CDR Exam Practice Questions And
Answers.
Grades of Meat -
\Prime, choice, select, standard
- determined at slaughter
- grading based on maturity of animal, marbling of fat, color and texture of lean
- standard grades have the least marbling; prime the most
Meat Cuts - determine the method of cooking -
\Most tender cuts come from the least used muscles
- loin, backbone (pork chops - loin)
Medium tender meats come from the shoulder
- chuck
Least tender meats come from the most used muscles
- flank, brisket
Safe Minimum Internal Temperatures -
\145' F
- pork, beef, veal, lamb, steaks, roast, fish
160' F
- ground beef, ground veal, ground lamb
165' F
- turkey, chicken, duck
Smoke Points - should be above 400' F -
\Temperature to which fat can be heated before puffs of smoke occur
- safflower oil 513' F
- soybean, canola, corn, palm, peanut, sunflower, sesame, olive oil 375' F
- lard 375' F
- shortening 365-370' F
- butter 350' F
Dry Heat Methods of Cooking - no water involved, for tender cuts of meat, near the
backbone (loin, sirloin) -
\Frying, broiling, roasting, grilling
Moist Heat Methods of Cooking - water involved, less tender cuts with more connective
tissue (bottom round, chuck, brisket) -
\Braising, simmer, steam, stewing
Cream in order of decreasing percentages of fat -
\Heavy or thick >36% fat
,Medium 30-36% fat
Whipped cream 35% fat
Light or thin 18-30% fat
Sour cream >18% fat
Half and half no less than 10.5% fat
Wheat Flours -
\Graham, whole wheat - entire grain, use freshly ground, spoils quickly due to fat in
germ
Bread (hard wheat) - strong gluten; 11.8% protein
All-purpose (blend of hard and soft wheat) - less gluten; 10.5% protein
Pastry (soft wheat) - weaker gluten; 7.9% protein
Cake (soft wheat) - least and weakest gluten, more starch; 7.5% protein
Causes in Variations of Cakes -
\Yellowing: alkaline batter (excess soda)
Fallen center: excess sugar, excess fat, excess baking powder, inadequate mixing,
oven temp too low, open door during early baking
Tough, dry crumb: too much flour or egg, too much mixing, too little fat or sugar, over-
baking
Coarse texture: too much baking powder or sugar, over temp too low, inadequate
mixing
Poor volume: too little baking powder, improper level of sugar or fat
Overrun in Ice Cream -
\The increase in volume from freezing and whipping - determined by weight; should be
70-80%
Gelatin - an incomplete protein -
\Has no tryptophan, low in methionine and lysine
Emulsifiers as Additives -
\Monoglycerides, diglycerides, lecithin, disodium phosphate
Types or Domains of Learning: Cognitive -
\Acquisition of knowledge or subject matter (factual information)
Types or Domains of Learning: Affective -
,\Acquisition of attitudes and values, growth in feelings or emotions
Types or Domains of Learning: Psychomotor -
\Acquisition of muscular skills (exercises, food preparation)
Behavior Modification Methods: Positive Reinforcement -
\Encourages repetition of a given behavior
- should be specific and immediate; meaningful attention from superiors
Behavior Modification Methods: Avoidance Learning -
\Learn to escape from unpleasant consequences
- avoid future criticism by improving future performance
Behavior Modification Methods: Extinction -
\Reduce undesired behavior
- absence of reinforcement following undesired behavior (ignore)
- if extinction is repeated, behavior will eventually disappear
Transtheoretical Stages of Change -
\Pre-contemplation: unaware or not interested in making a change
- "I did not know salt had any effect on my blood pressure"
Contemplation: thinking about making a change in the near future
- "I was looking at the salt contents in the foods I have at home"
- "I know what to do but..."
Preparation: decides to change and plans the change
- "I bought a cookbook on low salt cooking"
Action: tries to make the change
- "I removed the salt shaker from the kitchen table"
Maintenance: sustains the change for six months or longer
- "I found a website that helps me plan family low sodium meals"
Interviewing Steps -
\Preparation: collect background information (age, weight, height, diet history) and
establish objectives for collecting the information during the interview. Be sure to clearly
define the purpose and goals of the interview BEFORE the interview
Build rapport: first step when meeting with the client, engage with them and make sure
they feel comfortable
Collect data: begin with open-ended, non-judgmental questions
- open-ended: broad, gives freedom in responding; gives you a chance to listen and
observe; takes more time but is less threatening
, - closed: more restrictive; limits answers; gives you control; takes less time
- primary - introduces new topics: secondary - obtain more info, follow-up
- neutral: preferred - do not reveal your bias; leading: reveals your bias
- funnel sequence: begin with broad open questions and proceed to more restrictive
ones
Closing: summarize for client to check accuracy; tell client what will be done with the
information and when he will be contacted for teaching
Non-verbal Communication -
\Kinesics - physical communication
>> direct eye contact - attentiveness
>> lowering eyes, look away - preoccupation
>> arms folded across chest - dislike, avoidance
>> clenched fists - anxiety, anger; crossing and uncrossing legs - anxiety
Paralinguistic - how the client's message is delivered
>> hesitations, stuttering - sensitivity, anxiety
>> whispering - difficulty in disclosing
Proxemics - personal space
>> moves away - discomfort; moves closer - seeking more interaction
>> sits behind or next to an object - seeks protection
CBT Cognitive-Behavioral Therapy -
\>> Cognitions are thoughts or perceptions at a particular moment in time. They can
influence our behaviors and feelings. Cognitive change may effect a desired behavior
change
- self-talk or internal dialogue: "I have no will power. I look fat"
- client change talk: when clients verbalize their reasons that favor the targeted behavior
change "I want to lose weight to feel better"
>> Based on an assumption that behavior is learned and can be unlearned as the client
learns new and adaptive responses
>> Focuses on identifying behaviors and thoughts that have a negative impact on
desired behaviors and goals and apply strategies to change those
>> The aim is to introduce changes in the cognitive or thought process that maintain a
behavior that needs to be changed
Motivational Interviewing -
\Helps clients recognize and begin to resolve their concerns and problems. The goal is
to increase motivation so that clients are able to express the rationale for the changes
that need to be made. People make behavioral changes only when they are ready to
Answers.
Grades of Meat -
\Prime, choice, select, standard
- determined at slaughter
- grading based on maturity of animal, marbling of fat, color and texture of lean
- standard grades have the least marbling; prime the most
Meat Cuts - determine the method of cooking -
\Most tender cuts come from the least used muscles
- loin, backbone (pork chops - loin)
Medium tender meats come from the shoulder
- chuck
Least tender meats come from the most used muscles
- flank, brisket
Safe Minimum Internal Temperatures -
\145' F
- pork, beef, veal, lamb, steaks, roast, fish
160' F
- ground beef, ground veal, ground lamb
165' F
- turkey, chicken, duck
Smoke Points - should be above 400' F -
\Temperature to which fat can be heated before puffs of smoke occur
- safflower oil 513' F
- soybean, canola, corn, palm, peanut, sunflower, sesame, olive oil 375' F
- lard 375' F
- shortening 365-370' F
- butter 350' F
Dry Heat Methods of Cooking - no water involved, for tender cuts of meat, near the
backbone (loin, sirloin) -
\Frying, broiling, roasting, grilling
Moist Heat Methods of Cooking - water involved, less tender cuts with more connective
tissue (bottom round, chuck, brisket) -
\Braising, simmer, steam, stewing
Cream in order of decreasing percentages of fat -
\Heavy or thick >36% fat
,Medium 30-36% fat
Whipped cream 35% fat
Light or thin 18-30% fat
Sour cream >18% fat
Half and half no less than 10.5% fat
Wheat Flours -
\Graham, whole wheat - entire grain, use freshly ground, spoils quickly due to fat in
germ
Bread (hard wheat) - strong gluten; 11.8% protein
All-purpose (blend of hard and soft wheat) - less gluten; 10.5% protein
Pastry (soft wheat) - weaker gluten; 7.9% protein
Cake (soft wheat) - least and weakest gluten, more starch; 7.5% protein
Causes in Variations of Cakes -
\Yellowing: alkaline batter (excess soda)
Fallen center: excess sugar, excess fat, excess baking powder, inadequate mixing,
oven temp too low, open door during early baking
Tough, dry crumb: too much flour or egg, too much mixing, too little fat or sugar, over-
baking
Coarse texture: too much baking powder or sugar, over temp too low, inadequate
mixing
Poor volume: too little baking powder, improper level of sugar or fat
Overrun in Ice Cream -
\The increase in volume from freezing and whipping - determined by weight; should be
70-80%
Gelatin - an incomplete protein -
\Has no tryptophan, low in methionine and lysine
Emulsifiers as Additives -
\Monoglycerides, diglycerides, lecithin, disodium phosphate
Types or Domains of Learning: Cognitive -
\Acquisition of knowledge or subject matter (factual information)
Types or Domains of Learning: Affective -
,\Acquisition of attitudes and values, growth in feelings or emotions
Types or Domains of Learning: Psychomotor -
\Acquisition of muscular skills (exercises, food preparation)
Behavior Modification Methods: Positive Reinforcement -
\Encourages repetition of a given behavior
- should be specific and immediate; meaningful attention from superiors
Behavior Modification Methods: Avoidance Learning -
\Learn to escape from unpleasant consequences
- avoid future criticism by improving future performance
Behavior Modification Methods: Extinction -
\Reduce undesired behavior
- absence of reinforcement following undesired behavior (ignore)
- if extinction is repeated, behavior will eventually disappear
Transtheoretical Stages of Change -
\Pre-contemplation: unaware or not interested in making a change
- "I did not know salt had any effect on my blood pressure"
Contemplation: thinking about making a change in the near future
- "I was looking at the salt contents in the foods I have at home"
- "I know what to do but..."
Preparation: decides to change and plans the change
- "I bought a cookbook on low salt cooking"
Action: tries to make the change
- "I removed the salt shaker from the kitchen table"
Maintenance: sustains the change for six months or longer
- "I found a website that helps me plan family low sodium meals"
Interviewing Steps -
\Preparation: collect background information (age, weight, height, diet history) and
establish objectives for collecting the information during the interview. Be sure to clearly
define the purpose and goals of the interview BEFORE the interview
Build rapport: first step when meeting with the client, engage with them and make sure
they feel comfortable
Collect data: begin with open-ended, non-judgmental questions
- open-ended: broad, gives freedom in responding; gives you a chance to listen and
observe; takes more time but is less threatening
, - closed: more restrictive; limits answers; gives you control; takes less time
- primary - introduces new topics: secondary - obtain more info, follow-up
- neutral: preferred - do not reveal your bias; leading: reveals your bias
- funnel sequence: begin with broad open questions and proceed to more restrictive
ones
Closing: summarize for client to check accuracy; tell client what will be done with the
information and when he will be contacted for teaching
Non-verbal Communication -
\Kinesics - physical communication
>> direct eye contact - attentiveness
>> lowering eyes, look away - preoccupation
>> arms folded across chest - dislike, avoidance
>> clenched fists - anxiety, anger; crossing and uncrossing legs - anxiety
Paralinguistic - how the client's message is delivered
>> hesitations, stuttering - sensitivity, anxiety
>> whispering - difficulty in disclosing
Proxemics - personal space
>> moves away - discomfort; moves closer - seeking more interaction
>> sits behind or next to an object - seeks protection
CBT Cognitive-Behavioral Therapy -
\>> Cognitions are thoughts or perceptions at a particular moment in time. They can
influence our behaviors and feelings. Cognitive change may effect a desired behavior
change
- self-talk or internal dialogue: "I have no will power. I look fat"
- client change talk: when clients verbalize their reasons that favor the targeted behavior
change "I want to lose weight to feel better"
>> Based on an assumption that behavior is learned and can be unlearned as the client
learns new and adaptive responses
>> Focuses on identifying behaviors and thoughts that have a negative impact on
desired behaviors and goals and apply strategies to change those
>> The aim is to introduce changes in the cognitive or thought process that maintain a
behavior that needs to be changed
Motivational Interviewing -
\Helps clients recognize and begin to resolve their concerns and problems. The goal is
to increase motivation so that clients are able to express the rationale for the changes
that need to be made. People make behavioral changes only when they are ready to
