The professor in the Service-Learning: explanatory variables

Texto en inglés e españolLa metodología del aprendizaje-servicio es una de las más adecuadas para adaptarse a los cambios y a los nuevos retos sociales y educativos en el espacio universitario. Se trata de un enfoque que promueve un aprendizaje de tipo experiencial en el que el protagonismo no está en el profesorado sino en quienes ofrecen y en quienes reciben el servicio. Las razones para proponer esta metodología en las aulas universitarias son muy variadas, y tienen que ver con la mejora de los procesos educativos, la formación ética y ciudadana del alumnado, así como con la mejora de los vínculos existentes entre universidad y sociedad. Concretamente, nuestro objetivo en este trabajo es analizar cuáles son las variables que explican que un profesor universitario introduzca la metodología de aprendizaje-servicio en su quehacer docente. Metodología: Con este propósito,hemos llevado a cabo un estudio con 1903 docentes de 6 universidades españolas a los que se les ha aplicado el “Cuestionario sobre Práctica docente y Actitud del profesorado universitario hacia la Innovación” (CUPAIN). Resultados: Con los datos obtenidos realizamos una regresión logística con la finalidad de estimar la probabilidad de que un profesor universitario utilice o no el aprendizajeservicio según variables sociodemográficas (sexo, edad, tipo de materia, alumnos matriculados, situación administrativa, experiencia, ciclo), la práctica docente, el acuerdo con el compromiso social de la universidad y el interés por prácticas docentes innovadoras; y, posteriormente, un análisis de varianza multivariado (MANOVA) 5 X 2, y una prueba chi-cuadrado. Discusión y conclusiones: El análisis de los datos nos permite concluir que de todas las variables analizadas la que mejor predice el empleo del ApS por parte de los docentes es su acuerdo con el compromiso social de la universidad, de tal forma que la probabilidad de utilizar esta metodología es 3.52 veces mayor que no hacerloThe service-learning methodology is one of the most appropriate to adapt to changes, and new social and educational challenges in the Higher Education environment. This is an approach that promotes an experiential type of learning in which the teaching staff does not play a prominent role, but those who offer and receive the service. There are several reasons for proposing this methodology in the university classrooms, and they have to do with the improvement of the educational processes, students’ ethical and civic education, as well as with the improvement of the existing linkages between university and society. Specifically, our objective in this paper is to analyze which are the variables explaining the introduction of the service-learning methodology by a university professor. Methodology: To this end, a study involving 1903 professors from 6 Spanish universities was carried out. They were administered the “Questionnaire on Teaching Practice and Attitude of University Professors towards Innovation” (CUPAIN). Results: With the data obtained, a logistic regression was performed in order to estimate the probability that a university professor uses servicelearning according to sociodemographic variables (sex, age, type of subject, students enrolled, administrative situation, experience, cycle), teaching practice, agreement with the social commitment of the university and interest in innovative teaching practices; subsequently, a multivariate analysis of variance (MANOVA) 5 X 2, and a Chi-square test were applied. Discussion and Conclusions: The data analysis allowed us to conclude that, of all the analyzed variables, the one that better predicts the use of SL by the professors is their engagement with the university’s social commitment, in such a way that the probability of using this methodology is 3.52 times higher than not doing itS

El profesorado universitario ante el aprendizaje-servicio: variables explicativas

Introducción: La metodología del aprendizaje-servicio es una de las más adecuadas para adaptarse a los cambios y a los nuevos retos sociales y educativos en el espacio universitario. Se trata de un enfoque que promueve un aprendizaje de tipo experiencial en el que el protagonismo no está en el profesorado sino en quienes ofrecen y en quienes reciben el servicio. Las razones para proponer esta metodología en las aulas universitarias son muy variadas, y tienen que ver con la mejora de los procesos educativos, la formación ética y ciudadana del alumnado, así como con la mejora de los vínculos existentes entre universidad y sociedad. Concretamente, nuestro objetivo en este trabajo es analizar cuáles son las variables que explican que un profesor universitario introduzca la metodología de aprendizaje-servicio en su quehacer docente. Metodología: Con este propósito, hemos llevado a cabo un estudio con 1903 docentes de 6 universidades españolas a los que se les ha aplicado el “Cuestionario sobre Práctica docente y Actitud del profesorado universitario hacia la Innovación” (CUPAIN). Resultados: Con los datos obtenidos realizamos una regresión logística con la finalidad de estimar la probabilidad de que un profesor universitario utilice o no el aprendizaje servicio según variables sociodemográficas (sexo, edad, tipo de materia, alumnos matriculados, situación administrativa, experiencia, ciclo), la práctica docente, el acuerdo con el compromiso social de la universidad y el interés por prácticas docentes innovadoras; y, posteriormente, un análisis de varianza multivariado (MANOVA) 5 X 2, y una prueba chi-cuadrado. Discusión y conclusiones: El análisis de los datos nos permite concluir que de todas las variables analizadas la que mejor predice el empleo del ApS por parte de los docentes es su acuerdo con el compromiso social de la universidad, de tal forma que la probabilidad de utilizar esta metodología es 3.52 veces mayor que no hacerlo.Introduction: The service-learning methodology is one of the most appropriate to adapt to changes, and new social and educational challenges in the Higher Education environment. This is an approach that promotes an experiential type of learning in which the teaching staff does not play a prominent role, but those who offer and receive the service. There are several reasons for proposing this methodology in the university classrooms, and they have to do with the improvement of the educational processes, students’ ethical and civic education, as well as with the improvement of the existing linkages between university and society. Specifically, our objective in this paper is to analyze which are the variables explaining the introduction of the service-learning methodology by a university professor. Methodology: To this end, a study involving 1903 professors from 6 Spanish universities was carried out. They were administered the “Questionnaire on Teaching Practice and Attitude of University Professors towards Innovation” (CUPAIN). Results: With the data obtained, a logistic regression was performed in order to estimate the probability that a university professor uses service learning according to sociodemographic variables (sex, age, type of subject, students enrolled, administrative situation, experience, cycle), teaching practice, agreement with the social commitment of the university and interest in innovative teaching practices; subsequently, a multivariate analysis of variance (MANOVA) 5 X 2, and a Chi-square test were applied. Discussion and Conclusions: The data analysis allowed us to conclude that, of all the analyzed variables, the one that better predicts the use of SL by the professors is their engagement with the university’s social commitment, in such a way that the probability of using this methodology is 3.52 times higher than not doing it

Genetic diversity, yield, and fruit quality of persimmon in the tropics

O objetivo deste trabalho foi estimar a diversidade genética, o rendimento e a qualidade de frutos de genótipos de caquizeiros cultivados nos trópicos, para selecionar materiais genéticos promissores. A extração de DNA foi realizada em folhas jovens de 19 genótipos de caqui. Para a caracterização pomológica, foram selecionados 15 genótipos. Para cada genótipo, 50 frutos foram colhidos pela manhã, no estágio de maturidade fisiológica, para determinar os seguintes parâmetros: características físico-químicas; e as variáveis produtivas número de frutos por planta, massa de matéria fresca média dos frutos, produtividade média e produtividade média estimada, em duas safras. Vinte marcadores SSR foram testados, dos quais 12 foram selecionados para avaliar a similaridade genética, o que permitiu a identificação de grupos distintos. O valor médio de diversidade genética encontrado foi 0,41, o que é indicativo de baixa diversidade entre os genótipos de caqui analisados. Os genótipos 'Guiombo', 'Iapar 125', 'Kakimel', 'Mikado RJ', 'Rama Forte Tardio' e 'Taubaté' apresentam alta produtividade. Os genótipos classificados como sendo de polinização constante adstringente ('Pomelo', 'Regina', 'Rubi' e 'Taubaté') e os classificados como sendo de polinização variante adstringente ('Rama Forte', 'Guiombo' e 'Cereja') são materiais com potencial para uso em programas de seleção e melhoramento genético, devido às suas excelentes características físico-químicas de fruta. A investigação por meio de marcadores moleculares é uma abordagem eficiente para estudar a diversidade genética de genótipos de caquizeiro cultivados nos trópicos.The objective of this work was to determine the genetic diversity, yield, and fruit quality of persimmon genotypes grown in the tropics, in order to select promising genetic materials. DNA extraction was performed on young leaves of 19 persimmon genotypes. For pomological characterization, 15 genotypes were selected. From each genotype, 50 fruit at the physiological maturity stage were harvested in the morning, in order to determine the following parameters: physicochemical characteristics; and the productive variables number of fruit per plant, average fruit fresh mass, average yield, and estimated average yield in two seasons. Twenty SSR markers were tested, out of which 12 were selected to evaluate genetic similarity, which allowed of the identification of distinct groups. The mean genetic diversity value found was 0.41, which is an indicative of low diversity among the analyzed persimmon genotypes. The 'Guiombo', 'Iapar 125', 'Kakimel', 'Mikado RJ', 'Rama Forte Tardio', and 'Taubaté' genotypes show a high yield. The genotypes classified as pollination-constant astringent ('Pomelo', 'Regina', 'Rubi', and 'Taubaté') and those classified as pollination-variant astringent ('Rama Forte', 'Guiombo', and 'Cereja') are potential materials for selection and genetic breeding programs due to their excellent fruit physicochemical characteristics. The investigation through molecular markers is an efficient approach to study the genetic diversity of persimmon genotypes grown in the tropics

MBW complexes impinge on anthocyanidin reductase gene regulation for proanthocyanidin biosynthesis in persimmon fruit

[EN] MBW protein complexes containing MYB, bHLH and WD40 repeat factors are known transcriptional regulators of secondary metabolites production such as proanthocyanidins and anthocyanins, and developmental processes such as trichome formation in many plant species. DkMYB2 and DkMYB4 (MYB-type), DkMYC1 (bHLH-type) and DkWDR1 (WD40-type) factors have been proposed by different authors to take part of persimmon MBW complexes for proanthocyanidin accumulation in immature fruit, leading to its characteristic astringent flavour with important agronomical and ecological effects. We have confirmed the nuclear localization of these proteins and their mutual physical interaction by bimolecular fluorescence complementation analysis. In addition, transient expression of DkMYB2, DkMYB4 and DkMYC1 cooperatively increase the expression of a persimmon anthocyanidin reductase gene (ANR), involved in the biosynthesis of cis-flavan-3-ols, the structural units of proanthocyanidin compounds. Collectively, these data support the presence of MBW complexes in persimmon fruit and suggest their coordinated participation in ANR regulation for proanthocyanidin production.This work was funded by the Instituto Nacional de Investigación y Tecnología Agraria y Alimentaria (INIA)-FEDER (grant no. RF2013-00043-C02-02 and RTA2017-00011-C03-01). FG-M was funded by a fellowship co-financed by the Generalitat Valenciana and European Social Fund (2014 2020) (grant no. ACIF/2016/115).Gil Muñoz, F.; Sanchez Navarro, JA.; Besada Ferreiro, CM.; Salvador Perez, AA.; Badenes Catala, M.; Naval Merino, MDM.; Rios Garcia, G. (2020). MBW complexes impinge on anthocyanidin reductase gene regulation for proanthocyanidin biosynthesis in persimmon fruit. Scientific Reports. 10:1-11. https://doi.org/10.1038/s41598-020-60635-wS11110Dixon, R. A., Xie, D.-Y. & Sharma, S. B. Proanthocyanidins–a final frontier in flavonoid research? New Phytol. 165, 9–28 (2005).Yonemori, K. & Matsushima, J. 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A cross population between D. kaki and D. virginiana shows high variability for saline tolerance and improved salt stress tolerance

[EN] Persimmon (Diospyros kaki Thunb.) production is facing important problems related to climate change in the Mediterranean areas. One of them is soil salinization caused by the decrease and change of the rainfall distribution. In this context, there is a need to develop cultivars adapted to the increasingly challenging soil conditions. In this study, a backcross between (D. kaki x D. virginiana) x D. kaki was conducted, to unravel the mechanism involved in salinity tolerance of persimmon. The backcross involved the two species most used as rootstock for persimmon production. Both species are clearly distinct in their level of tolerance to salinity. Variables related to growth, leaf gas exchange, leaf water relations and content of nutrients were significantly affected by saline stress in the backcross population. Water flow regulation appears as a mechanism of salt tolerance in persimmon via differences in water potential and transpiration rate, which reduces ion entrance in the plant. Genetic expression of eight putative orthologous genes involved in different mechanisms leading to salt tolerance was analyzed. Differences in expression levels among populations under saline or control treatment were found. The 'High affinity potassium transporter' (HKT1-like) reduced its expression levels in the roots in all studied populations. Results obtained allowed selection of tolerant rootstocks genotypes and describe the hypothesis about the mechanisms involved in salt tolerance in persimmon that will be useful for breeding salinity tolerant rootstocks.This study was funded by the IVIA and the European Funds for Regional Development. F. G.M.was funded by a PhD fellowship from the European Social Fund and the Generalitat Valenciana (ACIF/2016/115). The funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript.Gil Muñoz, F.; Pérez-Pérez, JG.; Quiñones, A.; Primo-Capella, A.; Cebolla Cornejo, J.; Forner Giner, MA.; Badenes Catala, M.... (2020). A cross population between D. kaki and D. virginiana shows high variability for saline tolerance and improved salt stress tolerance. PLoS ONE. 15(2):1-27. https://doi.org/10.1371/journal.pone.0229023S127152Visconti, F., de Paz, J. M., Bonet, L., Jordà, M., Quiñones, A., & Intrigliolo, D. S. (2015). Effects of a commercial calcium protein hydrolysate on the salt tolerance of Diospyros kaki L. cv. «Rojo Brillante» grafted on Diospyros lotus L. Scientia Horticulturae, 185, 129-138. doi:10.1016/j.scienta.2015.01.028Forner-Giner, M. A., & Ancillo, G. (2013). Breeding Salinity Tolerance in Citrus Using Rootstocks. Salt Stress in Plants, 355-376. doi:10.1007/978-1-4614-6108-1_14Visconti, F., Intrigliolo, D. S., Quiñones, A., Tudela, L., Bonet, L., & de Paz, J. M. (2017). Differences in specific chloride toxicity to Diospyros kaki cv. «Rojo Brillante» grafted on D. lotus and D. virginiana. Scientia Horticulturae, 214, 83-90. doi:10.1016/j.scienta.2016.11.025INCESU, M., CIMEN, B., YESILOGLU, T., & YILMAZ, B. (2014). Growth and Photosynthetic Response of Two Persimmon Rootstocks (Diospyros kaki and D. virginiana) under Different Salinity Levels. Notulae Botanicae Horti Agrobotanici Cluj-Napoca, 42(2), 386-391. doi:10.15835/nbha4229471De Paz, J. M., Visconti, F., Chiaravalle, M., & Quiñones, A. (2016). Determination of persimmon leaf chloride contents using near-infrared spectroscopy (NIRS). Analytical and Bioanalytical Chemistry, 408(13), 3537-3545. doi:10.1007/s00216-016-9430-2Gil-Muñoz, F., Peche, P. M., Climent, J., Forner, M. A., Naval, M. M., & Badenes, M. L. (2018). Breeding and screening persimmon rootstocks for saline stress tolerance. Acta Horticulturae, (1195), 105-110. doi:10.17660/actahortic.2018.1195.18Besada, C., Gil, R., Bonet, L., Quiñones, A., Intrigliolo, D., & Salvador, A. (2016). Chloride stress triggers maturation and negatively affects the postharvest quality of persimmon fruit. Involvement of calyx ethylene production. Plant Physiology and Biochemistry, 100, 105-112. doi:10.1016/j.plaphy.2016.01.006Acosta-Motos, J., Ortuño, M., Bernal-Vicente, A., Diaz-Vivancos, P., Sanchez-Blanco, M., & Hernandez, J. (2017). Plant Responses to Salt Stress: Adaptive Mechanisms. Agronomy, 7(1), 18. doi:10.3390/agronomy7010018Munns, R., & Tester, M. (2008). Mechanisms of Salinity Tolerance. Annual Review of Plant Biology, 59(1), 651-681. doi:10.1146/annurev.arplant.59.032607.092911Sibole, J. V., Cabot, C., Poschenrieder, C., & Barceló, J. (2003). Ion allocation in two different salt-tolerant MediterraneanMedicagospecies. 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