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The phycosome – the algal microbiome – can impact microalgal cultivation productivity and stability through metabolic interaction networks. Polycultures can be designed based upon complementary traits and metabolic potential to maximize yields. Stable and resilient consortia are a sustainable approach to contamination challenges compared to the traditional use of pesticides and extensive sterilizing methods. High-pH/high-alkalinity microalgal cultivation can better control inputs and outputs via direct air CO 2 capture. Less is known about the ecology of extreme and productive systems, with implications for long-term, repeated cultivations. Lessons learned from natural and industrial systems with varying pH, alkalinity, temperature, and salinity can inform input and output control of algal growth systems. Algal–bacterial interactions are ubiquitous in both natural and industrial systems, and the characterization of these interactions has been reinvigorated by potential applications in biosystem productivity. Different growth conditions can be used for operational functions, such as the use of low-quality water or high pH/alkalinity, and the altered operating conditions likely constrain microbial community structure and function in unique ways. However, research is necessary to better understand whether consortia can be designed to improve the productivity, processing, and sustainability of industrial-scale cultivations through different controls that can constrain microbial interactions for maximal light-driven outputs. The review highlights current knowledge and gaps for relevant operating conditions, as well as suggestions for near-term and longer-term improvements for large-scale cultivation and polyculture engineering. [ABSTRACT FROM AUTHOR]

This study integrates acculturation and person–environment fit theories to investigate the role of student–university value alignment in international student cross-cultural adjustment to host universities in Victoria, Australia. The study used a mixed methods design with the quantitative data collected from a student survey and the qualitative data generated from interviews with university staff. Structural equation modelling and thematic analysis were employed to analyse the quantitative and qualitative data respectively. The results of the study indicated that international students who possess similar values to their host university, adjust better, both psychologically and socially into the university environment as well as feel satisfaction with their host university. The study also confirmed the mediating role of international student social adjustment in the relationship between student–university value fit and student overall satisfaction with their host university. The findings highlight the key role of international student–university value alignment in contributing to the success of students' cross-cultural adjustment to the new cultural environment they experience. Therefore, universities should constantly communicate and deliver on their values during both the promotional stage of international student recruitment and the student journey with the university. [ABSTRACT FROM AUTHOR]

• Population growth of spider mites increased on water-stressed plants. • Water-stress altered plant physiological measurements in B73 maize. • Combined water-stress and generalist herbivory increased plant defenses. • Species-specific interactions with abiotic stress may affect plant responses. Water-stress commonly affects crops grown in arid and semi-arid regions. Apart from the direct impact of this abiotic stress on yield, a diverse community of herbivores can outbreak under these conditions, and plant responses to abiotic stress may alter plant defense responses that deter herbivores. Outbreaks of both generalist and specialist spider mites are strongly associated with hot and dry conditions in the field settings. To understand how water-stress impacts maize responses to spider mites, we conducted parallel greenhouse and field experiments with maize plants (B73 inbred line) subjected to optimal irrigation and water-stress conditions (50-60% and 5-10% volumetric water content (VWC), and 25-32% and 10-15% VWC, in the greenhouse and field, respectively). In addition to recording B73 responses to water-stress alone, we measured the population growth of the generalist twospotted spider mite (Tetranychus urticae, TSM) and the specialist Banks grass mite (Oligonychus pratensis, BGM) on optimally watered and water-stressed plants. We also measured plant defense protein activities (peroxidase (POD), polyphenol oxidase (PPO), chitinase (CHI) and trypsin inhibitor (TI)) at 1, 3, and 7 days post mite introduction for each irrigation treatment. For B73 plants exposed to water-stress, we observed increases in leaf temperature, leaf water potential, POD activity, as well as decreases in stomatal conductance and stem height. Populations of both mite species increased more rapidly on water-stressed B73 plants. While optimally irrigated B73 plants responded with similar plant defense activity to both mite species, combinations of plant water-stress and TSM herbivory resulted in increases in CHI and TI activity that were not observed for the respective treatments with BGM. Collectively, our results highlight a role for species-specific factors, possibly associated with herbivore host plant breadth, in impacting plant responses to herbivory in combination with an abiotic stress. [ABSTRACT FROM AUTHOR]

• The article captures school staff's views about the value of international students • It uses positioning theory as a conceptual framework to analyse staff positionings • International students can assist to boost schools' symbolic positioning • There is a gap between the perceived values of international students and the reality. This article focuses on school staff' perspectives about the value of international students. The positioning of international students by the interviewees shows how hosting this cohort can assist to boost schools' symbolic positioning in international education formed by labelling the school as 'culturally diverse', 'inclusive', 'international' and 'global'. But there seems to be a gap between symbolic positioning on the one hand and the capitalization of international students on the other hand as valuable resources to realise the internationalisation of schools. The article provides insights into the perceived values of international students and the barriers to achieving these potential benefits. [ABSTRACT FROM AUTHOR]