Resilience of the wheat root-associated microbiome to the disturbance of phenanthrene.

The microbial communities are of high importance to the restoration of ecological function and plant health, while little information about the influence of exogenous pollutants on the resilience and temporal dynamics of root microbial communities is available. In this study, a greenhouse experiment was conducted to investigate the effects of exogenous phenanthrene in terms of time and pollution disturbance on the wheat root-associated microbial communities. It was found that a high phenanthrene degradation rate of 86 % was achieved in the rhizosphere of wheat after the first-week planting.

Combined Phenanthrene and Copper Pollution Imposed a Selective Pressure on the Rice Root-Associated Microbiome.

Combined organic and inorganic pollutants can greatly impact crops and microbes, but the interaction between coexisted pollutants and their effects on root-associated microbes under flooding conditions remains poorly understood. In this study, greenhouse experiments were conducted to investigate the individual and combined effects of phenanthrene (PHE) and copper (Cu) on rice uptake and root-associated microbial coping strategies. The results showed that more than 90% of phenanthrene was degraded, while the existence of Cu significantly reduced the dissipation of PHE in the rhizosphere, and the coexistence of phenanthrene and copper promoted their respective accumulation in plant roots.

Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators.

This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade.