Use of a stakeholder-driven DACUM process to define knowledge areas for food protection and defense

dc.citation.doidoi: 10.2202/1547-7355.1768en_US
dc.citation.issue2/6en_US
dc.citation.jtitleJournal of Homeland Security and Emergency Managementen_US
dc.citation.volume8en_US
dc.contributor.authorLinton, Richard H.
dc.contributor.authorNutsch, Abbey L.
dc.contributor.authorMcSwane, David
dc.contributor.authorKastner, Justin
dc.contributor.authorBhatt, Tejas
dc.contributor.authorHodge, Sheryl
dc.contributor.authorGetty, Kelly J. K.
dc.contributor.authorMaier, Dirk E.
dc.contributor.authorKastner, Curtis L.
dc.contributor.authorChaturvedi, Alok
dc.contributor.authorWoodley, Cynthia
dc.contributor.authoreidanutschen_US
dc.contributor.authoreidjkastneren_US
dc.contributor.authoreidshodgeen_US
dc.contributor.authoreidkgettyen_US
dc.contributor.authoreiddmaieren_US
dc.contributor.authoreidckastneren_US
dc.date.accessioned2011-10-13T14:53:07Z
dc.date.available2011-10-13T14:53:07Z
dc.date.issued2011-10-13
dc.date.published2011en_US
dc.description.abstractOne of the important areas of vulnerability that has been repeatedly identified following the events of September 11, 2001 is the potential for an intentional attack on America’s food supply. Despite the importance of equipping professionals to protect our nation’s food supply, educators face a scarcity of information on which to base food protection and defense curricula and training development efforts. This research sought to identify a set of knowledge content areas required by food protection and defense professionals. A Developing A CurriculUM (DACUM) process was employed to create a job task analysis that identified duties, tasks, steps, and associated knowledge, skills, and abilities for this ccupational category. The knowledge areas identified during the DACUM process and validated through a stakeholder survey were used to frame the program for a training workshop and computer simulation in which participants responded to a mock intentional food contamination event. Results of this process can serve as foundational elements that can be shaped by instructional and curricular design experts to create educational programs in food protection and defense for graduate students and in-service professionals.en_US
dc.identifier.urihttp://hdl.handle.net/2097/12371
dc.relation.urihttp://www.bepress.com/jhsem/vol8/iss2/6en_US
dc.rightsBerkeley Electronic Press © 2011en_US
dc.subjectDACUMen_US
dc.subjectCurriculumen_US
dc.subjectFood protectionen_US
dc.subjectFood defenseen_US
dc.subjectEducationen_US
dc.subjectTrainingen_US
dc.subjectLearning objectivesen_US
dc.subjectComputer Simulationen_US
dc.subjectPublic Healthen_US
dc.subjectDecision-makingen_US
dc.subjectJob task analysisen_US
dc.subjectHomeland securityen_US
dc.titleUse of a stakeholder-driven DACUM process to define knowledge areas for food protection and defenseen_US
dc.typeArticle (publisher version)en_US

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