Technological properties of maize tortillas produced by microwave nixtamalization with variable alkalinity

This research was conducted to determine the quality, physicochemical, textural, compositional, nutritional, viscoamylographic and sensory properties of maize tortillas produced with a Modified tortilla-making process (MTMP) of variable alkalinity (0.125, 0.25 and 0.5% Ca(OH)2 w/w) and compared to the commercial brand MASECA ®. In general, tortillas from MTMP showed higher pH, total color difference (ΔE), tensile strength/cutting force, protein, lipids, crude fibre, lysine, tryptophan, in vitro protein digestibility and lower Hunter L value, loss of weight during cooking and moisture content than MASECA® tortillas. No significant differences were found in the sensory analysis of 22 descriptors of tortillas made from MASECA® and MTMP with Ca(OH)2 concentrations of 0.125 and 0.25% (w/w). However, panelist identified principal effects on changes in four attributes (aroma, appearance, flavor, and after taste flavor) and seven descriptors in tortillas from MTMP prepared with the maximum lime concentration (0.5% w/w). Microwave nixtamalization produce tortillas with acceptable physicochemical, textural, quality, compositional/nutritional and pasting properties.Key words: Maize, modified nixtamalization, tortillas, technological properties

8-PropargylaminoBODIPY: unprecedented blue-emitting pyrromethene dye. Synthesis, photophysics and laser properties

Highly emitting 8-propargylaminoBODIPY (8-PAB) 2 was prepared in 94% yield. Unlike any other BODIPY structure hitherto described in the literature, 2 displays efficient emission in the blue region of the visible spectrum with a fluorescence quantum yield up to 0.94 and high laser efficiency (35%) at 483 nm.Grants GTO-2007-C02-69094 (CONCyTEG) (Mexico), MAT2007-65778-C02-01 and -02 of the Spanish MICINN are gratefully acknowledged. V. Martin thanks CSIC for her JAE-postdoctoral contract.Peer reviewe

On the optimal measuring area for pointwise rainfall estimation: a dedicated experiment with 14 laser disdrometers

Laser disdrometers measure the particle size distribution (PSD) of hydrometeors through a small cross-sectional (tens of square centimeters) surface. Such a limited area induces a sampling effect in the estimates of the PSD, which translates to error in the reflectivity–rain-rate (Z–R) relationship used for ground radar estimates of rainfall, estimates of kinetic energy of precipitation, and any other hydrometeorological application relying on particle size information. Here, the results of a dedicated experiment to estimate the extent of the effect of limited area sampling of rainfall are presented. Using 14 Parsivel, version 1 (Parsivel-1), disdrometers placed within 6 m2, it was found that the combined area of at least seven disdrometers is required for the estimates to start converging to a stable value. The results can be used to quantify the degree of over-/underestimation of precipitation parameters for a single instrument due to the limited collecting area effect. It has been found that a single disdrometer may underestimate instantaneous rain rate by 70%.Funding from projects CGL2013- 48367-P, CGL2016-80609-R (Ministerio de Economía y Competitividad), UNCM08-1E-086 (Ministerio de Ciencia e Innovacion), and CYTEMA (UCLM) is gratefully acknowledged

Estudio de masa cardíaca valvular tridimensional. Fibroelastoma papilar

This is a case of a 92 year-old lady who had a mass in the aortic valve leading to fibroelastoma supiction. 3D-transesophageal echo allowed to achieve a precise evaluation of the anatomy and structure of the mass and the valvular damage.Se presenta el caso clínico de una paciente en la que se diagnostica una masa en la válvula aórtica que plantea el diagnóstico de presunción de fibroelastoma aórtico y en la que la ecocardiografía transesofágica tridimensional permitió hacer un estudio preciso de la anatomía y estructura de la masa y de la repercusión valvular

Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL

[EN] This large-scale study compares the digital skills of CLIL and non-CLIL secondary students by means of two separate tests assessing ‘communicative digital competence’ (CLIL group, n=2,152, and non-CLIL group, n=18,093) and ‘informational digital competence’ (CLIL group, n=2,581, and non-CLIL group, n=17,553). The findings indicated that CLIL students showed significantly better digital skills than non-CLIL learners, particularly regarding communicative digital competence. This may suggest CLIL students are more familiar with the use of ICT, and that the communicative skills acquired by means of CLIL methodology based on communication, participation and interaction were transferred to digital environments. These outcomes reveal a new CLIL by-product as well as added value in a highly underexplored area in CLIL research: its effectiveness in the acquisition of key competences (in this case, digital competence), which are the major goals of compulsory education.This study is part of the research project APINGLO-CLM- (Ref.: FFI2014-54179-C2-2-P), funded by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO), 2015-2018. I would also like to thank the Castilla-La Mancha Office of Evaluation for their invaluable help and the two blind reviewers for their comments, which helped me to significantly improve this article.Nieto Moreno De Diezmas, E. (2018). Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL. Revista de Lingüística y Lenguas Aplicadas. 13:75-85. https://doi.org/10.4995/rlyla.2018.9023SWORD758513Admiraal, W., Westhoff, G. & de Bot, K. (2006). "Evaluation of Bilingual Secondary Education in the Netherlands: Students' Language Proficiency in English", Educational Research and Evaluation, 12, 75-93. https://doi.org/10.1080/13803610500392160Alonso, E., Grisale-a, J., Campo, A. (2008). "Plurilingual Education in Secondary Schools: Analysis of Results", International CLIL Research Journal, 1/1, 36-49.Alwi, N.A., Adams, R. and Newton, J. (2012). "Writing to learn via text chat: Task implementation and focus on form", Journal of Second Language Writing, 21, 23-39. https://doi.org/10.1016/j.jslw.2011.12.001Badertscher, H., Bieri, T. (2009). Wissenserwerb im content-and-language integrated learning. Bern-Stuttgart- Wien, Switzerland: Haupt.Ball, Ph. (2014). "CLIL and Competences: Assessment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 76-80.Baturay, M., Yıldırım, S. & A. Daloğlu, A. (2009). "Effects of Web-Based Spaced Repetition on Vocabulary Retention of Foreign Language Learners", Eurasian Journal of Educational Research (EJER), 34, 17-36.Bentley, B. (2014). "What are the Basic Parameters which Help CLIL to Thrive?" in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 98-100.Bergroth, M. (2006). "Immersion students in the matriculation examination Three years after immersion", in K. Björklund, M. Mård-Miettinen, M. Bergström & M. Södergård (eds.) Exploring Dual- Focussed Education. Integrating Language and Content for Individual and Societal Needs. http://www.uwasa.fi/materiaali/pdf/isbn_952-476-149-1.pdf [Accessed 15.09.2017]Cenoz, J., Genesee, F., Gorter, D. (2014). "Critical Analysis of CLIL: Taking Stock and Looking Forward", Applied Linguistics, 35/3, 243-262. https://doi.org/10.1093/applin/amt011Clegg, J. (2014). "The Role of CLIL in Developing Language and Cognitive Skills in the Curriculum", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 83-94.Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.Dalton-Puffer, C. (2008). "Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe", in W. Delanoy and L. Volkmann (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter, 139-157.Dalton-Puffer, C. (2011). "Content-and-Language Integrated Learning: From Practice to Principles", Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092DiPietro, R. J. (1987). Strategic interaction: Learning Languages through Scenarios. New York: Cambridge University Press.Dourda, K., Bratitsis, T., Griva, E., Papadopoulou, P. (2013). "Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game", The Electronic Journal of e-Learning, 12/3, 243-258.Durán, A., Cruz, B. (2013). "How to integrate stories and ICT in content-based units of work for English learning", Porta Linguarum, 19, 219-237.European Commission (2006). Recommendation of 18 December 2006 of the European Parliament and the Council on Key Competences for lifelong learning (Official Journal of the European Union L394)Eshet-Alkalai, Y. (2004). "Digital Literacy. A Conceptual Framework for Survival Skills in the Digital Era", Journal of Educational Multimedia & Hypermedia, 13/1, 93-106.Fernández Fontecha, A. (2012). "CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Designin Language-Oriented Versions of Content and Language Integrated Learning", Alicante Journal of English Studies, 25, 317-334. https://doi.org/10.14198/raei.2012.25.22Fernández Fontecha, A. (2014). "CALL Syllabus Integration through ICT-Mediated Tasks", Didáctica. Lengua y Literatura, 26, 147-168.Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J.M. (2017). "Analysing students' content learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain", International Journal of Bilingual Education and Biligualism. Electronic publication ahead of print version. Published online: 24 February 2017. https://doi.org/10.1080/13670050.2017.1294142.Fernández Yubero, M.A., Pareja Moreno, M.I. (2009). "CLIL and ICT: expanding our borders". In E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 45-58.Gaballo, V. (2010). "Integrating Content and Language in Specialized Language Teaching and Learning with the Help of ICT", in Proceedings of the International Conference, ICT for language learning, 3rd edition.Gilleran, A. (2012). "eTwinning and CLIL", CLIL magazine, 1, 9-10.Gimeno Sanz, A. (2009). "How can CLIL benefit from the integration of Information and Communications Technologies?" in L. Carrió (ed.) Content and Language Integrated Learning Cultural Diversity. Series: Linguistic Insights Vol. 92. Frankfurt: Peter Lang. pp 77-102.Gimeno, A., Seiz, R., de Siquera J.M., Martínez, A. (2010). "Content and language integrated learning in higher technical education using inGenio online multimedia authoring tool", Procedia- Social and Behavioral Sciences, 2, 3170-3174. https://doi.org/10.1016/j.sbspro.2010.03.484Grisale-a, J., Campo, A., Alonso, E. (2009). "Ense-anza plurilingüe en centros de educación secundaria: análisis de resultados", Revista Iberoamericana de Educación, 49/1, 1-12.Halbach A. (2009). "The primary school teacher and the challenges of bilingual education", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 19-26.Housen, A. (2002). "Processes and outcomes in the European schools model of multilingual education", Bilingual Research Journal, 26/1, 45-64. https://doi.org/10.1080/15235882.2002.10668698Lasagabaster, D. (2008). "Foreign Language Competence in Content and Language Integrated Learning", Open Applied Linguistics Journal, 1, 31-42. https://doi.org/10.2174/1874913500801010030Lasagabaster, D., López Beloqui, R. (2015). "The Impact of Type of Approach (CLIL versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation", Porta Linguarum, 23/1, 41-57.Lorenzo, F. (2010). "CLIL in Andalusia", in D. Lagasabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishers, 2-11.Madrid, D. (2011). "Monolingual and Bilingual Students' Competence in Social Studies", in D. Madrid, & S. Hughes (eds.) Studies in Bilingual Education. Bern: Peter Lang, 195-222. https://doi.org/10.3726/978-3-0351-0237-6Marsh, D. (2002). CLIL/EMILE- The European dimension. Actions, trends and foresight potential. Finland: Unicom, Continuing Education Centre.Mittendorfer, F. (2014). "Competence Matters: Signposting the Road to Learner Empowerment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 95-97.Naves, T. (2011). "How Promising Are the Results of Integrating Content and Language for EFL Writing and Overall EFL Proficiencyy?", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning, Bern: Peter Lang, 103-128.Nieto Moreno de Diezmas, E. (2012). "CLIL and development of emotional competence", Miscelanea. A Journal of English and American Studies, 45, 53-74.Nieto Moreno de Diezmas, E. (2016a). "The impact of CLIL on the acquisition of L2 competences and skills in primary education", International Journal of English Studies, 16/2, 81-101. https://doi.org/10.6018/ijes/2016/2/239611Nieto Moreno de Diezmas, E. (2016b). "The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha", Porta Linguarum, 25/1, 21-34.Nieto Moreno de Diezmas, E. (2017). "How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education". Investigaciones sobre lectura, 8, 7-26.Nieto Moreno de Diezmas, E. (2018). "Acquisition of reading comprehension in L1 in bilingual programmes of Primary Education. A comparative study". Ocnos, 17/1, 43-54.Nieto Moreno de Diezmas, E., Ortiz Calero, C. (2017). "Bilingüismo e interculturalidad en educación infantil: aprendiendo por proyectos", Multiárea: Revista de Didáctica, 9, 1-10.Nieto Moreno de Diezmas, E., Ruiz Cordero, B. (2018). "La evaluación de los programas AICLE en Castilla-La Mancha", in J. L. Ortega Martín, S. Hughes & D. Madrid (eds.) Influencia de la política educativa de centro en la ense-anza bilingüe en Espa-a. Madrid: Ministerio de Educación, Cultura y Deporte, 93-104.Pérez Ca-ado, M. L. (2011). "The Effects of CLIL within the APPP: Lessons Learned and Ways Forward", in R. Crespo & M. García de Sola (eds.) Studies in Honour of Ángeles Linde López. Granada: Universidad de Granada, 389-406.Pérez Ca-ado, M. L., Ráez Padilla, J. (2015). "Introduction and overview", in D. Marsh, M.L. Pérez Ca-ado, & J. Ráez Padilla (eds.) CLIL in action: Voices from the classroom. Newcastle upon Tyne: Cambridge Scholars Publishing, 1-12. https://doi.org/10.3726/978-3-653-04536-9/3Prentza, A. (2013). "CLIL & ICT in English foreign language learning: the eTwinning Experience of a primary school of intercultural education", ICT for Language Learning, 6th edition, available from http://conference.pixel-online.net/ICT4LL2013/common/download/Paper_pdf/094-CLI03-FP-Prentza-ICT2013.pdf [Accessed 15.09.2017].Reilly, T., Medrano, P. (2009). "MEC/British council Bilingual project. Twelve years of bilingual education and a smooth transition into secondary", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Richmond Publishing, 59-70.Rodríguez, R., Blázquez, M., López, B., Castro, M., San Cristobal, E., Martín, S. (2014). "Educational games for improving the teaching-learning process of a CLIL subject: Physics and chemistry in secondary education", IEEE Frontiers in Education Conference (FIE) Proceedings, 1-8. https://doi.org/10.1109/FIE.2014.7044064Ruiz de Zarobe, Y. (2011). "Which Language Competencies Benefit from CLIL? An Insignt into Applied Linguistic Research", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning. Berne: Peter Lang, 129-153. https://doi.org/10.3726/978-3-0351-0171-3San Isidro, X. (2010). "An Insight into Galician CLIL: Provision and Results", in D. Lasagabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars, 55-78.Saz, O., Rodríguez, V., Lleida, E., Rodríguez, W.R., Vaquero, C. (2011). "The use of multimodal tools for pronunciation training in second language learning of preadolescents", Journal of Communications Research, 3, 1-19.Scott, D., Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer assisted language learning. London: European Commission.Seikkula-Leino, J. (2007). "CLIL learning: Achievement levels and affective factors", Language and Education, 21/4, 328-341. https://doi.org/10.2167/le635.0Sierra, J.M., Gallardo del Puerto, F., Ruiz de Zarobe, Y. (2011). "Good practice and future actions on CLIL: Learning and Pedagogy", in Y. Ruiz de Zarobe, J. Sierra, J. & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning. Berne: Peter Lang, 317-338.Stohler, U. (2006). "The acquisition of knowledge in bilingual learning: an empirical study on the role of language in content learning", Vienna English Working Papers, 15/3, 41-46.Van de Craen, P., Lochtman K., Ceuleers, E., Mondt, K., Allain, L. (2007). "An interdisciplinary approach to CLIL learning in primary schools in Brussels", in C. Dalton- Puffer & U. Smit (eds.) Empirical Perspectives on CLIL Classroom Discourse. Frankfurt am Main: Peter Lang, 253-274.Vlachos, K. (2009). 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The Influence of Emissions from Maritime Transport on Air Quality in the Strait of Gibraltar (Spain)

Gaseous and particulate emissions from oceangoing ships have a significant effect on the quality of air in cities. This study estimates mainly the influence of NOx, SOx, and particulate matter (PM2.5) on air quality in the Strait of Gibraltar (Spain) using the authors' own Ship's Energy and Emissions Model (SENEM) and the California Puff air quality model (CALPUFF) in 2017. The Algeciras Bay Industrial Zone recorded the highest levels of pollutants, and the Palmones area was identified as a major hotspot, with mean daily ship-sourced SOx concentrations >215 mu g/m(3), while the highest concentrations of PM10 reached 8.5 mu g/m(3) inside the Strait, and the mean yearly contribution of PM2.5 reached 0.86 mu g/m(3) in the city of Algeciras. The incidence of maritime traffic emissions on the levels of particle emissions, CO, HC, NMVOC, and CO2 reached values of up to 20-25% in all the receivers defined in the study

Matrix interpretation of multiple orthogonality

In this work we give an interpretation of a (s(d + 1) + 1)-term recurrence relation in terms of type II multiple orthogonal polynomials.We rewrite this recurrence relation in matrix form and we obtain a three-term recurrence relation for vector polynomials with matrix coefficients. We present a matrix interpretation of the type II multi-orthogonality conditions.We state a Favard type theorem and the expression for the resolvent function associated to the vector of linear functionals. Finally a reinterpretation of the type II Hermite- Padé approximation in matrix form is given

Calculating a Drop in Carbon Emissions in the Strait of Gibraltar (Spain) from Domestic Shipping Traffic Caused by the COVID-19 Crisis

As a consequence of the COVID-19 pandemic, the Spanish government declared a State of Emergency, and domestic passenger ship traffic was restricted in Spanish ports. This manuscript presents scenarios of emissions from domestic shipping traffic in the seas of the Strait of Gibraltar (Spain) over three months of the COVID-19 pandemic. Emissions were estimated for only 90 days of the pandemic, and two scenarios were studied: emissions while vessels were berthed at the Algeciras Port and emissions as a consequence of the interruption of passenger ship transportation in the Strait of Gibraltar. To this end, the authors' own model was used, which has near zero uncertainties. This model was used for the first time in this study and takes into account both meteorological and sea condition parameters, as well as the efficiency of the propulsion system. The manuscript concentrates on the emissions of greenhouse gases (GHGs), nitrogen oxides (NOx), sulphur oxides (SOx), carbon dioxide (CO2), and particulate matter (PM) from six Ro-Pax ships that ceased to operate. The main finding is that as a consequence of the pandemic, reductions of up to 12% were found in the Strait of Gibraltar in all the pollutants and GHGs when taking into account all international traffic, while the decrease in emissions from domestic traffic only reached 51%

Integrating belowground carbon dynamics into Yield-SAFE, a parameter sparse agroforestry model

Agroforestry combines perennial woody elements (e.g. trees) with an agricultural understory (e.g. wheat, pasture) which can also potentially be used by a livestock component. In recent decades, modern agroforestry systems have been proposed at European level as land use alternatives for conventional agricultural systems. The potential range of benefits that modern agroforestry systems can provide includes farm product diversification (food and timber), soil and biodiversity conservation and carbon sequestration, both in woody biomass and the soil. Whilst typically these include benefits such as food and timber provision, potentially, there are benefits in the form of carbon sequestration, both in woody biomass and in the soil. Quantifying the effect of agroforestry systems on soil carbon is important because it is one means by which atmospheric carbon can be sequestered in order to reduce global warming. However, experimental systems that can combine the different alternative features of agroforestry systems are difficult to implement and long-term. For this reason, models are needed to explore these alternatives, in order to determine what benefits different combinations of trees and understory might provide in agroforestry systems. This paper describes the integration of the widely used soil carbon model RothC, a model simulating soil organic carbon turnover, into Yield-SAFE, a parameter sparse model to estimate aboveground biomass in agroforestry systems. The improvement of the Yield-SAFE model focused on the estimation of input plant material into soil (i.e. leaf fall and root mortality) while maintaining the original aspiration for a simple conceptualization of agroforestry modeling, but allowing to feed inputs to a soil carbon module based on RothC. Validation simulations show that the combined model gives predictions consistent with observed data for both SOC dynamics and tree leaf fall. Two case study systems are examined: a cork oak system in South Portugal and a poplar system in the UK, in current and future climate