Phosphorus (p) is a chemical component that has a concentration in the world’s land mass of around one gram for each kilogram. 85% to 95% of cellular phosphorus is available in the vacuole, 31p-nmr examinations uncovers the inadequacy of inorganic phosphorus (pi) efflux from the vacuole to make-up for a fast reduction of the cytosolic pi focus during phosphorus starvation. Activities of phosphorus use involve biogeochemical mechanisms of phosphorus in soil, the phosphorus cycle, chelation of iron (Fe), manganese (Mn) and aluminium (Al) and their subsequent removal from forming insoluble phosphorus compounds, transformation of phosphorus in the soil, and fixation of phosphorus in the soil. Phosphorus utilisation occur through solubilization by microbes which could be bacteria, fungi or bio-fertilizers that produce phytohormone, siderophores and antibiotics. However, factors affecting phosphorus solubilization are pH and temperature which are key predominant players for phosphorus adsorption dynamics from the soil and rhizosphere by plants, soil phosphorus transformation, spatial availability and acquisition of soil phosphorus, root architecture, bioavailability and acquisition of soil phosphorus, phosphorus cycling and bioavailability in soil-plant systems, its chemistry as well as its final uptake and utilization by plants. Overall, the phosphorus nutrition of plants is majorly monitored by phosphorus dynamics in the soil/rhizosphere-plant continuum. Given the usefulness of phosphorus to plants and its importance as a strategic resource, a better understanding of phosphorus dynamics in the soil/rhizosphere-plant continuum is necessary to lead the establishment of integrated phosphorus-management strategies involving manipulation of soil and rhizosphere activities, development of phosphorus-efficient crops, and improving phosphorus-recycling efficiency in the future.

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While knowledge, attitudes, and practices towards epilepsy have been extensively investigated, studies that focus on recommendations for teaching units about epilepsy are scarce. To gain an understanding of stakeholders’ views on the content and structure of such units and their implications for educational practice, interviews with teachers (n = 4), first aid instructors (n = 4), representatives of epilepsy-related associations (n = 3), neurologists (n = 3), and people with epilepsy (n = 3) were conducted during a qualitative pilot study from May 2020 to August 2020. Transcripts were independently coded by two raters using MAXQDA, reaching a final coding agreement of 92.15%. While experiences with epilepsy vary, almost all interviewees agreed that teaching about epilepsy in school could improve the quality of life of people with epilepsy. A well-designed teaching unit would be welcomed by most stakeholders. Neuronal processes and first aid measures were considered to be the most important topics. Having students with epilepsy in the classroom, enough time for preparation and implementation and not creating anxieties in students were anticipated challenges while teaching. Generally, basic information in (pre-service)-teacher education, cooperation with external experts, and open communication with students with epilepsy and their parents were recommended. Basic knowledge about epilepsy and proper seizure management should also be included in pre-service teacher education. Based on these findings, teaching units on specific aspects of epilepsy should be integrated in classrooms as well as in pre-service teacher education. However, affected students with epilepsy need to be consulted beforehand.

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