• Researchers suggest buzzing noises could be used as environmentally friendly way to enhance crop pollination
• Plants can “hear” bees buzzing and serve up more nectar when they are nearby, scientists have found.
• “There is growing evidence that both insects and plants can sense and produce, or transmit, vibro-acoustic signals,”
• The scientists are not yet sure how the plants might be listening in. They could rely on mechanoreceptors, cells that respond to mechanical stimulation such as touch, pressure or vibrations. “Plants do not have a brain, but they can sense the environment and respond accordingly,” said Barbero.
• While it is clear that buzzing sounds can trigger nectar production, the scientists are now looking into whether sounds from plants are being used actively to draw in suitable pollinators.
• to confirm this, we need to conduct choice tests to assess how different nectar concentrations attract various species.

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• Karrikin (KAR), a recently identified plant growth regulator, functions in seed germination, seedling development, and abiotic stress adaptation. Despite its recognized biological functions, the regulatory role and underlying mechanisms of KAR in mediating heat tolerance of turfgrass remain largely unknown.
• The results showed that heat stress caused negative effects on creeping bentgrass, including leaf water loss and membrane lipid peroxidation. Exogenous application of KAR₁ alleviated heat-induced damage on creeping bentgrass, resulting in improved leaf relative water content, decreased leaf electrolyte leakage, and increased antioxidant enzyme activities
• These results suggested that KAR₁ might act as an effective agent to enhance the heat tolerance of creeping bentgrass, which provides a new perspective on cool-season lawn maintenance.
• Heat stress significantly reduced in leaf RWC and increased electrolyte leakage in creeping bentgrass. Exogenous application of 100 nM KAR₁ effectively mitigated heat-induced stress damage, as demonstrated by improved maintenance of water balance and membrane stability, along with enhanced antioxidant enzyme activities.

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• Nitrogen and phosphorus availability determines transition to flowering, impacting reproductive success and adaptation in diverse environments.
• External cues (i.e., photoperiod, temperature) and internal metabolites (i.e., hormones, sugars) are essential in coordinating nutrient status and the shift from vegetative to reproductive growth.

• After observing that student action and thought is the only possible source of learning, Simon concluded, “The teacher can advance learning only by influencing the student to learn.” Faced with generative AI in our classrooms, the obvious response for us is to influence students to adopt the helpful uses of AI while persuading them to avoid the harmful ones. Our problem is that we don’t know how to do that.
• Since the arrival of generative AI, I have spent much of the last two years talking with professors and students to try to understand what is going on in their classrooms. In those conversations, faculty have been variously vexed, curious, angry, or excited about AI, but as last year was winding down, for the first time one of the frequently expressed emotions was sadness. This came from faculty who were, by their account, adopting the strategies my colleagues and I have recommended: emphasizing the connection between effort and learning, responding to AI-generated work by offering a second chance rather than simply grading down, and so on. Those faculty were telling us our recommended strategies were not working as well as we’d hoped, and they were saying it with real distress.
• Our problem is that we have two problems. One is figuring out how to encourage our students to adopt creative and helpful uses of AI. The other is figuring out how to discourage them from adopting lazy and harmful uses. Those are both important, but the second one is harder.

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