The bread has a lot of crumb

Learn about a food that is part of Galicia's culinary culture.

Topic 1.- Introduction. Definitions
Topic 2.- Bread making process
Topic 3.- Importance of raw materials
Topic 4.- Sensory characterization of bread
Topic 6.- Nutritional characterization of bread
Topic 7.- Importance of bread in food
Topic 8.- Information on the marketing of bread

-Callejo González, M.J. (2002). Industrias de cereales y derivados. AMV Ediciones. Madrid.
-Dendy, D.A. (2004). Cereales y productos derivados. Química y tecnología. Ed. Acribia. Zaragoza.
-Pérez Elortondo, F. J. & M.ª D. Salvador Moya, M.D. (2022). Análisis Sensorial de alimentos y respuesta del consumidor. Ed. Acribia. Zaragoza.
-Real Decreto 308/2019. Real Decreto 308/2019, de 26 de abril, por el que se aprueba la norma de calidad para el pan. Boletín Oficial Del Estado, 11 de mayo de 2019, núm. 113, pp. 50168–50175.
-Real Decreto 677/2016. Real Decreto 677/2016, de 16 de diciembre, por el que se aprueba la norma de calidad de las harinas, las sémolas y otros productos de la molienda de los cereales. Boletín Oficial del Estado, 17 de decembro de 2016, núm. 304, pp. 88513-88519.
-Reglamento (EU) 2019/2182. Reglamento de Ejecución (UE) 2019/2182 de la Comisión de 16 de diciembre de 2019 por el que se inscribe un nombre en el Registro de Denominaciones de Origen Protegidas y de Indicaciones Geográficas Protegidas "Pan Galego/Pan Gallego " (IGP). Diario Oficial de La Unión Europea, 20 de diciembre de 2019, núm.330, p. 42.
-Romero Rodríguez, M.A. & Pereira Lorenzo, S. (2018). Respostas ás preguntas sobre o pan e o cereal do país. Ed. Monografías do Ibader – Serie Recursos Alimentarios. Ibader. Universidade de Santiago de Compostela. Lugo. ISSN edición dixital: 1988-8341
-Romero Rodríguez, M.A. & Pereira Lorenzo, S. (2023). Dende a produción á panificación do trigo galego ‘Caaveiro’ en cultivo ecolóxico vs. convencional. Ed. Monografías do Ibader – Serie Recursos Alimentarios. Ibader. Universidade de Santiago de Compostela. Lugo. ISSN edición impresa: 1888-5810. ISSN edición dixital: 1988-8341.
-Young, L.S. & Cauvain, S.P. (2008). Productos de panadería: ciencia, tecnología y práctica. Ed. Acribia. Zaragoza.

Basic and General Competencies
-Knowledge of bread production methods and technologies and the influence of raw materials and the process on final quality.
-Students should be able to apply their knowledge and problem-solving skills in new or unfamiliar areas within broader (or multidisciplinary) contexts related to their area of ​​study.
-Students should be able to integrate knowledge, manage complexity, and make judgments based on incomplete or limited information. This includes reflections on the social and ethical responsibilities related to the application of their knowledge and judgments.

Transdisciplinary Competencies
-Analytical and synthetic skills.
-Ability to organize and plan.
-Ability to work as a team.
-Ability to use information and communications technologies.
-Ability to search, analyze, and manage information from different sources.
-Decision-making skills.
-Ability to apply knowledge to practice.

Specific Competencies
- Understand the fundamentals, terminology, and methodology of sensory analysis of bread.
- Understand traceability control systems in the breadmaking process.
- Know the techniques for nutritional analysis of bread.

Expository classes
Practical classes on sensory analysis of bread
Visit to a bakery

Attendance and participation in lecture classes
Attendance in practical bread sensory assessment classes

The student's in-person and work hours will be distributed as follows:
—Lectures: 20 hours
—Practical sessions: 10 hours
—Total in-person hours: 30 hours

—Participate actively, constructively, and respectfully in lectures and practical sessions.
—Complement the content covered in the course with the recommended basic and supplementary bibliography.
—Develop independent scientific information search habits.
—Take advantage of the resources available in the university library.
—Regularly consult and use the virtual classroom for the course.

CLASS ATTENDANCE

The Government Council of March 25, 2010 approved the Regulations for class attendance in teachings adapted to the EHEA (http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…).

Likewise, the benefits of class attendance are explained, among them it facilitates a “better understanding of the subject, the acquisition of skills in groups and individuals, continuous learning, direct interaction with other students or the possibility of a more participatory teaching-learning methodology.” It should be noted that USC is a face-to-face university, meaning that attendance at a minimum of 80% of the required class sessions is required. In cases contemplated in the regulations of the Faculty, students may request an official exemption from teaching.

DELIVERY OF WORK. The work completed by students must be delivered, preferably, through the virtual classroom.

ENVIRONMENTAL RESPONSIBILITY In relation to personal or group work carried out for this matter, please observe the following instructions: - Avoid plastic lids or other unnecessary external packaging. - Whenever possible, use clamps instead of cuffs. - Print expensive doubles in “ink-capable” quality. - Do not use blank pages as chapter or part separators. - Avoid annexes that do not have direct reference to the topics developed.

XGENER PERSPECTIVE: In response to gender equality criteria in the university environment, it is recommended to use non-sexist languages ​​both in daily classroom work and in assigned academic work.

RAI ACCOUNT: It is mandatory that students use the RAI email account.

INSTITUTIONAL TECHNOLOGICAL FEATURES: It is mandatory or use the institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by USC.

USE OF THE MOBILE PHONE: The mobile phone cannot be used, except when it is used as a work instrument following the instructions given by the teaching team, with the students being responsible for the legal and academic consequences that may arise from a non-executed undertaking of the same.

TEACHING-LEARNING PROCESS: Please note that the teaching-learning process (classes / tutorials) is private in nature. In this sense, it is understood that it is an act of communication and exchange between the teacher and the students enrolled in the subject.

DATA PROTECTION: Not referring to data protection, the reference regulations can be consulted at the following link: https://www.usc.gal/es/politica-privacidad-proteccion-datos.

NOTE: “For cases of fraudulent performance of exercises or tests, the Regulations for the evaluation of student academic performance and the review of qualifications will be applicable or collected.”