Diseases associated with fungal root invasion cause a significant loss of fruit tree production worldwide. The bacterium Pseudomonas pseudoalcaligenes AVO110 controls avocado white root rot disease caused by Rosellinia necatrix by using mechanisms involving competition for nutrients and niches. Here, a functional genomics approach was conducted to identify the bacterial traits involved in the interaction with this fungal pathogen. Our results contribute to a better understanding of the multitrophic interactions established among bacterial biocontrol agents, the plant rhizosphere, and the mycelia of soilborne pathogens.

The demonstrated relationship between carcinogenicity of a chemical compound in mammals and its tendency to cause prophage induction in bacteria provides a method for biologically based carcinogen screening. Because of the need for this type of screening and the abundance of lysogens in the marine environment, 14 isolates were evaluated for the degree of prophage induction in exponentially growing cultures in the presence of a known mutagen (0.5 microg/ml mitomycin C). Assays were performed both in liquid culture and in microtiter plates. Virus-like particles were enumerated by epifluorescence microscopy after staining with SYBR-Gold. Two isolates designated P94-4B3 (identified as Halomonas aquamarina) and P94-4S3 (identified as Pseudomonas aeruginosa) were further evaluated for potential use. Because of the rapid growth, larger size of its virus-like particles, and linear response to increasing dose of mitomycin C, the P. aeruginosa st. P94-4S3 was determined a better candidate for the marine prophage induction assay (MPIA). The Pseudomonas isolate was then used in several experiments for the development and optimization of the MPIA procedure. Initial screenings of the MPIA were also performed with selected environmental pollutants.

This study analyses the teachers' perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers' involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used. Keywords: active learning, primary school teacher, teaching fundamental sciences, teacher skills