The purpose of this study was to determine the extent to which participants adopted safe food handling behaviors after attendingfood safety programs conducted by the Texas Agricultural Extension Service. One hundred telephone interviews with program participants were completed. The interview schedule included 16 food handling questions. Participants reported practicing safefood handling behaviors a higher percentage of the time after participating in the programs than before participating in the programs. The food handling behaviors showing statistically significant changes included thawingfrozenfood in the refrigerator; usingappliance thermometers; keepingfood preparation areas clean; washing hands before handlingfood, after handling raw meat, and before handling cooked food; refrigerating perishable foods promptly; and using different cutting boardsfor raw meats and otherfoods. Based on participant responses, the food safety programs appear to be effective in the promotion of behavioral change and the adoption of safe food handling behaviors.

The purpose of this research was to determine the nutrition knowledge level of students in four-year hospitality programs in Texas, their attitudes toward nutrition in general (general attitudes), and their attitudes toward the role of nutrition in commercial foodservice (restaurant attitudes). Correlations between knowledge and attitudes and differences based on gender, age, college classification, and completion of a college nutrition course were also examined. Hospitality management majors in baccalaureate programs at three Texas universities completed 454 usable questionnaires. Although nutrition knowledge was not extensive, general and restaurant nutrition attitudes were positive. Knowledge was influenced by all factors except gender. General attitudes were influenced by gender, age, and college classification. Only gender influenced restaurant attitudes. Knowledge was positively correlated with favorable attitudes. Hospitality students should be taught courses on nutrition knowledge throughout their curriculum, in order to incorporate nutrition concepts into their body of knowledge.

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Most talks and presentations can be enhanced by welldesigned and professionally prepared visuals-overhead transparencies or slides. First, you prepare rough sketches on a storyboard to show the general appearance and order of the visuals. Then the actual visuals are prepared using the design principles of simplicity, dominance, pattern, balance, variation, and harmony. Of these six principles, simplicity is probably the most important. In using visuals, you must relate to your audience, not to the screen.

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