Food scientists and technologists are actively engaged in examining and developing nanotechnologies for applications such as novel functional ingredients and nutrient delivery systems, safety testing, packaging, and authenticity/authentication at an ever-increasing pace. However, before these new products/technologies are commercialised, rigorous safety testing and risk/benefit analysis are required to ensure that public and environmental concerns are addressed. This review provides an overview of food nanoscience and technology including a brief history, education, definitions pertaining to policy and regulation, and applications. The most recent findings and advances are emphasised, focussing on bioactives' delivery. In addition, proposed directions in the area of nano-based targeting of pathogens for food safety as well as medical foods are discussed. As food nanoscience and technology has been extensively reviewed in recent years, specific case examples will be limited to those reported within the past year.

Technologists and nutritionists are always looking for alternative ingredients to use in their formulations to improve functional and nutritional properties. Therefore, cookies using Chia (Salvia hispanica), a grain with high quality nutrients, were prepared. The nutritional value was determined by measuring the chemical composition, mineral content, and the fatty acid composition (saturated, monunsaturated, polyunsaturated, linoleic and linolenic acids). Data obtained from this chemical analysis was used to estimate the nutrients intake and compare them to the dietary reference intakes (DRIs). Cookies supplemented with chia flour contained signicantly more protein, fat, crude fiber, calcium, zinc, and alpha-linolenic (n-3) acid. It was estimated that the supplemented cookies would contribute to the corresponding DRIs in the range of 8.1-13.8% (children) and 6.5-11.0% (males/females) for calcium; and 14.0-18.0% (children) and 6.4-11.3 (males/females) for zinc. The addition of chia flour to the cookies resulted in a product sensorially acceptable with a better fatty acid profile (lower n-6/n-3). Supplemented cookies would contribute to alpha-linolenic DRI in the range of 65.9-134.5% (children), 49.4-100.9% (males), and 53.9-110.0% (females). Dietary intake of protein, fiber, calcium, zinc, and alpha-linolenic (n-3) acid could be increased by the consumption of sugar-snap cookies supplemented with chia flour.

The aim of this paper is to clarify the identity of food engineering in sciences of food. A short historical description of the evolution of the branch in the Anglo Saxon and the Continental educational systems is given. Furthermore, the distinction of basic definitions such as food science, food science and technology, food technology, and food engineering is made. Finally, the objectives of food engineering within the branch of sciences of food are described.

The quality of baked products is the complex, multidimensional result of a recipe, and a controlled heating process to produce the desired final properties such as taste, colour, shape, structure and density. The process of baking a sponge cake in a convective oven at different air temperatures (160-180-220 °C) leading to the same loss of mass was considered in this study. A special mould was used which allowed unidirectional heat transfer in the batter. Instrumentation was developed specifically for online measurement of weight loss, height variation and transient temperature profile and pressure in the product. This method was based on measuring heat fluxes (commercial sensors) to account for differences in product expansion and colour. In addition, measurement of height with a camera was coupled to the product mass to calculate changes in density over time. Finally, combining this information with more traditional measurements gave a better understanding of heat and mass transfer phenomena occurring during baking.

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.

Food Studies represent the bases for multidisciplinary knowledge in food science, food engineering, food management, and how to use these scientific bases in a food worldwide context. Teaching and learning must be adapted to the new students, to the new tools, considering the cost of studies and equipment. The international availability of raw materials, the diversity of cultures, tastes and habits must be taken into account in the controlled food processes. Food engineering must be taught with reference to nutrition, health and security, but also to packaging, logistics, international rules, management of water, energy, wastes and cost. So how do we teach the present and future food engineers, to help them to acquire and build their own knowledge, to develop curiosity, an open mind and team work? How do we teach them to use, in an efficient way, computers, data bases, the internet, but also to learn and practice in the lab, on pilot equipment, in the plant during long internships? How do we give them the desire to conceive, to create, to manage, to communicate and to continue to learn during their professional life? International networks of universities, with associated people from research and industry, with teachers in elementary and secondary schools, with students, represent a main factor for reciprocal knowledge and exchanges, to preserve and use diversity to develop new ideas for teaching and learning. The objectives are to contribute to the development of our society, to feed in an harmonized way the world made of human beings, consumers, and workers in industry, research and universities.

Escherichia coli O157 detection limits in artificially contaminated beef and cattle faeces samples were determined using Dynabeads anti E. coli O157 immunomagnetic beads, VIDAS-UP, VIDAS-ICE, and real-time PCR (GeneDisc and LightCycler) systems. Dynabeads anti-E. coli O157 immunomagnetic separation (IMS) and the GeneDisc cycler were the most sensitive methods, and could detect an initial 1 CFU in 25g beef samples after 6h of incubation in modified tryptone soya broth with novobiocin (mTSB+n) or buffered peptone water (BPW). The VIDAS-UP method could detect an initial 10 CFU, while VIDAS-ICE and the LightCycler methods could only detect an initial 100 CFU. Higher detection rates were achieved with 18 hour incubations, where an initial 1 CFU in a 25g sample could be detected with all five methods. For cattle faeces enrichments, Dynabeads anti-E. coli O157 IMS could detect an initial 1 CFU after a 6 h incubation in mTSB+n, while the VIDAS-UP and VIDAS-ICE methods could detect an initial 10 CFU and both PCR methods could only detect an initial 100 CFU. Detection rates were lower in BPW, compared to mTSB+n, with thresholds of 100 CFU for VIDAS-ICE, VIDAS-UP and GeneDisc methods, and >100 CFU for the LightCycler method.