Ali Demirci – författare

In nature, microorganisms are generally found attached to surfaces as biofilms such as dust, insects, plants, animals and rocks, rather than suspended in solution. Once a biofilm is developed, other microorganisms are free to attach and benefit from this microbial community. The food industry, which has a rich supply of nutrients, solid surfaces, and raw materials constantly entering and moving through the facility, is an ideal environment for biofilm development, which can potentially protect food pathogens from sanitizers and result in the spread of foodborne illness.

Biofilms in the Food Environment is designed to provide researchers in academia, federal research labs, and industry with an understanding of the impact, control, and hurdles of biofilms in the food environment. Key to biofilm control is an understanding of its development. The goal of this 2nd edition is to expand and complement the topics presented in the original book. Readers will find:

Biofilms are not always a problem: sometimes they even desirable. In the human gut they are essential to our survival and provide access to some key nutrients from the food we consume. The authors provide up-date information on the use of biofilms for the production of value-added products via microbial fermentations.

Biofilms cannot be ignored when addressing a foodborne outbreak. All the authors for each chapter are experts in their field of research. The Editors� hope is that this second edition will provide the bases and understanding for much needed future research in the critical area of �Biofilm in Food Environment�.

In nature, microorganisms are generally found attached to surfaces as biofilms such as dust, insects, plants, animals and rocks, rather than suspended in solution. Once a biofilm is developed, other microorganisms are free to attach and benefit from this microbial community. The food industry, which has a rich supply of nutrients, solid surfaces, and raw materials constantly entering and moving through the facility, is an ideal environment for biofilm development, which can potentially protect food pathogens from sanitizers and result in the spread of foodborne illness.

Biofilms in the Food Environment is designed to provide researchers in academia, federal research labs, and industry with an understanding of the impact, control, and hurdles of biofilms in the food environment. Key to biofilm control is an understanding of its development. The goal of this 2nd edition is to expand and complement the topics presented in the original book. Readers will find:

Biofilms are not always a problem: sometimes they even desirable. In the human gut they are essential to our survival and provide access to some key nutrients from the food we consume. The authors provide up-date information on the use of biofilms for the production of value-added products via microbial fermentations.

Biofilms cannot be ignored when addressing a foodborne outbreak. All the authors for each chapter are experts in their field of research. The Editors� hope is that this second edition will provide the bases and understanding for much needed future research in the critical area of �Biofilm in Food Environment�.

 Food Safety Engineering is the first reference work to provide up-to-date coverage of the advanced technologies and strategies for the engineering of safe foods. Researchers, laboratory staff and food industry professionals with an interest in food engineering safety will find a singular source containing all of the needed information required to understand this rapidly advancing topic. The text lays a solid foundation for solving microbial food safety problems, developing advanced thermal and non-thermal technologies, designing food safety preventive control processes and sustainable operation of the food safety preventive control processes. 

The first section of chapters presents a comprehensive overview of food microbiology from foodborne pathogens to detection methods. The next section focuses on preventative practices, detailing all of the major manufacturing processes assuring the safety of foods including Good Manufacturing Practices (GMP), Hazard Analysis and Critical Control Points (HACCP), Hazard Analysis and Risk-Based Preventive Controls (HARPC), food traceability, and recalls. Further sections provide insights into plant layout and equipment design, and maintenance. Modeling and process design are covered in depth. Conventional and novel preventive controls for food safety include the current and emerging food processing technologies.  Further sections focus on such important aspects as aseptic packaging and post-packaging technologies. 

With its comprehensive scope of up-to-date technologies and manufacturing processes, this is a useful and first-of-its kind text for the next generation food safety engineering professionals.

This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies.

Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technologicaldevelopments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.

This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.

This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes, locating new businesses, responding to emergencies, and researching climate change. GIS is also having a major impact in the classroom. Students and teachers around the world are using this significant emerging technology in the secondary school classroom to study social and scientific concepts and processes, to broaden their technical skills, and to engage in problem solving and decision making about local and global issues.International Perspectives on Teaching and Learning with GIS in Secondary Schools brings together authors from 34 countries who profile the current status of GIS in secondary school teaching and learning in their country. Each chapter includes a summary of the country’s educational context, a case study illustrating how GIS is used in secondary schooling, and an assessment of the opportunities and challenges in teaching and learning with GIS now and in the future. The book demonstrates that GIS is not only a technological tool to be used in the classroom, but also a catalyst for motivation, encouragement, and cooperation in understanding and solving global problems.

The most up to date and extensive survey of GIS in the secondary education landscape, covering both principles and practice.Professor David Maguire, Pro-Vice-Chancellor, Birmingham City University, UK

International Perspectives on Teaching andLearning With GIS in Secondary Schools is a highly relevant, critically important, reflective contribution to the literature, providing strong arguments supporting the inclusion for spatial studies for all in secondary school education. Karl Donert, President, EUROGEO

This is an invaluable and inspirational examination of innovation in geospatial technologies in secondary schools around the world. Each chapter contains practical models for how to integrate powerful tools for spatial analysis into a range of subjects. It will be useful to classroom teachers and administrators seeking pathways to implementation and teacher educators considering how to prepare the next generation to use geospatial technologies.Sarah Witham Bednarz, Department of Geography, Texas A&M University, College Station, TX, USA