Tomato fruit ripening is accompanied by extensive degradation of pectic cell wall components. This is thought to be due to the action of a single enzyme, polygalacturonase, whose activity is controlled, at least in part, at the level of gene expression. At the onset of tomato fruit ripening, polygalacturonase enzyme activity, mRNA levels, and relative rate of gene transcription all increase dramatically. To elucidate the role of polygalacturonase during tomato fruit ripening, we utilized a pleiotropic genetic mutation, rin, that blocks many aspects of ripening, including the activation of polygalacturonase gene transcription. The polygalacturonase structural gene was ligated to a promoter that is inducible in mature rin fruit and inserted into the fruit genome, and plants were regenerated. This allowed expression of the polygalacturonase gene in transgenic rin fruit at a time corresponding to ripening in wild-type fruit. Expression of this gene resulted in the accumulation of active polygalacturonase enzyme and the degradation of cell wall polyuronides in transgenic rin fruit. However, no significant effect on fruit softening, ethylene evolution, or color development was detected. These results indicate that polygalacturonase is the primary determinant of cell wall polyuronide degradation, but suggest that this degradation is not sufficient for the induction of softening, elevated rates of ethylene biosynthesis, or lycopene accumulation in rin fruit.

The purpose of this study was to examine the variables that are related to person-environment fit in Italian nurses, highlighting the role of supervisor support and organizational support in the relationship between nurses' perceptions of care adequacy, job satisfaction, and turnover intention. Therefore, 1240 nurses from three hospitals completed a self-administered questionnaire. The results showed that supervisor support and organizational support act differently as moderators of the care adequacy-job satisfaction-turnover intention relationship. Finally, job satisfaction was a mediating variable between care adequacy and turnover intention. These findings have important implications for hospitals because they help to promote effective work environments and to reduce turnover intention.

This study emphasizes the importance of analyzing factors that contribute to student well-being, as a result of the multiplicity of factors that can affect their quality of life (QoL). The literature indicates that, among these factors, emotional intelligence and selfregulation play a central role in influencing adolescents' psychological and scholastic well-being. Technology is a fundamental aspect of adolescent life but addiction to the use of smartphones is increasing, which can affect both emotional intelligence and selfregulation, and in turn individual well-being and QoL. Therefore, this study explores the role of smartphone use with respect to these aspects. Participants were 215 Italian students attending middle school. By applying partial least squares structural equation modeling (PLS-SEM), the results confirm that self-regulation affects the QoL of students, but its role varies according to the degree of smartphone addiction. In conclusion, we confirm the relevance of the relationship between self-regulation and smartphone addiction in teaching students to be aware of their time spent using smartphones. Emotional intelligence and, in general, self-regulation should be encouraged to support the well-being and QoL of students in their adolescence at school.

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Strategies to promote commitment to change include developing positive expectations about change outcomes and building high-quality leadership style oriented to the communication.

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The aim of this research was to investigate the impact of the COVID-19 pandemic on teachers, particularly on their self-esteem and self-efficacy, their difficulty in the transition to distance learning, the difficulty of students, and specially of students with learning disabilities (LDs students), as perceived by teachers. 226 teachers were invited to complete an online questionnaire. Our results showed lower self-esteem and lower self-efficacy by the teachers compared with the normative sample. Self-esteem and self-efficacy also decrease in teachers with greater service seniority at work. Teachers perceived a greater difficulty in students than in their own difficulty. The concentration of the school system’s efforts on the massive and, for long periods, exclusive organisation of distance learning risks favouring only cognitive aspects to the detriment of affective dynamics. This aspect could make teaching more complex for teachers and learning poorer for students, impoverishing the complex relational process that forms the basis of the learning process.

The emerging psychological pattern of results about elders from the Sardinian blue zone region provides insight for the promotion of successful ageing in late adulthood.