The Threads of Biosystems Engineering

The core concepts, or threads, of Biosystems Engineering (BSEN) are variously understood by those within the discipline, but have never been unequivocally defined due to its early stage of development. This makes communication and teaching difficult compared to other well established engineering subjects. Biosystems Engineering is a field of Engineering which int egrates engineering science and design with applied biological, environmental and agricultural sciences. It represents an evolution of the Agricultural Engineering discipline applied to all living organisms not including biomedical applications. The basic key element for the emerging EU Biosystems Engineering program of studies is to ensure that it offers essential minimum fundamental engine ering knowledge and competences . A core curriculum developed by Erasmus Thematic Networks is used as benchmark for Agr icultural and Biosystems Engineering studies in Europe. The common basis of the core curriculum for the discipline across the Atlantic , including a minimum of competences comprising the Biosystems Engineering core competencies, has been defined by an Atlan tis project , but this needs to be taken further by defining the threads linking courses together. This paper presents a structured approach to define the Threads of BSEN . The definition of the mid-level competences and the associated learning outcomes has been one of the objectives of the Atlantis programme TABE.NET. The mid-level competences and learning outcomes for each of six specializations of BSEN are defined while the domain-specific knowledge to be acquired for each outcome is proposed. Once the proposed definitions are adopted, these threads will be available for global development of the BSEN

Effect of Radio Frequency Low Pressure Cold Plasma on Total Phenol, Antioxidant Activity and Colour Degradation Kinetics of Red Chilli Pepper Powder

The study was aimed to analyse the effect of low pressure cold plasma treatment [operated at 60.8 kPa on the quality parameters of red chilli pepper powder (RCPP)]. The experiments were conducted at two radio frequency power levels (60 W, 120 W) over a time range from 0 to 10 min. Total phenols, antioxidant activity, colour, and moisture content were determined. Results showed that radio frequency operating power and treatment time had significant negative effects (p < 0.05) on the quality parameters analysed. Cold plasma treatment reduced the redness, total phenol content, moisture content, and increased the antioxidant activity of the RCPP. Changes in the quality of the treated samples, especially the colour degradation were significant after 4 min of treatment. Degradation kinetics was determined for parameters studied to ascertain their order of reaction during cold plasma treatment. The order of reaction was decided from best fit models with the highest R2, minimum bias, and error sum of squares. Total phenol followed a zero-order, whereas antioxidant activity and colour followed first-order reactions. The study explored the possibilities and impact of using cold plasma for powdered food materials

Giant Magnetoresistance Biosensors for Food Safety Applications

Nowadays, the increasing number of foodborne disease outbreaks around the globe has aroused the wide attention of the food industry and regulators. During food production, processing, storage, and transportation, microorganisms may grow and secrete toxins as well as other harmful substances. These kinds of food contamination from microbiological and chemical sources can seriously endanger human health. The traditional detection methods such as cell culture and colony counting cannot meet the requirements of rapid detection due to some intrinsic shortcomings, such as being time-consuming, laborious, and requiring expensive instrumentation or a central laboratory. In the past decade, efforts have been made to develop rapid, sensitive, and easy-to-use detection platforms for on-site food safety regulation. Herein, we review one type of promising biosensing platform that may revolutionize the current food surveillance approaches, the giant magnetoresistance (GMR) biosensors. Benefiting from the advances of nanotechnology, hundreds to thousands of GMR biosensors can be integrated into a fingernail-sized area, allowing the higher throughput screening of food samples at a lower cost. In addition, combined with on-chip microfluidic channels and filtration function, this type of GMR biosensing system can be fully automatic, and less operator training is required. Furthermore, the compact-sized GMR biosensor platforms could be further extended to related food contamination and the field screening of other pathogen targets

Application of plant extracts to improve the shelf-life, nutritional and health-related properties of ready-to-eat meat products

Plant extracts are increasingly becoming important additives in food industry due to their antimicrobial and antioxidant abilities that delay the development of off-flavors and improve the color stability in ready-to-eat (RTE) meat products. Due to their natural origin, they are excellent candidates to replace synthetic molecules, which are generally considered to have toxicological and carcinogenic effects. The efficient extraction of these antioxidant molecules from their natural sources, along with the determination of their activity in the commercialized products, have been a great challenge for researchers and food chain contributors. The objective of this review is to highlight the application of plant extracts to improve the shelf-life, nutritional and health-related properties of RTE meat products. The sensory effects of these extracts on RTE meat products as well as the possible synergistic effects of a combination of extracts are discussed

An overview of organosulfur compounds from Allium spp.: From processing and preservation to evaluation of their bioavailability, antimicrobial, and anti-inflammatory properties

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Publication Information The "Threads" of Biosystems Engineering Written for presentation at the 2012 ASABE Annual International Meeting Sponsored by ASABE

Abstract. The core concepts, or threads, of Biosystems Engineering (BSEN) are variously understood by those within the discipline, but have never been unequivocally defined due to its early stage of development. This makes communication and teaching difficult compared to other well established engineering subjects. Biosystems Engineering is a field of Engineering which integrates engineering science and design with applied biological, environmental and agricultural sciences. It represents an evolution of the Agricultural Engineering discipline applied to all living organisms not including biomedical applications. The basic key element for the emerging EU Biosystems Engineering program of studies is to ensure that it offers essential minimum fundamental engineering knowledge and competences. A core curriculum developed by Erasmus Thematic Networks is used as benchmark for Agricultural and Biosystems Engineering studies in Europe. The common basis of the core curriculum for the discipline across the Atlantic, including a minimum of competences comprising the Biosystems Engineering core competencies, has been defined by an Atlantis project, but this needs to be taken further by defining the threads linking courses together. This paper presents a structured approach to define the Threads of BSEN. The definition of the midlevel competences and the associated learning outcomes has been one of the objectives of the Atlantis programme TABE.NET. The mid-level competences and learning outcomes for each of six specializations of BSEN are defined while the domain-specific knowledge to be acquired for each outcome is proposed. Once the proposed definitions are adopted, these threads will be available for global development of the BSEN. Keywords. Biosystems Engineering, engineering science, applied biological sciences, environmental sciences, agricultural sciences, core curriculum, competences, learning outcomes, knowledge. (The ASABE disclaimer is on a footer on this page, and will show in Print Preview or Page Layout view.) 2 Introduction The core concepts, or threads, of Biosystems Engineering (BSEN) are variously understood by those within the discipline, but have never been unequivocally defined due to the early stage of development of the discipline. This makes communication and teaching difficult compared to other well established engineering subjects. Biosystems Engineering is a field of Engineering which integrates engineering science and design with applied biological, environmental and agricultural sciences. It represents an evolution of the Agricultural Engineering discipline applied to all living organisms not including biomedical applications. Therefore, Biosystems Engineering is 'the branch of Engineering that applies Engineering Sciences to solve problems involving biological systems' (ERABEE TN, 2010). Biosystems Engineering excludes Biomedical Engineering 1 (with human biology background prerequisite; also referred to as Bioengineering 2 ) and Biotechnology 3 . The very basic key element for the emerging EU Biosystems Engineering program of studies is to ensure that it offers essential minimum fundamental engineering knowledge and competences (POMSEBES, 2008). On this basis, the (USAEE-TN, 2006) core curriculum, approved by FEANI (FEANI-EMC, 2007), has been used as benchmark for both, Agricultural and Biosystems Engineering studies in Europe and has been adopted by ERABEE TN. The core curriculum is available at USAEE Core Curriculum (2007). The Atlantis POMSEBES (2008) project and the Erasmus Network ERABEE) have worked towards defining the common basis of the core curriculum for the discipline across the Atlantic, but this needs to be taken further by defining the threads that link courses together. This would especially help in USA to clearly differentiate Biosystems Engineering programs of studies from others that are really focused on Agricultural Engineering or Biomedical Engineering. The first structural step in developing compatible programs of the Biosystems Engineering discipline in Europe is the definition of a minimum of desired competences comprising the Biosystems Engineering core competencies. Core competences regard the general competences (i.e. mostly related to math, informatics, sciences like physics, chemistry, etc.), and to generic competencies of the graduate (related to communication, cooperation, design ability, etc.) and the core competences referring to Engineering and Agricultural/Biological Sciences part of the Biosystems Engineering program of studies. Note that the use of the term Agricultural Sciences part in the core curriculum concerns the corresponding non-engineering part of the traditional programs of studies of Agricultural Engineering. However, Agricultural Engineering is considered a sub-set of the emerging discipline of Biosystems Engineering. Thus, the term Biological Sciences part in the curriculum 3 of a modern program of Biosystems Engineering may be interpreted as covering also classical Agricultural Sciences subjects (e.g. soil sciences) or alternatively the term "Agricultural/Biological Sciences part of the Biosystems Engineering program of studies" may be used instead. To avoid confusion during the current transition period from the traditional Agricultural Engineering to the emerging discipline of Biosystems Engineering, and in accordance to the corresponding terminology of the core curriculum of ERABEE, the dual term "Agricultural/Biological Sciences is used in this work. The core curriculum of Biosystems Engineering studies in Europe (ERABEE TN, 2010) includes core competences, but does not include mid-level competences (specializations dependent competences) related to applied Biosystems Engineering topics, which are defined by the individual programs of studies. The present paper presents a structured approach to define the Threads of Biosystems Engineering. The definition of the mid-level learning outcomes and the associated competences has been one of the objectives of the Atlantis programme TABE. NET (2012). The mid-level competences and the learning outcomes for each of six selected specializations of BSEN are defined while the domain-specific knowledge to be acquired for each outcome is also proposed. Once the proposed definitions are adopted, these threads will be available for global development of the BSEN. Core Curricula of Agricultural and Biosystems Engineering -The Europe Approach The proposed second generation national qualifications framework in Europe define learning outcomes by the knowledge acquired, the skills gained and the competences the students are expected to have when graduating (Gallavara et al., 2008). The learning outcomes in terms of the general competences the students should have following the basic stage of their Agricultural and Biosystems Engineering studies were adopted from the corresponding Thematic Network E4- TN (2003) and incorporated in the core curricula approved by FEANI-EMC (USAAE, 2007). In addition to the general competences, the learning outcomes that compose the fundamental basis of the core curricula of Agricultural and Biosystems Engineering in Europe include two parts of fundamental competences and knowledge associated to the Engineering part and the Biological /Agricultural Sciences part of the core curricula, respectively. The Fundamental Core Basis of the Core Curricula of Agricultural and Biosystems Engineering in Europe The minimum set of the fundamental competences and knowledge associated to the learning outcomes of the Engineering part of the core curricula includes the contents of fundamental Engineering subjects mandatory for all specializations of Agricultural/Biosystems Engineering. These contents are expressed in terms of the following well-defined and recognised internationally basic Engineering courses: (1) Engineering The minimum set of the fundamental competences and knowledge associated to the learning outcomes of the Agricultural/Biological sciences part of the core curricula is designed in such a way that it includes the required fundamental knowledge of Agricultural/Biological sciences subjects mandatory for all specializations of Biosystems Engineering. These subjects represent the Agricultural/Biological sciences related fundamental basic knowledge with a broader 4 biological background for Biosystems Engineering as compared to traditional Agricultural Engineering programs of studies. Based on the core curricula of USAEE The mid-level learning outcomes and the associated mid-level competences and knowledge defined in the core curricula of USAEE The mid-level learning outcomes concern the foundation for the development of advanced level learning outcomes related to various specializations. The associated mid-level competences, knowledge and skills have to be enriched and strengthened through more specialised / advanced level competences and knowledge so as to end up to the specific expertise to be acquired. Thus, the complete program of studies requires that mid-level competences and knowledge are extended and completed with advanced level courses on specialised areas of expertise over the 2 nd cycle program of studies (or during the last two years of the integrated two-cycle programs of studies). The "Threads" of Biosystems Engineering The mid-level learning outcomes and the associated competences and knowledge, as well as the advanced level knowledge and skills that define the threads of BSEN were defined in a structured way in the framework of the Atlantis programme TABE. NET (2012). The mid-level competences and the learning outcomes for each of six selected specializations of BSEN are defined in the next sections while the domain-specific knowledge to be acquired for each outcome is also proposed. The six selected specializations of BSEN of interest to EU and USA programs of studies are the following: 5 Bioprocess engineering, Bioenergy systems, Bio-based materials, Biosystems Informatics and Analysis, Structural systems, materials and environment for biological systems, Water Resources Engineering Mid-level Competences within a Specific Specialization Bioprocess engineering Biosystems mid-level competences for this specialization: -Understand the biological reactions which govern the life of living organisms and their biological, mechanical and physicochemical characteristics as they are related to production of value added bio-based products -Understand the biological mechanisms that govern enzymatic reactions -Understand the biochemical processes that occur in biomass conversion (aerobic digestion, anaerobic digestion, and enzymatic hydrolysis) -Appreciate matters related to living organisms' interaction with bioprocess systems and the effects of the related physical, chemical and biological factors. Understand matters related to environmental impact and sustainability as related to production of various bio-based products and their supply chains. Engineering mid-level competences for this specialization: Understand the mass and energy balance in each step (unit operation) of a process of producing value added bio-based products. Understand the effect of process parameters in designing an enzyme reactor for the production of various bio-based products. Describe material flow through the processing plant producing valued added bio-based products -Describe the processes of isolating enzymes from specific microorganisms for the purpose of producing value added bio-based products. Understand application of process kinetics principles to design fermenters and bioreactors -Describe required technologies to separate product from fermentation broths. Describe required technologies to effectively utilize genetically engineered microorganisms for bioprocessing. Appreciate issues for the techniques and principles and computational methods used to model and simulate bioprocess operations as they are related to value added bio-based product supply chains. Bioenergy systems Biosystems mid-level competences for this specialization: Understand the biological mechanisms which govern the life of living organisms and their biological, mechanical and physicochemical characteristics as they are related to various aspects of energy conversion processes of organic-based materials -Understand the biochemical energy conversion processes applied to biomass (anaerobic digestion, hydrolysis, esterification and etherification processes, 2 nd generation biological conversion processes) -Appreciate matters related to living organisms interaction with energy systems and the effects of the related physical, chemical and biological factors. 6 -Understand matters related to environmental protection and sustainability as related to various aspects of energy systems and biomass-to-energy supply chains. Engineering mid-level competences for this specialization: Understand the typologies and quantities of organic by-products available in the agricultural, forestry, zoo technical and agro-industrial sector suitable for energy conversion -Understand the main physical and chemical characteristics of bio-fuels and existing standards (pellets, wood chips, bio-oils, biogas fuels) -Understand the biomass harvesting, loading, densification and transport techniques for energy valorization, including in particular agricultural and forestry mechanization processes -Understand optimization techniques, modeling and planning of biomass supply chains and biomass-based energy production and distribution systems -Understand the principles of analysis and design of biomass to energy conversion processes (mechanical and thermo-chemical processes) including pre-treatment, drying and storage techniques, bio-oil extraction and refining, air emission abatement systems and related emission level standards -Appreciate issues for the techniques and principles and computational methods used to model and simulate energy conversion processes as they are related to biomass-to-energy chains. Understand mass-energy balances and GHG balances of biomass-to-energy chains during the whole life cycle, in order to proper address sustainability issues of bioenergy Bio-based materials Biosystems mid-level competences for this specialization: Understand the science and technology underpinning biomass feedstock production and conversion to bio-based materials. Understand the criteria for identification, classification, and description of bio-based material characteristics, and structure-property performance relationships. Understand the fundamentals of the biorefinery concept, as applicable to optimal biomass value recovery towards bio-based material production. Knowledge of quality assessment attributes and benchmarks for bio-based material, and understanding of how to achieve such in the feedstock-to-product chains. Understand the Life Cycle Assessment (LCA) protocol in relation to the optimal coupling biomass feedstock production/recovery, conversion technology/processes, and environmental impact mitigation. Engineering mid-level competences for this specialization: Understand the methods for identification, formulation, analysis, and resolution of engineering technology problems relevant to bio-based material deployment. - Understanding the basic principles of designing and conducting experiments, and applying a range of standard and specialized research tools and techniques relevant to bio-based material deployment. Understand the principles of processing of biomass feedstock (including natural fibres) to bio-polymers or fibre-reinforced polymers. Understand the influence of raw material and/or fibre properties on bio-based material characteristics; -Understand the role of sensors and rapid assessment techniques for in-situ and in-process characterisation of biomass and biomass fractions, towards targeted yield optimisation Biosystems Informatics and Analysis Biosystems mid-level competences for this specialization: -Understand biosystems at the system's level -Understand critical information needed for biosystem analysis and integration -Understand methods for deriving quantitative and qualitative conclusions for questions related to biosystems in agriculture, food, energy, and the environment. -Understand how to provide engineering solutions to biosystem problems at the system's level -Appreciate recent developments in heuristic and uncertainty analyses -Understand how to provide support for decision making Engineering mid-level competences for this specialization: -Understand how to carry out the 11 tasks of Biosystems Informatics and Analysis: 1. Define system scope and objectives 2. Identify system constraints 3. Establish system performance indicators 4. Conduct system abstraction (transforming from physical space to information space to facilitate analysis) 5. Obtain and organize data and information 6. Handle uncertain and incomplete information 7. Develop system model to represent a system and its operations 8. Verify and validate the model 9. Perform modeling studies including scenario simulation and optimization 10. Draw conclusions about the system 11. Communicate outcomes (transforming from information space to physical space to support actions) Structural systems, materials and environment for biological systems Engineering mid-level competences for this specialization: Understand the principles of analysis and design and the behaviour of structural systems and components for various conventional and innovative alternative materials designed in support of biosystems related applications and functions -Understand the mechanical and physicochemical characteristics and behavior of conventional and innovative materials used for the design of structural systems. Understand the fundamental mechanical behaviour of soils and their mechanical, hydraulic and physical characteristic with regard to applications in biosystems engineering and as they are related to the design and analysis of structural systems for biosystems related applications. Appreciate issues for the techniques and principles and computational methods used to model and simulate structural systems as they are related to biological systems. Water Resources Engineering Biosystems mid-level competences for this specialization: Understand matters related to environmental protection and sustainability as related to various aspects of water resources engineering. Appreciate the interactions between water and soils and contaminants or pollutants as they are related to soil erosion or nonpoint source pollution. Engineering mid-level competences for this specialization: Understand the principles of analysis and design of water flow in conveyed elements as they are related for the design of Irrigation and Drainage Systems in support of biological systems. Understand the principles of analysis that govern the flow of surface-water and groundwater and the hydraulic and physical characteristics of soils as they are related to the design of groundwater systems and hydraulic structures, and the development of nonpoint source pollution models for biosystems related applications. Understand the fundamental mechanical behaviour of soils and their mechanical and physical characteristics as they are related to the design of surface-water and groundwater systems and geotechnical structures for biosystems and environment related applications. Appreciate issues for the techniques and principles and computational methods used to model and simulate hydrologic and hydraulic systems as they are related to biological systems and production and environmental protection systems. Understand the principles of design of instrumentation and equipment in support of water resources engineering systems as they are related to biological, systems and production and environmental protection systems. 9 Basic-level learning outcomes for all Specializations The Biosystems Engineering basic-level learning outcomes are to be achieved as a prerequisite for the mid-level learning outcomes of all specializations. Basic-level learning outcomes for Biosystems Engineering: acquire basic level knowledge and understanding of fundamental principles of Basic Sciences, Engineering Sciences, Biological/Agricultural Sciences and Humanities and Economics -LOBS (Learning outcome: Basic Sciences). Biosystems Engineering is an engineering programme of studies. Accordingly a major prerequisite is that the students at mid-level must have already acquired a good knowledge in Basic Sciences and the ability to apply this knowledge to various Biosystems Engineering specializations (i.e. mathematics, informatics, physics, chemistry in compliance with the Basic Sciences learning outcomes related to the general competences adopted from the corresponding E4 -TN (E4 2003) and incorporated in the USAEE-TN/ERABEE-TN core curricula approved by FEANI-EMC). - LOFES (Learning outcome: fundamental Engineering Sciences). As Biosystems Engineering is based on several classical Engineering disciplines, students must have acquired at the basic level a good knowledge and understanding of the fundamental principles of Engineering Sciences and the ability to apply this knowledge for the Biosystems Engineering related problems, in compliance with the core competences and learning outcomes referring to the fundamental Engineering part of the Biosystems Engineering program of studies (refer to learning outcomes of fundamental Engineering part of the USAEE/ERABEE core curricula). -LOFBS (Learning outcome: fundamental Biological/Agricultural Sciences). The key characteristic of the Biosystems Engineering programmes of studies that distinguishes them from the classical Engineering disciplines is that they are built upon