ABSTRACT
Adaptation strategies in the wine sector consist of the use of cultural techniques to limit damages caused by climate change, using, among other resources, varieties better adapted to the scenarios of abiotic stress exacerbation, namely water and thermal stress, as well as those more tolerant to heatwaves. With the intention to determine the aromatic characterization of ten monovarietal wines produced from cultivars with high productive performance in a global warming scenario ('Petit Verdot', 'Marselan', 'Merlot', 'Touriga Franca', 'Syrah', 'Vinhão', 'Bobal', 'Preto Martinho', 'Trincadeira', and 'Alicante Bouschet'), grown in Esporão vineyard (Alentejo, Portugal) and submitted to deficit irrigation (Ks ± 0.5), their aromatic character has been analyzed. Each grape variety was vinified at a small scale, in duplicate, and the wines were evaluated by a sensory panel, which rated several sensory attributes (visual, olfactory, and gustatory). Sensory analysis revealed a discrete appreciation for the monovarietal wines tasted, showing a differentiation at the olfactory level that was not too marked, although present, between the samples. The free volatile compounds were analysed using gas chromatography-olfactometry (GC-O), identified using a gas chromatography-mass spectrometry (GC-MS) technique and semi-quantified using the gas chromatography-flame ionization detector (GC-FID) technique. Based on the interpolation of the results of the various statistical analyses carried out, 49 probable odor active compounds (pOACs) were identified and based on the odor activity values (OAVs), 24 of them were recognized as odor active compounds (OACs) originated mainly during the fermentation processes. An aromatic characterization of the varieties has been proposed.
ABSTRACT
What are the effects of school closures during the Covid-19 pandemic on children's education? Online education is an imperfect substitute for in-person learning, particularly for children from low-income families. Peer effects also change: schools allow children from different socio-economic backgrounds to mix together, and this effect is lost when schools are closed. Another factor is the response of parents, some of whom compensate for the changed environment through their own efforts, while others are unable to do so. We examine the interaction of these factors with the aid of a structural model of skill formation. We find that school closures have a large, persistent, and unequal effect on human capital accumulation. High school students from low-income neighborhoods suffer a learning loss of 0.4 standard deviations after a one-year school closure, whereas children from high-income neighborhoods initially remain unscathed. The channels operating through schools, peers, and parents all contribute to growing educational inequality during the pandemic.
