CitationElkhishin MT, Gooneratne R, Hussain MA. Microbial safety of foods in the supply chain and food security. AbSTRAcTMost foodborne outbreaks in recent years have been linked to microbial contamination of food products. These food outbreaks can cause considerable food losses, and hence can play a role in global food insecurity. We discuss the importance of microbial food safety in the supply chain to reduce the potential for contamination. Microbial contamination may take place at prefarming, farming or post-farming stages of the food supply chain. Campylobacter, Salmonella, Listeria monocytogenes, Escherichia coli O157:H7 and non-O157:H7 STEC E. coli are the most common pathogenic bacteria associated with food safety issues in the food supply chain. Efficient process controls and effective food safety management systems are vital elements to reduce microbial contamination and improve food security.

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Citation Special Edition 1 Article Ref. #: 1000AFTNSOJSE1102 Mini ReviewPage S8 Special Edition "Food Security and Food Sciences" ABSTRACTFor thousands of years, microorganisms have been used to process foods and to produce a variety of useful compounds, including organic acids and enzymes from fermented food products. Currently microorganisms have been employed to manufacture biotechnological products that range from alcohol and antibiotics to cellular proteins on an industrial scale. The ability of microorganisms to convert less useful substrates to value-added end-products is considered to be a novel approach to enhancing the quality and quantity of the food and the feed that we and animals eat, respectively. Exploitation of such microbial properties is an effective way to improve the nutritional quality of food as a hedge against food shortages and hunger, particularly in low income communities. This article discusses utilization of microbial resources (i.e. yeast and bacteria) to improve global food security.

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Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers’ knowledge of SGLD and differentiation in Saudi Arabia and the Middle East. To fill this knowledge gap, we interviewed 9 primary school teachers in Madinah, Saudi Arabia. The interview data were analysed using content analysis. Our conceptual framework is based on the theories of Howard Gardner, who believe that all students learn in different ways. We also considered Lev Vygotsky’s view that students learn best with instructions that meet their individual developmental level and address their zone of proximal development. Our findings suggest that teachers are willing to teach SGLD along with other students in the same classroom. Although they understand that differentiation is important, they were not implementing it for SGLD. Professional training and development related to teaching SGLD can improve the educational outcomes for SGLD. These results can assist teachers and educational personnel to seek optimal methods to identify and assist SGLD in Saudi Arabia and other regions. Finally, we provide recommendations for accommodations, strategies, and a differentiated curriculum for SGLD in primary schools.

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