Revalorization of melon by-product to obtain a novel sparkling fruity-based wine

Fresh melons not meeting cosmetic standards were revaluated into sparkling melon-based wine. Firstly, still melon wine was elaborated and bottled into 750 mL bottles, closed with a Crown seal, and stored for 10-weeks at 14 _C. The oenological parameters and polar compounds in must, still wine, and during the sparkling process were evaluated during the experiment. The volatile profile was qualified by GC-MS, and the odor activity value (OAV) and relative odor contribution (ROC) were measured for aroma characterization. Results show that sparkling wine resulted in 12% v/v ethanol. Certain amino acids contributed to the transformation and increase of volatile compounds via Ehrlich’s pathway: leucine to isoamyl alcohol; valine to iso-butyl alcohol; and phenylalanine to phenethyl alcohol. The volatile compounds also increased after the first fermentation, principally in acetate and ethyl esters, and higher alcohols. Isoamyl acetate, ethyl decanoate, 3,6-nonadienyl acetate, and (E,Z)-nonadien-1-ol had the highest OAV and ROC values among the volatiles; this contributed to the sweet, fruity, banana, tropical, nutty and melon aroma in this sparkling wine. Sensory evaluation (100 to 40) was evaluated according to International Organisation of Vine and Wine compendium, the final product (10-week) scored 92 points, with great visual, nose, and taste values. This study demonstrates how by-products revalorization can provide new products such as this novel sparkling wine with a characteristic and distinctive aroma, good sensory acceptance and market potential.This research was funded by RTI2018-099139-B-C21 project from the Ministry of Science and Innovation (Spain)—National Research Agency (MCIN/AEI/10.13039/501100011033) and by “ERDF A way of making Europe”, of the European Union and by 21645/PDC/21 project from “Fundación Séneca” of Murcia Region (Spain). José-Angel Salas-Millán acknowledges financial support for “Industrial PhD” grant (DIN2019-010837) from the Ministry of Science and Innovation

Functional food obtained from fermentation of broccoli by-products (stalk): Metagenomics profile and glucosinolate and phenolic compounds characterization by LC-ESI-QqQ-MS/MS

This research revalues broccoli stalk by-product as a novel fermented health food, using its autochthonous microbiota. Broccoli stalk slices were packed into glass jars, brine was added (6% w/v), and two dressings were studied: garlic, and mustard seeds. No dressing was used as control. Natural fermentation was carried out at 25 ◦C for 6 days followed by a further 6 days storage at 4 ◦C. The identification of individual glucosinolates and phenolic compounds was performed by LC-ESI-QqQ-MS/MS. At day 3, the highest content in functional compounds such as glucoerucin and indolic glucosinolates as glucobrassicin, 4-methoxy-glucobrassicin and 4- hidroxy-glucobrassicin, and phenolic acids and flavonoids as sinapic acid, 4-O-feruloyl quinic acid and quercetin-3-O-diglucoside was found. At day 6, the broccoli stalks reached the maximum counts in lactic acid bacteria (>8 log cfu g- 1), remaining stable until day 12 at 4 ◦C, including as the main genera Lactobacillus and Leuconostoc. Metagenomic analysis identified 1009 bacteria genera; Latilactobacillus sakei was the most predominant lactic acid bacteria species, followed by Lactobacillus curvatus, Leuconostoc kimchi and Leuconostoc carnosum. This is an example of a vegan and functional food product, based on a circular economy model, using broccoli by-products.This research was funded by RTI2018-099139-B-C21 from Ministry of Science and Innovation - National Research Agency (MCIN/AEI/10.13039/501100011033) and by “ERDF A way of making Europe”, of the “European Union”. José-Angel Salas-Millán acknowledges financial support from an “Industrial PhD” grant (DIN2019-010837) from the Ministry of Science and Innovation and JimboFresh International SLL

Dynamics of microbial Inactivation and acrylamide production in high-temperature heat treatments

In food processes, optimizing processing parameters is crucial to ensure food safety, maximize food quality, and minimize the formation of potentially toxigenic compounds. This research focuses on the simultaneous impacts that severe heat treatments applied to food may have on the formation of harmful chemicals and on microbiological safety. The case studies analysed consider the appearance/synthesis of acrylamide after a sterilization heat treatment for two different foods: pureed potato and prune juice, using Geobacillus stearothermophilus as an indicator. It presents two contradictory situations: on the one hand, the application of a high-temperature treatment to a low acid food with G. stearothermophilus spores causes their inactivation, reaching food safety and stability from a microbiological point of view. On the other hand, high temperatures favour the appearance of acrylamide. In this way, the two objectives (microbiological safety and acrylamide production) are opposed. In this work, we analyse the effects of high-temperature thermal treatments (isothermal conditions between 120 and 135 _C) in food from two perspectives: microbiological safety/stability and acrylamide production. After analysing both objectives simultaneously, it is concluded that, contrary to what is expected, heat treatments at higher temperatures result in lower acrylamide production for the same level of microbial inactivation. This is due to the different dynamics and sensitivities of the processes at high temperatures. These results, as well as the presented methodology, can be a basis of analysis for decision makers to design heat treatments that ensure food safety while minimizing the amount of acrylamide (or other harmful substances) produced.The financial support of this research work was provided by the Ministry of Science, Innovation and Universities of the Spanish Government and European Regional Development Fund (ERDF) through project AGL2017-86840-C2-1-R. J.L.P.-S. is grateful to the JAE-INTRO program from CSIC (Grant no JAEINT19_EX_0797). A.G. was supported by a postdoctoral grant from the Fundación Séneca (20900/PD/18)

Desarrollo y evaluación de la competencia "comunicación oral" en titulacinoes técnicas: estudio de casos

[SPA]La comunicación verbal se considera una competencia transversal dentro del currículum de los nuevos planes adaptados al EEES. El desempeño de esta competencia es fundamental en la vida estudiantil y profesional del estudiante universitario, y en particular del ingeniero, ya que la correcta transmisión de conceptos o presentación de informes, el empleo de un vocabulario técnico, apropiado o una efectiva forma de expresarse son ejemplos de cualidades deseadas en un buen profesional de la ingeniería. En el presente trabajo se plantean tres casos de estudio para el desarrollo de la comunicación oral. Se trata de diferentes metodologías diseñadas por los autores del trabajo, en función del tipo de actividad a realizar, y con objetivos muy concretos a alcanzar durante el desarrollo de las actividades y su posterior evaluación. [ENG]The oral communication is considered as a transverse competence in the curriculum of the new syllabus adapted to the European Space for Higher Education. The development of this competence is essential in the student and professional life of any graduate and, in particular, of the engineer. The appropriate transmission of concepts and presentation of reports are of utmost importance for engineering professionals, as well as the use of technical vocabulary and skills for the effective oral communication. In the present work, three classroom activities designed by the authors are presented, leading to the achievement of oral communication skills. Different methodologies are presented, according to the targets and evaluation programs expected.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

High heating rates affect greatly the inactivation rate of Escherichia coli

Heat resistance of microorganisms can be affected by different influencing factors. Although, the effect of heating rates has been scarcely explored by the scientific community, recent researches have unraveled its important effect on the thermal resistance of different species of vegetative bacteria. Typically heating rates described in the literature ranged from 1 to 20°C/min but the impact of much higher heating rates is unclear. The aim of this research was to explore the effect of different heating rates, such as those currently achieved in the heat exchangers used in the food industry, on the heat resistance of Escherichia coli. A pilot plant tubular heat exchanger and a thermoresistometer Mastia were used for this purpose. Results showed that fast heating rates had a deep impact on the thermal resistance of E. coli. Heating rates between 20 and 50°C/min were achieved in the heat exchanger, which were much slower than those around 20°C/s achieved in the thermoresistometer. In all cases, these high heating rates led to higher inactivation than expected: in the heat exchanger, for all the experiments performed, when the observed inactivation had reached about seven log cycles, the predictions estimated about 1 log cycle of inactivation; in the thermoresistometer these differences between observed and predicted values were even more than 10 times higher, from 4.07 log cycles observed to 0.34 predicted at a flow rate of 70 mL/min and a maximum heating rate of 14.7°C/s. A quantification of the impact of the heating rates on the level of inactivation achieved was established. These results point out the important effect that the heating rate has on the thermal resistance of E. coli, with high heating rates resulting in an additional sensitization to heat and therefore an effective food safety strategy in terms of food processing.This research was financially supported by the Ministry of Economy and Competitiveness of the Spanish Government and European Regional Development Fund (ERDF) through project AGL2013-48993-C2-1-

Impact of heating rates on alicyclobacillus acidoterrestris heat resistance under non-isothermal treatments and use of mathematical modelling to optimize orange juice processing

Alicyclobacillus acidoterrestris is a spoilage microorganism responsible for relevant product and economic losses in the beverage and juice industry. Spores of this microorganism can survive industrial heat treatments and cause spoilage during posterior storage. Therefore, an effective design of processing treatments requires an accurate understanding of the heat resistance of this microorganism. Considering that industrial treatments are dynamic; this understanding must include how the heat resistance of the microorganism is affected by the heating rate during the heating and cooling phases. The main objective of this study was to establish the effect of heating rates and complex thermal treatments on the inactivation kinetics of A. acidoterrestris. Isothermal experiments between 90 and 105 C were carried out in a Mastia thermoresistometer, as well as four different dynamic treatments. Although most of the inactivation takes place during the holding phase, our results indicate the relevance of the heating phase for the effectiveness of the treatment. The thermal resistance of A. acidoterrestris is affected by the heating rate during the heating phase. Specifically, higher heating rates resulted in an increased microbial inactivation with respect to the one predicted based on isothermal experiments. These results provide novel information regarding the heat response of this microorganism, which can be valuable for the design of effective heat treatments to improve product safety and stability. Moreover, it highlights the need to incorporate experimental data based on dynamic treatments in process design, as heating rates can have a very significant effect on the thermal resistance of microorganisms.This research was funded by Ministerio de Economía, Industria y Competitividad of the Spanish Government, grant number AGL2017-86840-C2-1-R. Alberto Garre acknowledges the support from a postdoctoral grant by the Fundación Séneca, Murcia Region (20900/PD/18) in WU

Adquisición de habilidades sociales a través de aprendizaje grupal:¿nuevas metodologías o metodología tradicional?

[SPA] Los defensores del empleo de metodologías de aprendizaje colaborativo en las aulas universitarias aluden a la mejora que éstas proporcionan en la adquisición de las principales habilidades socio-profesionales. La presente comunicación tiene por objeto dar a conocer los resultados conseguidos tras analizar los datos obtenidos en las encuestas realizadas por alumnos de distintos cursos y titulaciones de la Universidad Politécnica de Cartagena. Dichas encuestas midieron el grado de adquisición de determinadas habilidades socio-profesionales a través del aprendizaje colaborativo, comparándolo con el obtenido mediante el empleo de técnicas más tradicionales de aprendizaje.[ENG] Supporters of using collaborative learning methodologies in the High Education classrooms make reference to the improvement that they provide in the attainment of the main socio-professional skills. The aim of this communication is to report the results obtained after analyzing the data obtained in the surveys carried out to students from various courses and degrees of the Polytechnic University of Cartagena. These surveys measured the degree of attainment of certain socioprofessional skills through the collaborative learning, by comparing it with the ones obtained through the use of more traditional learning techniques

Guía para la integración en la docencia de la competencia 2: trabajar en equipo

El trabajo en equipo dentro de las aulas se presenta como una forma de organización que ofrece indudables ventajas de aprendizaje, pero también muchos inconvenientes. Así, la disparidad de motivaciones y de capacidades y disponibilidades de los individuos que componen los equipos pueden llegar a convertirlos en simples grupos de trabajo de canalización de las distintas tareas individuales asignadas, con resultados dispares que llevan en muchos casos a la desmotivación del estudiante y del propio profesor. Pero trabajar en grupo no es trabajar en equipo. Este último implica una interdependencia activa entre los integrantes, que deben asumir un proyecto común con verdadero sentido de la responsabilidad, individual y colectivo. Sólo asumiendo un auténtico compromiso se pueden crear las interacciones necesarias para lograr que el todo sea más que la suma de las partes. De este modo, las distintas capacidades y aportes y los diferentes niveles de compromiso e intereses dejan de suponer un obstáculo para dar lugar a una dinámica de enriquecimiento personal y conjunto. Esta forma de actuar exige de la creación de un saber-hacer colectivo, que permita identificar y resolver problemas, decidir, ejecutar y evaluar acciones, todo ello en un contexto de comunicación fluida y de claras normas de funcionamient

Las técnicas de aprendizaje grupal como parte o fundamento de las asignaturas de grado: propuestas del equipo docente de Trabajo Colaborativo de la UPCT

[SPA]El aprendizaje por competencias en el que se basan las titulaciones de Grado presupone el análisis previo de los objetivos a alcanzar con cada una de las asignaturas que las conforman. Delimitados los objetivos y las competencias genéricas y específicas de una asignatura, el docente debe planificar la tarea de aprendizaje que ha de llevar a su logro, pudiéndose valer para ello de técnicas de aprendizaje colaborativo. La dificultad encontrada a la hora de planificar o poner en práctica tales tareas de aprendizaje lleva a la necesidad de adquirir una cierta formación en su empleo. Es en este contexto, donde se desarrolla la labor del equipo docente de Trabajo Colaborativo de la Universidad Politécnica de Cartagena. La presente comunicación recoge la labor desarrollada por este equipo de trabajo desde su constitución, con las propuestas individuales de cada uno de sus integrantes, en las que se justifica el interés por las nuevas metodologías docentes; así como por la selección de concretas técnicas de aprendizaje en grupo, en función de los objetivos y competencias que se quieren conseguir. [ENG]The learning throughout competences, applied in the new universities degress, involves the previous analysis of the targets in each considered subjetc. Once the aims and the generic and specific competences are delimited for each subjetc, the teacher have to planify the learning procedure to reach this objective. The colabotarive learning techniques are an important tool in this context. The application of these techniquee are not as easy as is expected. The Colaborative Learning team of the Universidad de Cartagena develops an important role in this context. This paper shows the work which has been developed by this group from its beginning. We expose the proposals of each member in which they justify their interest in applying the new teaching tecniques and their learning goals to reach the specific competences of each subjetc.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

I Jornadas de Salidas Profesionales UPCT. Ingeniería y Arquitectura

Desde el Vicerrectorado de Innovación y Empresa de la UPCT y el Centro de Orientación e Información de Empleo, se dio a conocer las múltiples posibilidades laborales que tienen las titulaciones que se imparten, de la mano de profesionales del sector, estudiantes titulados y profesores de los Centros. El acto estaba dirigido a futuros estudiantes universitarios, padres, orientadores de IES y cualquier persona interesada. Estudiantes preuniversitarios y sus familiares llenaron el salón de actos del edificio Cajamar en Murcia para conocer las titulaciones técnicas de la Universidad Politécnica de Cartagena y sus salidas profesionales de la mano de profesores, exalumnos que describieron su trayectoria laboral y empresas que emplean a egresados de la UPCT