Tis' the season when we’re eating. And we want to be sure that the kitchen staff are following protocols that keep us from getting sick. So ____1____ help them learn those rules? The answer, it turns out, is to ____2____. Because storytelling techniques can help teach safe kitchen practices, according to a study in the British Food Journal.
Researchers led by Ben Chapman at North Carolina State University wanted to evaluate the effectiveness of current food safety instructions. Most of these are prescriptive and are delivered as plain documents.
The researchers interviewed food workers and managers about the instructions. Based on these conversations, they created new versions of the food safety documents.
These updates included real-life stories of outbreaks of food-borne diseases, including what caused the problems and what the consequences were. They had ____3____ and bright, colorful graphics. And they ____4____ the kitchen staff readership and designed to generate discussion.
As a result, food workers were more likely to read the reports, discuss them and ____5____. Just shows that even if it’s just about cleaning the cutting board, everyone likes a good tale.

【視聽版科學(xué)小組榮譽(yù)出品】
how best to spin a good yarn short bites of information were tailored to retain their lessons
用有關(guān)食品安全的故事來跟餐飲人員打交道 現(xiàn)在正是我們下館子享受美食的季節(jié)。我們當(dāng)然希望餐飲企業(yè) 能遵守規(guī)章制度以免我們這些食客吃壞肚子。可如何才能讓他 們能更好地學(xué)習(xí)這些規(guī)章制度呢？根據(jù)《英國食品雜志》上刊 登的一項(xiàng)研究，得到的答案就是編些精彩的故事出來，因?yàn)橹v 故事的技巧可以幫助餐飲從業(yè)者了解有關(guān)烹飪的安全操作。 由北卡羅萊納州立大學(xué)的本?查普曼領(lǐng)導(dǎo)的研究人員希望評(píng)估 當(dāng)前食品安全條例的有效性。大多數(shù)條例都是約定俗成的并被 視為普通文件。 研究人員就食品安全條例同餐飲工作人員和管理者進(jìn)行了會(huì)談 ，根據(jù)這些談話，他們編出一些新的食品安全條例。 這些新增內(nèi)容描述了現(xiàn)實(shí)生活中的食源性疾病爆發(fā)，包括了引 起這些問題的原因、結(jié)果如何等等。這些內(nèi)容簡短明了、圖解 形象生動(dòng)，就是為餐飲工作者這些讀者群量身打造的讀物，目 的在于引發(fā)討論。 結(jié)果表明，餐飲工作者更喜歡閱讀這些報(bào)告，進(jìn)行討論并吸取 教訓(xùn)。事實(shí)證明，人們都喜歡趣味橫生的故事，哪怕僅僅是有 關(guān)清潔砧板的問題。