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McAfee, a totally owned subsidiary of Intel supplier (NASDAQ:INTC), is the world's greatest committed security know-how company. McAfee grants proactive and proven options and features that support comfortable systems, networks, and cellular contraptions all over the world, allowing clients to soundly connect to the web, browse and store the web extra securely. Backed by means of its unequalled global danger Intelligence, McAfee creates innovative items that empower home clients, organizations, the general public sector and service suppliers by enabling them to show compliance with regulations, protect statistics, stay away from disruptions, identify vulnerabilities, and continually video display and improve their protection. McAfee is relentlessly concentrated on constantly discovering new easy methods to maintain their consumers safe.

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Everyone always loves dressing their babies and little ones when they are young, but what happens when they start forming their own fashion opinions? Uh oh. Here are some tips to keep in mind when shopping for your kids and helping them develop their own style.

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It can be so tempting to want to dress your kids and have them look a certain way like they did when they were a toddler, but it is important to let them start to form ideas and get a sense of their own style. It helps them to build confidence in themselves and learn things they like and don’t like to wear. Most of the time people feel worried that this is going to cause funky looking combinations but if that happens try not to judge – ask them questions about why they chose the pieces. Was it the colors? Fabric? Print? You will start learning a lot more about what they like and shopping for them will become easier for you too.

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Although pretty pieces can look fabulous, it is important to think about comfort and ask yourself some lifestyle questions for your kids. Do they play outside often? Can they wear it without the fabric irritating them? Just like they need to be practical about their lifestyle questions when dressing ourselves they need the same kind of focus. If you are worried about them ruining clothes or pieces, it can limit activities and what they may be able to do. It can also affect their focus.

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Just like I mentioned about comfort, you should have your kids try on before you buy the pieces. You will be able to learn quickly if the clothing is uncomfortable or irritates hem in anyway. If you do a lot of online shopping due to convenience, have your kids try on the clothes as soon as you get them before it sits in their closets and it’s too late to swap out or return.

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If you love the simplicity and enjoy shopping online there are so many great options including subscription boxes. Subscription boxes have become a major trend and what is not to love? A few of my favorites are:

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University of Hawaii Community Colleges | real questions and Pass4sure dumps


Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.

Review Year: College: Program:

The last comprehensive review for this program was on 2013, and can be viewed at:

The Culinary Arts program mission statement:

Our program’s mission is to develop the skills, knowledge and confidence essential to prepare students for a wide range of successful employment opportunities in culinary careers.  Their faculty is committed to provide a fusion of hands-on experiences and theoretical instruction in an atmosphere reflective of their community’s diverse culinary heritage.

‘O ke kanaka ke kuleana o ka moe; ‘O ke kokua ke kuleana a moku

[A person’s privilege is to dream; their duty is to help.]

The program provides students with opportunities to prepare for professional careers in the food service industry as well as upgrade current skills and knowledge.  Certification includes an Associate in Applied Science degree (64 credits), a Certificate of Achievement (30 credits) and three Certificates of Competence, which cover Prep Cook (12 credits), Baking (10 credits), and Dining Room Supervision (18 credits).  The program and certification provide students with the skills and knowledge necessary for entry-level employment.

The program is nationally accredited by the American Culinary Federation Education Foundation (ACFEF) Accrediting Commission through May 2015.  The program faculty are currently preparing the self-study for re-accreditation and site visit by the ACFEF Accrediting Commission team, which is scheduled for April 2015.

Overall Program Health: Healthy

Majors Included: CULN     Program CIP: 12.05

Demand Indicators Program Year Demand Health Call 11-12 12-13 13-14 1 New & Replacement Positions (State) 292 520 599 Healthy 2 *New & Replacement Positions (County Prorated) 50 87 111 3 *Number of Majors 172.5 178.5 177.5 3a     Number of Majors Native Hawaiian 43 43 41 3b     Fall Full-Time 54% 59% 49% 3c     Fall Part-Time 46% 41% 51% 3d     Fall Part-Time who are Full-Time in System 1% 1% 1% 3e     Spring Full-Time 57% 53% 49% 3f     Spring Part-Time 43% 47% 51% 3g     Spring Part-Time who are Full-Time in System 1% 1% 0% 4 SSH Program Majors in Program Classes 1,756 1,768 1,767 5 SSH Non-Majors in Program Classes 252 216 249 6 SSH in All Program Classes 2,008 1,984 2,016 7 FTE Enrollment in Program Classes 67 66 67 8 Total Number of Classes Taught 40 41 45 Efficiency Indicators Program Year Efficiency Health Call 11-12 12-13 13-14 9 Average Class Size 15.1 14.0 13.7 Healthy 10 *Fill Rate 85% 81.8% 76.4% 11 FTE BOR Appointed Faculty 7 7 7 12 *Majors to FTE BOR Appointed Faculty 24.6 25.5 25.3 13 Majors to Analytic FTE Faculty 33.3 32.4 31.3 13a Analytic FTE Faculty 5.2 5.5 5.7 14 Overall Program Budget Allocation $608,111 $616,286 $586,888 14a General Funded Budget Allocation $597,270 $569,286 $533,328 14b Special/Federal Budget Allocation $10,841 $0 $0 14c Tuition and Fees $0 $47,000 $53,560 15 Cost per SSH $303 $311 $291 16 Number of Low-Enrolled (<10) Classes 8 9 13 *Data element used in health call calculation Last Updated: January 25, 2015 Effectiveness Indicators Program Year Effectiveness Health Call 11-12 12-13 13-14 17 Successful Completion (Equivalent C or Higher) 81% 83% 82% Cautionary 18 Withdrawals (Grade = W) 33 21 20 19 *Persistence Fall to Spring 68.3% 63.3% 63.5% 19a Persistence Fall to Fall   38.4% 46.3% 20 *Unduplicated Degrees/Certificates Awarded 49 33 50 20a Degrees Awarded 17 15 20 20b Certificates of Achievement Awarded 25 12 15 20c Advanced Professional Certificates Awarded 0 0 0 20d Other Certificates Awarded 86 49 81 21 External Licensing Exams Passed Not Reported Not Reported Not Reported 22 Transfers to UH 4-yr 2 3 0 22a Transfers with credential from program 2 1 0 22b Transfers without credential from program 0 2 0 Distance Education:Completely On-line Classes Program Year   11-12 12-13 13-14 23 Number of Distance Education Classes Taught 2 2 2   24 Enrollments Distance Education Classes 34 34 28 25 Fill Rate 85% 85% 70% 26 Successful Completion (Equivalent C or Higher) 79% 71% 50% 27 Withdrawals (Grade = W) 0 0 1 28 Persistence (Fall to Spring Not Limited to Distance Education) 67% 37% 42% Perkins IV Core Indicators2012-2013 Goal Actual Met   29 1P1 Technical Skills Attainment 90.00 85.71 Not Met   30 2P1 Completion 55.00 45.24 Not Met 31 3P1 Student Retention or Transfer 74.50 76.47 Met 32 4P1 Student Placement 65.00 63.27 Not Met 33 5P1 Nontraditional Participation 17.25 40.88 Met 34 5P2 Nontraditional Completion 15.55 55.56 Met Performance Funding Program Year   11-12 12-13 13-14 35 Number of Degrees and Certificates   27 35   36 Number of Degrees and Certificates Native Hawaiian   6 4 37 Number of Degrees and Certificates STEM     Not STEM Not STEM 38 Number of Pell Recipients   90 62 39 Number of Transfers to UH 4-yr   3 0 *Data element used in health call calculation Last Updated: January 25, 2015

OVERALL PROGRAM HEALTH – Program data for the academic year (AY) 2013-14 indicate that the program is “Healthy,” scoring 5 out of 6 per the scoring rubric with two categories (Demand and Efficiency) designated “Healthy” and one (Effectiveness) “Cautionary.”

DEMAND INDICATORS - New & Replacement Positions (State and County)  have increased significantly over the past three years, which is a reflection of the growth in the food & beverage industry and the improving economy.  The number of program majors has remained steady while the total number of classes taught has increased over the same time period.  These data indicate that the program’s growth strategy of offering multiple sections of Fundamental, Introductory, and Sanitation & Safety courses has been successful in accommodating the increase in student interest in the culinary arts and meeting anticipated employment demands.  Note that the culinary faculty foresees a decrease in the number of majors and total number of classes taught (estimate of 8 less classes taught) in AY 2015-16, because the program was unable to retain the FT Instructor position vacated in fall 2014.

EFFICIENCY INDICATORS– Program efficiency remains “healthy” although average class size and fill-rates experienced a slight decline.  The program did offer additional sections of Introduction to the Hospitality Industry (CULN 111) and Sanitation & Safety (CULN 112) in AY 2013-14 compared to the previous year per the action plan.  This increase in sections offered, and the resulting increase in maximum enrollment (i.e. the number of seats available), may account for the decrease in fill rate.  The FTE BOR appointed faculty has remained constant at 7 the past three years; however that will drop to 6 in AY 2015-16 (see above).

EFFECTIVENESS INDICATORS – Program effectiveness indicators went from “healthy” in AY 2011-12 to “cautionary” in AY 2012-13 and AY 2013-14.  Successful completion and persistence rates from fall to spring have remained stable, while withdrawals have deceased over the past three academic years.  Degrees/Certificates awarded increased from 33 in AY 2012-13 to 50 in AY 2013-14.  The action plan from the last AY proposed that faculty and the program’s dedicated counselor encourage and offer assistance to students in applying for degrees and certificates, and that effort has resulted in the increase in degrees awarded.  The faculty’s efforts to provide positive experiences for students, including a supportive learning environment and meaningful, relevant instruction have kept successful completion rates constant and resulted in fewer withdrawals.

The low persistence rates are a complex issue that is associated with the program’s diverse student body.  Culinary students have left the program in recent years for a variety of reasons:  relocating to the mainland or going abroad for personal, professional, military or educational reasons; leaving school for employment opportunities, family obligations, time constraints, financial reasons; disenchantment with the culinary arts; frustration and discouragement over “roadblocks” or “bottlenecks” to enrollment in lab classes; changing majors.  Many community college students face these challenges; however CTE students may be more susceptible to the pressures.

Our Action Plan contains a number of measures that they think might encourage students to persist in the program and improve completion.

DISTANCE EDUCATION:  COMPLETELY ON-LINE CLASSES - The number of distance education classes (i.e. Sanitation & Safety, CULN 112) taught has remained at 2 for the past three academic years.  Enrollment, fill rates and successful completion have decreased.  Lower enrollment and fill rates are most likely a reflection of the number of sections of Sanitation & Safety offered.  In AY 2011-12, 2012-13, and 2013-14 the number of sections offered were 5, 6, and 8, respectively.  The low (50%) successful completion rate for AY 2013-14 was due to students not completing assignments and a lack of participation as evidenced by the number of log- ins.  In fall 2013, students receiving an equivalent C or higher logged-on 34-186 times for an average of 85.66 times, while unsuccessful students logged-on only 7-25 times for a 26.43 average.  Spring 2014 data is comparable with an average log-on of 114.2 times (range of 82-141) for successful students and 37.5 times (range of 21-59) for unsuccessful students.  The instructors and counselor will continue to reach out to students and advise them about the discipline, maturity and commitment required to meet course requirements needed for success in on-line courses.

PERKINS IV CORE INDICATORS (2012-2013) – The gap between Technical Skills Attainment (1P1) actual and goal has remained fairly constant over the last three years and actually narrowed slightly since 2011-2012, going from 6.8 percentage points to 5.9.  They are clearly closing the gap in Completion (2P1), going from a 11.7 point difference in 2011-2012 to a 1.8 point difference in 2013-2014. And they are closing the gap even as the goal level increases.  Again, they would credit the efforts of faculty and their program counselor to focus student intention on completion.

Student Placement (4P1) is a more difficult and complex problem because it involves factors—like the economy—which they don’t control.  So three years ago, they handily met the goal standard, then two years ago fell short by about 8 percentage points.  This year, they fell short by 5.7 percentage points.  They hope that the combination of curriculum changes and the efforts of faculty, counseling, retention specialists, and job placement services will improve Student Placement.

The Student Retention (3P1) goal was met, and that may be related to the Completion efforts.  Non-Traditional Participation (5P1) and Non-Traditional Completion (5P2) goals were met with huge positive margins.

The program continues its assessment activities and its work with students to ensure success.  As proposed last year, the program has implemented the “LiveText” assessment program and is compiling data to be included in the American Culinary Federation Educational Foundations (ACFEF) accreditation self-study and site visit in April 2015.  This assessment tool provides opportunities using iPad devices for “real-time” assessment, student e-portfolios, projects, lab performance data/evaluations, etc.

Secondary to the ACCJC recommendation specifying that “the College needs to ensure that the course requirements for any AAS degree are consistent with the general education philosophy as outlined in the college catalog, and in doing so, carefully consider the rigor of the courses needed to fulfill the degree requirements,” the program implemented degree requirement changes from ENG 22 to ENG 100 or equivalent, and MATH 50H to MATH 100 or equivalent, in spring 2013.  Culinary Arts graduates will receive Associate in Science (AS) degrees instead of Associate of Applied Science (AAS) degrees as early as spring 2015.

The program was not able to retain a full-time faculty position that was vacated by a culinary arts instructor in fall 2014.  The program held this position from spring 2011 through spring 2014 and currently has one lecturer assigned to teach the full load (i.e. 15+ SCH or equivalent). An additional full-time, 9-month, faculty position is therefore needed to maintain gains the program has realized the past four years.  This position would provide the following benefits for students and the program:

  • Accommodate more new and returning students by offering multiple sections of introductory and fundamental courses.
  • Increase scheduling flexibility by offering day and evening lab classes.
  • Improve timely completion of course work, as well as, persistence and completion rates by reducing scheduling “roadblocks” or “bottlenecks.”
  • Better use of facilities by utilizing teaching labs during day and evening hours.
  • Introduce new courses/electives.
  • With regards to the program’s assessment activities and “LiveText” program, the goal is to have all Program Learning Outcomes (PLOs), Student Learning Outcomes (SLOs) and ACFEF competencies assessed by AY 2016-17.

    It remains to be seen what impact the change in degree requirements (i.e. 100 level Math and English courses) will have on effectiveness indicators as these curriculum modifications will bring an increase in academic rigor.

    The program faculty will continue to work with students, counselors, retention specialists, etc. to improve persistence and retention rates.  Data from student, graduate, employer surveys, etc. is needed to ascertain why students are not successful, leaving the program/school and/or are not receiving certificates and degrees.  This information will also be valuable in tracking student placement and employment.  Note that in fall 2014 graduate and employer surveys were initiated.  The program proposes that a designated retention specialist, APT or assistant be assigned to work with culinary students and Professional Arts & Technology (PAT) Division students in order to compile, track, and analyze data from these surveys.  It is suggested that these positions be funded for extended periods of time (i.e. more than one year) to provide for organization, continuity and comprehensive/accurate data collection and study.

    Each prioritized planning list should be limited to the top five requests for your division, unit, or area.  Planning requests should be $5,000 or greater in amount.  Some divisions may want to keep a complete prioritized list of items for any amount to use for division fund requests.

  • Operating Budget (includes Supplies, Student Help, Technology, Equipment/Furniture, Travel/Professional Development)
  • Personnel (positions and release time)
  • Repair and Maintenance
  • OVERALL DIVISION/UNIT/AREA PRIORITIES FOR OPERATING BUDGETS (This category includes Supplies, Student Help, Technology, Equipment/Furniture, and Travel/Professional Development)

    Priority Item or Action and improvement sought College, Program, or Unit Goal Data supporting request from ARPD New Funding Cost Estimate If new funding not available: Possibilities for Extramural Funding or Reallocation

  • Monies for continued professional development Culinary Arts Program Required by ACFEF $12,000.00 Culinary Arts UH Foundation account
  • PERSONNEL (Positions and Release time)

    Priority Item or Action and improvement sought College, Program, or Unit Goal Data supporting request from ARPD New Funding Cost Estimate If new funding not available: Possibilities for Extramural Funding or Reallocation

  • Full-time, 9-month Culinary Arts Instructor Culinary Arts Program Part II (Demand & Efficiency Indicators), Part III (Action Plan) $55,000.00 + benefits -
  • Culinary Arts Program Lecturers Culinary Arts Program Part III (Action Plan) $1,374/credit (est. 4-6 credits) -
  • Salaries for dedicated retention specialist, APT or assistant Culinary Arts Program and PAT Division Part II (Effectiveness Indicators),Part III (Action Plan) ??? ???

    Priority Item or Action and improvement sought College, Program, or Unit Goal Data supporting request from ARPD New Funding Cost Estimate If new funding not available: Possibilities for Extramural Funding or Reallocation

  • Funds to replace condenser coil for refrigeration rack system located on the roof above the Culinary Arts Program facility Culinary Arts Program Quote from Robert’s Refrigeration Services (10-19-14) $21,894.86 This was included in the projected expenditures from the Culinary Arts Program UH Foundation account for Spring 2015- Fall 2015.
  • For the 2013-2014 program year, some or all of the following P-SLOs were reviewed by the program:

    Assessedthis year? Program Student Learning Outcomes



    Demonstrate professionalism in dress and grooming, attitude, and workplace behavior that reflect standards expected of food service industry professionals.



    Demonstrate basic principles of sanitation and safety in a foodservice operation for safe food handling and to protect the health of the consumer.



    Apply mathematical functions related to foodservice operations.



    Use knives, tools and equipment following established safety and sanitation practices and principles of food preparation to prepare a variety of food items, recipes, and/or products.



    Demonstrate a variety of culinary cooking methods and techniques following established procedures to produce classical, regional and contemporary cuisines.



    Demonstrate fundamental principles, methods, and techniques of baking to prepare a variety of baked goods.



    Demonstrate professional hospitality and service standards to insure quality guest service.



    Examine a variety of sustainable practices in the culinary industry as a means for controlling operating costs and for being good environmental stewards.



    Explore a variety of management topics as related to the operation of a foodservice operation. A) Evidence of Industry Validation

    No content.

    B) Expected Level Achievement

    No content.

    C) Courses Assessed

    No content.

    D) Assessment Strategy/Instrument

    No content.

    E) Results of Program Assessment

    No content.

    F) Other Comments

    No content.

    G) Next Steps

    No content.

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