The influences of carbon sources, fructose, glucose, sorbitol and sucrose on shoot proliferation and in vitro rooting of cork oak (Quercus suber L.) were compared at a wide range of concentrations (1-6%, w/v). The highest number of shoots occurred on glucose-containing medium. Nevertheless, we have chosen 3% sucrose which induced a similar rate of proliferation but favoured shoot elongation, permitting an effectively higher number of shoots during transfers. Sorbitol and autoclaved fructose did not stimulate shoot proliferation. Adventitious root formation was strongly dependent on carbohydrate supply. Sorbitol and autoclaved fructose were completely ineffectively on rooting induction. Glucose was the most effective carbon source on rooting promotion followed by sucrose and filter-sterilized fructose. The rooting response induced by fructose was dependent on the sterilizing procedure. The number of adventitious roots produced per shoot increased with increasing glucose and sucrose concentration. The content of reducing sugars in leaves of proliferation cultures and in leaves and roots of rooted plantlets was more dependent on carbon concentration than on glucose or sucrose supplement. The results presented here show that carbohydrate requirements during cork oak micropropagation depend upon the phase of culture. Sucrose (3%) and glucose (4%) were the best carbon sources respectively during proliferation and rooting phases.
Around the beginning of the 2021 new year, Europe’s COVID-19 third wave led many leaders to implement a new lockdown period, with the teaching–learning system returning to the online method once more. The present study aimed to understand the health consequences for adolescents and young adults (AYA) during the third wave’s lockdown. This mixed-method study included 592 participants between 16 and 24 years old ( M = 19.01, SD = 2.32), with the majority being female (70.9%) and students (82.3%) at high school (55.1%) or university (44.9%). Negative impacts are highlighted in the categories: relationships, physical activity (as well aseno impacts), screen time and academic stress; and no impactsin health and well-being, leisure activities, sleep, diet, academic performance and relationships with teachers and peers. Overall, when compared to the opposite gender, girls report more negative impacts on leisure activities and diet, although more positive impacts on diet, as well as on academic stress; boys stand out in the negative consequences on substance use. At the academic level, students in higher education show more negative impacts on relationships, leisure activities, sleep, diet, screen time and relationships with teachers and peers. Enlightened about the impacts of the second lockdown on their lives, and showing signs of “pandemic fatigue”, this study draws attention to the need to associate psychological support measures with those implemented to contain the COVID-19 pandemic.
During and in the aftermath of the COVID-19 pandemic, several works reflected on young people’s physical and psychological health. The Dual Factor Model, which we refer to as the quadripartite model, is useful for understanding children’s and adolescents’ psychological health and differentiating them regarding their attitude toward the effects of the COVID-19 pandemic. In this investigation, students from the fifth to twelfth year of schooling enrolled in the DGEEC study “Psychological Health and Wellbeing in Portuguese schools” were considered. Four groups were created based on life satisfaction (low or high) and psychological distress (with or without symptoms). The study included 4444 students (M = 13.39 years ± 2.41), of whom 47.8% were male. Of the participants, 27.2% were in the second cycle of primary education, and 72.8% were in lower and upper secondary education. Differences in gender and education level (as a proxy for age) were observed. Additionally, when considering students’ perceptions of changes in their lives following the COVID-19 pandemic (stayed the same, became worse, became better), these three groups were compared concerning personal and contextual variables, revealing significant differences at both the individual and contextual levels. Finally, the study discusses the influence of education and health professionals and the need for friendly public policies.
Scarcely explored, intergenerational dialogue may support the re-encounter between generations. Background: Focused on intergenerational sharing and on the identification of differences between generations, the project #GenerationsWithAVoice aims to identify generational inequalities, with the aim of promoting awareness of intergenerational challenges, boosting public debate and interest in public policies. Methods: Twenty focus groups were developed, and an evaluation instrument was applied. Results: (i) Young people believe that they have more knowledge, but less propensity for action, leaving this task to the following generations; (ii) the family and housing emerge as the issues with the greatest number of problems identified, but also as important resources; (iii) government and politics, community and society, and the economy are of less interest and knowledge on the part of this generation; (iv) school seems to be the ideal scenario for the implementation of strategies that lead to change. Conclusions: We highlight the role of this work in the deconstruction of beliefs regarding previous generations, the development of knowledge, and the promotion of cohesion and social support.
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