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[ES] Los virus que afectan a los cultivos de la familia de las cucurbitáceas causan pérdidas económicas considerables a nivel mundial. Los más ampliamente distribuidos pertenecen a las familias de los Potyvirus, Cucumovirus, Crinivirus, Ipomovirus, Tobamovirus y Begomovirus. Los principales cultivos de la familia de las cucurbitáceas son el melón (Cucumis melo L.), el pepino (Cucumis sativus L.), la sandía (Citrullus lanatus L.) y las distintas especies del género Cucurbita. Distintos grupos de investigación en todo el mundo han trabajado en el estudio de la distribución de estos virus a nivel geográfico en estos cultivos. En este trabajo (enmarcado en los proyectos de investigación AGL2017-85563-C2 1R y PROMETEO/2017/078) se revisarán las publicaciones disponibles, con objeto de presentar información actualizada sobre la distribución de los mismos. Además, se recogerá la evolución temporal de las poblaciones: introducción y reemergencia de nuevas virosis, aparición de nuevos aislados o evolución en relación con los vectores de transmisión. Se reflejarán también brevemente los avances que se han producido en los métodos de detección empleados en estos estudios. Por otra parte, considerando que la mejora genética es la mejor estrategia a largo plazo para el control de las enfermedades de etiología viral, se revisarán las fuentes de resistencia disponibles en los distintos cultivos de cucurbitáceas. Así mismo, se resumirán los materiales con resistencia desarrollados a partir de estas fuentes, así como las herramientas moleculares disponibles para su manejo en selección asistida por marcadores en el contexto de programas de mejora., [EN] Viruses that affect crops of the cucurbit family cause considerable economic losses worldwide. The most widely distributed belong to the Potyvirus, Cucumovirus, Crinivirus, Ipomovirus, Tobamovirus and Begomovirus families. The main crops of the cucurbit family are melon (Cucumis melo L.), cucumber (Cucumis sativus L.), watermelon (Citrullus lanatus L.) and the different species of the genus Cucurbita. Different research groups around the world have studied the distribution of these viruses at a geographical level in these crops. In this work (framed in research projects AGL2017-85563-C2 1R and PROMETEO/2017/078), the available publications will be reviewed in order to present updated information on their distribution. In addition, populations evolution over time will be discussed: introduction and re-emergence of new viruses, appearance of new isolates and evolution in relation to transmission vectors. The advances occurred in the detection methods used in these studies will also be briefly reflected. On the other hand, considering that genetic improvement is the best long-term strategy for the control of diseases of viral etiology, the sources of resistance available in the different cucurbit crops will be reviewed. Moreover, the materials with resistance developed from these sources will be summarized, as well as the molecular tools available for their usage in marker-assisted selection in the context of improvement programs.

[EN] Sustainable development goals (SDGs) are the main instrument of the 2030 agenda for sustainable development of United Nations (UN) adopted in 2015. The 17 SDGs seek a whole approach in different thematic issues including poverty, water, energy education, climate, or peace. They are a supremely ambitious and transformational vision according the statement signed by Heads of State and Government and High Representatives meet at 70th anniversary meeting of UN. One of the main points to get the success of the SDGs is to spread their existence and engage all the population in meet their goals. University is one of the main places than can contribute to their knowledge and education is one of the SDGs. Universities can support students to develop knowledge and skills to solving the complex sustainable development challenges our world/society faces. Biotechnology can help to achieve SDGs by enabling a more sustainable development in different areas like health, biodiversity, desertification, food security and production or industrial processes. In the present study a test was carried out in first year students of Biotechnology degree to assess the preliminary knowledge of SDGs. The participation was very high, and the students showed a high basic knowledge. Activities during the term will be carried out to improve and deepen their knowledge. Further and more complex assessment will be done to get more insight of the SDG understanding of the students.

[EN] Student approach to learning can vary between students depending on different factors. Those factors can be classified as contextual, perceived or student factors. Contextual factors are the type of studies, the subject, the classroom activities or the assessment system among others. Some of those factors are in the teacher domain and can be modified to influence student approach to learning. In the present study, the R-SPQ-2F questionnaire was completed by freshmen students of Biotechnology degree at the beginning and the end of a General Genetics subject. The students showed a higher deep approach than surface approach and differences were observed depending on year, gender and language used as medium of instruction. Pre- and post-test comparison showed no variation in deep approach while a slight increase in surface approach. The item reliability of the questionnaire was high, and correlations were found between the main scales and secondary subscales. The methodology, classroom activities and assessment system used in the subject seem to maintain the initial interest of the students in the subject but more studies should be made to get more involvement of the students in their own learning and improve their results.

[Otros] Student learning approach can change due to different factors than can classified as contextual, perceived, or personal. The contextual factors can include the type of studies, institutional setting, assessment, or classroom activities, subject or course where the subject is framed. Students can choose between a deep approach, where meaning and comprehension is sought, or a surface approach, with lack of personal connection and reflection, use of memory and minimum effort. Assessment of the learning approach can help to select the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and to maximize their learning process. Some questionnaires have been developed to assess the student approach to learning of the student, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of the Biotechnology degree were assessed with the R-SPQ-2F questionnaire for their student approach to learning in one subject of first course (2018-19). The same students were assessed in the following year (2019-20) in another subject of second course. Results allowed the validation of the reliability of the questionnaire for the main scales of the questionnaire but no for the subscales. Differences were recorded according to the subject for the deep approach but not for the surface approach. No differences were observed according to the language used as medium of instruction and differences regarding gender were observed for the surface approach. On student basis, deep approach decreased from first-course subject to second- course subject while surface approach increased, but some students showed the opposite behaviour. Results showed that students can vary their student approach to learning according to the subject.

[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.

[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.

[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.

[ES] Los virus que afectan a los cultivos de la familia de las cucurbitáceas causan pérdidas económicas considerables a nivel mundial. Los más ampliamente distribuidos pertenecen a las familias de los Potyvirus, Cucumovirus, Crinivirus, Ipomovirus, Tobamovirus y Begomovirus. Los principales cultivos de la familia de las cucurbitáceas son el melón (Cucumis melo L.), el pepino (Cucumis sativus L.), la sandía (Citrullus lanatus L.) y las distintas especies del género Cucurbita. Distintos grupos de investigación en todo el mundo han trabajado en el estudio de la distribución de estos virus a nivel geográfico en estos cultivos. En este trabajo (enmarcado en los proyectos de investigación AGL2017-85563-C2 1R y PROMETEO/2017/078) se revisarán las publicaciones disponibles, con objeto de presentar información actualizada sobre la distribución de los mismos. Además, se recogerá la evolución temporal de las poblaciones: introducción y reemergencia de nuevas virosis, aparición de nuevos aislados o evolución en relación con los vectores de transmisión. Se reflejarán también brevemente los avances que se han producido en los métodos de detección empleados en estos estudios. Por otra parte, considerando que la mejora genética es la mejor estrategia a largo plazo para el control de las enfermedades de etiología viral, se revisarán las fuentes de resistencia disponibles en los distintos cultivos de cucurbitáceas. Así mismo, se resumirán los materiales con resistencia desarrollados a partir de estas fuentes, así como las herramientas moleculares disponibles para su manejo en selección asistida por marcadores en el contexto de programas de mejora., [EN] Viruses that affect crops of the cucurbit family cause considerable economic losses worldwide. The most widely distributed belong to the Potyvirus, Cucumovirus, Crinivirus, Ipomovirus, Tobamovirus and Begomovirus families. The main crops of the cucurbit family are melon (Cucumis melo L.), cucumber (Cucumis sativus L.), watermelon (Citrullus lanatus L.) and the different species of the genus Cucurbita. Different research groups around the world have studied the distribution of these viruses at a geographical level in these crops. In this work (framed in research projects AGL2017-85563-C2 1R and PROMETEO/2017/078), the available publications will be reviewed in order to present updated information on their distribution. In addition, populations evolution over time will be discussed: introduction and re-emergence of new viruses, appearance of new isolates and evolution in relation to transmission vectors. The advances occurred in the detection methods used in these studies will also be briefly reflected. On the other hand, considering that genetic improvement is the best long-term strategy for the control of diseases of viral etiology, the sources of resistance available in the different cucurbit crops will be reviewed. Moreover, the materials with resistance developed from these sources will be summarized, as well as the molecular tools available for their usage in marker-assisted selection in the context of improvement programs.

[ES] Los virus que afectan a los cultivos de la familia de las cucurbitáceas causan pérdidas económicas considerables a nivel mundial. Los más ampliamente distribuidos pertenecen a las familias de los Potyvirus, Cucumovirus, Crinivirus, Ipomovirus, Tobamovirus y Begomovirus. Los principales cultivos de la familia de las cucurbitáceas son el melón (Cucumis melo L.), el pepino (Cucumis sativus L.), la sandía (Citrullus lanatus L.) y las distintas especies del género Cucurbita. Distintos grupos de investigación en todo el mundo han trabajado en el estudio de la distribución de estos virus a nivel geográfico en estos cultivos. En este trabajo (enmarcado en los proyectos de investigación AGL2017-85563-C2 1R y PROMETEO/2017/078) se revisarán las publicaciones disponibles, con objeto de presentar información actualizada sobre la distribución de los mismos. Además, se recogerá la evolución temporal de las poblaciones: introducción y reemergencia de nuevas virosis, aparición de nuevos aislados o evolución en relación con los vectores de transmisión. Se reflejarán también brevemente los avances que se han producido en los métodos de detección empleados en estos estudios. Por otra parte, considerando que la mejora genética es la mejor estrategia a largo plazo para el control de las enfermedades de etiología viral, se revisarán las fuentes de resistencia disponibles en los distintos cultivos de cucurbitáceas. Así mismo, se resumirán los materiales con resistencia desarrollados a partir de estas fuentes, así como las herramientas moleculares disponibles para su manejo en selección asistida por marcadores en el contexto de programas de mejora., [EN] Viruses that affect crops of the cucurbit family cause considerable economic losses worldwide. The most widely distributed belong to the Potyvirus, Cucumovirus, Crinivirus, Ipomovirus, Tobamovirus and Begomovirus families. The main crops of the cucurbit family are melon (Cucumis melo L.), cucumber (Cucumis sativus L.), watermelon (Citrullus lanatus L.) and the different species of the genus Cucurbita. Different research groups around the world have studied the distribution of these viruses at a geographical level in these crops. In this work (framed in research projects AGL2017-85563-C2 1R and PROMETEO/2017/078), the available publications will be reviewed in order to present updated information on their distribution. In addition, populations evolution over time will be discussed: introduction and re-emergence of new viruses, appearance of new isolates and evolution in relation to transmission vectors. The advances occurred in the detection methods used in these studies will also be briefly reflected. On the other hand, considering that genetic improvement is the best long-term strategy for the control of diseases of viral etiology, the sources of resistance available in the different cucurbit crops will be reviewed. Moreover, the materials with resistance developed from these sources will be summarized, as well as the molecular tools available for their usage in marker-assisted selection in the context of improvement programs.

[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.

[EN] Universities play an important role in accomplishing the so-called Sustainable Development Goals (SDGs), equiping students with knowledge and skills to address the sustainability challenges through the teaching-learning process. The implementation of knowledge of the SDGs among teachers and students is urgent, being thus essential to assess their previous knowledge level. In order to evaluate the previous knowledge about the SDGs of students of different degrees and masters of the Universitat Politècnica de València (UPV), a questionnaire was designed. The questionnaire was answered by 425 students. The analysis of the answers revealed the need to review some of the questions, as well as the convenience of including others that collect evidences on sources of information and professional and personal implications of the SDGs. In general, the results showed a high level of knowledge about the SDGs. The differences observed between subjects could be related to their context within the degree, as well as the profile of the student in each of them. The information obtained will also help in the design of activities for the training of students of different subjects in relation to the SDGs., [ES] Las universidades juegan un papel importante en el cumplimiento de los Objetivos de Desarrollo Sostenible (ODS), ya que en el proceso de enseñanza-aprendizaje equipan al alumnado con conocimiento y habilidades para abordar los desafíos de la sostenibilidad. Urge la puesta en marcha del conocimiento de los ODS entre profesorado y alumnado, resultando fundamental conocer su nivel previo de conocimiento. Con el fin de evaluar el conocimiento previo sobre los ODS del alumnado de diferentes grados y másteres de la Universitat Politècnica de València (UPV), se diseñó un cuestionario, que fue respondido por un total de 425 alumnos/as de distintas titulaciones de la UPV. El análisis de las respuestas reveló la necesidad de revisar alguna de las preguntas, así como la conveniencia de incluir otras que recojan datos sobre fuentes de información e implicaciones profesionales y personales de los ODS. En general, los resultados mostraron un nivel elevado de conocimiento sobre ODS. Las diferencias observadas entre asignaturas podrían estar relacionadas con su contexto dentro de la titulación, así como con el perfil del alumnado de cada una de ellas. La información obtenida se orientará al diseño de actividades para la formación del alumnado de las distintas asignaturas en relación a los ODS.

[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.

[EN] Universities play an important role in accomplishing the so-called Sustainable Development Goals (SDGs), equiping students with knowledge and skills to address the sustainability challenges through the teaching-learning process. The implementation of knowledge of the SDGs among teachers and students is urgent, being thus essential to assess their previous knowledge level. In order to evaluate the previous knowledge about the SDGs of students of different degrees and masters of the Universitat Politècnica de València (UPV), a questionnaire was designed. The questionnaire was answered by 425 students. The analysis of the answers revealed the need to review some of the questions, as well as the convenience of including others that collect evidences on sources of information and professional and personal implications of the SDGs. In general, the results showed a high level of knowledge about the SDGs. The differences observed between subjects could be related to their context within the degree, as well as the profile of the student in each of them. The information obtained will also help in the design of activities for the training of students of different subjects in relation to the SDGs., [ES] Las universidades juegan un papel importante en el cumplimiento de los Objetivos de Desarrollo Sostenible (ODS), ya que en el proceso de enseñanza-aprendizaje equipan al alumnado con conocimiento y habilidades para abordar los desafíos de la sostenibilidad. Urge la puesta en marcha del conocimiento de los ODS entre profesorado y alumnado, resultando fundamental conocer su nivel previo de conocimiento. Con el fin de evaluar el conocimiento previo sobre los ODS del alumnado de diferentes grados y másteres de la Universitat Politècnica de València (UPV), se diseñó un cuestionario, que fue respondido por un total de 425 alumnos/as de distintas titulaciones de la UPV. El análisis de las respuestas reveló la necesidad de revisar alguna de las preguntas, así como la conveniencia de incluir otras que recojan datos sobre fuentes de información e implicaciones profesionales y personales de los ODS. En general, los resultados mostraron un nivel elevado de conocimiento sobre ODS. Las diferencias observadas entre asignaturas podrían estar relacionadas con su contexto dentro de la titulación, así como con el perfil del alumnado de cada una de ellas. La información obtenida se orientará al diseño de actividades para la formación del alumnado de las distintas asignaturas en relación a los ODS.

[EN] Student approach to learning can vary between students depending on different factors. Those factors can be classified as contextual, perceived or student factors. Contextual factors are the type of studies, the subject, the classroom activities or the assessment system among others. Some of those factors are in the teacher domain and can be modified to influence student approach to learning. In the present study, the R-SPQ-2F questionnaire was completed by freshmen students of Biotechnology degree at the beginning and the end of a General Genetics subject. The students showed a higher deep approach than surface approach and differences were observed depending on year, gender and language used as medium of instruction. Pre- and post-test comparison showed no variation in deep approach while a slight increase in surface approach. The item reliability of the questionnaire was high, and correlations were found between the main scales and secondary subscales. The methodology, classroom activities and assessment system used in the subject seem to maintain the initial interest of the students in the subject but more studies should be made to get more involvement of the students in their own learning and improve their results.

[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.

[Otros] Student learning approach can change due to different factors than can classified as contextual, perceived, or personal. The contextual factors can include the type of studies, institutional setting, assessment, or classroom activities, subject or course where the subject is framed. Students can choose between a deep approach, where meaning and comprehension is sought, or a surface approach, with lack of personal connection and reflection, use of memory and minimum effort. Assessment of the learning approach can help to select the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and to maximize their learning process. Some questionnaires have been developed to assess the student approach to learning of the student, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of the Biotechnology degree were assessed with the R-SPQ-2F questionnaire for their student approach to learning in one subject of first course (2018-19). The same students were assessed in the following year (2019-20) in another subject of second course. Results allowed the validation of the reliability of the questionnaire for the main scales of the questionnaire but no for the subscales. Differences were recorded according to the subject for the deep approach but not for the surface approach. No differences were observed according to the language used as medium of instruction and differences regarding gender were observed for the surface approach. On student basis, deep approach decreased from first-course subject to second- course subject while surface approach increased, but some students showed the opposite behaviour. Results showed that students can vary their student approach to learning according to the subject.

[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.

[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.

[EN] Universities play an important role in accomplishing the so-called Sustainable Development Goals (SDGs), equiping students with knowledge and skills to address the sustainability challenges through the teaching-learning process. The implementation of knowledge of the SDGs among teachers and students is urgent, being thus essential to assess their previous knowledge level. In order to evaluate the previous knowledge about the SDGs of students of different degrees and masters of the Universitat Politècnica de València (UPV), a questionnaire was designed. The questionnaire was answered by 425 students. The analysis of the answers revealed the need to review some of the questions, as well as the convenience of including others that collect evidences on sources of information and professional and personal implications of the SDGs. In general, the results showed a high level of knowledge about the SDGs. The differences observed between subjects could be related to their context within the degree, as well as the profile of the student in each of them. The information obtained will also help in the design of activities for the training of students of different subjects in relation to the SDGs., [ES] Las universidades juegan un papel importante en el cumplimiento de los Objetivos de Desarrollo Sostenible (ODS), ya que en el proceso de enseñanza-aprendizaje equipan al alumnado con conocimiento y habilidades para abordar los desafíos de la sostenibilidad. Urge la puesta en marcha del conocimiento de los ODS entre profesorado y alumnado, resultando fundamental conocer su nivel previo de conocimiento. Con el fin de evaluar el conocimiento previo sobre los ODS del alumnado de diferentes grados y másteres de la Universitat Politècnica de València (UPV), se diseñó un cuestionario, que fue respondido por un total de 425 alumnos/as de distintas titulaciones de la UPV. El análisis de las respuestas reveló la necesidad de revisar alguna de las preguntas, así como la conveniencia de incluir otras que recojan datos sobre fuentes de información e implicaciones profesionales y personales de los ODS. En general, los resultados mostraron un nivel elevado de conocimiento sobre ODS. Las diferencias observadas entre asignaturas podrían estar relacionadas con su contexto dentro de la titulación, así como con el perfil del alumnado de cada una de ellas. La información obtenida se orientará al diseño de actividades para la formación del alumnado de las distintas asignaturas en relación a los ODS.

[EN] The performance of snake melon [Cucumis melo var. flexuosus (L.)] in organic farming was studied under high biotic and salt stress conditions. Soilborne diseases (mainly caused by Macrophomina phaseolina and Neocosmospora falciformis), combined with virus incidence [Watermelon mosaic virus (WMV), Zucchini yellow mosaic virus (ZYMV), and Tomato leaf curl New Delhi virus (ToLCNDV)] and Podosphaera xanthii attacks, reduced yield by more than 50%. Snake melon susceptibility to M. phaseolina and Monosporascus cannonballus was proved in pathogenicity tests, while it showed some degree of resistance to Neocosmospora keratoplastica and N. falciformis. On the contrary, salt stress had a minor impact, although a synergic effect was detected: yield losses caused by biotic stress increased dramatically when combined with salt stress. Under biotic stress, grafting onto the melon F(1)Pat81 and wild Cucumis rootstocks consistently reduced plant mortality in different agroecological conditions, with a better performance compared to classic Cucurbita commercial hybrids. Yield was even improved under saline conditions in grafted plants. A negative effect was detected, though, on consumer acceptability, especially with the use of Cucurbita rootstocks. Cucumis F(1)Pat81 rootstock minimized this side effect, which was probably related to changes in the profile of sugars, acids, and volatiles. Grafting affected sugars and organic acid contents, with this effect being more accentuated with the use of Cucurbita rootstocks than with Cucumis. In fact, the latter had a higher impact on the volatile organic compound profile than on sugar and acid profile, which may have resulted in a lower effect on consumer perception. The use of Cucumis rootstocks seems to be a strategy to enable organic farming production of snake melon targeted to high-quality markets in order to promote the cultivation of this neglected crop.

[EN] Cucurbit yellow stunting disorder virus(CYSDV) is one of the main limiting factors of melon cultivation worldwide. To date, no commercial melon cultivars resistant to CYSDV are available. The African accession TGR-1551 is resistant to CYSDV. Two major quantitative trait loci (QTLs) have been previously reported, both located near each other in chromosome 5. With the objective of further mapping the gene or genes responsible of the resistance, a recombinant inbred line (RIL) population derived from the cross between TGR-1551 and the susceptible cultivar 'Bola de Oro' was evaluated for resistance to CYSDV in five different assays and genotyped in a genotyping by sequencing (GBS) analysis. The major effect of one of the two QTLs located on chromosome 5 was confirmed in the multienvironment RIL assay and additionally verified through the analysis of three segregating BC(1)S(1)populations derived from three resistant RILs. Furthermore, progeny test using the offspring of selected BC(3)plants allowed the narrowing of the candidate interval to a 700 kb region. The SNP markers identified in this work will be useful in marker-assisted selection in the context of introgression of CYSDV resistance in elite cultivars.

[EN] Students' approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politecnica de Valencia in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.

This is the peer reviewed version of the following article: Castro, G, Perpiñá, G, Esteras, C, Armengol, J, Picó, B, Pérez-de-Castro, A. Resistance in melon to Monosporascus cannonballus and M. eutypoides: Fungal pathogens associated with Monosporascus root rot and vine decline. Ann Appl Biol. 2020; 177: 101¿ 111, which has been published in final form at https://doi.org/10.1111/aab.12590. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving., [EN] The fungal species Monosporascus cannonballus and M. eutypoides have been described as the causal agents of Monosporascus root rot and vine decline disease (MRRVD), which mainly affects melon and watermelon crops. Resistance to M. cannonballus has been reported in some melon cultivars (ssp. melo). Moreover, melon ssp. agrestis accessions have proven to be better resistance sources. This is the case of the Korean accession 'Pat 81', highly resistant under field and artificial inoculation. The objective of the work here presented was the evaluation of the resistance to MRRVD of different accessions representing the variability of Cucumis melo ssp. agrestis, against both, M. cannonballus and M. eutypoides, in a multiyear assay under different infection conditions. In general, M. eutypoides was less aggressive than M. cannonballus in the different environmental conditions. There was a strong influence of temperature on MRRVD, with more severe symptoms with higher temperatures and with variable effect of infection on plant development depending on the fungal species considered. Resistance to MRRVD has been confirmed in 'Pat 81' and in its derived F1 with a susceptible Piel de Sapo melon. Among the new germplasm explored, African accessions (both wild agrestis and exotic cultivated acidulus) showed good performance in artificial inoculation assays and in field conditions. These sources do not present compatibility problems with commercial melons, so they can be introduced in backcrossing programs. The accession assayed of the wild relative Cucumis metuliferus, also resistant to Fusarium wilt and to root-knot nematode, was highly resistant to MRRVD. The interest of this accession mainly relies in its advantages as a rootstock for melon.

[EN] Several viral diseases affect cucurbits, with different economic effects depending on the region and the year. However, there are not recent studies on the incidence of specific viruses. During the 2018 summer season, surveys were carried out in open field melon (Cucumis melo), squash (Cucurbita spp.) and watermelon (Citrullus lanatus) crops in most of the main producer areas under commercial (AGL2017-85563-C2 1R and 2R) and organic farming (PROMETEO/2017/078). Samples from plants with virus-like symptoms were analyzed by RT-PCR/PCR with specific primers, hybridization and/or ELISA, to detect Cucumber mosaic virus (CMV), Zucchini yellow mosaic virus (ZYMV), Watermelon mosaic virus (WMV), Moroccan watermelon mosaic virus (MWMV), Cucurbit yellow stunting disorder virus (CYSDV), Cucurbit chlorotic yellows virus (CCYV), Cucumber green mottle mosaic virus (CGMMV) and Tomato leaf curl New Delhi virus (ToLCNDV). Samples from fields in Murcia (south-eastern Spain), Castilla-La Mancha (central Spain) and Comunidad Valenciana (eastern Spain) were analyzed. At least one of these viruses was detected in approximately 80% of the samples. WMV was the most frequently detected in samples of the three crops. ZYMV, CMV, CYSDV and ToLCNDV were present with lower incidence, mainly identified in mixed infections with WMV.

[EN] Student learning approach is not a fixed characteristic of the student and normally varies between subjects. Differences had been reported depending on age, gender, level of studies, cultural and other factors. Several types of approaches can be identified, but deep and surface are the most common approaches studied. Deep approach is characterized by more reflection and comprehension and intrinsic responsibility of the students in their own learning, while surface approach is more related to a lack of reflection, a minimum effort and the learning focused on the mark. Determination of the learning approach is a key factor to choose the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and helping to maximize their learning process. Several methods have been developed to measure the student approach to learning, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of first year of the Biotechnology degree of two different courses were assessed with the R-SPQ-2F questionnaire for their student approach to learning. The reliability of the questionnaire was validated for the main scales of the questionnaire, and no differences were recorded according to gender or course. On the contrary, differences appeared related to the language used as a medium of instruction (English or Spanish). Comparisons with other studies are made and factors affecting these results are discussed. Recommendations are given to encourage deep approach of the students to foster learning and engagement of the students in training.

[EN] Teaching environment is one of the contextual factors that influence the student approach to learning, apart from perceived or student factors. Contextual factors can be in teachers¿ domain, who have the possibility to modify them in an attempt to promote deep student approach to learning. This approach is more related to a better academic performance of the student in opposition to surface approach to learning. Classroom activities and assessment system are among the factors mainly determined by the teachers of the subject. In the present study, the student approach to learning of student of a second-year master subject was determined using the R-SPQ-2F questionnaire at the beginning and at the end of the subject, during two different years. The main scales and subscales of the questionnaire were analysed, and gender and teaching and assessment system were used as variables that can influence the modification of student approach to learning. Results showed an improvement of deep student approach, while no modifications were made in the surface approach to learning. These results can indicate that teaching and assessment activities used in this subject promote a deeper approach to learning and can give guidelines to teachers to improve their performance in the classroom.

[EN] Cucurbit yellow stunting disorder virus(CYSDV) is one of the main limiting factors of melon cultivation worldwide. To date, no commercial melon cultivars resistant to CYSDV are available. The African accession TGR-1551 is resistant to CYSDV. Two major quantitative trait loci (QTLs) have been previously reported, both located near each other in chromosome 5. With the objective of further mapping the gene or genes responsible of the resistance, a recombinant inbred line (RIL) population derived from the cross between TGR-1551 and the susceptible cultivar 'Bola de Oro' was evaluated for resistance to CYSDV in five different assays and genotyped in a genotyping by sequencing (GBS) analysis. The major effect of one of the two QTLs located on chromosome 5 was confirmed in the multienvironment RIL assay and additionally verified through the analysis of three segregating BC(1)S(1)populations derived from three resistant RILs. Furthermore, progeny test using the offspring of selected BC(3)plants allowed the narrowing of the candidate interval to a 700 kb region. The SNP markers identified in this work will be useful in marker-assisted selection in the context of introgression of CYSDV resistance in elite cultivars.

This is the peer reviewed version of the following article: Castro, G, Perpiñá, G, Esteras, C, Armengol, J, Picó, B, Pérez-de-Castro, A. Resistance in melon to Monosporascus cannonballus and M. eutypoides: Fungal pathogens associated with Monosporascus root rot and vine decline. Ann Appl Biol. 2020; 177: 101¿ 111, which has been published in final form at https://doi.org/10.1111/aab.12590. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving., [EN] The fungal species Monosporascus cannonballus and M. eutypoides have been described as the causal agents of Monosporascus root rot and vine decline disease (MRRVD), which mainly affects melon and watermelon crops. Resistance to M. cannonballus has been reported in some melon cultivars (ssp. melo). Moreover, melon ssp. agrestis accessions have proven to be better resistance sources. This is the case of the Korean accession 'Pat 81', highly resistant under field and artificial inoculation. The objective of the work here presented was the evaluation of the resistance to MRRVD of different accessions representing the variability of Cucumis melo ssp. agrestis, against both, M. cannonballus and M. eutypoides, in a multiyear assay under different infection conditions. In general, M. eutypoides was less aggressive than M. cannonballus in the different environmental conditions. There was a strong influence of temperature on MRRVD, with more severe symptoms with higher temperatures and with variable effect of infection on plant development depending on the fungal species considered. Resistance to MRRVD has been confirmed in 'Pat 81' and in its derived F1 with a susceptible Piel de Sapo melon. Among the new germplasm explored, African accessions (both wild agrestis and exotic cultivated acidulus) showed good performance in artificial inoculation assays and in field conditions. These sources do not present compatibility problems with commercial melons, so they can be introduced in backcrossing programs. The accession assayed of the wild relative Cucumis metuliferus, also resistant to Fusarium wilt and to root-knot nematode, was highly resistant to MRRVD. The interest of this accession mainly relies in its advantages as a rootstock for melon.

[EN] Teaching environment is one of the contextual factors that influence the student approach to learning, apart from perceived or student factors. Contextual factors can be in teachers¿ domain, who have the possibility to modify them in an attempt to promote deep student approach to learning. This approach is more related to a better academic performance of the student in opposition to surface approach to learning. Classroom activities and assessment system are among the factors mainly determined by the teachers of the subject. In the present study, the student approach to learning of student of a second-year master subject was determined using the R-SPQ-2F questionnaire at the beginning and at the end of the subject, during two different years. The main scales and subscales of the questionnaire were analysed, and gender and teaching and assessment system were used as variables that can influence the modification of student approach to learning. Results showed an improvement of deep student approach, while no modifications were made in the surface approach to learning. These results can indicate that teaching and assessment activities used in this subject promote a deeper approach to learning and can give guidelines to teachers to improve their performance in the classroom.

[EN] Student learning approach is not a fixed characteristic of the student and normally varies between subjects. Differences had been reported depending on age, gender, level of studies, cultural and other factors. Several types of approaches can be identified, but deep and surface are the most common approaches studied. Deep approach is characterized by more reflection and comprehension and intrinsic responsibility of the students in their own learning, while surface approach is more related to a lack of reflection, a minimum effort and the learning focused on the mark. Determination of the learning approach is a key factor to choose the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and helping to maximize their learning process. Several methods have been developed to measure the student approach to learning, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of first year of the Biotechnology degree of two different courses were assessed with the R-SPQ-2F questionnaire for their student approach to learning. The reliability of the questionnaire was validated for the main scales of the questionnaire, and no differences were recorded according to gender or course. On the contrary, differences appeared related to the language used as a medium of instruction (English or Spanish). Comparisons with other studies are made and factors affecting these results are discussed. Recommendations are given to encourage deep approach of the students to foster learning and engagement of the students in training.

[EN] Tomato yellow leaf curl disease (TYLCD) causes great damage in tomato (Solanum lycopersicum L.) crops in south-eastern Spain and in many tropical and subtropical areas in the world. The disease is caused by a complex of viruses, all belonging to the genus Begomovirus, family Geminiviridae. Nine species have been reported causing TYLCD and six more have been proposed as tentative species. Four viral species associated with TYLCD are present in Spain. Preventive measures to fight the disease, as well as measures based on controlling the insect vector (Bemisia tabaci Gen.) are not effective, so the development of resistant varieties seems the best long term strategy. Given that resistance has not been reported in the cultivated species, screening for resistance has been focused on wild tomato relatives. Resistance has been found in different wild species and some resistant breeding lines and commercial varieties have been developed. Ty-1, derived from S. chilense LA1969, is the most frequently used gene. Advances in genetic engineering techniques have also been exploited in developing plant material with pathogen derived resistance. However, resistant varieties currently available are not a solution, as with high inoculum pressure conditions and early infections, plants still develop symptoms and yield losses are caused. For that reason, many research groups continue working worldwide to obtain plants with high levels of resistance to TYLCD. Current breeding objectives are the development of broad spectrum resistance to several begomovirus, the accumulation of resistance genes from different sources to increase the levels of resistance and the identification of molecular markers tightly linked to resistance genes, which allows shortening breeding programmes and accumulating different resistance genes in the same plant material. This work has been developed in the research group ‘Breeding for resistance to Tomato yellow leaf curl disease’ of the Institute for Conse, [ES] La enfermedad del rizado amarillo del tomate (Tomato yellow leaf curl disease, TYLCD) causa graves daños en los cultivos de tomate (Solanum lycopersicum L.) del sudeste español y de la mayor parte de las zonas tropicales y subtropicales de todo el mundo. La enfermedad está causada por un complejo de virus pertenecientes al género Begomovirus, familia Geminiviridae. Se han descrito nueve especies causantes de TYLCD y otras seis han sido propuestas. En España están presentes cuatro de las especies virales asociadas a TYLCD. Las medidas preventivas de lucha contra la enfermedad, así como las basadas en el control del insecto vector transmisor (Bemisia tabaci Gen.) no resultan efectivas por si mismas, de forma que el desarrollo de materiales resistentes supone la mejor estrategia de lucha a largo plazo. Dado que en la especie cultivada no se han descrito entradas resistentes, la búsqueda de fuentes de resistencia se ha centrado en las especies silvestres del género relacionadas con el tomate. Se ha encontrado resistencia en distintas entradas de algunas de estas especies y se han desarrollado líneas de mejora y materiales comerciales con resistencia procedente de algunas de ellas. El gen Ty-1, derivado de la entrada LA1969 de S. chilense, ha sido el más empleado para la obtención de líneas e híbridos comerciales resistentes. Por otra parte, haciendo uso de los avances en las técnicas de ingeniería genética, también se han desarrollado materiales con resistencia derivada del patógeno. Sin embargo, los materiales resistentes disponibles hasta el momento no suponen una solución definitiva al problema, ya que, con presiones fuertes de inóculo o infecciones tempranas, las plantas desarrollan síntomas de la enfermedad, produciéndose pérdidas de producción. Por este motivo, numerosos grupos de investigación continúan trabajando a nivel mundial con la finalidad de obtener materiales con niveles elevados de resistencia a TYLCD. Entre los objetivos actuales de mejora se incl, [CA] La malaltia de l’arrissat groc de la tomaca (Tomato yellow leaf curl disease, TYLCD) causa greus danys als cultius de tomaca (Solanum lycopersicum L.) del sud-est espanyol i de la major part de les zones tropicals i subtropicals de tot el món. La malaltia està causada per un complex de virus pertanyents al gènere Begomovirus, família Geminiviridae. S’han descrit nou espècies causants de TYLCD i altres sis han sigut proposades. A Espanya estan presents quatre de les espècies virals associades a TYLCD. Les mesures preventives de lluita contra la malaltia, així com les basades en el control de l’insecte vector transmissor (Bemisia tabaci Gen.) no resulten efectives per si mateixes, de manera que el desenvolupament de materials resistents suposa la millor estratègia de lluita a llarg termini. Atés que en l’espècie cultivada no s’han descrit entrades resistents, la recerca de fonts de resistència s’ha centrat en les espècies silvestres del gènere relacionades amb la tomaca. S’ha trobat resistència en distintes entrades d’algunes d’estes espècies i s’han desenvolupat línies de millora i materials comercials amb resistència procedent d’algunes d’elles. El gen Ty-1, derivat de l’entrada LA1969 de S. chilense, ha sigut el més utilitzat per a l’obtenció de línies i híbrids comercials resistents. D’altra banda, fent ús dels avanços en les tècniques d’enginyeria genètica, també s’han desenvolupat materials amb resistència derivada del patogen. No obstant, els materials resistents disponibles fins al moment no suposen una solució definitiva al problema, ja que, amb pressions fortes d’inòcul o infeccions primerenques, les plantes desenvolupen símptomes de la malaltia, produint-se pèrdues de producció. Per este motiu, nombrosos grups d’investigació continuen treballant a nivell mundial amb la finalitat d’obtindre materials amb nivells elevats de resistència a TYLCD. Entre els objectius actuals de millora s’inclouen el desenvolupament de resistència d’ampli espectre a diversos

[EN] Recessive resistance to Watermelon mosaic virus (WMV) in melon has previously been reported in the African accession TGR-1551. Using a population of recombinant inbred lines (RIL), derived from a cross between TGR-1551 and the susceptible Spanish cultivar Bola de Oro' (BO), a major quantitative trait locus (QTL) controlling the resistance was previously mapped to a region of approximately 760kb in chromosome 11. Minor QTLs were also reported with lower effects, dependent on the environmental conditions. A genotyping by sequencing (GBS) analysis of the RIL population has provided new information that allowed the better location of the major QTL in chromosome 11. Moreover, three minor QTLs in chromosomes 4, 5, and 6 were identified. Generations derived from the RIL population were subsequently phenotyped for resistance and genotyped with SNP markers to fine map the resistance derived from TGR-1551. The results obtained have allowed to narrow the position of the resistance gene on chromosome 11, designated as wmv(1551), to a 141-kb region, and the confirmation of a minor QTL in chromosome 5. The effect of the minor QTL in chromosome 5 was significant in heterozygote plants for the introgression in chromosome 11. The SNP markers linked to both QTLs will be useful in breeding programs aimed at the introgression of WMV resistance derived from TGR-1551. Future work will be directed to identifying the resistance gene, wmv(1551), in the candidate region on chromosome 11.

[EN] Recessive resistance to Watermelon mosaic virus (WMV) in melon has previously been reported in the African accession TGR-1551. Using a population of recombinant inbred lines (RIL), derived from a cross between TGR-1551 and the susceptible Spanish cultivar Bola de Oro' (BO), a major quantitative trait locus (QTL) controlling the resistance was previously mapped to a region of approximately 760kb in chromosome 11. Minor QTLs were also reported with lower effects, dependent on the environmental conditions. A genotyping by sequencing (GBS) analysis of the RIL population has provided new information that allowed the better location of the major QTL in chromosome 11. Moreover, three minor QTLs in chromosomes 4, 5, and 6 were identified. Generations derived from the RIL population were subsequently phenotyped for resistance and genotyped with SNP markers to fine map the resistance derived from TGR-1551. The results obtained have allowed to narrow the position of the resistance gene on chromosome 11, designated as wmv(1551), to a 141-kb region, and the confirmation of a minor QTL in chromosome 5. The effect of the minor QTL in chromosome 5 was significant in heterozygote plants for the introgression in chromosome 11. The SNP markers linked to both QTLs will be useful in breeding programs aimed at the introgression of WMV resistance derived from TGR-1551. Future work will be directed to identifying the resistance gene, wmv(1551), in the candidate region on chromosome 11.

[EN] The development of amateur documentaries, in the form of screencasts, and its self-evaluation, co- evaluation and peer evaluation has proven to be a very useful instructional tool to train ethical responsibility in undergraduate students of life sciences. Part of the success is undoubtedly due to the fact of being able to take advantage of the motivation of the students, who recognize that it is an attractive challenge and that, beyond the academic assignment, they have had a good time in their development. The use of surveys to the students has allowed to verify the valoration that they make of the repercussion of the activity on the training of specific components of the ethical responsibility. In the same way, it has allowed to verify the positive effects of the tool to train other soft skills, as well as technical skills related to the assignment., [ES] El desarrollo de documentales amateur tipo screencast y su autoevaluación, coevaluación y evaluación por pares ha demostrado ser una herramienta formativa muy útil para el entrenamiento de la responsabilidad ética en el ámbito universitario de ciencias de la vida. Parte del éxito se debe sin duda al hecho de conseguir aprovechar la motivación del alumnado, que reconoce, por una parte, que se trata de un reto atractivo y, por otra, habérselo pasado bien en su desarrollo más allá del encargo académico. El uso de encuestas al alumnado ha permitido comprobar la valoración que éste hace de la repercusión de la actividad sobre el entrenamiento de componentes específicas de la responsabilidad ética. Del mismo modo, ha permitido comprobar los efectos positivos de la herramienta para entrenar otras competencias transversales, así como competencias técnicas relacionadas con el encargo.

[EN] The revised version of Study Process Questionnaire (R-SPQ-2F) analyzes the approach to learning on different scales. In the present study we analyzed the answers to the questionnaire of students of degree and master level of different subjects related to the sciences of the life in the sociocultural context of Spain. The adjustment of the model analyzed by the alpha of Cronbach was adequate to measure the approach to learning, deep or superficial, but not for the subscales of measurement of strategy and motivation. The students mainly expressed a deep learning approach. Although differences were detected among students according to subjects, they were not observed at the global level for the level of studies (degree or master), year or gender, [ES] El cuestionario revisado Study Process Questionnaire (R-SPQ-2F) analiza la aproximación al aprendizaje en diferentes escalas. En el presente estudio se analizaron las respuestas al cuestionario de alumnos de grado y máster de distintas asignaturas relacionadas con las ciencias de la vida en el entorno sociocultural de España. El ajuste del modelo analizado mediante el alfa de Cronbach fue adecuado para medir la aproximación al aprendizaje, profunda o superficial, pero no para las subescalas de medición de estrategia y motivación. Los alumnos manifiestaron mayoritariamente una aproximación profunda al aprendizaje. Si bien se detectaron diferencias entre los estudiantes según asignaturas, no se observaron a nivel global para el nivel de estudios (grado o máster), curso o género.

[EN] The revised version of Study Process Questionnaire (R-SPQ-2F) analyzes the approach to learning on different scales. In the present study we analyzed the answers to the questionnaire of students of degree and master level of different subjects related to the sciences of the life in the sociocultural context of Spain. The adjustment of the model analyzed by the alpha of Cronbach was adequate to measure the approach to learning, deep or superficial, but not for the subscales of measurement of strategy and motivation. The students mainly expressed a deep learning approach. Although differences were detected among students according to subjects, they were not observed at the global level for the level of studies (degree or master), year or gender, [ES] El cuestionario revisado Study Process Questionnaire (R-SPQ-2F) analiza la aproximación al aprendizaje en diferentes escalas. En el presente estudio se analizaron las respuestas al cuestionario de alumnos de grado y máster de distintas asignaturas relacionadas con las ciencias de la vida en el entorno sociocultural de España. El ajuste del modelo analizado mediante el alfa de Cronbach fue adecuado para medir la aproximación al aprendizaje, profunda o superficial, pero no para las subescalas de medición de estrategia y motivación. Los alumnos manifiestaron mayoritariamente una aproximación profunda al aprendizaje. Si bien se detectaron diferencias entre los estudiantes según asignaturas, no se observaron a nivel global para el nivel de estudios (grado o máster), curso o género.

[EN] The revised version of Study Process Questionnaire (R-SPQ-2F) analyzes the approach to learning on different scales. In the present study we analyzed the answers to the questionnaire of students of degree and master level of different subjects related to the sciences of the life in the sociocultural context of Spain. The adjustment of the model analyzed by the alpha of Cronbach was adequate to measure the approach to learning, deep or superficial, but not for the subscales of measurement of strategy and motivation. The students mainly expressed a deep learning approach. Although differences were detected among students according to subjects, they were not observed at the global level for the level of studies (degree or master), year or gender, [ES] El cuestionario revisado Study Process Questionnaire (R-SPQ-2F) analiza la aproximación al aprendizaje en diferentes escalas. En el presente estudio se analizaron las respuestas al cuestionario de alumnos de grado y máster de distintas asignaturas relacionadas con las ciencias de la vida en el entorno sociocultural de España. El ajuste del modelo analizado mediante el alfa de Cronbach fue adecuado para medir la aproximación al aprendizaje, profunda o superficial, pero no para las subescalas de medición de estrategia y motivación. Los alumnos manifiestaron mayoritariamente una aproximación profunda al aprendizaje. Si bien se detectaron diferencias entre los estudiantes según asignaturas, no se observaron a nivel global para el nivel de estudios (grado o máster), curso o género.

[EN] The development of amateur documentaries, in the form of screencasts, and its self-evaluation, co- evaluation and peer evaluation has proven to be a very useful instructional tool to train ethical responsibility in undergraduate students of life sciences. Part of the success is undoubtedly due to the fact of being able to take advantage of the motivation of the students, who recognize that it is an attractive challenge and that, beyond the academic assignment, they have had a good time in their development. The use of surveys to the students has allowed to verify the valoration that they make of the repercussion of the activity on the training of specific components of the ethical responsibility. In the same way, it has allowed to verify the positive effects of the tool to train other soft skills, as well as technical skills related to the assignment., [ES] El desarrollo de documentales amateur tipo screencast y su autoevaluación, coevaluación y evaluación por pares ha demostrado ser una herramienta formativa muy útil para el entrenamiento de la responsabilidad ética en el ámbito universitario de ciencias de la vida. Parte del éxito se debe sin duda al hecho de conseguir aprovechar la motivación del alumnado, que reconoce, por una parte, que se trata de un reto atractivo y, por otra, habérselo pasado bien en su desarrollo más allá del encargo académico. El uso de encuestas al alumnado ha permitido comprobar la valoración que éste hace de la repercusión de la actividad sobre el entrenamiento de componentes específicas de la responsabilidad ética. Del mismo modo, ha permitido comprobar los efectos positivos de la herramienta para entrenar otras competencias transversales, así como competencias técnicas relacionadas con el encargo.

[EN] The development of amateur documentaries, in the form of screencasts, and its self-evaluation, co- evaluation and peer evaluation has proven to be a very useful instructional tool to train ethical responsibility in undergraduate students of life sciences. Part of the success is undoubtedly due to the fact of being able to take advantage of the motivation of the students, who recognize that it is an attractive challenge and that, beyond the academic assignment, they have had a good time in their development. The use of surveys to the students has allowed to verify the valoration that they make of the repercussion of the activity on the training of specific components of the ethical responsibility. In the same way, it has allowed to verify the positive effects of the tool to train other soft skills, as well as technical skills related to the assignment., [ES] El desarrollo de documentales amateur tipo screencast y su autoevaluación, coevaluación y evaluación por pares ha demostrado ser una herramienta formativa muy útil para el entrenamiento de la responsabilidad ética en el ámbito universitario de ciencias de la vida. Parte del éxito se debe sin duda al hecho de conseguir aprovechar la motivación del alumnado, que reconoce, por una parte, que se trata de un reto atractivo y, por otra, habérselo pasado bien en su desarrollo más allá del encargo académico. El uso de encuestas al alumnado ha permitido comprobar la valoración que éste hace de la repercusión de la actividad sobre el entrenamiento de componentes específicas de la responsabilidad ética. Del mismo modo, ha permitido comprobar los efectos positivos de la herramienta para entrenar otras competencias transversales, así como competencias técnicas relacionadas con el encargo.

[EN] The development of amateur documentaries, in the form of screencasts, and its self-evaluation, co- evaluation and peer evaluation has proven to be a very useful instructional tool to train ethical responsibility in undergraduate students of life sciences. Part of the success is undoubtedly due to the fact of being able to take advantage of the motivation of the students, who recognize that it is an attractive challenge and that, beyond the academic assignment, they have had a good time in their development. The use of surveys to the students has allowed to verify the valoration that they make of the repercussion of the activity on the training of specific components of the ethical responsibility. In the same way, it has allowed to verify the positive effects of the tool to train other soft skills, as well as technical skills related to the assignment., [ES] El desarrollo de documentales amateur tipo screencast y su autoevaluación, coevaluación y evaluación por pares ha demostrado ser una herramienta formativa muy útil para el entrenamiento de la responsabilidad ética en el ámbito universitario de ciencias de la vida. Parte del éxito se debe sin duda al hecho de conseguir aprovechar la motivación del alumnado, que reconoce, por una parte, que se trata de un reto atractivo y, por otra, habérselo pasado bien en su desarrollo más allá del encargo académico. El uso de encuestas al alumnado ha permitido comprobar la valoración que éste hace de la repercusión de la actividad sobre el entrenamiento de componentes específicas de la responsabilidad ética. Del mismo modo, ha permitido comprobar los efectos positivos de la herramienta para entrenar otras competencias transversales, así como competencias técnicas relacionadas con el encargo.

[EN] The revised version of Study Process Questionnaire (R-SPQ-2F) analyzes the approach to learning on different scales. In the present study we analyzed the answers to the questionnaire of students of degree and master level of different subjects related to the sciences of the life in the sociocultural context of Spain. The adjustment of the model analyzed by the alpha of Cronbach was adequate to measure the approach to learning, deep or superficial, but not for the subscales of measurement of strategy and motivation. The students mainly expressed a deep learning approach. Although differences were detected among students according to subjects, they were not observed at the global level for the level of studies (degree or master), year or gender, [ES] El cuestionario revisado Study Process Questionnaire (R-SPQ-2F) analiza la aproximación al aprendizaje en diferentes escalas. En el presente estudio se analizaron las respuestas al cuestionario de alumnos de grado y máster de distintas asignaturas relacionadas con las ciencias de la vida en el entorno sociocultural de España. El ajuste del modelo analizado mediante el alfa de Cronbach fue adecuado para medir la aproximación al aprendizaje, profunda o superficial, pero no para las subescalas de medición de estrategia y motivación. Los alumnos manifiestaron mayoritariamente una aproximación profunda al aprendizaje. Si bien se detectaron diferencias entre los estudiantes según asignaturas, no se observaron a nivel global para el nivel de estudios (grado o máster), curso o género.

[EN] The development of amateur documentaries, in the form of screencasts, and its self-evaluation, co- evaluation and peer evaluation has proven to be a very useful instructional tool to train ethical responsibility in undergraduate students of life sciences. Part of the success is undoubtedly due to the fact of being able to take advantage of the motivation of the students, who recognize that it is an attractive challenge and that, beyond the academic assignment, they have had a good time in their development. The use of surveys to the students has allowed to verify the valoration that they make of the repercussion of the activity on the training of specific components of the ethical responsibility. In the same way, it has allowed to verify the positive effects of the tool to train other soft skills, as well as technical skills related to the assignment., [ES] El desarrollo de documentales amateur tipo screencast y su autoevaluación, coevaluación y evaluación por pares ha demostrado ser una herramienta formativa muy útil para el entrenamiento de la responsabilidad ética en el ámbito universitario de ciencias de la vida. Parte del éxito se debe sin duda al hecho de conseguir aprovechar la motivación del alumnado, que reconoce, por una parte, que se trata de un reto atractivo y, por otra, habérselo pasado bien en su desarrollo más allá del encargo académico. El uso de encuestas al alumnado ha permitido comprobar la valoración que éste hace de la repercusión de la actividad sobre el entrenamiento de componentes específicas de la responsabilidad ética. Del mismo modo, ha permitido comprobar los efectos positivos de la herramienta para entrenar otras competencias transversales, así como competencias técnicas relacionadas con el encargo.

[EN] The revised version of Study Process Questionnaire (R-SPQ-2F) analyzes the approach to learning on different scales. In the present study we analyzed the answers to the questionnaire of students of degree and master level of different subjects related to the sciences of the life in the sociocultural context of Spain. The adjustment of the model analyzed by the alpha of Cronbach was adequate to measure the approach to learning, deep or superficial, but not for the subscales of measurement of strategy and motivation. The students mainly expressed a deep learning approach. Although differences were detected among students according to subjects, they were not observed at the global level for the level of studies (degree or master), year or gender, [ES] El cuestionario revisado Study Process Questionnaire (R-SPQ-2F) analiza la aproximación al aprendizaje en diferentes escalas. En el presente estudio se analizaron las respuestas al cuestionario de alumnos de grado y máster de distintas asignaturas relacionadas con las ciencias de la vida en el entorno sociocultural de España. El ajuste del modelo analizado mediante el alfa de Cronbach fue adecuado para medir la aproximación al aprendizaje, profunda o superficial, pero no para las subescalas de medición de estrategia y motivación. Los alumnos manifiestaron mayoritariamente una aproximación profunda al aprendizaje. Si bien se detectaron diferencias entre los estudiantes según asignaturas, no se observaron a nivel global para el nivel de estudios (grado o máster), curso o género.

La entrada PI 126944 de Solanum peruvianum resulta de interés por presentar resistencia distintos estreses bióticos. En el Instituto de Conservación y Mejora de la Agrodiversidad Valenciana (COMAV) se realizó un cruce inicial entre la entrada PI 126944 y el tomate cultivado, obteniendo varios híbridos interespecíficos. A partir de ellos, se decidió construir una población de líneas de introgresión (Introgression Lines, ILs) que representen todo el genoma de esta entrada en el fondo genético de la especie cultivada. En el momento de empezar este Trabajo Fin de Máster se disponía de generaciones del segundo y tercer retrocruce hacia tomate de distintas generaciones F4 , F5 y F6 , así como de datos de genotipado de algunas generaciones. En este contexto, el objetivo del trabajo es el avance en el desarrollo de la colección de ILs de S. peruvianum PI 126944 en el fondo genético del tomate cultivado. Para ello, se realizó una selección a partir de datos de genotipado por secuenciación (Genotyping by Sequencing, GBS) de marcadores SNPs (Single Nucleotide Polymorphism) polimórficos entre tomate y S. peruvianum para su utilización en una plataforma de genotipado masivo. Posteriormente se confirmó la presencia de diferente proporción de fragmentos de la especie silvestre en los cromosomas 1 y 2 de los materiales más avanzados de la colección. Por otra parte, también se obtuvo semilla de autofecundación de los materiales fértiles y autocompatibles y se realizó el siguiente retrocruce hacia la especie cultivada de algunos de los materiales más avanzados de la colección. Tras un fenotipado por caracteres reproductivos, se observó diferencias entre las plantas de una misma generación. De todas las plantas, únicamente un 34.3% dieron frutos por autofecundación. De los cuales, el 54.5% tenía semillas en su interior. Respecto al retrocruce, el porcentaje de cuajado obtenido fue del 23.3% debido a las condiciones ambientales y de las plantas.

La entrada PI 126944 de Solanum peruvianum resulta de interés por presentar resistencia distintos estreses bióticos. En el Instituto de Conservación y Mejora de la Agrodiversidad Valenciana (COMAV) se realizó un cruce inicial entre la entrada PI 126944 y el tomate cultivado, obteniendo varios híbridos interespecíficos. A partir de ellos, se decidió construir una población de líneas de introgresión (Introgression Lines, ILs) que representen todo el genoma de esta entrada en el fondo genético de la especie cultivada. En el momento de empezar este Trabajo Fin de Máster se disponía de generaciones del segundo y tercer retrocruce hacia tomate de distintas generaciones F4 , F5 y F6 , así como de datos de genotipado de algunas generaciones. En este contexto, el objetivo del trabajo es el avance en el desarrollo de la colección de ILs de S. peruvianum PI 126944 en el fondo genético del tomate cultivado. Para ello, se realizó una selección a partir de datos de genotipado por secuenciación (Genotyping by Sequencing, GBS) de marcadores SNPs (Single Nucleotide Polymorphism) polimórficos entre tomate y S. peruvianum para su utilización en una plataforma de genotipado masivo. Posteriormente se confirmó la presencia de diferente proporción de fragmentos de la especie silvestre en los cromosomas 1 y 2 de los materiales más avanzados de la colección. Por otra parte, también se obtuvo semilla de autofecundación de los materiales fértiles y autocompatibles y se realizó el siguiente retrocruce hacia la especie cultivada de algunos de los materiales más avanzados de la colección. Tras un fenotipado por caracteres reproductivos, se observó diferencias entre las plantas de una misma generación. De todas las plantas, únicamente un 34.3% dieron frutos por autofecundación. De los cuales, el 54.5% tenía semillas en su interior. Respecto al retrocruce, el porcentaje de cuajado obtenido fue del 23.3% debido a las condiciones ambientales y de las plantas.

La entrada PI 126944 de Solanum peruvianum resulta de interés por presentar resistencia distintos estreses bióticos. En el Instituto de Conservación y Mejora de la Agrodiversidad Valenciana (COMAV) se realizó un cruce inicial entre la entrada PI 126944 y el tomate cultivado, obteniendo varios híbridos interespecíficos. A partir de ellos, se decidió construir una población de líneas de introgresión (Introgression Lines, ILs) que representen todo el genoma de esta entrada en el fondo genético de la especie cultivada. En el momento de empezar este Trabajo Fin de Máster se disponía de generaciones del segundo y tercer retrocruce hacia tomate de distintas generaciones F4 , F5 y F6 , así como de datos de genotipado de algunas generaciones. En este contexto, el objetivo del trabajo es el avance en el desarrollo de la colección de ILs de S. peruvianum PI 126944 en el fondo genético del tomate cultivado. Para ello, se realizó una selección a partir de datos de genotipado por secuenciación (Genotyping by Sequencing, GBS) de marcadores SNPs (Single Nucleotide Polymorphism) polimórficos entre tomate y S. peruvianum para su utilización en una plataforma de genotipado masivo. Posteriormente se confirmó la presencia de diferente proporción de fragmentos de la especie silvestre en los cromosomas 1 y 2 de los materiales más avanzados de la colección. Por otra parte, también se obtuvo semilla de autofecundación de los materiales fértiles y autocompatibles y se realizó el siguiente retrocruce hacia la especie cultivada de algunos de los materiales más avanzados de la colección. Tras un fenotipado por caracteres reproductivos, se observó diferencias entre las plantas de una misma generación. De todas las plantas, únicamente un 34.3% dieron frutos por autofecundación. De los cuales, el 54.5% tenía semillas en su interior. Respecto al retrocruce, el porcentaje de cuajado obtenido fue del 23.3% debido a las condiciones ambientales y de las plantas.

Tesis por compendio, La entrada PI 126944 de S. peruvianum ha sido descrita como resistente a distintos estreses bióticos, entre ellos a la enfermedad del rizado amarillo del tomate (Tomato yellow leaf curl disease, TYLCD). En trabajos previos realizados en el Instituto Universitario para la Conservación y Mejora de la Agrodiversidad Valenciana (COMAV) se obtuvieron tres híbridos interespecíficos entre esta entrada y el tomate cultivado, empleando el rescate de semillas inmaduras. En trabajos posteriores se desarrollaron generaciones más avanzadas a partir de estos materiales, incluyendo hasta las generaciones pseudo-F6 y retrocruces hacia la especie cultivada de algunas de las generaciones pseudo-Fn. Con objeto de aprovechar estos materiales en la mejora del tomate cultivado se inició, en trabajos anteriores del grupo, el desarrollo de un conjunto de líneas de introgresión (Introgression lines, ILs) que contengan el genoma de la entrada PI 126944 en el fondo genético de S. lycopersicum. Para tener correctamente representado el genoma de la especie donante en el fondo genético del tomate es necesario obtener un gran número de descendientes, por lo que es necesario optimizar los protocolos. El primer objetivo de esta tesis fue el estudio de distintos factores implicados en la superación de las barreras de incompatibilidad, con objeto de conseguir un elevado número de descendientes y maximizar la probabilidad de introgresar el genoma de PI 126944 en el conjunto de ILs. Se llevaron a cabo tres ensayos de retrocruce, iniciados con diferentes plantas de las generaciones pseudo-F4, pseudo-F5 y pseudo-F6. El genotipo de los parentales resultó ser un factor determinante en la obtención de descendencia, por lo que se recomienda utilizar el máximo número de genotipos distintos, con objeto de maximizar la probabilidad de obtener progenie. Se llevó a cabo una prueba de medios de cultivo que permitió seleccionar la combinación más adecuada de auxinas y citoquininas para el cultivo de semillas inmadu, Accession S. peruvianum PI 126944 has been reported as resistant to several biotic stresses, among them to Tomato yellow leaf curl disease, (TYLCD). In previous works carried out in the "Instituto Universitario para la Conservación y Mejora de la Agrodiversidad Valenciana" (COMAV) three interspecific hybrids between this accession and cultivated tomato were obtained, using immature seeds rescue. In subsequent works more advances generations from these materials were developed, including until the pseudo-F6 generations and backcrosses to the cultivated species of some of the pseudo-Fn generations. With the aim of taking advantage of these materials in the improvement of cultivated tomato, in previous works of the group, the development of a set of Introgression lines (ILs) that contain the genome of the accession PI 126944 in the genetic background of S. lycopersicum was initiated. The obtaining of a large number of descendants is necessary in order to have correctly represented the genome of the donor species, thus there is the need to optimize the protocols In this sense, the first aim of this work was the study of several factors involved in the overcoming of the incompatibility barriers, to obtain a high number of descendants and maximize the probability of introgressing the genome of PI 126944 in the set of ILs. Three backcross assays were carried out, initiated with different plants of the generations pseudo-F4, pseudo-F5 and pseudo-F6. The parental genotype resulted a determinant factor in the obtaining of descendants, so the recommendation is the use of the maximum number of different genotypes, in order to maximize the probability of obtaining progeny. A proof of different culture media was carried out, which allowed the selection of the better combination of auxins and cytokinins to grow immature seed and regenerate plants. The effect of the number of days from pollination to fruit harvest was also studied. As mentioned before, the collection of ILs results, L'entrada PI 126944 de S. peruvianum ha sigut descrita com a resistent a diferents estresses biòtics, entre ells a la malaltia de l'arrissat groc de la tomaca (Tomato yellow leaf curl disease, TYLCD). En treballs previs realitzats en el "Instituto Universitario para la Conservación y Mejora de la Agrodiversidad Valenciana" (COMAV) es van obtenir tres híbrids interespecífics entre aquesta entrada i la tomaca cultivada, emprant el rescat de llavors immadures. En treballs posteriors, es van desenvolupar generacions més avançades a partir d'aquests materials, incloent fins a les generacions pseudo-F6 i retrocreuaments cap a l'espècie cultivada d'algunes de les generacions pseudo-Fn. A fi de aprofitar aquests materials en la millora de la tomaca cultivada es va iniciar, en treballs anteriors del grup, el desenvolupament d'un conjunt de línies d'introgressió (Introgression lines, ILs) que continguen el genoma de l'entrada PI 126944 en el fons genètic de S. lycopersicum. Per a tenir correctament representat el genoma de l'espècie donant en el fons genètic de la tomaca és necessari obtenir un gran nombre de descendents, per la qual cosa és necessari optimitzar els protocols. El primer objectiu d'aquesta tesi va ser l'estudi de diferents factors implicats en la superació de les barreres d'incompatibilitat, a fi d'aconseguir un elevat nombre de descendents i maximitzar la probabilitat d'introgressar el genoma de PI 126944 en el conjunt de ILs. Es van dur a terme tres assajos de retrocreuament, iniciats amb diferents plantes de les generacions pseudo-F4, pseudo-F5 i pseudo-F6. El genotip dels parentals va resultar un factor determinant en l'obtenció de descendència, per la qual cosa es recomana utilitzar el màxim nombre de genotips diferents, a fi de maximitzar la probabilitat d'obtenir descendència. Es va dur a terme una prova de medis de cultiu que va permetre seleccionar la combinació més adequada d'auxines i citoquinines per al cultiu de llavors immadures i posterior regen

Tesis por compendio, The Genebank of the Institute for the Conservation and Improvement of the Agrodiversity (COMAV) has in its collection 198 accessions of cucumber (Cucumis sativus L.) of Spanish origin, taking charge of preserving and providing their seeds. All the accessions were registered as traditional varieties or landraces, thus the collection of the COMAV represents 5% of the cucumber traditional varieties included in GENESYS. The purpose of the germplasm collections is the preservation of the genetic diversity to make it available for breeders, researchers and other users. Rationalization, that is, reduction of the size collection, is an alternative to cut costs of maintenance. With rationalization the efficiency in management and use of the collection increases; as a consequence, a correct preservation is guaranteed and at least part of the plant materials are available to users. This thesis is included in a project with the objective of the rationalization of the cucumber Spanish collection of the COMAV's Genebank. To achieve this objective, a morphological characterization of the cucumber collection, using fruit and plant descriptors, was carried out. Subsequently, a subset of the accessions were selected to be analyzed with molecular markers, concretely with SSRs (Simple sequence repeats). The morphological characterization was carried out for 206 cucumber accessions, 195 from Spain (178 held at the COMAV, 17 provided by the 'Vegetable Genebank of Zaragoza', BGHZ). Five plants per accession were characterized, with 17 qualitative and 9 quantitative descriptors, eight of them referred to plant traits and 18 related to the fruit. Fruit descriptors were evaluated in at least 25 fruits per accession. The accessions were classified in five groups: 'White', 'Short', 'French', 'Long' and 'Very long'. Principal component analysis showed that, with few exceptions, the accessions were grouped according to their phenotypic similarity. Variability found within each of the groups disp, El Banco de Germoplasma del Instituto de Conservación y Mejora de la Agrodiversidad Valenciana (COMAV) mantiene en su colección 198 entradas de variedades tradicionales de pepino (Cucumis sativus L.) de origen español, haciéndose cargo de la conservación y cesión de sus semillas. La colección de pepino del COMAV representa el 5% de las variedades tradicionales de pepino que figuran en GENESYS. El objeto de las colecciones de germoplasma es conservar la diversidad genética y permitir el acceso a esta a mejoradores, investigadores y otros usuarios. Como alternativa para reducir los costes de mantenimiento se plantea su racionalización, es decir, la reducción del tamaño. De esta forma, se incrementa la eficiencia en el manejo y uso de las mismas, se garantiza una correcta conservación y al menos parte de los materiales se hacen accesibles a los usuarios. Esta tesis se enmarca en un proyecto cuyo objetivo es la racionalización de la colección de pepino español del Banco de Germoplasma del COMAV. Para ello se planteó en primer lugar una caracterización por caracteres de planta y fruto de la colección de entradas de pepino español, para a continuación seleccionar un subconjunto de las mismas para su análisis con marcadores moleculares de tipo microsatélite (Simple sequence repeats, SSR). La caracterización morfológica se llevó a cabo empleando 206 entradas de pepino, 195 de ellas de origen español (178 mantenidas en el COMAV y 17 proporcionadas por el Banco de Germoplasma de Hortícolas de Zaragoza, BGHZ). Se caracterizaron 5 plantas por entrada, empleando 17 descriptores cualitativos y nueve cuantitativos, ocho de ellos de planta y 18 de fruto. Los caracteres de fruto se evaluaron en al menos 25 frutos por entrada. Las entradas analizadas se clasificaron en cinco tipos según las características de fruto: "Blanco", "Corto", "Francés", "Largo" y "Muy largo". El análisis de componentes principales permitió comprobar que, con pocas excepciones, las entradas se agrupaban según, El Banc de Germoplasma de l'Institut de Conservació i Millora de l'Agrodiversitat Valenciana (COMAV) manté en la seua col·lecció 198 entrades de varietats de cogombre (Cucumis sativus L.) d'origen espanyol, fent-se càrrec de la conservació i cessió de les seues llavors. La col·lecció del COMAV representa el 5% de les varietats de cogombre que figuren en GENESYS. L'objectiu de les col·leccions de germoplasma és conservar la diversitat genètica i permetre l'accés a aquesta a milloradors, investigadors i altres usuaris. Com a alternativa per a reduir els costos de manteniment, es planteja la seua racionalització, és a dir, la reducció de la grandària. D'aquesta forma, augmenta l'eficiència en el maneig i ús de les mateixes, es garantix una correcta conservació i al menys part dels materials es fan accessibles als usuaris. Aquesta tesi s'emmarca en un projecte que té com a objectiu la racionalització de la col·lecció de cogombre espanyol del Banc de Germoplasma del COMAV. Per a aconseguir aquest objectiu, es va plantejar en primer lloc una caracterització per caràcters de planta i fruit de la col·lecció d'entrades de cogombre espanyol, per a continuació seleccionar un subconjunt de les mateixes per al seu anàlisi mitjançant marcadors moleculars de tipus microsatèl·lit (Simple sequence repeats, SSR). La caracterització morfològica es va dur a terme utilitzant 206 entrades de cogombre, 195 d'elles d'origen espanyol (178 mantingudes al COMAV, 17 proporcionades pel Banc de Germoplasma d'Hortícoles de Saragossa, BGHZ). Es van caracteritzar 5 plantes per entrada, emprant 17 descriptors qualitatius i nou quantitatius, huit d'ells de planta i 18 de fruit. Els caràcters de fruit s'avaluaren en al menys 25 fruits per entrada. Les entrades analitzades es classificaren en cinc tipus segons les característiques de fruit: "Blanc", "Curt", "Francés", "Llarg" i "Molt llarg". L'anàlisi de components principals va permetre comprovar que, amb poques excepcions, les entrades s'agrupaven se