This study investigated the effects of broadband and selected infrared (IR) wavelength treatments of rough rice on microbial inactivation. Rough rice was treated at different IR wavelengths and product‐to‐emitter distances (110, 275, and 440 mm) followed by tempering at 60°C for 4 hr. The total mold and aerobic plate counts (APC) on non‐treated and treated samples were determined. Significant total mold reductions of 1.14 and 3.11 log CFU/g were obtained after IR heating using broadband and selected wavelengths, respectively (p < .05). The most significant reduction of APC using selected IR wavelength was 1.09 log CFU/g; the broadband IR wavelength had no effect on the mean APC. The IR treatments followed by tempering step resulted in greater reductions of total mold counts and APC (4.03 and 3.50 log CFU/g) in comparison to IR treatments without tempering (3.11 and 1.09 log CFU/g). Overall, bacteria showed more resistance to IR treatments than molds.
The research-teaching nexus is the pinnacle of academic activity. As a scientist and educator, my overall objective is to give students access to cutting-edge research and help them develop high order inquiry skills. In addition, as research and thesis writing frequently involves the development of new complex reading skills associated with comprehension and synthesis of a tremendous volume of information, along with in-depth critical analysis, evaluation, and elegant academic writing style, I decided to assign this editorial to my 2020-Biochemical Nutrition graduate students. As my students have diverse educational and cultural backgrounds and have been exposed to a variety of tech-based learning, we decided to summarize here recent advances in omics research in avian species to facilitate the discussion by asking new questions, which may help open new vistas for future investigations. By following the “scaffolded” approach, my students highlighted progress in Transcriptomics (Komp M and Bowie R), Proteomics (Tabler T and Lee T), Kinomics (Hernandez RM and Zuo B), Epigenomics (Ferver A), Metabolomics (Maynard C and Mullenix G), and Microbiomics (Teyssier JR and Bodle B). I would like to thank my students for their motivation, dedication, determination, perseverance, connection, consistency, and support. I would also like to thank AFTNS-OJ for inviting me to write this editorial and I hope by getting my students involved would promote their curiosity, help them understand complex questions, explore more sources, stimulate their independent thinking, and create research- and question-mindsets.
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