Solution Manual for Community Nutrition in Action An

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Instructor’s Manual1 for Community Nutrition in Action 6e
Chapter 6 – The Art and Science of Policy Making
Learning Objectives
6.1 Describe the policy-making process.
6.2 Explain how laws and regulations are developed.
6.3 Describe the federal budget process.
6.4 Identify emerging policy issues in the food and nutrition arena.
6.5 Communicate with elected officials.
6.6 Identify different strategies for influencing policy and regulatory changes.
6.7 Communicate effectively when working with the media.

Lecture Launcher
On a scale of 1-5, with 5 being very involved and 1 being not involved, how involved are you in
the political environment? Does your involvement vary among the federal, state, and local
levels?

Suggested Videos/Audio
 Schoolhouse Rock: America - I'm Just a Bill Music Video, 2011, 3:20 min., Disney
Educational Productions, https://www.youtube.com/watch?v=FFroMQlKiag.
 e² transport - Food Miles, 2014, 5:09 min., PBS.
https://www.youtube.com/watch?v=1B8ppoKFZhw.
 Live streaming of the House and Senate proceedings, online at
http://thomas.loc.gov/home/thomas.php.

In-Class Discussion Starters

 Have you ever communicated with an elected official at any level of government?
 Who are your state and federal Senators and House representatives?
 How do you go about finding out who your elected officials are?
 How does a bill become a law?

1 By Melanie Tracy Burns of Eastern Illinois University

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accessible website, in whole or in part.
Chapter Outline
I. Introduction
A. There are no simple answers to difficult policy questions.
B. The purpose of public policy is to fashion strategies for solving public problems.
C. In the nutrition arena, the strategies for solving problems typically include food
assistance programs, dietary recommendations, and reimbursement mechanisms for
nutrition services.

II. The Process of Policy Making

A. Policy making is the process by which authorities decide which actions to take to
address a problem or set of problems and it can be viewed as a cycle.
1. Problem definition and agenda setting is the first step and the goal is to convince
other people that a public problem exists.
a. Once a problem is defined, it is placed on the policy agenda.
b. The issue must get into the institutional agenda defined by each legislative body
of the government.
2. Formulation of alternatives. The second step is formulation of alternatives and
this is the most creative phrase of the policy-making process.
a. Possible solutions to the problem are devised and discussed by various groups.
b. Policy formulation, or the discussion of possible solutions, often begins at the
grassroots level.
c. In the United States, policy is formulated by the legislative, executive, and
judicial branches of government at the national, state, and local levels.
3. Policy adoption. The third step is policy adoption, where the tools or instruments
for dealing with the problem are chosen.
a. The Department of Health and Human Services (DHHS) and the U.S.
Department of Agriculture (USDA) are the two primary federal-level departments
that deal with nutrition-related issues.
b. The mission of DHHS is to protect the health of all Americans and provide
essential human services, especially for those who are least able to help
themselves.
c. The Public Health Service of DHHS includes the National Institutes of Health
(NIH), the Food and Drug Administration (FDA), and the Centers for Disease
Control and Prevention (CDC).
d. The Human Resources division includes the Centers for Medicare and Medicaid
Services (CMS) that administers the Medicare and Medicaid programs, the
Administration for Children and Families, and the Administration on Aging.
e. USDA seeks to enhance the quality of life for all Americans by working to ensure
a safe, affordable, nutritious, and accessible food supply; reducing food
insecurity in America; and supporting the production of agriculture.
f. Housed within the USDA are several food and nutrition agencies including the
Food Safety and Inspection Service; Food, Nutrition, and Consumer Services;
and the Center for Nutrition Policy and Promotion.
g. The mission of USDA’s Research, Education, and Economics division is to
develop innovative technologies that improve food production and food safety.
h. USDA’s Agricultural Research Service oversees research related to nutrient
needs throughout the life cycle, food trends, the composition of the diet, nutrient
interactions, and the bioavailability of nutrients.
4. Policy implementation. The fourth step in the policy cycle is policy
implementation, or putting the policy into action. This step involves employees of
federal, state, and local governments who work with private organizations and
interest groups.

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 5. Policy evaluation, the fifth step, determines whether a program is achieving its
stated goals and reaching its intended audience.
6. Policy termination is the sixth step of the policy cycle. Policy termination may
occur for a number of different reasons, such as the public need was met, the
nature of the problem changed, or the policy was too costly.
B. The People Who Make Policy
1. People involved in making policy are very diverse and vary from street-level
bureaucrats to elected officials.
2. Once it has been decided that a policy should be put into effect, a choice must be
made about how it will be implemented.
C. Legitimizing Policy
1. Legitimizing policy is important because a policy may be perceived as benefiting
some citizens and working to the detriment of others.
2. Government must somehow legitimize each policy choice through mechanisms
such as the legislative process, the regulatory process, or the court system.

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III. The Legislative and Regulatory Process
A. Introduction
1. In the U.S., we associate lawmaking with Congress, the primary legislative body.
2. Congress sets policy and supplies the basic legislation that governs our lives.
B. Laws and Regulations
1. Laws passed by Congress tend to be vague and define the broad scope of the policy.
2. Once a law is passed, it is up to the administrative bodies, such as the USDA, to
interpret the law and provide detailed regulations or rules that put the policy into
effect.
a. A weekly publication that contains all new regulations and proposed regulations
is called the Federal Register.
b. The Code of Federal Regulations is the compendium of all regulations currently
in force.
C. How an Idea Becomes Law
1. A bill is introduced by sending it to the clerk’s desk, where it is numbered, printed,
and given a title.
2. As bills work their way through the House and Senate, they are considered by
several committees and subcommittees, which may hold public hearings and seek
the testimony of interested persons before deciding whether to move the bill
forward.
3. If a bill approved by the Senate is identical to the one approved by the House, it is
sent to the president to be signed.
4. If the two versions differ, there is a conference committee.
5. The president may sign a bill into law, allow it to become law without his signature,
or veto it.
6. Once a bill becomes a law, it is given the designation Public Law and a number.
7. Before a law enacted by Congress goes into effect, it is reviewed by the appropriate
federal agency that is responsible for issuing guidelines or regulations that detail
how the law will be implemented.
8. These regulations are published as proposed regulations in the Federal Register
and the public is given an opportunity to comment on the proposed rule.
9. At the end of the comment period, the agency reviews all comments before issuing
its final regulations that are incorporated into the Code of Federal Regulations.
D. The Federal Budget Process
1. Laws and regulations have no effect unless there are funds to enforce them.
2. Congress must enact bills to fund the programs and services mandated by federal
legislation.
3. The Language of the Budget
a. The budget is the president’s financial plan for the federal government.
b. The budget describes the following:
(i) Receipts or revenue.
(ii) Budget authority, which is the amount government agencies are allowed to
spend in implementing their programs.
(iii) Budget outlays, which are the amounts actually paid out by government
agencies.
c. Mandatory spending is required by law for entitlements, or programs that
require payment of benefits to any person eligible for the program.
d. Discretionary spending is the money available for other areas, such as defense,
energy assistance, nutrition assistance, and education.
4. Principles of Federal Budgeting
a. The federal fiscal year begins on October 1 and runs through September 30 of
the following year.
b. In terms of spending, congressional committees must pass bills to authorize
government programs.

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 (i) An authorization defines the scope of a program and sets a ceiling on how
much money can be spent on it.
(ii) Before money can be released to a program, an appropriation bill must be
passed.

IV. The Political Process

A. Introduction
1. The complexities of the legislative and policy-making process present many
challenges.
2. A recent example of the legislative process is the campaign by the Academy of
Nutrition and Dietetics to support Medical Nutrition Therapy (MNT) as a service
provided by nutrition professionals.
3. After eight years of effort (from 1992-2000), the president signed legislation that
included the provision for creating new Medicare MNT benefits for patients with
diabetes or kidney disease.
B. Current Legislation and Emerging Policy Issues
1. The Academy of Nutrition and Dietetics is currently addressing seven public policy
issues including aging, child nutrition, food and food safety, health literacy and
nutrition advancement, medical nutrition therapy, nutrition monitoring and
research, and obesity.
2. Other emerging policy issues include the following:
a. State Licensure Laws. Licensure is a state regulatory action that establishes
and enforces minimum competency standards for individuals working in
regulated professions.
b. Bioterrorism and Food Safety. The FDA Food Modernization Act of 2011 aims
to ensure the U.S. food supply is safe by changing the focus from a tradition of
government inspectors responding to contamination to placing significant
responsibilities on farmers and food processors to prevent contamination.
c. Biotechnology. The introduction of biotechnology-derived foods and crops has
created challenges for scientists, regulatory agencies, and consumers worldwide.
d. Sustainable Food Systems and Public Health. The involvement of public
health professionals in food and agricultural policy provides many opportunities
for advancing the public’s health.
e. Complementary and Alternative Medicine (CAM). CAM has emerged as a
potential adjunct approach to traditional Western medicine, mainly owing to its
adoption by consumers who have embraced it as an alternative to the invasive
treatments typical of Western medical practice today.
f. Functional Foods and Nutraceuticals in the Mainstream. Functional foods
and nutraceuticals are increasingly evident on grocery store shelves, due in part
to the health-conscious baby boom generation.
g. The Growing Dietary and Herbal Supplement Markets. These markets
continue to grow despite minimal government oversight and a profusion of
questions regarding the quality and reliability of the available products.
Consumers and public interest groups have been lobbying for the regulation of
herbal supplements.
h. The Human Genome and Genetic Screening. The Human Genome Project was
an international research effort to determine the DNA sequence of the entire
human genome. Advances in genetics research are likely to alter disease
management.

V. The Community Nutritionist in Action

A. There are many ways in which community nutritionists can influence the policy-making
process.
B. Make Your Opinion Known in a public meeting or a letter to the editor.

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 C. Become Directly Involved by running for political office, initiating a campaign to bring
an issue to the attention of the public, or participating on a local advisory board.
D. Join an Interest Group, which is a body of people acting in an organized manner to
advance shared political interests.
1. Work to Influence the Political Process by joining an interest group, filing a class
action suit, or participating in a public relations campaign.
a. Political Action Committees (PACs) are the political arms of an interest group.
A PAC has the legal authority to raise funds from its members or employees to
support candidates or political parties.
b. Lobbying is often the method of choice when trying to influence the political
system as individuals will talk to public officials and legislators to persuade
them to consider the information provided.
c. Building Coalitions by working with other organizations toward a common goal
oftentimes leads to increased pressure on the political system.
2. Take Political Action
a. Write Effective Letters
b. Make Effective Telephone Calls
c. Use E-mail Effectively
d. Work with the Media
E. Political Realities
1. Your letters and political activities count because constituents can have more
influence over elected officials than party officials have.
2. Getting involved in the policy-making process is one way to strengthen your
connections with other people and with your community.
3. You can make a difference in your community by understanding the policy-making
process, taking time to express your opinion, and being persistent and patient.

VI. Case Study: Food Safety as a Food Policy Issue

A. Scenario
1. A dietetics student decides to promote a new policy for the foods courses to deliver
leftover food to local food pantries and soup kitchens.
B. Learning outcomes
1. Identify how a community nutritionist can influence the policymaking process.
2. Communicate food safety issues specific to food distribution.
3. Link food safety issues to policy.
4. Develop a written policy, specific to the department food courses, that addresses
the food safety issues relevant to food distribution of prepared and nonperishable
food items.

VII. Professional Focus: Building Media Skills

A. Tips on developing media skills, so that consumers have better access to positive,
science-based messages, are presented.

Activities
Answers to Global Nutrition Watch Activities
1. b
2. a
3. new zoning regulations

Activity 6-1
Go back to the introduction to this chapter and choose one of the issues outlined there (for
example, “Should the FDA establish a DRV for total energy intake from added sugars?”).

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accessible website, in whole or in part.
Assume that your organization has been asked to respond to legislation on this topic. Carry out
the following activities:
1. Briefly outline your position on this issue, giving at least two reasons in support of it.
2. List the individuals and organizations in your community that you would contact to build a
coalition on the issue. Why are these particular people and groups important?
3. Draft a letter to your representative in Congress outlining your concerns about the issue
and your position on the policy.
4. How would you go about getting the media involved in this issue?
5. Gather and evaluate the positions of your classmates on the particular issue you selected.
Assuming that at least one opinion differs from your own, was your position on the issue
influenced or changed by your classmate’s position? What does this tell you about the
process of formulating a position on an issue?

OBJ: 6.1 Describe the policy-making process.

6.5 Communicate with elected officials.
6.6 Identify different strategies for influencing policy and regulatory changes.
6.7 Communicate effectively when working with the media.

Activity 6-2
Access the Web site for Thomas Legislative Information on the Internet at
http://thomas.loc.gov/. Search for current legislation on a topic of interest to you, or choose
one of these topics: health care reform, food labeling, dietary supplements, health claims, WIC,
child health, food biotechnology, food safety, organic foods, or medical foods. Complete the
following activities:
1. Prepare a summary of the legislation, showing the sponsor(s) and/or cosponsor(s), current
status, and essential points of the legislation.
2. Review the bills from the most recent Congresses. Was action taken in this area in the
past? If so, what was the outcome of the action?
3. Locate the names of your state’s senators and congresspersons.
4. Was the legislation sponsored by a representative from your state? (Refer to “Internet
Resources” on p. 230, which will help you locate your state representatives.)

OBJ: 6.1 Describe the policy-making process.

6.5 Communicate with elected officials.
6.6 Identify different strategies for influencing policy and regulatory changes.

Activity 6-3
Access the following site to obtain information about your state government and how it
organizes health services: http://www.loc.gov/rr/news/stategov/stategov.html. Complete the
following activities:
1. Prepare an organizational chart of your state government.
2. Prepare an organizational chart of your state department of health.
3. Prepare a short analysis of the types of information available at these sites (for example,
health data on your state’s population, the name and address of the health commissioner,
and so forth).
4. List and discuss the health and nutrition initiatives undertaken by your state health
department.

OBJ: 6.5 Communicate with elected officials.

6.6 Identify different strategies for influencing policy and regulatory changes.

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Critical Thinking Questions2
A key with sample answers is provided here; note, however, that correct answers will often vary
due to the open-ended nature of the questions. These questions are also available for students
to complete online and submit to you via e-mail through the book’s website.

1. Outline how the policy cycle might work for legislation to require that each local
educational agency participating in a program authorized by the Richard B. Russell
National School Lunch Act include within the local school wellness policy a requirement
that students receive 50 hours of nutrition education per school year (Healthy Children
Through School Nutrition Education Act, [H.R. 576]).

Key (pp. 193-200):

1. Problem definition and agenda setting, i.e., convincing other people that a public
problem exists.
• How many students does this affect? What evidence points to the need for nutrition
education?
• Why don’t students currently receive the estimated 50 hours of nutrition education
thought to be necessary to influence behavior?
• How will this promote health and reduce obesity risk among students?
• Currently school wellness policies are to include nutrition program and education
but no specific requirements regarding the amount of time, the type of classes, or
the nutrition content is specified. This policy would require that school wellness
policies include these details.
• Will parents, teachers, school administrators, and the public at large support this?

2. Formulation of alternatives. Should this policy be limited to specific grade levels?

3. Policy adoption. What guidelines and procedures would the USDA use for ensuring that
the minimum of 50 hours of nutrition education is included in local school wellness
policies?

4. Policy implementation. How and when would the best solution to the problem be
implemented?

5. Policy evaluation. How would officials determine whether the required inclusion of 50
hours of nutrition education in local school wellness policies is achieving its stated
goals? What is the policy actually accomplishing, and who is benefiting from it?

6. Policy termination. For what reasons might termination be considered? Is childhood

obesity no longer a concern? Have other interests positively influenced nutrition
education of students such that government regulation is no longer needed? Was the
policy too costly?

2. You and Barb have been talking about President Obama’s speech before the Annual
Meeting of the National Academy of Sciences in which he called for the U.S. to commit 3%
of the GDP to investment in research and development. Barb thinks that, should legislation
to this effect be passed, it would define what type of nutrition research the U.S. Department
of Agriculture would undertake. Is Barb correct? What facts would you share with her?

2Contributed by Carolyn H. La Potin of SUNY Oneonta and Jamie A. Benedict of University of

Nevada, Reno

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 Key (p. 203):
Barb is incorrect. Once a law is passed, it is up to administrative bodies, such as the
USDA, to interpret the law and provide the detailed regulations or rules that put the policy
into effect. These regulations are sometimes called “secondary legislation.” The Federal
Register contains all regulations and proposed regulations, and the Code of Federal
Regulations (CFR) is a compendium of all regulations currently in force.

3. Why has the federal budget process been described as “fractured, contentious, and
chaotic”?

Key (pp. 207-209):

Even though a law or regulation is passed, it will have no effect unless there are funds to
implement or enforce it. Congress must enact bills to fund the programs and services
mandated by federal legislation. The budget process has two stages: The president proposes
a budget, and then Congress reacts to the president’s proposal. The federal budget process
has been described as “fractured, contentious, and chaotic,” mainly because it forces the
president and Congress to negotiate and agree on the problems that deserve top priority.

4. Trina, an inner city community nutritionist, is upset because she feels she spends too
much of her time establishing her clients’ eligibility for SNAP (Supplemental Nutrition
Assistance Program) debit cards (“food stamps”) and thus does not have enough time to
provide nutrition education. Why is establishing eligibility for SNAP viewed as such an
important activity?

Key (p. 203):

The SNAP is an entitlement program, meaning that benefits must be paid to any person
who meets the eligibility requirements established by law. This and other entitlement
programs consume about two-thirds of the federal budget. The remainder of the federal
budget consists of discretionary spending; that is, the budget choices that can be made in
other areas, including nutrition assistance programs such as WIC and nutrition programs
for seniors. Because programs such as SNAP are costly, it is important that eligible people
receive assistance and that non-eligible individuals are not able to take unfair advantage of
the program. Waste and fraud will result in less money being available for other worthy
nutrition programs.

5. Indicate which federal agency would be responsible for each of the following food safety
concerns:
 Production of local wines
 A food product labeled as guaranteeing “Fast and lasting weight-loss”
 Establishing the differences between “prime” and “choice” cuts of meat
 Assisting local officials in determining the cause of an outbreak of foodborne illness
suspected as being linked to pistachios
 Determining how much pesticide residue on strawberries is acceptable
 Assisting with enforcing regulations if duck feet imported from Asia were thought to be
a source of bird flu
 If asked, inspecting farmed seafood intended for human consumption

Key (p. 213; Table 6-4):

 Production of local wines: Bureau of Alcohol, Tobacco, and Firearms
 A food product labeled as guaranteeing “Fast and lasting weight-loss”: Federal Trade
Commission
 Establishing the differences between “prime” and “choice” cuts of meat: USDA’s
Agricultural Marketing Service

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accessible website, in whole or in part.
  Assisting local officials in determining the cause of an outbreak of foodborne illness
suspected as being linked to pistachios: Centers for Disease Control and Prevention
 Determining how much pesticide residue on strawberries is acceptable: Environmental
Protection Agency
 Assisting with enforcing regulations if duck feet imported from Asia were thought to be a
source of bird flu: U.S. Customs Service
 If asked, inspecting farmed seafood intended for people: National Marine Fisheries
Service

6. The cooperative extension specialists in your county have called a public meeting to discuss
local policies that promote sustainable food systems. Explain why this issue is important to
community nutritionists. Next, identify local or state activities/policies that relate to
sustainable food systems in your community.

Key (p. 214):

Because food and agricultural policies impact food quality, cost, and access, these policies
have a significant influence on public health. A growing number of health professionals,
including community nutritionists, are therefore advocating for food and agricultural
policies that promote nutritional well-being; reduce the burden of chronic diseases; ensure
access to a high-quality, nutritious, and affordable food supply; and reduce the threat of
foodborne illness. Participation in food policy councils is one avenue that community
nutritionists may use to become involved in this issue.

Local or state activities/policies that relate to sustainable food systems may relate to food
production; food processing, distribution, and marketing; food distribution and
transportation; food access and food and nutrition security; and food consumption (see
Table 6-4).

Suggested Assignments
Legislative Assignment3
For this assignment you are expected to learn about the nutrition policy process and take an
action to influence it. You will describe your research in a 2-3 page paper answering all of the
following questions.
1) Complete elected official handout 4 (see next page).

2) Describe (in your own words) one current nutrition-related bill that you support.
a) What does the bill aim to do?
b) Who is the target population?
i) How is the bill significant to that population?
ii) How will it affect the profession of dietetics, the nutritional status of your state (if
the bill was introduced in your state) and/or Americans?
c) When was the bill first introduced? By whom? What is its current status?

3) Write a letter in your own words (suitable to mail or e-mail, using the correct format) to
your senator or assemblyperson in support of the bill.

3 Contributed by Marjorie Freedman of San Jose State University

4 See following 3 pages of this document for handout

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Name: Date Form Filled Out:

Current Information—Federal, State, and Local Government

Federal Government Political Party

1. President
2. Vice-President

Cabinet
3. Sec. of State
4. Sec. of Treasury
5. Sec. of Defense
6. Attorney General
7. Sec. of Interior
8. Sec. of Agriculture
9. Sec. of Commerce
10. Sec. of Labor
11. Sec. of Health and Human Ser.
12. Sec. of Housing and Urban Dev.
13. Sec. of Transportation
14. Sec. of Energy
15. Sec. of Education
16. Sec of Homeland Security
Other Appointments
17. Dir. Of Office of Mgmt. & Budget
18. U.S. Ambassador to the U.N.
19. Natl. Security Advisor
20. Federal Reserve Board, Chairman
21. Central Intelligence Agency

Senate Political Party State

22. President Pro Tempore
23. Majority Floor Leader
24. Majority Whip
25. Minority Floor Leader
26. Minority Whip
27. Totals of Senate: Republicans ______ Democrats ______ Independent ______
Total number of senators: ______

House of Representatives Political Party State

28. Speaker of the House
29. Majority Leader
30. Majority Whip
31. Minority Leader
32. Minority Whip
33. Totals in the House: Republicans ______ Democrats ______
Total number of all representatives: ______

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accessible website, in whole or in part.
 YOUR Congressional Representatives

U.S. Senators (your state) Political Party

34.
35.

What zip code do you live in? ___________________________

U.S. Representative (your) District # Political Party

36.

Supreme Court
37. Chief Justice
38. Justice
39. Justice
40. Justice
41. Justice
42. Justice
43. Justice
44. Justice
45. Justice

State Government for Your State

State Officials Political Party

46. Governor
47. Lt. Governor
48. Attorney General
49. Chief Justice, State
50.
51.
52.

Legislature Democrats Republicans Independents Total

53. Senate
54. Assembly

District # Political Party

55. Your State Senator
56. Your State Assemblyperson

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accessible website, in whole or in part.
 Local Government

Your County: ______________________________

County Officials' Titles Names

Your City: ______________________________

City Officials' Titles Names

Mayor

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accessible website, in whole or in part.
Sample Answers for Case Study: Food Safety as a Food Policy Issue
Foundation: Acquisition of Knowledge and Skills

1. Review the latest Academy of Nutrition and Dietetics position paper on domestic hunger
and food insecurity, world hunger, and other professional literature on food safety:
• Position of the American Dietetic Association: Food Insecurity in the United States
(http://www.eatrightpro.org/resource/practice/position-and-practice-papers/position-
papers/food-insecurity-in-the-united-states)
• Position of the Academy of Nutrition and Dietetics: Nutrition Security in Developing
Nations: Sustainable Food, Water, and Health
(http://www.eatrightpro.org/resource/practice/position-and-practice-papers/position-
papers/nutrition-security-in-developing-nations-sustainable-food-water-and-health)
• Position of the Academy of Nutrition and Dietetics: Food and Water Safety
(http://www.eatrightpro.org/resource/practice/position-and-practice-papers/position-
papers/food-and-water-safety)

2. Review government documents on the Internet related to food safety.

3. Review the websites listed in #2 (see text) to support many possible answers.
Food safety is a critical issue to food distribution in the community service setting to
prevent an outbreak of foodborne illness, which would have detrimental effects on the
community and the programs. People who are elderly, malnourished, or
immunocompromised are at increased risk for catching a foodborne illness, and these
populations are often the ones utilizing food distribution programs. The prevailing need and
urgency to distribute food to underserved and at-risk populations may preclude following
defined food safety guidelines; this can easily place vulnerable populations at risk for
foodborne illness and requires preplanning to prevent unwanted health issues.

4. Basic steps in policy making:

A. A problem arises and is brought to the attention of policy makers.
B. Several possible solutions to the problem are devised.
C. Regulations, expenditures, partnerships, and programs are selected to achieve the goal
by creating or revising a policy.
D. The steps to implement the policy are put into place.
E. The impact of the policy is evaluated.
F. If the policy loses support because goals are not being achieved or the cost is too great,
the policy may be terminated. If the impact is positive, outcomes are documented and
publicized to those impacted by the policy change.

5. Components of the policy-making cycle:

A. Problem definition and agenda setting
B. Formulation of alternatives
C. Policy adoption
D. Policy implementation
E. Policy evaluation
F. Policy termination

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accessible website, in whole or in part.
Step 1: Identify Relevant Information and Uncertainties

1. Food safety issues:

• A large amount of inexperienced volunteers with not enough staff or time to properly
train them; this may result in unsafe food practices, such as not putting on new gloves
before and after handling raw meat.
• Large amounts of food prepared in a small kitchen may result in unsafe food practices,
such as too much sliced roast beef packed into a small storage container or inadequate
appliances causing improper heating or chilling of food items.
• Large amounts of food prepared under rushed circumstances may cause problems in
food safety, such as hot foods not being allowed to properly cool.
• The need to serve a large amount of people quickly may result in unsafe practices, such
as new food items being added to a dish that already has food in it.

2. Possible violations:
• In buffet-style settings, bacteria may grow in the food if it sits at the danger zone (41
degrees to 140 degrees Fahrenheit) for two hours.
• Bacteria can grow if new food is added to a dish that already has food in it.
• Bacteria can grow if the same utensils are used for raw and cooked foods.
• Bacteria can grow if too much of a food item, such as sliced meat, is packed into a
storage container.
• Bacteria can grow if proper handling techniques are not used; e.g., volunteers not
wearing clean gloves when handling food.
• Bacteria can grow in food if silverware and plates are not properly cleaned between
uses.
• Bacteria can grow in food if food is held in the danger zone for two or more hours
during transport of food.
• Bacteria can grow in food if hot food is not allowed appropriate cooling time before being
placed in the refrigerator.

Step 2: Interpret Information

1. Food safety measures:

• #1 priority: HACCP standards should be established.
• #2 priority: Volunteers should be trained in small groups by professionals on food
safety; if applicable, volunteers should be ServSafe certified.
• #3 priority: An abundance of clean utensils and gloves should be available.
• #4 priority: Adequate cooking and storing space should be available.
• #5 priority: Adequate time for food preparation, cooling, and transport should be
allotted.
• #6 priority: Proper transportation of food should be provided.
• #7 priority: A rough estimate on how many people will be receiving food should be
obtained ahead of time to ensure the proper quantity of food can be prepared and ready
ahead of time.

Step 3: Draw and Implement Conclusions

1. There is an abundance of food waste generated from food laboratories in the nutrition
department. Leftover foods from various classes including basic foods, cultural foods, and
experimental foods could be distributed to local food pantries and soup kitchens to help
feed hungry people in the community. In order to safely distribute foods, these steps must
be followed.

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accessible website, in whole or in part.
 • HACCP regulations with critical control points must be established.
• Students volunteering to help with food distribution must be properly trained in food
safety and receive ServSafe certificates.
• A budget must be drawn up allowing for purchase of adequate cooking and serving
utensils and an adequate amount of gloves.
• Cooking labs with adequate space for preparing and storing food should be available to
prepare enough food for distribution for food pantries and soup kitchens.
• Time should be allotted after cooking lab and before food distribution to ensure proper
food safety techniques are followed.
• Local soup kitchens and food pantries should give rough estimates on how many people
will be served.
• Proper transportation of food should be in place.

Step 4: Engage in Continuous Improvement

1. Considerations of the new policy:

• A sufficient number of student volunteers willing to become certified and spend time on
the food distribution project is necessary to ensure that this project will be safe and
successful.
• Students may be more willing to volunteer if they are offered class credit.
• The dietetics club could recruit volunteers at monthly meetings and put up flyers
advertising a great experience (and, if applicable, class credit) around campus, focusing
in cafeterias, the library, and the nutrition building.
• A sufficient amount of professionals trained in food safety must be willing and available
to train student volunteers, for little or no pay.
• The university and the nutrition department must negotiate a budget for utensils, pots,
pans, gloves, and vehicles for proper transportation, as well as money to pay for
professionals to train students, if applicable.

2. Implementation plan:
• A manual outlining the new policy regarding food distribution should be given to all
teachers of department food courses and the department chair.
• Posters outlining the general policy should be put up in all food labs.
• There should be a faculty meeting, including all faculty teaching food courses and
faculty teaching food safety to volunteers, to review the food distribution policy.

3. Three assessment indicators:

• A trial run of food distribution to local food pantries and soup kitchens, in which food
temperatures are taken at several time intervals to ensure that food is prepared and
held at proper temperatures, should be conducted.
• Student volunteers should take a quiz after being trained in food safety to ensure that
they are ready for safe food distribution.
• Soup kitchens and food pantries that are participating should fill out evaluation forms
on all aspects of the project.

© 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.