Ammonium sensitivity of plants is a worldwide problem, constraining crop production. Prolonged application of ammonium as the sole nitrogen source may result in physiological and morphological disorders that lead to decreased plant growth and toxicity. The main causes of ammonium toxicity/tolerance described until now include high ammonium assimilation by plants and/or low sensitivity to external pH acidification. The various ammonium transport-related components, especially the non-electrogenic influx of NH3 (related to the depletion of (15)N) and the electrogenic influx of NH4(+), may contribute to ammonium accumulation, and therefore to NH3 toxicity. However, this accumulation may be influenced by increasing K(+) concentration in the root medium. Recently, new insights have been provided by "omics" studies, leading to a suggested involvement of GDP mannose-pyrophosphorylase in the response pathways of NH4(+) stress. In this review, we highlight the cross-talk signaling between nitrate, auxins and NO, and the importance of the connection of the plants' urea cycle to metabolism of polyamines. Overall, the tolerance and amelioration of ammonium toxicity are outlined to improve the yield of ammonium-grown plants. This review identifies future directions of research, focusing on the putative importance of aquaporins in ammonium influx, and on genes involved in ammonium sensitivity and tolerance.

Biodiversity is a concept of great scientific interest and social value studied in different subjects of the secondary education curriculum. Citizen–science programs may contribute to increasing the engagement of students when studying biodiversity. This work aimed to explore the use of the citizen–science platform iNaturalist as a complement of the elaboration of herbaria in an outdoor activity for 4th course 16-year-old students in the Basaula Reserve. The platform iNaturalist was chosen for its suitability to develop collaborative projects in an educational context. The Basaula project was created and 122 students were trained to record plant species in an outdoor activity. A total of 32 species were recorded, among them the most abundant were beech (Fagus sylvatica) and holm oak (Quercus ilex). The students positively evaluated their experience, highlighting its adequacy to record biodiversity data and make a virtual herbarium. Students valued the innovative character of iNaturalist and its usefulness for research but also the opportunity to integrate mobile devices in school education. We concluded that iNaturalist is a valuable tool to carry out collaborative projects dealing with biodiversity in secondary education.