others on supporting the social, spiritual and emotional development of students. Still others measure their success in terms of entry rates into highly sought-after university courses. Decisions about the outcomes to be reported publicly for schools are important because they influence judgements about how well individual schools are performing.This is specially true when education systems and governments attempt to construct measures of school performance wayward incentives can arise when the school performance measure has both a large impact upon actors and focuses on an aspect of schooling that does not reflect the true or overall purpose and objectives of schools. Unfortunately, this can be common in school performance measures if the performance measure is too narrowly de fined. (OECD, 2008, 26).