Validation of a reduced scale to assess basic learning skills of university students

[ES] La relación entre evaluación y desarrollo de las competencias básicas para el aprendizaje del alumnado universitario es indiscutible, pues la evaluación juega un papel relevante al determinar lo que aprende el alumnado y la forma en la que realiza sus tareas académicas. Con el objetivo de contribuir en el avance de la metodología evaluativa para la valoración de dichas competencias, este estudio pretende validar una escala reducida la cual ha sido adaptada del Autoinforme de desarrollo de las competencias básicas de los estudiantes –COMPES-. Dicha escala busca medir, de forma concisa y breve, el nivel competencial percibido por parte del alumnado respecto a un conjunto de competencias básicas relacionadas con la participación del discente en la evaluación del aprendizaje. A través de un estudio de validación, a partir de las respuestas ofrecidas por una muestra de 480 estudiantes universitarios, se analiza la estructura factorial y la consistencia interna de la escala reducida. Los análisis factoriales, exploratorio y confirmatorio, así como el análisis de consistencia asociado, muestran un modelo ajustado con 14 ítems distribuidos en cuatro dimensiones: Análisis; Resolución y Argumentación Creativa; Valoración y comunicación; Evaluación como proceso de aprendizaje y Trabajo en equipo. En conclusión, se hace patente, en primer lugar, el binomio evaluación y aprendizaje universitario y, en segundo lugar, la necesidad y utilidad de contar con una escala validada y reducida de autopercepción de las competencias básicas de aprendizaje del alumnado universitario.[EN] The relationship between evaluation and development of the basic competences for the learning of the university students is indisputable, since the evaluation plays an important role in determining what the students learn and the way in which they carry out their academic tasks. With the aim of contributing to the advancement of the evaluation methodology for the assessment of these competences, this study aims to validate a small scale which has been adapted from the Self-report on the development of the basic competences of the students –COMPES-. This scale seeks to measure, in a concise and brief way, the level of competence perceived by the students with respect to a set of basic competences related to the participation of the student in the evaluation of learning. Through a validation study, based on the answers offered by a sample of 480 university students, the factorial structure and internal consistency of the reduced scale are analyzed. The factorial, exploratory and confirmatory analyses, as well as the associated consistency analysis, show an adjusted model with 14 items distributed in four dimensions: Analysis; Resolution and Creative Argumentation; Assessment and communication; Evaluation as a learning process and Teamwork. In conclusion, it becomes clear, firstly, the binomial evaluation and university learning and, secondly, the need and usefulness of having a validated and reduced scale of self-perception of the basic learning competences of university students.Chiva Sanchis, I.; Ramos Santana, G.; Moral Mora, A.; Pérez Carbonell, A. (2021). Validación de una escala reducida para valorar competencias básicas de aprendizaje del alumnado universitario. REDU. Revista de Docencia Universitaria. 19(1):129-145. https://doi.org/10.4995/redu.2021.15125OJS129145191Abal, F.J.P., Auné, S.E., Lozzia, G.S. y Attorresi, H.F. (2017). Funcionamiento de la categoría central en ítems de Confianza para la Matemática. Revista Evaluar, 17(2), 18-31. https://doi.org/10.35670/1667-4545.v17.n2.18717Albareda, S. y Gonzalvo, M. (2013). Competencias genéricas en sostenibilidad en Educación Superior. Revisión y compilación. Revista de Comunicación de la SEECI, 32, 141-159. http://dx.doi.org/10.15198/seeci.2013.32.141-159Arias, I. M. (2015). Diseño y validación de un cuestionario de escala formativa para valorar las competencias transversales de estudiantes universitarios. Una propuesta para dispositivos móviles basada en Android. [Tesis doctoral]. ]. https://doi.org/10.17345/ute.2015.1.661Baartman, L. y Ruijs, L. (2011). Comparing students' perceived and actual competence in higher vocational education. Assessment & Evaluation in Higher Education, 36(4), 385-398. https://doi.org/10.1080/02602938.2011.553274Bagozzi, R.P. y Yi, Y. (1988). On the evaluation of structural equatios models. Journal of the Academy of Marketing Science, 16 (1), 74-94. http://dx.doi.org/10.1007/BF02723327Bolívar, A. (2008). El discurso de las competencias en España: educación básica y educación superior. Red-U. Revista Electrónica de Docencia Universitari, 6 (2), 2-23. https://doi.org/10.4995/redu.2008.6268Bollen, K.A (1989). Structural equations Mth latent variables. Wiley. https://doi.org/10.1002/9781118619179Boud, D. y Molloy, E. (coord.) (2015). El feedback en educación superior y profesional. Madrid: Narcea ediciones.Browne, M.W., y Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods and Research, 21, 230-258. https://doi.org/10.1177/0049124192021002005Campo-Arias, A. y Oviedo, H. C. (2008). Propiedades Psicométricas de una Escala: la Consistencia Interna. Revista de Salud Pública, 10(5),831-839. https://doi.org/10.1590/S0124-00642008000500015Clemente, J.S., y Escribá C. (2013). Análisis de la percepción de las competencias genéricas adquiridas en la Universidad. Revista de Educación, 362, 535-561. https://doi.org/10.4438/1988-592X-RE-2013-362-241Días, C.B., Caro, N.P. y Gauna, E.J. (2015). Cambio en las estrategias de enseñanza-aprendizaje para la nueva Generación Z o de los "nativos digitales". Repositorio Digital. Universidad Nacional Autónoma de México. http://hdl.handle.net/20.500.12579/4134Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J.C., y Rosario, P. (2013). Predicción del uso de estrategias de autorregulación en educación superior. Anales de Psicología, 29(3), 865-875. http://dx.doi.org/10.6018/analesps.29.3.139341Frías, D., y Pascual, M. (2012). Prácticas del Análisis Factorial Exploratorio (AFE) en la investigación sobre conducta del consumidor y marketing. Suma Psicológica, 19 (1), 47-58.Gargallo, B., Almerich, G., Suárez-Rodríguez, J.M. y García-Félix, E. (2012). Estrategias de aprendizaje en estudiantes universitarios excelentes y medios. Su evolución a lo largo del primer año de carrera. RELIEVE, 18 (2), 1-22. http://dx.doi.org/10.7203/relieve.18.2.2000Gijbels, D. (2011). Assessment of vocational competence in higher education: reflections and prospects. Assessment and Evaluation in Higher Education, 36(4), 381-383. http://dx.doi.org/10.1080/02602938.2011.581859Gómez-Ruiz, M.A., Rodríguez-Gómez, G. e Ibarra, M.S. (2013a). Desarrollo de las competencias básicas de los estudiantes de Educación Superior mediante la e-Evaluación orientada al aprendizaje. RELIEVE, 19 (1). http://dx.doi.org/10.7203/relieve.19.1.2457Gómez-Ruiz, M.A., Rodríguez-Gómez, G. e Ibarra, M.S. (2013b). COMPES: Autoinforme sobre las competencias básicas relacionadas con la evaluación de los estudiantes universitarios. Estudios sobre Educación, 24, 197-224.Henson, R.K., y Roberts, J.K. (2006). Use of Exploratory Analysis in Published Research: Common Errors and Some Comments on Improved Practice. Educational and Psychological Measurement, 66, 393-416. https://doi.org/10.1177/0013164405282485Hu, L.T., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118JQI (Joint Quality Initiative) (2004). Shared 'Dublin' descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. https://www.aqu.cat/doc/doc_24496811_1.pdfLance, C.E., Butts, M.M., y Michels, L.C. (2006). The sources of four commonly reported cutoff criteria: what did they really say? Organizational Research Methods, 9(2), 202-220. https://doi.org/10.1177/1094428105284919Law, W., Elliot, A.J. y Murayama, K. (2012). Perceived competence modera¬tes the relation between performance-approach and performance-avoidance goals. Journal of Educational Psychology, 104(3), 806-819. https://doi.org/10.1037/a0027179Lizasoain, L., Etxeberria, J., y Lukas, J.F. (2017). Propuesta de un nuevo cuestionario de evaluación de los profesores de la Universidad del País Vasco. Estudio psicométrico, dimensional y diferencial. RELIEVE, 23(2). https://doi.org/10.7203/relieve.23.2.10436Lloret, S., Ferreres, A., Hernández-Baeza, A., y Tomás, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. http://dx.doi.org/10.6018/analesps.30.3.199361Loehlin, J.C., y Beaujean, A.A. (2017). Latent variable models: An introduction to factor, path, and structural equation analysis. New York: Taylor & Francis.López Castro, M., y Pantoja, A. (2017). Escala para valorar la percepción y grado de satisfacción del profesorado de Educación Primaria de la Comunidad Autónoma de Andalucía respecto a los procesos tutoriales. Revista Complutense De Educación, 29(1), 287-306. https://doi.org/10.5209/RCED.52286Marko, I., Pikabea, I., Altuna, J., Eizagirre, A., y Perez-Sostoa, V. (2019). Propuesta para el desarrollo de competencias transversales en el Grado de Pedagogía. Un estudio de caso. Revista Complutense De Educación, 30(2), 381-398. https://doi.org/10.5209/RCED.57490Martínez-Clares, P., y González-Morga, N. (2018). Las competencias transversales en la universidad: propiedades psicométricas de un cuestionario. Educación XX1, 21(1). https://doi.org/10.5944/educxx1.20194Meroño, L., Calderón, A., Arias-Estero, J.-L., y Méndez-Giménez, A. (2017). Diseño y validación del cuestionario de percepción del profesorado de Educación Primaria sobre el aprendizaje del alumnado basado en competencias (#ICOMpri2). Revista Complutense De Educación, 29(1), 215-235. https://doi.org/10.5209/RCED.52200Moratto, N., Cárdenas, N. y Berbesí, D. (2012). Validación de un cuestionario breve para detectar intimidación escolar. Revista CES Psicología, 5(2), 70-78.National Union of Students. (2010). Charter on Assessment and Feedback.Navarro-Saldaña, G. (2017). Responsabilidad social universitaria en las universidades del siglo XXI. Conferencia realizada el 1 de febrero en la Inauguración del Programa Formación Integral del profesorado Universitario (FIPU). Universitat de València (Por Cortesía de la autora).Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales. (BOE de 30 de octubre).Real Decreto 1027/2011, de 15 de julio, por el que se establece el Marco Español de Cualificaciones para la Educación Superior. (BOE de 3 de agosto)Rodríguez-Espinar, S. (2015). Los estudiantes universitarios de hoy: una visión multinivel. REDU. Revista de Docencia Universitaria, 13 (2), 91-124. https://doi.org/10.4995/redu.2015.5440Rodríguez-Gómez, G., Ibarra, M.S. y Cubero, J. (2018). Competencias básicas relacionadas con la evaluación. Un estudio sobre la percepción de los estudiantes universitarios. Educación XXI, 21(1), 181-207. https://doi.org/10.5944/educxx1.20184Rodríguez-Gómez, G., Ibarra, M.S., Gallego, B., Gómez-Ruiz, M.A. y Quesada, V. (2012). La voz del estudiante en la evaluación del aprendizaje: un camino por recorrer en la universidad. RELIEVE, 18(2), 1-21. https://doi.org/10.7203/relieve.18.2.1985Segers, M. y Dochy, F. (2001). New Assessment Forms in Problem-Based Learning: The Value-Added of the Students' Perspective. Studies in Higher Education, 26(3), 327-343. https://doi.org/10.1080/03075070120076291Tabachnick, B.G., y Fidell, L.S. (2001). Using multivariate statistics. Needham Heights: Allyn & Bacon.Tanaka, J.S., y Huba, G.H. (1989). A general coefficient of determination for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 42, 233-239. https://doi.org/10.1111/j.2044-8317.1989.tb00912.xThomas, G., Martin, D. y Pleasants, K. (2011). Using self- and peer assessment to enhance students' future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1). https://doi.org/10.1080/02602938.2015.1039484Villa, A. (2020). Aprendizaje Basado en Competencias: desarrollo e implantación en el ámbito universitario. REDU. Revista de Docencia Universitaria, 18(1), 19-46. doi:https://doi.org/10.4995/redu.2020.13015Ya-Hui, S., Li-Yia, F., Chao-Chin, Y. y Tzu-Ling, C. (2012). How teachers support university students' lifelong learning development for sustainable futures: The student's perspective. Futures, 44, 158-165. https://doi.org/10.1016/j.futures.2011.09.008Zimmerman, B.J. (2002). Becoming a Self-regulated Learner: an Overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_

Control biológico In Vitro de nematodos agalladores (Meloidogyne sp.) a base de quitosano y fluensulfone

El nematodo agallador (Meloidogyne sp.) tiene importancia económica potencial en diversos cultivos, en su combate casi siempre se han utilizado diferentes productos de agroquímicos, por lo que se necesita evaluar nuevos productos que sean una mejor alternativa en su manejo y en el cuidado al medio ambiente. En el presente trabajo se evaluó la eficacia biológica de diferentes extractos del quitosano un biopolímero natural con efecto nematicida y regulador de poblaciones de estos fitonematodos y Fluensulfone un nematicida de amplio espectro, el estudio se realizó In vitro, se colectaron muestras de suelo y se extrajeron los nematodos mediante el método de embudo de Baermann, se colocaron en cajas petri en diluciones con 30-35 nematodos por unidad experimental, en donde para su control se utilizó quitosano extraído de langostino de rio y quitosano comercial a diferentes concentraciones (0. 25, 0.50, 0.75), así mismo un nematicida comercial con extracto de quitosano Nematrol Plus , esto comparado con otros nematicidas comerciales Ditera (Myrothecium verrucaria  ),  Nemover  (Extracto  de  pino)  y  Nimitz  (Fluensulfone)  .Se  encontró  que  el  efecto nematicida del quitosano en dosis media (0.50) fue mejor posterior a las 24 horas después de la aplicación con una mortalidad de 95.83 a 100 % de nematodos,  y una eficacia del 100 %, esto comparado con los nematicidas comerciales

alpha-particle production in the scattering of 6He by 208Pb at energies around the Coulomb barrier

New experimental data from the scattering of 6He+208Pb at energies around and below the Coulomb barrier are presented. The yield of breakup products coming from projectile fragmentation is dominated by a strong group of $\alpha$ particles. The energy and angular distributions of this group have been analyzed and compared with theoretical calculations. This analysis indicates that the $\alpha$ particles emitted at backward angles in this reaction are mainly due to two-neutron transfer to weakly bound states of the final nucleus.Comment: 20 pages, 5 figures. Nuclear Physics A792 (2007) 2-1

The starburst-active galactic nucleus connection in the merger galaxy Mrk 938: An infrared and X-ray view

Mrk 938 is a luminous infrared (IR) galaxy in the local Universe believed to be the remnant of a galaxy merger. It shows a Seyfert 2 nucleus and intense star formation according to optical spectroscopic observations. We have studied this galaxy using new Herschel far-IR imaging data in addition to archival X-ray, UV, optical, near-IR and mid-IR data. Mid- and far-IR data are crucial to characterize the starburst contribution, allowing us to shed new light on its nature and to study the coexistence of active galactic nuclei (AGN) and starburst activity in the local Universe. The decomposition of the mid-IR Spitzer spectrum shows that the AGN bolometric contribution to the mid-IR and total IR luminosity is small [Lbol(AGN)/LIR ? 0.02], which agrees with previous estimations. We have characterized the physical nature of its strong IR emission and constrained it to a relatively compact emitting region of ?2 kpc. It is in this obscured region where most of the current star formation activity is taking place as expected for luminous IR galaxies. We have used Herschel imaging data for the first time to constrain the cold dust emission with unprecedented accuracy. We have fitted the integrated far-IR spectral energy distribution and derived the properties of the dust, obtaining a dust mass of 3 × 107 M . The far-IR is dominated by emission at 35 K, consistent with dust heated by the ongoing star formation activityThanks to F. Schweizer for kindly providing the optical image of Mrk 938, to J. Gallimore for providing the MIPS SED data, and to H. Krimm and W. Baumgartner for the analysis of the BAT ob- servations. PE, AA-H and MP-S acknowledge support from the Spanish Plan Nacional de Astronom ́ıa y Astrof ́ısica under grant AYA2009-05705-E. AA-H and MP-S acknowledge support under grant AYA2010-21161-C02-01. MP-S acknowledges support from the CSIC under grant JAE-Predoc-2007. AMP-G acknowledges support by the Spanish Plan Nacional de Astronom ́ıa y Astrof ́ısica under the grant AYA2008-06311-CO2-01. CRA acknowledges fi- nancial support from STFC (ST/G001758/1) and from the Span- ish Ministry of Science and Innovation (MICINN) through project Consolider-Ingenio 2010 Programme grant CSD2006-00070: First Science with the GTC. MP acknowledges Junta de Andaluc ́ıa and Spanish Ministry of Science and Innovation through projects PO8- TIC-03531 and AYA2010-15169. PACS has been developed by a consortium of institutes led by MPE (Germany) and including UVIE (Austria); KU Leuven, CSL, IMEC (Belgium); CEA, LAM (France); MPIA (Germany); INAF- IFSI/OAA/OAP/OAT, LENS, SISSA (Italy) and IAC (Spain). This development has been supported by the funding agencies BMVIT (Austria), ESA-PRODEX (Belgium), CEA/CNES (France), DLR (Germany), ASI/INAF (Italy) and CICYT/MCYT (Spain). SPIRE has been developed by a consortium of institutes led by Cardiff University (UK) and including University of Lethbridge (Canada); NAOC (China); CEA, LAM (France); IFSI, University of Padua (Italy); IAC (Spain); Stockholm Observatory (Sweden); Imperial College London, RAL, UCL-MSSL, UKATC, University of Sus- sex (UK) and Caltech, JPL, NHSC, University of Colorado (USA). This development has been supported by national funding agencies: CSA (Canada); NAOC (China); CEA, CNES, CNRS (France); ASI (Italy); MCINN (Spain); SNSB (Sweden); STFC (UK) and NASA (USA). This work is based on observations made with the Spitzer Space Telescope, which is operated by the Jet Propulsion Labo- ratory, California Institute of Technology, under NASA contract 1407

Tratado de derechos reales. Tomo II Propiedad y posesión

La presente investigación está referida al análisis de los dos principales derechos reales: la posesión y la propiedad, y es la continuación de la investigación concluida denominada Tratado de derechos reales, tomo I, teoría de los bienes y los derechos reales. Esta parte de la investigación corresponde al desarrollo de dos de sus principales instituciones. Así, se comienza con el análisis sociojurídico de la posesión (poder hecho) como derecho transitorio (temporal y momentáneo), para luego entrar al desarrollo de la propiedad (poder de derecho) como derecho definitivo (permanente y total), ambas instituciones reconocidas como situaciones jurídicas de gran trascendencia en las relaciones jurídicas patrimoniales, protegidas por la ley a través de mecanismos de defensa

Filariasis mamaria. A propósito de un caso

Introducción: La filariasis con afectación mamaria es una enfermedad endémica de áreas tropicales y subtropicales de África, Asia, el Pacífico y América, que afecta a unos 120 millones de personas. Aunque es una patología rara en España, dado el aumento de pacientes procedentes de dichos países, debemos conocerla para saber diagnosticarla y tratarla adecuadamente. Objetivo de reportar el caso: Dar a conocer la filariasis con afectación mamaria, sus manifestaciones clínicas y radiológicas principales, a través de un caso clínico de nuestras consultas de ginecología. Descripción del caso: Paciente de 43 años, procedente de Guinea Ecuatorial que acude a la consulta de Ginecología por mastalgia bilateral y aumento del volumen de las mamas de semanas de evolución. La exploración es anodina por lo que se solicita mamografía bilateral en la que describen calcificaciones compatibles con filariasis. A pesar de que el resto de pruebas fueron negativas, dada la alta sospecha clínica y radiológica se diagnosticó de filariasis mamaria. Conclusiones: A pesar de la actual campaña mundial para eliminar la filariasis, el aumento de migración global incrementa la probabilidad de padecer casos importados de filariasis mamaria. Por tanto, el conocimiento de las diferentes parasitosis es imprescindible para realizar un buen diagnóstico diferencial con otras entidades clínicamente similares, e instaurar el tratamiento más adecuado. Introduction: Breast filariasis is an endemic disease from tropical and subtropical areas of Africa, Asia, the Pacific and America affecting about 120 million people. Although it is a rare pathology in Spain, given the increase in patients from the referred countries, we must be aware of it in order to know how to diagnose and treat it properly. Objective of reporting the case: To raise awareness of filariasis with breast involvement and its main clinical and radiological manifestations, through a clinical case of our gynecology consultations. Case report: 43-year-old patient from Equatorial Guinea who comes to the Gynecology consultation for bilateral mastalgia and breast enlargement of weeks of evolution. The examination is anodyne, so bilateral mammography is requested in wich calcifications compatible with filariasis are described. Despite the rest of the tests are negative, given the high clinical and radiological suspicion, the diagnosis of breast filariasis is made. Conclusions: Despite the current worldwide campaign to eliminate filariasis, the increase in global migration enhances the probability of suffering from imported cases of breast filariasis Therefore, the knowledge of the different parasitoses is essential to make a correct differential diagnosis with other clinically similar entities, and to establish the most appropriate treatment

Search for direct production of charginos and neutralinos in events with three leptons and missing transverse momentum in √s = 7 TeV pp collisions with the ATLAS detector

A search for the direct production of charginos and neutralinos in final states with three electrons or muons and missing transverse momentum is presented. The analysis is based on 4.7 fb−1 of proton–proton collision data delivered by the Large Hadron Collider and recorded with the ATLAS detector. Observations are consistent with Standard Model expectations in three signal regions that are either depleted or enriched in Z-boson decays. Upper limits at 95% confidence level are set in R-parity conserving phenomenological minimal supersymmetric models and in simplified models, significantly extending previous results

The Mars Environmental Dynamics Analyzer, MEDA. A Suite of Environmental Sensors for the Mars 2020 Mission

86 pags., 49 figs., 24 tabs.NASA’s Mars 2020 (M2020) rover mission includes a suite of sensors to monitor current environmental conditions near the surface of Mars and to constrain bulk aerosol properties from changes in atmospheric radiation at the surface. The Mars Environmental Dynamics Analyzer (MEDA) consists of a set of meteorological sensors including wind sensor, a barometer, a relative humidity sensor, a set of 5 thermocouples to measure atmospheric temperature at ∼1.5 m and ∼0.5 m above the surface, a set of thermopiles to characterize the thermal IR brightness temperatures of the surface and the lower atmosphere. MEDA adds a radiation and dust sensor to monitor the optical atmospheric properties that can be used to infer bulk aerosol physical properties such as particle size distribution, non-sphericity, and concentration. The MEDA package and its scientific purpose are described in this document as well as how it responded to the calibration tests and how it helps prepare for the human exploration of Mars. A comparison is also presented to previous environmental monitoring payloads landed on Mars on the Viking, Pathfinder, Phoenix, MSL, and InSight spacecraft.This work has been funded by the Spanish Ministry of Economy and Competitiveness, through the projects No. ESP2014-54256-C4-1-R (also -2-R, -3-R and -4-R) and AYA2015-65041-P; Ministry of Science, Innovation and Universities, projects No. ESP2016-79612-C3-1-R (also -2-R and -3-R), ESP2016-80320-C2-1-R, RTI2018-098728-B-C31 (also -C32 and -C33) and RTI2018-099825-B-C31; Instituto Nacional de Técnica Aeroespacial; Ministry of Science and Innovation’s Centre for the Development of Industrial Technology; Grupos Gobierno Vasco IT1366-19; and European Research Council Consolidator Grant no 818602. The US co-authors performed their work under sponsorship from NASA’s Mars 2020 project, from the Game Changing Development program within the Space Technology Mission Directorate and from the Human Exploration and Operations Directorate

RICORS2040 : The need for collaborative research in chronic kidney disease

Chronic kidney disease (CKD) is a silent and poorly known killer. The current concept of CKD is relatively young and uptake by the public, physicians and health authorities is not widespread. Physicians still confuse CKD with chronic kidney insufficiency or failure. For the wider public and health authorities, CKD evokes kidney replacement therapy (KRT). In Spain, the prevalence of KRT is 0.13%. Thus health authorities may consider CKD a non-issue: very few persons eventually need KRT and, for those in whom kidneys fail, the problem is 'solved' by dialysis or kidney transplantation. However, KRT is the tip of the iceberg in the burden of CKD. The main burden of CKD is accelerated ageing and premature death. The cut-off points for kidney function and kidney damage indexes that define CKD also mark an increased risk for all-cause premature death. CKD is the most prevalent risk factor for lethal coronavirus disease 2019 (COVID-19) and the factor that most increases the risk of death in COVID-19, after old age. Men and women undergoing KRT still have an annual mortality that is 10- to 100-fold higher than similar-age peers, and life expectancy is shortened by ~40 years for young persons on dialysis and by 15 years for young persons with a functioning kidney graft. CKD is expected to become the fifth greatest global cause of death by 2040 and the second greatest cause of death in Spain before the end of the century, a time when one in four Spaniards will have CKD. However, by 2022, CKD will become the only top-15 global predicted cause of death that is not supported by a dedicated well-funded Centres for Biomedical Research (CIBER) network structure in Spain. Realizing the underestimation of the CKD burden of disease by health authorities, the Decade of the Kidney initiative for 2020-2030 was launched by the American Association of Kidney Patients and the European Kidney Health Alliance. Leading Spanish kidney researchers grouped in the kidney collaborative research network Red de Investigación Renal have now applied for the Redes de Investigación Cooperativa Orientadas a Resultados en Salud (RICORS) call for collaborative research in Spain with the support of the Spanish Society of Nephrology, Federación Nacional de Asociaciones para la Lucha Contra las Enfermedades del Riñón and ONT: RICORS2040 aims to prevent the dire predictions for the global 2040 burden of CKD from becoming true

Effects of processing conditions on the quality of vacuum fried cassava chips (Manihot esculenta Crantz)

[EN] Concern for the nutritional quality of chips is growing due to rising consumption, motivating research and development of new snack products that contribute to a lower calorie and fat intake in the diet while retaining their good flavor and facility of consumption. The objective of this study was to investigate the behavior of cassava chips, blanched or unblanched and processed under either atmospheric or vacuum frying conditions, in order to determine the influence of these treatments on mechanical and acoustic parameters, optical properties and oil absorption. Vacuum frying trials (17 kPa) were conducted at 120, 130 and 140 degrees C and compared with frying at atmospheric pressure (101.3 kPa) at 165 degrees C. Pre-blanching brings a considerable improvement in the color of the vacuum-treated samples and less oil absorption. Vacuum frying pre-blanched cassava chips may be an alternative to atmospheric frying since it improves the color of the samples, reduces the oil gain and maintains crispness. The treatment at 130 degrees C under vacuum conditions after pre-blanching achieved the best results. (C) 2016 Elsevier Ltd. All rights reserved.García Segovia, P.; Urbano-Ramos, AM.; Fiszman Dal Santo, S.; Martínez Monzó, J. (2016). Effects of processing conditions on the quality of vacuum fried cassava chips (Manihot esculenta Crantz). LWT - FOOD SCIENCE AND TECHNOLOGY. 69:515-521. doi:10.1016/j.lwt.2016.02.014S5155216