We tested the hypotheses that sodium bicarbonate (SB) supplementation improves performance, reduces markers of acute kidney injury (AKI) risk, and increases markers of acute gastrointestinal injury (AGI) during repeated sprints in the heat. Using a double-blind design, 10 recreationally endurance-trained participants ingested 0.2 g/kg of body weight of SB or placebo before cycling in the heat (dry-bulb: 40 °C, relative humidity: 20
This study aims to explore how Asian American female faculty members in U.S. higher education experience and navigate social and academic dynamics. Building upon the AsianCrit and Womanism framework and adopting Suda as a culturally responsive ontoepistemology, four Asian American female faculty engaged in a two-year long co/autoethnographic self-study. The Suda produced vivid accounts of the experiences and challenges faced by these faculty members and their acts of resistance from multifaceted contexts and perspectives. The collective findings from this study offer implications for higher education institutions to become more equitable, sensitive, and responsive to the experiences and resistance strategies of Asian American female faculty to help systematically disrupt stereotypical images, unjust expectations, and epistemic exclusion.
Who bears responsibility when artificial intelligence systems cause harm? This question has become central to AI ethics and governance [55, 80]. Most existing approaches focus on developers, yet this faces serious practical and theoretical problems. Drawing on tort law, agency law, and philosophy of technology, this paper argues that AI should be understood as an instrument whose outputs remain the responsibility of human operators rather than developers. We call this 'user-centric governance.' Placing accountability with deployers promotes public trust by creating clear lines of responsibility, a concern that governance approaches have often overlooked [78]. It preserves democratic accountability by keeping human actors answerable for AI-mediated decisions, and it counters power imbalances by ensuring that those who use AI bear consequences for how they use it. Legal principles of instrumentality show that operational responsibility should follow use rather than creation. We propose a 'distributed yet centered' governance model that acknowledges developer obligations while treating deployment decisions as the center of primary accountability.
During the 2024 U.S. presidential election, Tesla CEO Elon Musk endorsed the Republican nominee Donald Trump, contributed nearly 250 million to PACs supporting his candidacy, and grew close to Trump as a prominent figure in his second administration through his involvement with the Department of Government Efficiency, prior to his withdrawal from the Trump inner circle in May 2025. We contend his alliance with Trump politicized his electric vehicle company Tesla, polarized the carmaker’s brand image and reputation, and likely resulted in partisan consumerism. Using daily brand tracking data, we find support for these contentions across a variety of brand perception metrics including quality, value, employment reputation, and purchase considerations. Specifically, we show that, on average, Democrats grew to view Tesla more negatively while Republicans warmed to the brand in the aftermath of Musk’s endorsement of Trump and in the early months of his second administration. Consumers are responsive to partisan activity by corporate leaders and appear willing to adapt their views of corporate brands and purchasing behaviors to align with and express their partisan allegiances. Corporate leaders engage in partisan politics at the peril of their brand images and, ultimately, even the bottom line.
This study examines how Korean heritage school educators experience and navigate out-of-field teaching in diasporic, community-based contexts. While out-of-field teaching is typically framed as an issue within formal school systems, Korean heritage school educators work as out-of-field teachers outside of conventional schooling, often without certification, standardised curricula, or consistent institutional support. Drawing on theories of situated learning, teacher professional identity, precarity, and hybridity, the study explores how these educators develop professional agency amid overlapping structural constraints and cultural expectations. Using an interpretivist qualitative design, data were collected through a preliminary survey of 25 educators and in-depth, semi-structured interviews with five selected participants. Findings show that professional learning emerges through improvisation, informal collaboration, and culturally grounded care work; that teachers struggle to adapt externally produced materials and policies to the linguistic and cultural realities of heritage school learners; and that they express strong desires for context-specific professional development that recognises their hybrid roles. This study reframes out-of-field teaching by locating Korean heritage school educators within the cultural and institutional precarity of non-formal learning spaces, which are simultaneously shaped by structural inequities and enabled by community-driven possibilities.
