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The purpose of this study was to analyze the influence of epichlorohydrin (ECH) concentration and reaction time on the food-grade resistant starch production and its pasting properties by using native cassava starch of Misiones-Argentina origin.

Cassava starch was modified using ECH (0.30 and 0.15 per cent) during 4 or 8 h. Digestibility was evaluated by determining resistant starch as total dietary fiber. Pasting properties and the cross-linking degree were studied using a micro-viscoamylograph (Brabender).

Resistant starch content was not influenced by ECH concentration and reaction time. Cross-linking was detected at higher reaction times (8 h) and ECH concentrations (0.30 per cent), where a decrease in viscosity peaks by more than 80 per cent was observed. Both pasting temperature and breakdown were increased, whereas a decrease in retrogradation was detected.

Starches can be suitable for different food applications. This is because of the ability to modify its pasting properties and the invariability of the in vitro digestibility of cassava starch as a result of using ECH (at concentrations approved by local and regional legislation) and reaction times of 4 and 8 h.

Information related to the modification of cassava starch using ECH is scarce or not available nowadays in literature.

The objective of this study is to review the main studies of social entrepreneurship (SE) in Latin America, to categorize them into four categories. To accomplish this, a bibliometric literature review is carried out based on data from the Web of Science database, to locate the Latin American collection of studies. In this way, the main studies are described and grouped, following a qualitative scheme that allows to substantiate the main findings of the Latin authors. Consequently, the progress made in the literature of the SE for Latin America is corroborated, by visualizing that the SE turns out to be a forceful fact to manage well-being, but that it is faced with an inconsistent development.

This article focuses on the study of the shaping of pedagogy as a discipline in Spain prior to the Civil War. Its aim is to identify those elements that helped pedagogy become constituted as a distinct field of knowledge that could offer rigorous insight into the world of education.

The article uses the framework proposed by Rita Hofstetter and Bernard Schneuwly for the shaping of a disciplinary field. Finally, it briefly examines the process of professionalization, using the approach advocated by the sociologist Elliott Freidson.

The analysis carried out concludes that at the outbreak of the Civil War in 1936 the process of professionalization and consolidation of pedagogy as a discipline had been completed in Spain.

The article presents the originality of reinterpreting the elements offered by Spanish history of education in the light of an international theoretical framework. This allows a new understanding of the process of constitution of pedagogy as a disciplinary field while offering the international public a case study according to international standards.

This study provides a new look at the late 19th-century university issue in Spain. Loss of self-government among universities and the state’s centralization brought a conflict between science and religion to the fore in the process of the secularization of knowledge.

We first delve into the anti-Darwinian framework associated with the scientific professionalization process, focusing on the case of the jurist Antonio Hernández Fajarnés (1851–1909). Secondly, we study the idea of the university that emerged from the Ateneo de Madrid, analyzing key speeches from the jurist Francisco Fernández de Henestrosa (1855–s.d.) given in 1887/88 and from the pharmacist José Rodríguez Carracido (1856–1928).

The study concludes that the Restoration Era in Spain was characterized by a generalized desire – shared by neo-Scholastics, conservatives and liberal rationalists – to improve the public university system. In this context, French influence was no doubt decisive; however, the Humboldtian university idea had already begun to have notable influence.

This article analyzes sources yet unknown to international research, such as the Ateneo de Madrid debates and Spanish university rectors’ inaugural speeches. It opens up a critical examination of the so-called displacement of educational principles in Spain toward a state-centered system of doctrinal moderantismo as opposed to the nation-centered system of the Cádiz liberalism. At the same time, it identifies key pockets of resistance relative to Spanish university transformation toward increased methodological secularization.