FOUNDATIONS of Restaurant Management & Culinary Arts Level One

875 Pages·2013·44.81 MB·English

L E V E L O N E
L E V E L O N E
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Curriculum of the
©2009 National Restaurant Association Educational Foundation. All rights reserved. ServSafe and
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FOUNDATIONS
of Restaurant Management
& Culinary Arts
Level One
National Restaurant Association
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2 3 4 5 6 7 8 9 10 V011 15 14 13 12 11 10 9

ISBN 10: 0-13-801938-X
PearsonSchool.com/careertech ISBN 13: 978-0-13-801938-9
ii
Brief Table of Contents
Level 1
Th is is the fi rst book in a two-book series covering the Foundations of Restaurant Management &
Culinary Arts.
Chapter 1 – Welcome to the Restaurant and Foodservice Industry
Chapter 2 – Keeping Food Safe
Chapter 3 – Workplace Safety
Chapter 4 – Kitchen Essentials 1 – Professionalism
Chapter 5 – Kitchen Essentials 2 – Equipment and Techniques
Chapter 6 – Stocks, Sauces, and Soups
Chapter 7 – Communication
Chapter 8 – Management Essentials
Chapter 9 – Fruits and Vegetables
Chapter 10 – Serving Your Guests
Chapter 11 – Potatoes and Grains
Chapter 12 – Building a Successful Career in the Industry
Appendix A – Staying Connected with the National Restaurant Association
Appendix B – Handling a Foodborne-Illness Outbreak
Appendix C – Identifying Pests
Level 2
Table of Contents for the second book of this two-book series covering the Foundations of Restaurant
Management & Culinary Arts. Th e ISBN for the Level 2 book is 0-13-138022-2.
Chapter 1 – Breakfast Food and Sandwiches
Chapter 2 – Nutrition
Chapter 3 – Controlling Foodservice Costs
Chapter 4 – Salads and Garnishing
Chapter 5 – Purchasing and Inventory
Chapter 6 – Meat, Poultry, and Seafood
Chapter 7 – Marketing and the Menu
Chapter 8 – Desserts and Baked Goods
Chapter 9 – Sustainability: The “Greening” of Foodservice
Chapter 10 – Global Cuisines 1: The Americas
Chapter 11 – Global Cuisines 2: European, Mediterranean, and Eastern Cuisines
Appendix A – Staying Connected with the National Restaurant Association
Appendix B – Handling a Foodborne-Illness Outbreak
Appendix C – Identifying Pests
Appendix D – Developing Your Career
iiiiii
Students using this book can receive recognition
from the National Restaurant Association?
Yes!
The Foundations of Restaurant Management & Culinary Arts—Levels 1 and 2 curriculum
teaches students the fundamental skills they will need to begin a career in the industry.
What’s more, after completing each level of this industry-driven curriculum, students can sit
for the National Restaurant Association’s exam for that level. Students who pass both the
Level 1 and Level 2 exams receive certificates from the National Restaurant Association.
Certificate No.
CERTIFICATE OF RECOGNITION
For successfully completing the objectives set forth in Level One
of Foundations of Restaurant Management & Culinary Arts,
the National Restaurant Association awards this certificate to:
LEVEL ONE
MARY SMITH
PRESIDENT & CEO, NATIONAL RESTAURANT ASSOCIATION / EXAM DATE
NATIONAL RESTAURANT ASSOCIATION EDUCATIONAL FOUNDATION
LEVEL ONE
©2010 National Restaurant Association Educational Foundation. All rights reserved.
09101501 v.0910
Certificate No.
CERTIFICATE OF RECOGNITION
For successfully completing the objectives set forth in Level Two
of Foundations of Restaurant Management & Culinary Arts,
the National Restaurant Association awards this certificate to:
LEVEL TWO
MARY SMITH
PRESIDENT & CEO, NATIONAL RESTAURANT ASSOCIATION / EXAM DATE
NATIONAL RESTAURANT ASSOCIATION EDUCATIONAL FOUNDATION
LEVEL TWO
©2010 National Restaurant Association Educational Foundation. All rights reserved.
09101501 v.0910
iivv
Welcome Students!
Dear Students:
Welcome to the exciting restaurant and foodservice industry!
We at the National Restaurant Association are thrilled to take this journey with you as you learn more
about our industry. Restaurant and foodservice operations make up one of the most dynamic indus-
tries in the United States today. They are a shining example of the entrepreneurial spirit and a place
where employees become owners every day.
Millions of opportunities: As the nation’s second-largest private-
sector employer, the restaurant and foodservice industry creates
opportunity for millions of Americans. The industry employs some
13 million Americans today and is expected to add almost
2 million positions over the next decade.
This means there are many opportunities and career paths
ahead of you. Whether it’s a quick service restaurant, a family
operation, or a multi-million-dollar company providing on-site
foodservice at schools or hospitals, our industry is the place
to build your career.
Industry-backed learning materials matter: Foundations of Restaurant
Management & Culinary Arts was developed with input from industry Certificate No.
leaders. We believe that an industry-backed education is the best way
CERTIFICATE OF RECOGNITION
to prepare you to lead us into the future. Together, we have identifi ed For successfully completing the objectives set forth in Level One
of Foundations of Restaurant Management & Culinary Arts,
the National Restaurant Association awards this certificate to:
the management, operational, and culinary skills critical to success in LEVEL ONE
MARY SMITH
the industry. The skills you develop in Level 1 and Level 2 will give you
a competitive advantage as you embark upon your career or further NPRAETSIOIDNEANLT R &E SCTEAOU, RNAANTTI OANSASLO CRIEASTTIAOUNR EADNUT CAASTSIOOCNIAALT IFOONU N/DATIO N EXAM DATE
LEVEL ONE
your education. ©0921001105 N01ati onva.0l R91e0staurant Association Educational Foundation. All rights reserved.
We are proud that you have chosen to take this fi rst step in your
career with the National Restaurant Association. As the leading
business association for the restaurant industry, the Association
works to lead America’s restaurant industry into a new era of
prosperity, prominence, and participation, enhancing the quality
of life for all we serve. Our philanthropic foundation, the National
Restaurant Association Educational Foundation, enhances the
restaurant industry’s service to the public through education,
community engagement, and promotion of career opportunities.
The National Restaurant Association looks forward to partnering with you throughout your career!
We invite you to learn more about us at www.restaurant.org and www.nraef.org, and be sure to check
out Appendix A in this book to learn more about scholarships, educational programs, industry certifi ca-
tions, member benefi ts, and more.
vv
Preface
Our objective with this program is simple yet significant:
Provide an industry-driven curriculum that prepares students for a career in restaurant
and foodservice management.
To achieve that objective, Foundations of Restaurant Management & Culinary Arts was
meticulously developed by the National Restaurant Association with input and contribu-
tions from countless representatives from both industry and education. That balanced
perspective is important in helping students make the connection between classrooms
and careers.
The visual tour that follows summarizes many of this textbook’s most distinguishing and
remarkable features. Foundations of Restaurant Management & Culinary Arts, Level 1
and Level 2, provide the following benefits:
■ Comprehensive coverage of culinary and management topics
■ An industry-infused approach
■ Pedagogy that supports 21st Century Learning
■ Relevant and timely topics from global cuisines to sustainability
■ Content aligned to certificates and ProStart program opportunities
■ Certificate opportunities that meet Carl Perkins funding requirements
■ Supplements and technologies that help educators do more in less time
Thank you for considering Foundations of Restaurant Management & Culinary Arts!
We offer a pedagogy that is fortified by 21st Century Learning
themes and objectives:
■ Critical thinking and problem solving
■ Communication and collaboration
■ Creativity and innovation
vvii
■ Global awareness
Chapter 4 | Kitchen Essentials 1—Professionalism and Understanding Standard Recipes
■ Health literacy Case Study The Art of Professionalism
ICFAfunoArltluysdSn dpuEdera osSvtveitToilrdoUnyepsDs e-o Yditfen Rt–aof ceE uhrseatesacirnuhesfr ocaadrhnnc atdec pM s2ateta1ursns dtba eeCgen egestmisnnt tsewuu nrwidytth i&tLi ht eeo Caaos ruClns:lii anncsagaer.ry e - whCisgaCsASaoitcACnnhtkontiofhholsirmgtg aielsdeoe1 eelml rtylxt cs n5 d ffshhe giohm etoss.0dt JJdeeha upeoe uH.ieeflooiiae n prs e nAriraaehJvfle stgn ew r tnn leweeepti ehte tanha a orahls siixitepdcav esstn,youitb hon na a wics wt smitpmh tokhlgutoe ,cuh wli siikeermaelenaftrpael ar h esiac nttviocb ilnhanes hdnelsuehmfrlie tratenrein etar h.ainAeoait tdn xdeglt -p egdwnmleApr gtnl etxw ye t cmhe laluAtox p,jeeceoair o4oy , ltsiae,vx p h eph s.bboau s3nrte lAwex we his ifam2nCa.ldAecc l .s1.ltinC.ibpawdAi uh nenHe lla,lA.aelnebe leE xlcek alaoa onfaibxHliilopre nxf fcenn rntadswsi’ed uerh sopachsxJggdtabu o ic teiari wtlinew o s etoseccigayohnaacrpnCCC s an fnactus iraaoe noga rdhhhhsahn tneeeaw tntol redfSaaagk t cpr:se rs nreAkchu fpppha.ei h euaaCsre eusd potttdtmlbee oaatmi leeese hxAsadr a uwetupsettwirrrsaxeth e rtn h nelppo glii4444o etpedc,citsof t,e ty i clmii A fouhixor,o |||anynmJb d gyijmo tKKK’afoilytnieoaesnurilsooeehiinfoya eekg rlatttb tia xrilFi”.eccc antd 1nrands ns akt.e hhhhpcaSrds8d h mgpgsoein eeeChf lh nseo or .tyeo pr rnnntda ieheho oilogvono,Ys ri rg lnrfinEEEEenaf i e rhtepve no.escng alhssssuef cn ptta.eilHee fisssss om”,hdlcaemJnwmo r ueeeev.pejcidAot g eee punnnresdC eobto iedt asecltttkhseksrcihe-nhoeiiicn e nn naaaatie,thcpcxi trUeika l s llll glsod m lsuetssssss tesa fkktsi aefhp w elbaowsopeipu11111poJ”eedltoseytl —————pl sctrne fbaiemohti sre s ol htnlhalcprsle t eimoe,er vPPPfahtetni gauTh,el to“lii sirr tenaotopa sr eodeCooiAasr hhevo t snwn fflrp- ohl cpeeee iAka nsh smlesinossset eonl.seloessl fesn t ii rhooo xAJvvitnnno’eoesiaacr awr lllphwetiiitnss ri. rtmmm so ooehoW r fcwi aaekfrbihnne. spoe ddddddPosdHerh UUUUUUUik soaoraA nnnnn?rawnvoddddddleseeaeeee f xc?rrrhlaesssssia si tttaspnaaaaamss nnnnr c hsdddde puhiiiiepnnnnnirse e gggggggothc o piSSSSSSSoesnm ttttttl oaaaaaapakennnnn ?dddddrlsaaaai?rrrrrsdddddddd mRRRRRReeeeeecccciiiiippppppeeeeeessssss
Study that features the chapter content applied in 1. Does Alex appear to be a professional employee?
2. What can be done to address Alex’s math phobia?
3. What skills does Alex need to possess to be able to complete his
a real-world situation. The Case Studies introduce assignment properly?
Chapter 4 | Foundations of Restaurant Management & Culinary Arts
several different restaurant and foodservice profes-
sionals at work in various jobs and industry settings. ofi le] DPrro.f eJsesorra (lEdd uCcahtoers)ser, CEC, FMP, CCE, AAC
pr The Collins College of Hospitality Management
The Case Studies draw the students into the chapter al California State Polytechnic University, Pomona
on Author of:
content with several thought questions for students to ofessi TTMhhaeen WAagrote ramldne don fSt Cciuelnincaer yo fS Cupuelinrvairsyio Pnr,e Tpraarinaitniogn and 213
consider as they read the chapter. pr I grew up in the restaurant business, working with my father
[ in the kitchen and my mother in the dining room. I saw the pleasure they created for
themselves and others. I wanted to be able to bring that same enjoyment to other
people, so going into the restaurant business and becoming both a chef and owner
CASE STUDY FOLLOW-UP – Each chapter was a natural fit.
When I was in high school and began to think about college, I decided I wanted to
become a chef like my father. I can remember telling dad and still recall his answer:
concludes with a follow-up to the chapter-opening “wNeroe! Yeonutr eaprere gnoeiunrgs ,t oa cgcoo tmo pcloislhleegde baunsdin mesask ep sroofmesesthioinnga lso,f aynodu rhsieglhf.l”y Msuyc pcearsesnfutsl,
but they were not considered to be (and did not perceive themselves to be) at the
Case Study, recapping the case study and asking same level as other professionals—bankers, doctors, professors, or lawyers.
In fact, I still remember the day that my father apologized222 t666o33 me for coming to my
school to get me in his chef’s uniform because he was afraid he had embarrassed
students questions they can answer and apply with mtoe w! Io hrrayv ea bsopuetn et mmbya lrifrea swsoinrgk inhgis toor ehnesru creh itldh abt yn ob efiantgh esre oern m ino tah ecrh eefv’se ru angifaoirnm h aosr
because they are a restaurateur. And I ask that you carry on this challenge.
the knowledge they have gained in the chapter. After getting a bachelor’s and master’s degree in history, I got a doctorate in edu-
cation. I then went into education because I saw an opportunity to impact both
individual lives and the industry that is so important to me. The match between the
culinary/restaurant industry and education was a natural fit. I think that there is no
greater achievement than to assist others in reaching their goals.
PROFESSIONAL PROFILE – Each Case Study is followed by a proSfo,i bleeing aoble tfo haelp peloeplea to dsucciened gin th ei rnestaduraunt insdusttrry,y wh ilep herlpiong tfo es-
generate a sense of pride in what they do—well, it doesn’t get any better than that.
sional, featuring notables such as Emeril Lagasse, Guy Fieri, and many Tsphoieri tk.te Tyhh tiso ieqsu aacrlictyso fmopo ldifs ahrnedod sbeymr vdiocien gis a eav selirnylct ehrilneeg d teosv itrheee t oab flsesoeldu tbeoa bthe nstCht eho dafb oypodt uye rtra an7ybd i l|ti tphCye. o memsun icoatifon
Constant pursuit of knowledge, training, and experience is necessary to be the
industry settings. Each profile describes the subject’s industry expeArbioeutn Cbecostm eyomu ucaann ibncea atdnido dn evliveire thew bests po ssoiblen pro dtucht aned e xpcerihencae top thet geuesrt. topic,
Success without personal growth and development is not success—it is resting on
Communyiocuart ilaounr eilss . one of the most important of all skills. But you’re only an effec-
tive communicator if you are able to engage your audience. So it’s critical to (1) be
as well as interesting quotes and career vignettes. aware of your surroundings and (2) be sensitive to who your audience is. Then you
can adjust your communication style accordingly.
214
Chapters organized as sections:
7.1 The Communication Process 7.2 Commun ication Skills 7.3 Types of Communication
• Process of Communication • Personal Characteristics that • Organizational Communication
• Barriers to Communication Affect Communication Skills • Interpersonal Communication
• Effective Writing
• Effective Speaking
• Effective Telephone Skills
GRAPHIC ORGANIZER – Chapter content is divided • Effective Writing
into sections, and each section begins with a Graphic SECTION 7.1 THE COMMUNICATION PROCESS
Communication is an important part of everyday life. It allows us to interact
Organizer at the top of the page showing teachers and with each other and to share our knowledge, ideas, and experiences. Most peo-
ple think communication is just speaking and listening, but it is so much more.
students what to expect in the upcoming section, as Waned cionm mmanuyn ioctahtee rt hwraoyusg. hO bf ocoduy rlsaen, gtuhaisg em, egaenstsu trheast, wjursitt iansg m, sapneya kwianygs, elixsitsetn tion g,
miscommunicate. It is important to use positive communication by focusing
well as where they are within the chapter structure. and listening.
Study Questions
STUDY QUESTIONS – Each section begins with a list After studying section 7.1, you should be able to answer the following
questions:
of Study Questions that give students an active way to ■ What is the communication process?
■ What are the barriers to effective communication?
consider the section content with the understanding that
The Process of Communication
after they finish the section they should be able to answer
Communication is the process of sending and receiving information by talk,
gestures, or writing for some type of response or action. Communication is a
each of the questions. learned skill. Most people are born with the ability to express themselves, but
need to learn how to effectively communicate. CommunCichaatpiotenr i n5c |l uKditecsh beont hE ssentials 2—Equipment and Techniques
verbal (speaking and writing) and nonverbal communication (body language
ASaSstnUEutddC M tetThhnMIetOes AS’N uRteu nRYdndEy e–d VrQ sB ItuoEauenWlflsde te tiinQ opganUo sociE.nf htStsh T etshI OsaeetN cctiSteito i–inno Qcdnoiurn:eetcsettnlioyt ntthosr odthueegs ihsg encceritdtiioc tnao l c atohsinsntekesinnsgt .and gestures)S. ect1i2o34nNS5E axmD56puWe.el7 asW2 aihcemn 8nlarh WietdmyRb G mi heiedsdi s emyvexootEh eneCiphee xo tlsvhee sps aI■■■■awi olianintntdB aaf np h tiieip tefe comentlfet x n ohaewrrRA(Pa P Pl••m••uphcha nrocrewso oen5omeyoakrieye seftr ioewo.|snte ndpG nta sckaQa ctleKnsp gSSDlB o scleye nsiemsork ?ks rtrtpe tra ic rutondce bpmacowofeve-ciuffehaooaoe fksoioouepictetaetn erezcenmin a wion mkontlbAaidpse orfssl ,s ggieelEar rul do l eb snet poeespa p yretraiiahi xe res pen,, nn t im oiotso ei i toeqbqhnitsuisnryonncedtrcthat o le urtuel ,n sotwir,ailye m a c to. nunaatmeieiaumx uuhsohlpspeieocdis cdiolosal s sceauscnmamhn ekel2 eeeheniiuetqcetnm— i rnn -dt daomfevaye,euhetggliyn n han rnEe naiu ftbi oa tbsvnsqnpenposdeao)tnttshollurcyhr,su. d meiradr,e i eaih f a pdpc acadfdndmiaonsilpim petfioenprams m f cl qreibeteevetneill,idesulinehsoo osrs spou n twettserp m en iwa eh sspian adagni .oaeleaitttnynr gtno itieee:no fndromnel?nh o ctasndauiprTd vosgn gll rtvseete rousa o s wca:ltrgadaesco ryrhwdiiiuonie ncz mnn r s zhroeiwccegesd kdtpqeess.knseoivols uoi i s ivmls peratvlk omc:ta4 ssihsr,ate akn nkei1nhhpsn ogmn3 eitrugoedi t uovess olhup eettev.ttaea adher psi.rrneb ilbn ,seHyfnr ollm,sog? oee gm?naw osso en sw/daartaddi asriic utnneeoke ra to rraich,ne fnose fgc caruro a tiulpigplinetpqepesgruen,e.a ri rastdTh ,inpo lscsrodae,st s hu,mat oa tniinovrldioesdt trnfy r t c,aoec os eaotmzralsetis -nr.s -
• Saucepan, used for general cooking particularly liquid or liquid-based
mixtures
• Sauté pan, used to sauté items
• Cast-iron skillet, used for pan grilling, pan-frying, and braising foods
like meat and vegetables
• Sheet pan, used for many things, but most commonly to bake cookies,
rolls, and cakes
• Hotel pan, used for baking, roasting, or poaching meat and vegetables
• Roasting pan, used to roast and bake foods such as poultry and meat
317
• Braising pan, used to braise, stew, and brown meat
■ Preparation equipment includes cutters and mixers, steamers, broilers,
ranges, griddles, fryers, and ovens.
■ Holding and serving equipment can include the bain-marie, food warmer/
steam table, hot-holding cabinet, coffee maker, tea maker, ice machine, hot
box, chafing dishes, and espresso machines.
299
Chapter 5 | Foundations of Restaurant Management & Culinary Arts
SECTION ACTIVITIES – Class and lab activities to provide
Section 5.2 Activities
hands-on learning and application.
1. Study Skills/Group Activity: Planning Ahead
Throughout all chapters: Apo ptaotpouelas ra mnde nsua uitteémed a ct ayroruort sb.i sWtroor kis w ai tshe tawreod o dthuecrk sbtruedaesntt, ss etor vfeodllo wwit thh reo “aPsltaend-
ning Ahead” rules on p. 303 to determine what steps are involved in creating and
serving this dish. What work can be done in advance? In what order should the
work be done?
SERVSAFE® CONNECTION – Food safety is emphasized 2. Activity: Practice Basic Knife Cuts
Practice the basic knife cuts on p. 305, using a ruler to check sizes. Work on
throughout the book via the ServSafe® Connection, a feature box perfecting the correct size and shape for each cut.
3. Critical Thinking: Flavorings
that details important foodhandling and safety information that What are some common flavorings you enjoy, and in what dishes do you espe-
cially enjoy them? How does that reflect your family’s heritage or your commu-
nity’s nature?
comes directly from the National Restaurant Association’s industry-
standard ServSafe program.
Chapter 5 | Foundations of Restaurant Management & Culinary Arts
ESSENTIAL SKILLS – Vital culinary and management skills are
]n Nutritious Cooking
utritio gntbShoeroeintlml tiefiene nrga act,t h lfo aoapolrnlrk. o iiDntndhsgeuote castptene. -cc Hfcherooyn, oiwuinqksgeueev eda easn rw ,da mfi rtapiehnta oincmnuaa-taftn urli tyhra. ianFemlglolypo,r u mocmnnaoto r rtrsoehytf e nflpf auaoetvtto,rho ipwteril.ore hF u,ih loiesato ntisdshdts ea,p aniconm oscoosritnekihbgeaele sdras e ntw. odtSi ht fiahpenu o fdftaaaé ctati n h ocbgifona tnaeglantn ernd entc aq te suo tierfe finecaltuudreindg i no nhea nodr sm-oonre, s ptehpo-tboys- stote ipllu Esstrsaeten tkiael yS sktiellsp sb.oxes, typically
n between more and less healthy cooking methods. Practicing moderation is the key.
[ The well thought out use of herbs, spices, and other flavoring ingredients can also help
people lower their fat intake without sacrificing great taste.
ON THE JOB – These feature boxes show students how impor-
]on SWahfeen Ccooookkinign, gfo Gllouwi dtheelsine egseneral guidelines: tant points from a section are used in318 an industry setting.
ecti ■ Srepceipceifsy. cooking time and required minimum internal cooking temperature in all
nn ■ Use a thermometer with a probe that is the right size for the food. NUTRITION – Nutrition features provide important dietary guide-
afe co ■■■ ALUevsote it dhu etoe vcneosroilloska iondrgi ng egloq ovuveipesmn tsoe, nfhrtay’sne dtresle,m a fpnoedor dao ttauhfreteer rrc ecocooookvkieninrg gb e.eqtwuiepemne bnat.tches. lines for the food items discussed in a section.
vS ■ Taste food correctly to avoid cross-contamination.
r
e
Cha[Spter 7 | Foundations of Restaurant Management & Culinary Arts FAST FACT – Interesting facts and tidbits about the chapter
O]the jobher TWYT“Cywoh’koueoon rs modoeowts amh y,”ik e in“ugry sh iotceht,n”o iea“noug ckWlholiu- ntoh dMoguref kh m wsp,”l eeoal“autrnhdthcgso-eh u odshrous ,” icn ianhdfno cadrslsmu “d“saleielk elesa o,n”y uag“ys,”u’ aaovlgirl,d ”et he“ hw eaeyhny e,md” n “imw gtahailtcsk rsninouogwpt. , ”waI n“vitfteoho t rcafmorlliyoae,”lkn “ldiagnsnug gay.sun,a”d g“ fbeau midssi lfly,”. u id cinocnlutednet tahree hsihsotowryc aosf ethde t hgrroaungdh s tahuec Feass at nFda ctht eb ooxri.g Einxsa mofp sleasls a—
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Why take the time to send a handwritten note? For a variety of reasons: the clearly defined at the point of first use.
personal touch moves people, and it helps the communicator stand out from
the crowd. It shows attention to detail and respect for others. It makes the
recipient feel special, knowing that someone took the time to write a note.
Like any other business communication, handwritten notes should be written At the end of each chapter:
professionally. Make sure handwriting is neat and no words are misspelled.
Here are some tips to use when sending a professional handwritten note.
■ Use appropriate notepaper: Plain white or ivory note cards are often best.
If you are authorized to use company notepaper, do so.
■ Write a rough draft on plain paper to help organize your thoughts: If APPLY YOUR LEARNING – Cross-curricular projects for math,
you’re not sure exactly what to say, ask a colleague for feedback.
■ The salutation should be formal: For example, “Dear Ms. Gonzales.” If the
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Supplements:
Teacher’s Wraparound Edition
The unique Teacher’s Wraparound Edition was designed with input from educators and
industry professionals to help teachers be more prepared in less time. The Teacher’s
Wraparound Edition includes the complete Student Edition in conjunction with point-of-use
teaching notes, strategies, and review tips. Skills extensions and critical-thinking activities
challenge students by expanding upon what they are learning in the Student Edition.
Activity Guide
The Activity Guide contains a wealth of additional lab and classroom activities to supple-
ment the activities in the Student Edition. It includes critical-thinking activities that review
and enhance the text learning, as well as hands-on application activities that give students
more opportunities to experience the course content interactively. Separate books for
Level 1 and Level 2.
Test Book with ExamView® Assessment Suite CD-ROM
The comprehensive test bank includes objective and short answer questions for both
Levels of the Student Text. Questions are provided in print format for duplication with
separate answers keys, as well as on CD in ExamView® software for creating randomized
and customized exams. Separate books for Level 1 and Level 2.
Teacher’s Resource CD
A complete media CD supports the teaching package. It includes PowerPoint® presen-
tations, videos, and interactive media for each chapter, as well as point-of-use teaching
notes and tips, answers, and class/lab set-up information for the activities in the student
Activity Guide. Separate CDs for Level 1 and Level 2.
CourseSmart Textbooks Online
The CourseSmart Textbooks Online enable students to access the textbook they use in
class from home or anywhere with an Internet connection. CourseSmart eTextbooks give
schools an affordable alternative to providing students with the essential learning resourc-
es they need to succeed. And, with a CourseSmart eTextbook, students can search the
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Additional Supplements
The Companion Web site includes student resources and additional activities, such as
crossword puzzles, essay questions, and self-grading quizzes. To access the Companion
Web site, please visit http://www.pearsonhighered.com/nra. Recipe Cards are printed on
laminated cards for durability and ease of use.
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