Foodborne illness resulting from infectious organisms occurring in vegetables and processed meat is a serious health concern in the United States. Improved and cost‐effective techniques for disinfection are needed. Visible light in the blue range (405 nm) was administered to processed meat that had been inoculated with Escherichia coli. One application of light energy at doses of 10, 30, 60, and 100 J/cm2 was applied, in vitro. In the case of vegetables contaminated with Salmonella (cucumbers), 464 nm light was used at 6, 12, and 18 J/cm2. In both cases, after 20 hours of incubation, colony‐forming units were counted and compared to controls to determine whether the light energy inhibited growth of E. coli or Salmonella. E. coli – 405 nm light at doses of 30, 60, and 100 J/cm2 were all effective inhibitors of the organism. Kill rates of 75.61 – 96.34% were achieved. Salmonella – 464 nm light at doses of 6, 12, and 18 J/cm2 produced significant inactivation of the organism. Kill rates of 80.23–100% were obtained. Blue light, delivered in the wavelength/dose combinations used in this study is an effective inhibitor of both E. coli and Salmonella on actual foodstuffs. Blue light should be considered as a potentially effective tool in the effort to protect humans from foodborne illnesses.
Undergraduate family and consumer sciences (FCS) programs help students develop skills essential to academic achievement as well as future employment and career success. Development of both hard and soft skills is part of the FCS curriculum and can include critical skills necessary
to perform tasks required on the job as well as skills needed to communicate and work well with others (Professionalism, 2018). The development of professional behaviors in students begins in the classroom but the process of learning and growing, both personally and professionally, continues
as students advance to complete their education. Often students participate in capstone experiences to refine appropriate professional behaviors relative to their discipline. This paper reviews the importance of professional behavior development in FCS students and offers insight into lessons
learned when educators at a southern university assessed the professional behavior education in their curriculum.
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