Turia pepino

Turia is a new salad pepino cultivar adapted to greenhouse cultivation in a wide range of environments with high yield and improved fruit quality. Its fruit is ovate in shape and has golden yellow skin covered with purple stripes, mild flavour and intense aroma. Turia is the first pepino cultivar tolerant to tomato mosaic virus.Rodríguez Burruezo, A.; Prohens Tomás, J.; Leiva-Brondo, M.; Nuez Viñals, F. (2004). Turia pepino. Canadian Journal of Plant Science. 84(2):603-606. doi:10.4141/P03-108S60360684

Comparación en el enfoque de aprendizaje entre alumnos de grado y máster

[EN] Students' approach to leraning influences students' attitudes towards a subject. This approach can be classified as deep or surface, indicating students' motivation for a subject. The R-SPQ-2F questionnaire can be used to evaluate the learning approach. This work assessed the learning approach in students in a first year Bacheloor’s degree subject and students in a second year master's degree subject during several academic courses. The results showed a high deep approach to learning in both subjects, albeit greater in the degree than in the master's degree. The approach was not affected by the academic year or the student's gender, but it was affected by the language of instruction. Differences between subjects could be explained by the age of the students or by their university experience that leads them to take a more strategic approach, but without becoming superficial.[ES] El enfoque de aprendizaje de los alumnos influye en la actitud de los estudiantes al iniciar una asignatura. Este enfoque se puede clasificar como profundo o superficial, lo que indica la motivación del alumnado respecto a una asignatura. El cuestionario R-SPQ-2F se puede utilizar para evaluar el enfoque de aprendizaje. En el presente trabajo se evaluó el enfoque de aprendizaje en alumnos de una asignatura de primer curso de grado y alumnos de una asignatura de segundo curso de máster durante varios cursos académicos. Los resultados mostraron un elevado enfoque de aprendizaje profundo en ambas asignaturas, aunque mayor en el grado que en el máster. El enfoque no se vio afectado por el curso académico ni por el género del estudiante, pero sí por el idioma de impartición. Las diferencias entre asignaturas podrían explicarse por la edad del alumnado o por su experiencia universitaria que le lleve a tomar un enfoque más estratégico, pero sin llegar a ser superficial.La publicación de este trabajo ha sido parcialmente financiada por un proyecto de innovación educativa (PIME/19-20/168) concedido por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècncia de València (UPV). También los autores agradecen el apoyo dado por el Instituto de Ciencias de la Educación (ICE) de la UPV.Leiva Brondo, M.; Pérez De Castro, AM. (2021). Comparación en el enfoque de aprendizaje entre alumnos de grado y máster. En IN-RED 2021: VII Congreso de Innovación Edicativa y Docencia en Red. Editorial Universitat Politècnica de València. 664-674. https://doi.org/10.4995/INRED2021.2021.13443OCS66467

Spanish University Students¿ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy

[EN] The implementation of Agenda 2030 and Sustainable Development Goals (SDGs) by the United Nations in 2015 focuses on making a more sustainable world in all countries and for all stake-holders. Higher Education Institutions (HEI) play a key role in increasing students¿ sustainability knowledge, transforming their attitudes and motivating them to promote or engage in sustain-ability behaviors. HEI can take several measures to fulfill these objectives, but it is important to develop efficient tools to assess the starting point at which university students are at. In this study, a survey was conducted that addressed students from different Universitat Politècnica de València (UPV) degrees to investigate their knowledge and awareness of sustainability and SDG. This survey (n = 321) showed students¿ level of knowledge and initial awareness. Many UPV students state that they are aware of SDG, but most do not fully understand these 17 goals and their current implementation but think that SDG are important for their daily lives. Therefore, finding links between SDG and daily interests is necessary to advance towards further implementation to allow us to fulfill all SDG. These results offer a good starting point for evaluating future training and awareness actions to improve sustainability-related educational strategies.This research was funded by innovation educative projects (PIME/20-21/224) by the Vice-Rectorate for Studies, Quality and Accreditation of UPV (Valencia, Spain).Leiva-Brondo, M.; Lajara-Camilleri, N.; Vidal Meló, A.; Atarés Huerta, A.; Lull, C. (2022). Spanish University Students¿ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy. Sustainability. 14(8):1-26. https://doi.org/10.3390/su1408455212614

Polyphenol and L-ascorbic acid content in tomato as influenced by high lycopene genotypes and organic farming at different environments

[EN] The accumulation of polyphenols and L-ascorbic acid was evaluated under conventional (integrated pest management, IPM) and organic farming, as means to increase the accumulation of chemoprotective compounds. The effect of genotype was considerably higher than the growing system, in fact it is determining. 'Kalvert', a high-lycopene cultivar, outstood for the accumulation of most polyphenols, though low-carotenoid cultivars with high accumulation were also detected. Organic farming significantly increased the levels of caffeic acid by 20%, but reduced those of ferulic acid and naringenin by 13% and 15% respectively. A strong interaction with the environment was detected: in Navarra the differences were limited, while in Extremadura lower contents of ferulic acid and higher contents of chlorogenic acid and rutin were found in organic farming for certain cultivars. The effect of organic farming on L-ascorbic acid was dependent on cultivar and environment and it only led to an increase in Extremadura by 58%. (C) 2017 Elsevier Ltd. All rights reserved.This research was partly funded by INIA (RTA2011-00062, Spain) and FEDER (EU).Martí-Renau, R.; Leiva-Brondo, M.; Lahoz, I.; Campillo, C.; Cebolla Cornejo, J.; Roselló, S. (2018). Polyphenol and L-ascorbic acid content in tomato as influenced by high lycopene genotypes and organic farming at different environments. Food Chemistry. 239:148-156. https://doi.org/10.1016/j.foodchem.2017.06.102S14815623

Identification of organoleptic and functional quality profiles in Spanish traditional cultivars of tomato

The original publication is available at www.actahort.orgDespite the increasing importance of the internal quality in breeding programmes and marketing of tomato, little information is available regarding organoleptic and functional profiles of traditional cultivars of renowned quality. The aim of this study is to evaluate the internal quality of 51 traditional tomato accessions representative of the Spanish genepool. Total soluble solids, oxalic, malic, citric and glutamic acids, fructose, glucose and sucrose, vitamin C and lycopene were determined, thereby obtaining the respective organoleptic and functional profiles. These profiles will be very valuable in establishing breeding objectives, to provide the cultivars appreciated by consumers, willing to pay higher prices for them. A considerable high level of variability has been found in the profiles obtained and no clear groups could be identified with regards to fruit morphology or local name. Variability was higher in those traits affecting functional quality (coefficients of variation of 51.2% for vitamin C and 74.6% for lycopene content) than those affecting organoleptic quality (coefficients of variation ranged from 18% for total soluble contents to 38.8% for glutamic acid). Additionally, several accessions were selected on the basis of their higher individual contents for further studies of internal quality. These accessions were CDP8102 and CDP3547 for high malic acid, accession CDP6315 for high fructose and glucose levels, accession CDP1523 for its lycopene content and accessions CDP2226 and CDP336 for high vitamin C content. Considering previous correlations between individual contents and consumer preference, accessions CDP7554, CDP2666 and CDP3547 should be further evaluated for their overall flavour quality.Cortés Olmos, C.; Leiva Brondo, M.; Adalid Martinez, AM.; Cebolla Cornejo, J.; Nuez Viñals, F. (2011). Identification of organoleptic and functional quality profiles in Spanish traditional cultivars of tomato. International Society for Horticultural Science (ISHS). doi:10.17660/ActaHortic.2011.918.62

Seating position and student learning approach relationship in a business subject on a life science degree

[Otros] In higher education, where students are able to choose the seating position from where they are attending their lectures, the seating choice becomes an interesting, and curious, matter of research. Up to date, most of the published works have related the position in class to the academic performance, measured mainly through grades. The interest of this contribution relies in the use of the student approach to learning of each student ¿classified as Deep Approach or Surface Approach, measured using the Biggs¿ R-SPQ-2F questionnaire- as possible explanatory variable for their most frequent seating position. A correlation analysis allows to state if there is any relationship between these elements. A sample of students from first year of the Degree in Biotechnology at Universitat Politècnica de València was gathered to assess this relationship. Their most frequent position in class was determined by a series of pictures that were taken throughout the course and the student approach to learning was assessed at the beginning of the term with the R-SPQ-2F questionnaire. Results can provide instructors with some guidelines to address their attention and intention in-class activities to the groups that they target.The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).Lajara-Camilleri, N.; Pérez De Castro, AM.; Leiva-Brondo, M. (2021). Seating position and student learning approach relationship in a business subject on a life science degree. IATED Academy. 6531-6539. https://doi.org/10.21125/edulearn.2021.1327S6531653

Study of student learning approach in two different subjects on the same year

[Otros] Biggs' R-SPQ-2F questionnaire has been widely used since its release in 2001 to assess the student approach to learning, identifying two main approaches: Deep and Surface Approaches. The results of the questionnaire help to evaluate the teaching system as students¿ approach to learning depends, among other factors, on the current teaching context and therefore, it is not a fixed quality of the learner. Based on this, the approaches of 74 first-year students of the Degree in Biotechnology at Universitat Politècnica de València have been analysed under two different teaching frames: a first-term subject in Genetics and a second-term subject in Business Economics. Although some students maintain their approach to learning, differences between both subjects have been found significant for the main scales and most of the secondary ones, although not for language used as medium of instruction or gender. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the questionnaire. These data contribute to reinforce the theory that students stablish a learning approach according to the demands of the subject and context and modify their approach to learning.The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).Lajara-Camilleri, N.; Pérez De Castro, AM.; Leiva-Brondo, M. (2021). Study of student learning approach in two different subjects on the same year. IATED Academy. 6520-6529. https://doi.org/10.21125/edulearn.2021.1325S6520652

Influence of high lycopene varieties and organic farming on the production and quality of processing tomato

Supplementary data associated with this article can be found, in the online version, at http://dx.doi.org/10.1016/j.scienta.2016. 03.042[EN] The effect of conventional integrated pest management and organic farming production systems on theagronomic performance and quality of standard and high lycopene tomato cvs. has been evaluated fortwo years in two of the main processing tomato producing areas of Spain (Extremadura and Navarra).As an average, the production under organic farming was on average 36% lower than in conventionalintegrated pest management. Organic farming tended show reduced contents of citric and glutamic acid.Although the contents in sugars were not significantly affected, the ratios sucrose equivalents to cit-ric and glutamic acid increased. Nevertheless, a strong influence of the environment and interactionswere detected and under certain conditions (e.g. Extremadura), organic farming may increase the con-tents in glucose and fructose. The levels of lycopene were not affected by the cultivation system, whilebeta-carotene contents were higher under organic farming. High lycopene cvs. Kalvert and ISI-24424' registered the highest lycopene levels, but with 27.6 and 28.1% lower production levels compared to H-9036', the cv. with the best agronomic performance. Kalvert , with high accumulation of sugars andhigh ratios sucrose equivalents to citric and glutamic acid and high lycopene contents would be an idealmaterial for supplying quality markets. H-9997' with intermediated levels of lycopene accumulationproved to be a good material combining production levels and functional quality. CXD-277' offered thehigher values in variables related with organoleptic quality with intermediate lycopene accumulationbut with lower production.This research was funded by INIA (RTA2011-00062, Spain), FEDER (EU) and Gobierno de Extremadura (GRU 10130, Spain).Lahoz, I.; Leiva-Brondo, M.; Martí, R.; Macua, JI.; Campillo, C.; Rosello Ripolles, S.; Cebolla Cornejo, J. (2016). Influence of high lycopene varieties and organic farming on the production and quality of processing tomato. Scientia Horticulturae. 204:128-137. doi:10.1016/j.scienta.2016.03.042S12813720

Influence of controlled deficit irrigation on tomato functional value

[EN] The effect of controlled deficit irrigation (CDI) on the accumulation of carotenoids, polyphenols and l-ascorbic acid was studied in conventional and high lycopene tomato cultivars. Plants were initially irrigated to cover 100%ETc and after the fruit set phase, the dose was reduced to 75% or 50% of ETc. CDI had no significant effect on the accumulation of carotenoids, while it increased the levels of the hydroxycinnamic acids chlorogenic and ferulic acids, the flavonoid rutin and l-ascorbic acid. Nevertheless, there were important interactions and this effect was highly dependent on the year and site of cultivation. Certain growing areas would be more favorable to supply high quality markets, and, fortunately, CDI would maximize polyphenol (100¿75%ETc) and l-ascorbic acid (100¿50%ETc) in these areas. A combination of the best genotype and growing area with CDI would offer high quality products, preserving a scarce resource: water.This research was partially funded by the Spanish national government (INIA, RTA2011-00062), an Spanish regional government (Gobierno de Extremadura, GRU-10130) and the European Union (FEDER funds)Martí-Renau, R.; Valcárcel-Germes, M.; Leiva-Brondo, M.; Lahoz, I.; Campillo, C.; Rosello Ripolles, S.; Cebolla Cornejo, J. (2018). Influence of controlled deficit irrigation on tomato functional value. Food Chemistry. 252:250-257. https://doi.org/10.1016/j.foodchem.2018.01.098S25025725

Conocimiento de los problemas contemporáneos. ¿Es solo cuestión de práctica?

[EN] The knowledge of contemporary issues is one of the outcomes recommended by different education systems, including the Spanish. This awareness skill, is basic to assure that the students are able to address societies’ issues and it is included among the professional skills that the student must meet at the end of the programme. As an opposite to hard skills, more related to using, designing and applying the knowledge of the programme, the professional skills are more related to the behaviour of the student in his/her professional life. Those skills are harder to teach and practice, but are highly sought-after by company recruiters. Knowledge of contemporary issues is one of those outcome that College and University teachers should include in their subjects and help the students to be more aware of its importance. It is difficult, though, to implement this outcome in the syllabus. En this paper we compare teaching experiences for this outcome following an example-practice scheme in a first year bachelor degree course and in a second year master degree course. En both cases, activities were designed to practice the outcome and they were self- and peer-evaluated. Teachers did not teach directly the outcome. Nevertheless, the students learnt with the activity the importance of being aware of contemporary issues and had feedback of their efforts to improve their skill. Although improvements should be made, the activities helped the student to improve their knowledge of contemporary issues, allowed teachers to assess their students for this outcome and collect evidences of its achievement for accreditation processes. Also, involvement of the student in the assessment process helped them to develop more responsibility in their own learning process[ES] La competencia “conocimiento de los problemas contemporáneos” es una de las recomendadas por los distintos sistemas educativos universitarios, incluido el español. Esta competencia es básica para asegurar que el estudiante es capaz de reconocer los problemas actuales que afectan a la sociedad y a su profesión y es una de las denominadas competencias profesionales o transversales que deben adquirir los estudiantes al final de sus estudios. Al contrario que las competencias específicas de la titulación, más relacionadas con usar, diseñar y aplicar los conocimientos del programa, las competencias profesionales están más relacionadas con el comportamiento del estudiante en su vida profesional. Estas habilidades son más difíciles de enseñar y practicar, pero son muy valoradas por el sector profesional cuando contrata su personal. El conocimiento de los problemas contemporáneos es una de estas competencias, que los profesores universitarios deben incluir en sus asignaturas y ayudar a los estudiantes a ser conscientes de su importancia. Sin embargo, puede resultar complejo incluir esta competencia en el programa de la asignatura. En este artículo se comparan las actividades de enseñanza-aprendizaje en una asignatura de primer curso de grado y una asignatura de segundo curso de máster. En ambos casos, se diseñaron actividades para practicar esta competencia y fueron evaluadas por los propios alumnos y por sus pares, así como por los profesores. Los profesores no enseñaron de forma explícita la competencia, pero los estudiantes al realizar la actividad se dieron cuenta de la importancia de la misma y recibieron información para trabajarla. Aunque es necesario realizar mejoras, las actividades favorecieron el conocimiento de los problemas contemporáneos de los alumnos, permitieron a los profesores evaluar a los alumnos en esta competencia y recoger evidencias para los procesos de acreditación. Los alumnos al estar involucrados en su proceso de evaluación lograron más responsabilidad en su propio proceso de aprendizaje.Los autores agradecen la financiación propocionada por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València mediante la convocatoria de ayudas para Proyectos de Innovación y Mejora Educativa (PIME).Leiva Brondo, M.; Cebolla Cornejo, J.; Peiró Barber, RM.; Pérez De Castro, AM. (2016). Conocimiento de los problemas contemporáneos. ¿Es solo cuestión de práctica?. En In-Red 2016. II Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4367OC