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Background Sodium (Na⁺) is one of the most intensely researched ions in plant biology and has attained a reputation for its toxic qualities. Following the principle of Theophrastus Bombastus von Hohenheim (Paracelsus), Na⁺ is, however, beneficial to many species at lower levels of supply, and in some, such as certain C4 species, indeed essential. Scope Here, we review the ion's divergent roles as a nutrient and toxicant, focusing on growth responses, membrane transport, stomatal function, and paradigms of ion accumulation and sequestration. We examine connections between the nutritional and toxic roles throughout, and place special emphasis on the relationship of Na⁺ to plant potassium (K⁺) relations and homeostasis. Conclusions Our review investigates intriguing connections and disconnections between Na⁺ nutrition and toxicity, and concludes that several leading paradigms in the field, such as on the roles of Na⁺ influx and tissue accumulation or the cytosolic K⁺/Na⁺ ratio in the development of toxicity, are currently insufficiently substantiated and require a new, critical approach.

Chlamydia pecorum is a significant cause of morbidity and mortality in koalas and a major contributor to population decline. Due to its crucial role in vaccine development and use as a strain typing tool, multiple studies have investigated the prevalence and diversity of the C. pecorum outer membrane protein A (MOMP), encoded by ompA. This prior work has shown that ompA genotypes vary across geographical regions, with multiple genotypes identified across Eastern Australia. Despite these earlier studies, our understanding of the diversity and distribution of MOMP remains incomplete. Here, we aimed to assess the geographical distribution, diversity, and temporal stability of the C. pecorum ompA across wild koalas infected with Chlamydia in north‐eastern Australia. Full‐length ompA sequences were generated from 226 samples collected from 173 unique animals from multiple koala populations over a 4‐year time span. C. pecorum ompA genotypes F and G were the most common and were identified across all geographical regions. Genotype A was the next most common but mostly restricted to the South Brisbane region. In addition to two novel genotypes, rare genotypes, including livestock‐associated types E58 and L1, and koala‐associated H and I were sporadically identified. Comparison with historical ompA genotypes showed that the distribution of genotypes has remained stable over the past decade, suggesting limited selective pressure despite ongoing vaccination trials and management programmes. The stability of genotypes coupled with the identification of novel and livestock‐associated genotypes underscores the importance of continued surveillance to inform future vaccine development and conservation strategies for koalas. The comprehensive dataset, including full‐length ompA sequences from over 220 samples, provides a unique look at the geographical spread and temporal stability of Chlamydia pecorum. Our analysis not only underscores the prevalence of vaccine‐specific genotypes but also highlights the emergence of novel genotypes and their potential implications for vaccine effectiveness. Such insights are crucial for devising strategies to manage and conserve affected koala populations.

PurposeThis study examined the implementation of an agile-blended learning (ABL) approach in a master-level early childhood research course and assessed its impact on the learning experience. The purpose was to understand how incorporating ABL concepts affected flexibility, learner autonomy, collaboration and technology mediation, the core principles of ABL.Design/methodology/approachA participatory case study methodology was employed to gather insights from 40 students regarding their experiences in the redesigned research course. Data were collected through interviews, observations and document analysis. Qualitative data were thematically analyzed and quantitative data descriptively analyzed.FindingsABL fostered flexibility, convenience and learner autonomy. However, students desired richer interpersonal interactions. Technological integration enhanced learning, but social presence was lacking.Research limitations/implicationsThe study was limited to a specific master-level early childhood education course and focused on a particular group of students. Further research is needed to examine the generalizability of the findings in different educational contexts and student populations.Practical implicationsRecommendations include ongoing professional development and support systems to optimize ABL realization. Sustaining ABL practices necessitates flexible, empowering institutional structures.Originality/valueThis study contributes to the literature by exploring the potential of ABL in the context of early childhood research education. It provides empirical evidence of the benefits of ABL for increased flexibility, learner autonomy, collaboration and technology mediation. The case study design adds to the originality by offering insights into the practical implementation of ABL in an educational setting.

This article explores how Hong Kong kindergartens promote inclusive early childhood education for non‐Chinese‐speaking children within the dynamic context of China’s Greater Bay Area (GBA). It builds upon the findings of a foundational survey of 161 kindergartens from the same research project, which revealed that while new government subsidies encouraged greater inclusion, significant challenges persisted. Specifically, our survey identified systemic barriers, including human resource shortages, a heavy reliance on kindergartens’ own efforts to overcome difficulties, and insufficient parental engagement, resulting in disparities in implementation. Building on these findings, this article moves from identifying problems to highlighting solutions. It analyzes qualitative data from 16 case reports, submitted for an award scheme on multicultural inclusion, and 10 follow‐up interviews to uncover exemplary practices. Using the CARE model (capability, aspirations, resources, engagement) as an analytical framework, this study identifies key strategies that proactive kindergartens employ, such as building multicultural learning environments, forging strong home‐school partnerships, and developing targeted outreach programs. The findings reveal that successful inclusion is not accidental but the result of a deliberate, holistic, and interconnected effort. These insights contribute to a deeper understanding of how inclusive education policies can be effectively implemented in diverse urban contexts, offering valuable lessons for advancing educational equity and sustainable development (SDGs 4 and 10) in Hong Kong and, with local adaptation, in comparable urban contexts within the GBA and beyond.

Amid a policy mandate to foster national identity in Hong Kong’s early childhood education sector, this study explores the complex intersection of pedagogy, home–school collaboration, and technology integration. Navigating this value-laden topic depends fundamentally on a strong partnership between parents and educators, yet the rapid push for artificial intelligence (AI) creates additional pressures. This qualitative study investigates the shared and conflicting perspectives of these key stakeholders. Eight focus groups were conducted with 21 parents and 26 educators from four diverse Hong Kong kindergartens. Data were analyzed using a novel human–AI collaborative thematic analysis to ensure analytical depth and reliability. The findings reveal a paradoxical consensus: while parents and educators agree on an experiential, play-based pedagogy, they hold divergent views on the division of responsibility. A further misalignment exists in communication ideals, with parents prioritizing efficiency and educators prioritizing relational nuance. Critically, a technology paradox emerges, pitting parents’ aspirational hopes for AI against educators’ pragmatic concerns over inadequate resources, training, and pedagogical suitability. The study concludes that a significant perception gap strains the home–school partnership. Simply introducing technology without first addressing these foundational human and resource-based misalignments risks widening, rather than bridging, the divide, offering important lessons for education systems globally.

This systematic review answered two questions among adults with chronic conditions: When included in the same statistical model, are Common Sense Model constructs and self-efficacy both associated with (1) self-management behaviors and (2) health outcomes? We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and included 29 articles. When included in the same statistical model, Common Sense Model constructs and self-efficacy were both correlated with outcomes. Self-efficacy was more consistently associated with self-management behaviors, and Common Sense Model constructs were more consistently associated with health outcomes. Findings support the continued inclusion and integration of both frameworks to understand and/or improve chronic illness self-management and outcomes.

Information on U.S. COVID-19 mortality rates by occupation is limited. We aimed to characterize 2020 COVID-19 fatalities among working Californians to inform preventive strategies. We identified laboratory-confirmed COVID-19 fatalities with dates of death in 2020 by matching death certificates to the state's COVID-19 case registry. Working status for decedents aged 18-64 years was determined from state employment records, death certificates, and case registry data and classified as \"confirmed working,\" \"likely working,\" or \"not working.\" We calculated age-adjusted overall and occupation-specific COVID-19 mortality rates using 2019 American Community Survey denominators. COVID-19 accounted for 8,050 (9.9%) of 81,468 fatalities among Californians 18-64 years old. Of these decedents, 2,486 (30.9%) were matched to state employment records and classified as \"confirmed working.\" The remainder were classified as \"likely working\" (n = 4,121 [51.2%]) or \"not working\" (n = 1,443 [17.9%]) using death certificate and case registry data. Confirmed and likely working COVID-19 decedents were predominantly male (76.3%), Latino (68.7%), and foreign-born (59.6%), with high school or less education (67.9%); 7.8% were Black. The overall age-adjusted COVID-19 mortality rate was 30.0 per 100,000 workers (95% confidence interval [CI], 29.3-30.8). Workers in nine occupational groups had age-adjusted mortality rates higher than this overall rate, including those in farming (78.0; 95% CI, 68.7-88.2); material moving (77.8; 95% CI, 70.2-85.9); construction (62.4; 95% CI, 57.7-67.4); production (60.2; 95% CI, 55.7-65.0); and transportation (57.2; 95% CI, 52.2-62.5) occupations. While occupational differences in mortality were evident across demographic groups, mortality rates were three-fold higher for male compared with female workers and three- to seven-fold higher for Latino and Black workers compared with Asian and White workers. Californians in manual labor and in-person service occupations experienced disproportionate COVID-19 mortality, with the highest rates observed among male, Latino, and Black workers; these occupational group should be prioritized for prevention.

Although mental health is a major factor in couple relations, little is known on how depression might be transmitted within couples over long periods of time. This study sought to examine mutual influences of depressive symptoms across 23 years between women with clinical depression and their partners. A longitudinal, observational design employed a sample of 69 mixed-gender couples consisting of women with depression and their partners. Each partner’s depressive symptoms were estimated using cross-lagged path models across 10- and 23-year follow-ups, adjusting for income, education, and changes in couple status. Among women with depression at baseline, more depressive symptoms at 10-year follow-up predicted more depressive symptoms in their partners 13 years later, and those partners’ depressive symptoms at baseline predicted more depressive symptoms 23 years later among women with baseline depression. These findings demonstrate long-term associations between women with depression and their partners over time, highlighting the importance of accounting for couple context in depression assessment and treatment.

Metaverse is reshaping how brands approach marketing, providing alternative and innovative methods for marketers to redefine their brands and reinvent the customer experience. Different sectors are still exploring the possibilities of the metaverse and are now adopting a test-and-learning mindset. This study explores consumer acceptance of metaverse marketing for branding and pre-purchase activities, comparing its effectiveness with social media platforms. Using a survey of 197 participants (45% experiencing a metaverse space on Spatial.io, 55% using Instagram), we investigated factors influencing intention to use and purchase intention through a closed-ended questionnaire. The results show that perceived usefulness is the primary driver of use intention in the metaverse (β = 0.573, p < 0.001), while habit significantly influences platform preference, particularly for social media (β = 0.767, p < 0.001). These findings provide marketers with actionable insights to leverage interactive virtual environments, enhancing branding and pre-purchase experiences by prioritizing usability and familiarity.

Almost all 3- to 6-year-olds attend preschool programmes in Hong Kong; however, early childhood education (ECE) had been relatively neglected by the Hong Kong government until 2000 when the reform of school education system was initiated. Since then, notions of ‘child-centredness’ and holistic development have been promulgated as the core values of ECE. Against this backdrop, this paper critically examines the Hong Kong ECE context, its historical development, the major obstacles to reform from both parents’ and providers’ perspectives, and the recent key policy developments in ECE. It provides a useful reference for international audiences, particularly those in Confucian-heritage cultures, in designing and implementing educational reform and change in ECE.