Differences Between Indigenous Yeast Populations in Spontaneously Fermenting Musts From V. vinifera L. and V. labrusca L. Grapes Harvested in the Same Geographic Location.

Yeast communities associated with Vitis vinifera L. ecosystems have been widely characterized. Less is known, however, about yeast communities present in grapes and fermenting musts from Vitis non-vinifera ecosystems. Moreover, there are no comparative studies concerning yeast communities in grapes from V. vinifera L. and non-vinifera Vitis species in vineyards from a shared terroir. In this work, we have used a culture-dependent strategy, phenotypic analyses, and molecular genotyping, to study the most representative yeast species present in spontaneously fermenting musts of grapes harvested from neighboring V. vinifera L. (cv. Malbec) and V. labrusca L. (cv. Isabella) vineyards. Phenotypic analyses of H2S production, ethanol tolerance and carbon utilization, on randomly selected strains of each Hanseniaspora uvarum, Starmerella bacillaris and Saccharomyces cerevisiae strains, as well as microsatellite genotyping of S. cerevisiae isolates from each the Malbec and Isabella grape musts, suggest that V. vinifera L. and V. labrusca L. ecosystems could harbor different yeast strain populations. Thus, microbial communities in exotic Vitis species may offer opportunities to look for unique yeast strains that could not be present in conventional V. vinifera L. ecosystems.

Isolation and Identification of the Indigenous Yeast Population during Spontaneous Fermentation of Isabella (Vitis labrusca L.) Grape Must.

Grape must harbors a complex community of yeast species responsible for spontaneous alcoholic fermentation. Although there are detailed studies on the microbiota of Vitis vinifera L. grapes, less is known about the diversity and behavior of yeast communities present on fermenting grape must from other species of Vitis. In this work, we used a culture-dependent method to study the identity and dynamics of the indigenous yeast population present during the spontaneous fermentation of Isabella (Vitis labrusca L.) grape must. Alcoholic fermentation was conducted using standard enological practices, and the associated non-Saccharomyces and S. cerevisiae yeast community was analyzed using selective growth media and 5.8-ITS DNA sequencing. Candida californica, Candida hellenica, Starmerella bacillaris (synonym Candida zemplinina), Hanseniaspora uvarum, and Hanseniaspora vineae were the main non-Saccharomyces species identified on Isabella fermenting must. Issatchenkia hanoiensis, a yeast species rarely found on Vitis vinifera L. grapes, was also recognized on Isabella grape must. Candida azymoides, Candida californica and Pichia cecembensis, identified in this work on Isabella fermenting must, have not previously been found on Vitis vinifera L. grape must. Interestingly, C. azymoides, I. hanoiensis and P. cecembensis have recently been isolated from the surface of Vitis labrusca L. grapes from vineyards in the Azores archipelago, suggesting that specific Vitis-yeast species associations are formed independently of geographic origin. We suggest that C. azymoides, C. californica, and P. cecembensis are yeast species preferentially associated with Vitis labrusca L. grapes. Specific biological interactions between grapevines and yeast species may underlie the assembly of differential Vitis-microbial communities.

[The portfolio in health sciences teacher education: a tool for learning and assessment]. / El portfolio en la formación docente en ciencias de la salud: una herramienta de aprendizaje y evaluación.

The Portfolio is an assessment tool of learning that recently appears in academic forums, and since 2008 is part of the University Teacher Education Program (Teaching Training) at University Institute of Hospital Italiano. Was included to allow teachers reflect on their own practices and accompany them in their educational work everyday. This paper shares the evaluative experience focused on the educational value of the writing process of the Portfolio, as long as is a reflection and a learning tool, by the relationship that promotes between theory and practice. Writing promotes psychological processes that enable students gain new meanings of the knowledge and take over them. At the same time, it can attend the construction of practical rationality that governs the ways of intervening in the classroom, because they write and reflect from their own teaching work. They have been introduced changes in the proposed during the course of its implementation to preserve its purposes: to accompany the draft review, jointly define index, etc. Students point that it is high impact training and conclude that writing is re-think about what they have learned, and therefore keep learning.

[Teacher education in health sciences: from prescribing to form]. / La formación docente en ciencias de la salud: de recetar a formar.

From the Pedagogical Advisory of Italian Hospital's University Institute is a need to develop training processes regarding teaching practices that promote changes in regular teaching proposals. Teachers "in training", involved in counseling under the Teacher Education Program, in most cases have a career in the practice of teaching. That's why it is intended to recover their experiences and, at the same time, conduct them to a critical analysis towards improving their daily work. In this paper we review, and consider the perspective of those who have been trained under this system, the principles supporting the pedagogical counseling approach: the dialectical relationship between theory and practice, the reflection on action, and interventions redefinitions towards maintaining and reviewing its educational purposes.

La formación docente en ciencias de la salud: de recetar a formar / [Teacher education in health sciences: from prescribing to form].

From the Pedagogical Advisory of Italian Hospital’s University Institute is a need to develop training processes regarding teaching practices that promote changes in regular teaching proposals. Teachers "in training", involved in counseling under the Teacher Education Program, in most cases have a career in the practice of teaching. That’s why it is intended to recover their experiences and, at the same time, conduct them to a critical analysis towards improving their daily work. In this paper we review, and consider the perspective of those who have been trained under this system, the principles supporting the pedagogical counseling approach: the dialectical relationship between theory and practice, the reflection on action, and interventions redefinitions towards maintaining and reviewing its educational purposes.

El portfolio en la formación docente en ciencias de la salud: una herramienta de aprendizaje y evaluación / [The portfolio in health sciences teacher education: a tool for learning and assessment].

The Portfolio is an assessment tool of learning that recently appears in academic forums, and since 2008 is part of the University Teacher Education Program (Teaching Training) at University Institute of Hospital Italiano. Was included to allow teachers reflect on their own practices and accompany them in their educational work everyday. This paper shares the evaluative experience focused on the educational value of the writing process of the Portfolio, as long as is a reflection and a learning tool, by the relationship that promotes between theory and practice. Writing promotes psychological processes that enable students gain new meanings of the knowledge and take over them. At the same time, it can attend the construction of practical rationality that governs the ways of intervening in the classroom, because they write and reflect from their own teaching work. They have been introduced changes in the proposed during the course of its implementation to preserve its purposes: to accompany the draft review, jointly define index, etc. Students point that it is high impact training and conclude that writing is re-think about what they have learned, and therefore keep learning.

El portfolio en la formación docente en ciencias de la salud: una herramienta de aprendizaje y evaluación. / [The portfolio in health sciences teacher education: a tool for learning and assessment].

The Portfolio is an assessment tool of learning that recently appears in academic forums, and since 2008 is part of the University Teacher Education Program (Teaching Training) at University Institute of Hospital Italiano. Was included to allow teachers reflect on their own practices and accompany them in their educational work everyday. This paper shares the evaluative experience focused on the educational value of the writing process of the Portfolio, as long as is a reflection and a learning tool, by the relationship that promotes between theory and practice. Writing promotes psychological processes that enable students gain new meanings of the knowledge and take over them. At the same time, it can attend the construction of practical rationality that governs the ways of intervening in the classroom, because they write and reflect from their own teaching work. They have been introduced changes in the proposed during the course of its implementation to preserve its purposes: to accompany the draft review, jointly define index, etc. Students point that it is high impact training and conclude that writing is re-think about what they have learned, and therefore keep learning.

La formación docente en ciencias de la salud: de recetar a formar. / [Teacher education in health sciences: from prescribing to form].

From the Pedagogical Advisory of Italian Hospitals University Institute is a need to develop training processes regarding teaching practices that promote changes in regular teaching proposals. Teachers "in training", involved in counseling under the Teacher Education Program, in most cases have a career in the practice of teaching. Thats why it is intended to recover their experiences and, at the same time, conduct them to a critical analysis towards improving their daily work. In this paper we review, and consider the perspective of those who have been trained under this system, the principles supporting the pedagogical counseling approach: the dialectical relationship between theory and practice, the reflection on action, and interventions redefinitions towards maintaining and reviewing its educational purposes.