Susie Ho

This book not only underscores the imperative of a just transition toward a low-carbon economy but also leverages frameworks derived from United Nations climate change conferences.

Addressing the complexities of different forms of justice, the book is centered around four key themes from UN COP conferences. It endeavours to equip researchers and policy-makers with legal pathways to facilitate a fair transition to decarbonisation. The focus is squarely on the United Nations' areas of loss… Show more

This book not only underscores the imperative of a just transition toward a low-carbon economy but also leverages frameworks derived from United Nations climate change conferences.

Addressing the complexities of different forms of justice, the book is centered around four key themes from UN COP conferences. It endeavours to equip researchers and policy-makers with legal pathways to facilitate a fair transition to decarbonisation. The focus is squarely on the United Nations' areas of loss and damage, transport, nature, and youth, spanning across Australia and other economies. Our collective aim is to support dialogue for substantial emissions reductions by 2030.

For more details and insights, please visit: https://lnkd.in/ghMtg4Fr Show less

Progress on climate issues may be slow but COP remains the best mechanism for pressuring governments to make the changes needed to avert catastrophe.

COP, or the Conference of the Parties, represents an annual global gathering dedicated to addressing the dire existential threat posed by the climate crisis.

This intergovernmental event, however, is a source of considerable controversy, primarily due to the perceived lack of substantial progress in combating the climate… Show more

Progress on climate issues may be slow but COP remains the best mechanism for pressuring governments to make the changes needed to avert catastrophe.

COP, or the Conference of the Parties, represents an annual global gathering dedicated to addressing the dire existential threat posed by the climate crisis.

This intergovernmental event, however, is a source of considerable controversy, primarily due to the perceived lack of substantial progress in combating the climate catastrophe.

Since its inception in 1995, each COP has yielded only incremental reductions in emissions. The grand-scale, systemic transformations necessary to achieve the objectives set forth in the Paris Agreement still appear frustratingly distant.

Nevertheless, it’s essential to acknowledge the formidable challenges in reaching consensus on climate issues among 198 participating countries. Show less

Partnerships between scholars and society must become a foundation of learning (including life-long learning) and teaching practices if the world is to achieve the 17 United Nations Sustainable Development Goals (UN SDGs). As recognised by SDG 4 (Education for all) and Article 12 of the UN Framework Convention on Climate Change (UNFCCC) landmark Paris Agreement of 2017, which states “Parties shall cooperate in taking measures, as appropriate, to enhance climate change education, training… Show more

Partnerships between scholars and society must become a foundation of learning (including life-long learning) and teaching practices if the world is to achieve the 17 United Nations Sustainable Development Goals (UN SDGs). As recognised by SDG 4 (Education for all) and Article 12 of the UN Framework Convention on Climate Change (UNFCCC) landmark Paris Agreement of 2017, which states “Parties shall cooperate in taking measures, as appropriate, to enhance climate change education, training, public awareness, public participation and public access to information”, education at secondary, post-secondary, and life-long learning venues is vital to addressing sustainable development and the climate crisis. However, to simultaneously drive sustainable transitions and confront social inequities on a global scale, education must be solutions-focused and co-designed with communities and partners beyond traditional classrooms. The education needed to address the global climate crisis cannot be delivered by one discipline, sector, industry, or country alone. Since the purpose of the SDGs is to highlight the interconnected and multicultural nature of sustainability themes and thereby encourage cooperative global and cross-sector action, institutions of learning must look beyond their own walls to bring these principles into educational programming. Show less

In 1963 Dr. Martin Luther King Jr. delivered one of his most enduring speeches. His words ring true nearly 60 years later. The “fierce urgency of now”, with “…no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism”, is more applicable than ever to a climate-change crisis emerging as humanity's greatest challenge. The engagement of diverse voices is central to pushing governments toward ambitious commitments to reduce global warming. From the rise of youth… Show more

In 1963 Dr. Martin Luther King Jr. delivered one of his most enduring speeches. His words ring true nearly 60 years later. The “fierce urgency of now”, with “…no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism”, is more applicable than ever to a climate-change crisis emerging as humanity's greatest challenge. The engagement of diverse voices is central to pushing governments toward ambitious commitments to reduce global warming. From the rise of youth activists like Greta Thunberg and the emergence of social justice movements like Black Lives Matter, today's youth are insistently calling for social justice and climate solutions. Here, we as faculty and civil society observers of the United Nations Framework Convention on Climate Change (UNFCCC) Conference of the Parties (COP) reflect on the rapid changes in youth participation, and their struggle to find a voice within the chaos of a COP. Show less

Failure to reach an agreement was a very real contemplation at Sharm el-Sheikh. This would have been the first time since COP6 in 2000 that parties did not issue a decision. It was a possibility that some countries were advocating for from the beginning, and that others only began raising when it appeared that there was a very real likelihood that the 2022 text would be a step backwards, not forward, from that agreed in last year’s climate conference.

In the end agreement was reached… Show more

Failure to reach an agreement was a very real contemplation at Sharm el-Sheikh. This would have been the first time since COP6 in 2000 that parties did not issue a decision. It was a possibility that some countries were advocating for from the beginning, and that others only began raising when it appeared that there was a very real likelihood that the 2022 text would be a step backwards, not forward, from that agreed in last year’s climate conference.

In the end agreement was reached. By next year, negotiators may perhaps have found a way to overcome the excessive fragmentation witnessed across governments, sectors and UN agencies to embrace the messaging repeated throughout civil society: that incremental change is not enough to reach 1.5 and that a just, equitable transformation of the system is needed now. Show less

Disruptive events can trigger societal transformations with beneficial outcomes (Walker et al., 2020). For scientific professions, the COVID-19 pandemic triggered a comprehensive shift from in-person workshops, seminars, and conferences to the use of virtual formats for research and knowledge dissemination (e.g., Viglione, 2020). Despite the merits of virtual conferencing being advocated since the development of the internet (e.g., Reay, 2003; Gichora et al., 2010; Blackman et al., 2020)… Show more

Disruptive events can trigger societal transformations with beneficial outcomes (Walker et al., 2020). For scientific professions, the COVID-19 pandemic triggered a comprehensive shift from in-person workshops, seminars, and conferences to the use of virtual formats for research and knowledge dissemination (e.g., Viglione, 2020). Despite the merits of virtual conferencing being advocated since the development of the internet (e.g., Reay, 2003; Gichora et al., 2010; Blackman et al., 2020), ecological and environmental sciences have historically relied on in-person events, and adoption of virtual conferencing for knowledge sharing and networking during so-called lockdowns and travel restrictions represented a radical change. Compelled by COVID-19, many conferences rapidly shifted to virtual formats. However, the combination of professional and personal attachment to in-person conferences, hopes of the effectiveness of vaccines against COVID-19, and organizations planning to host solely in-person events as soon as possible suggests we risk missing an unparalleled opportunity to permanently reimagine scientific conferences to benefit the practice and culture of conservation research. Show less

Fieldwork, known for fostering more engaging and authentic learning experiences, is an established tradition in higher education which is changing; increasingly run on-campus for financial and logistical reasons and enhanced through education technologies to reflect industry practices. Here we examine student perceptions of on-campus fieldwork with the aim of understanding if on-campus fieldwork was valued and why, to be able to compare against literature on off-campus fieldwork. We explore… Show more

Fieldwork, known for fostering more engaging and authentic learning experiences, is an established tradition in higher education which is changing; increasingly run on-campus for financial and logistical reasons and enhanced through education technologies to reflect industry practices. Here we examine student perceptions of on-campus fieldwork with the aim of understanding if on-campus fieldwork was valued and why, to be able to compare against literature on off-campus fieldwork. We explore student views on activities at the Jock Marshall Reserve, an on-campus nature reserve of Monash University, Australia using mixed-methods approach. An online survey targeted students undertaking four subjects across first to third year and received 116 responses. In alignment with off-campus fieldwork studies, we found that overwhelmingly respondents highly valued fieldwork with dominant reasons being; 1) developed skills relevant to ‘real-world' science, 2) reinforced theoretical learning, and 3) was more engaging than traditional study, with some benefits to their wellbeing. The novel perceptions related to increased convenience and authenticity. Since a majority of respondents wished to undertake on-campus fieldwork more frequently, this study suggests that the inclusion of on-campus fieldwork should be considered within science curriculum in higher education. Show less

Designing and delivering interdisciplinary degrees is challenging because it requires extensive collaboration amongst a range of discipline experts with different pedagogical perspectives. Our key challenge, in developing the Master of Environment and Sustainability, an interdisciplinary degree at Monash University, was to effectively co-design a curriculum across multiple disciplines that delivered scaffolded skill development appropriate to a vastly diverse student cohort. We chose to use the… Show more

Designing and delivering interdisciplinary degrees is challenging because it requires extensive collaboration amongst a range of discipline experts with different pedagogical perspectives. Our key challenge, in developing the Master of Environment and Sustainability, an interdisciplinary degree at Monash University, was to effectively co-design a curriculum across multiple disciplines that delivered scaffolded skill development appropriate to a vastly diverse student cohort. We chose to use the Research Skills Development (RSD) framework to address this challenge because it offered a conceptual framework for the development of research skills that was non-discipline specific. We worked with the Library who introduced the RSD to academics from Science, Business and Humanities via two workshops. It was then embedded within course development and design, informing a range of assessments and rubrics. The RSD framework enabled deep collaboration amongst course educators from a broad range of disciplines. Show less

Complex problems addressed by the Sustainable Development Goals (SDGs), such as climate change, rising inequality and entrenched poverty, are interconnected and hence call for collaborative approaches and integrated solutions. Traditional monodisciplinary educational approaches do not adequately prepare students to develop innovative solutions to address the SDGs. For example, often sustainability courses are taught from a business, engineering, environmental science, or social science lens… Show more

Complex problems addressed by the Sustainable Development Goals (SDGs), such as climate change, rising inequality and entrenched poverty, are interconnected and hence call for collaborative approaches and integrated solutions. Traditional monodisciplinary educational approaches do not adequately prepare students to develop innovative solutions to address the SDGs. For example, often sustainability courses are taught from a business, engineering, environmental science, or social science lens. This is problematic as sustainability practitioners need to explicitly value, include and interweave knowledges, skills and perspectives from different disciplines, industries, and cultures. To address this, Monash University educators from science, social science and business disciplines co-designed an integrated sustainability course to prepare students to address the complex issues underlying the SDGs, drawing upon the Research Skills Development framework. This chapter describes the collaborative model used to design and develop the Master of Environment and Sustainability course. The chapter concludes with personal reflections from academics and students. Show less

Fieldwork is typically used to develop students’ technical skills in a range of scientific domains. Fieldwork may also be particularly conducive for enhancing social learning because of increased opportunities for social interactions. However, few studies have explored the value of students’ social interactions during science fieldwork. This pilot study used a mixed-methods survey to investigate 107 undergraduate students’ perceptions of science fieldwork. Participants had completed science… Show more

Fieldwork is typically used to develop students’ technical skills in a range of scientific domains. Fieldwork may also be particularly conducive for enhancing social learning because of increased opportunities for social interactions. However, few studies have explored the value of students’ social interactions during science fieldwork. This pilot study used a mixed-methods survey to investigate 107 undergraduate students’ perceptions of science fieldwork. Participants had completed science subjects with repeated on-campus fieldwork. The survey questions examined students’ perceptions of the potential influence on their well-being and cognition.

Most respondents reported long-lasting benefits to their well-being (57%; 42 students) and/or cognition (69%; 52 students). Commonly reported benefits related to well-being included enhanced enjoyment, relaxation, increased motivation and engagement, and stress reduction. In examining cognition, commonly reported benefits included gaining a deeper conceptual understanding from ‘hands-on’ activities and improved information retention. Whilst a variable response rate must be considered in interpreting our findings, our preliminary results suggest science fieldwork has a broader value to learning and the student experience. Students recognise that the benefits of fieldwork activities extend beyond the development of technical skills. Future studies could further explore how science educators can generate more effective social interactions during fieldwork-based education in science. Show less

Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming… Show more

Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. Show less

The climate crisis is upon us. Our physical world is changing as our climate veers away from its historical state and societies comprehend the magnitude of this disruption. Youth, students, and many others are in the streets, demanding deeper, faster, and more equitable action to protect their future. Simultaneously, we as ecologists, environmental scientists, and climate and sustainability educators are confronting an increasingly distressed and disempowered public. Higher education is being… Show more

The climate crisis is upon us. Our physical world is changing as our climate veers away from its historical state and societies comprehend the magnitude of this disruption. Youth, students, and many others are in the streets, demanding deeper, faster, and more equitable action to protect their future. Simultaneously, we as ecologists, environmental scientists, and climate and sustainability educators are confronting an increasingly distressed and disempowered public. Higher education is being buffeted by this confluence of crises in 2020. How can we educate students to become effective citizens across the scientific, ethical, cultural, and policy landscapes that they are plunged into, without exacerbating their burden of eco‐anxiety? We believe that solutions‐based student learning that facilitates active participation in policy‐making processes is one way to accomplish this goal. Show less

Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate science degrees. A mixed methods approach was used, which included the analysis of both quantitative and qualitative online survey data. The key findings… Show more

Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate science degrees. A mixed methods approach was used, which included the analysis of both quantitative and qualitative online survey data. The key findings showed that, although students understood the importance of developing teamwork skills for their future, a substantial proportion did not feel sufficiently prepared with these skills by their science degree. To develop teamwork skills, more students valued working in teams during laboratory sessions, team sports and informal study groups than non-laboratory based formal teamwork assessment. In support of previous teamwork studies across disciplines, the most cited factors contributing to poor teamwork experiences were difficulties scheduling meetings and unequal contribution among team members. This study indicates pedagogical improvements that may enhance the teamwork experience of students during assessments. Show less

urpose
The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability.

Design/methodology/approach
In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of… Show more

urpose
The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability.

Design/methodology/approach
In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency.

Findings
Participants stated that social media skills should be taught in optional classes (85 per cent) covering generic competencies (56 per cent). The majority (91 per cent) of respondents reported that social media skills and training were valuable for employability.

Research limitations/implications
This was a pilot study and was therefore limited by the self-selection of participants, sample size and geographic location.

Practical implications
This study identifies that undergraduates across a range of disciplines are receptive to developing professionally relevant social media skills within higher education pedagogy and identify a link between social media proficiency and graduate employability.

Originality/value
Despite the increasing necessity for social media skills in professional environments, few studies have examined the teaching of social media skills as a core competency in higher education. Instead, social media is largely examined in relation to curriculum delivery and student engagement. This study explores attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency exclusively from the viewpoint of undergraduate students, to provide an alternative insight rarely explored in the literature. Show less

Science has a vital role in shaping our society and economy. The impact of science can continue to grow provided our scientists and science professionals are equipped with skills to create an innovative, sustainable and prosperous future.

Too frequently, leadership skills are mistakenly equated with management skills; many only see value in leadership education when people reach senior positions and are managing teams. When leadership education is conceptualized as an action undertaken… Show more

Science has a vital role in shaping our society and economy. The impact of science can continue to grow provided our scientists and science professionals are equipped with skills to create an innovative, sustainable and prosperous future.

Too frequently, leadership skills are mistakenly equated with management skills; many only see value in leadership education when people reach senior positions and are managing teams. When leadership education is conceptualized as an action undertaken by many rather than a title held by few, it can increase the quality of people’s contribution to their sector. This is because leadership education can provide a pathway for building self-awareness, self-efficacy, interpersonal skills, resilience and adaptability. Show less

Leadership education is increasingly prevalent, with tertiary institutions offering leadership programs in a variety of formats. Leadership curricula are traditionally underrepresented in science, but provide a promising way to develop a range of transferable skills. Moving forward, it is important for educators and curriculum designers to ask why science students should choose to layer their discipline-specific education with leadership education. Our study aimed to identify the key… Show more

Leadership education is increasingly prevalent, with tertiary institutions offering leadership programs in a variety of formats. Leadership curricula are traditionally underrepresented in science, but provide a promising way to develop a range of transferable skills. Moving forward, it is important for educators and curriculum designers to ask why science students should choose to layer their discipline-specific education with leadership education. Our study aimed to identify the key motivations for undergraduates to choose leadership education alongside a traditional science degree. We surveyed 70 undergraduates across the Bachelor of Science, Bachelor of Science - Advanced Research (Honours) and two emerging science leadership programs (Science Future Leaders and Bachelor of Science Advanced - Global Challenges (Honours)) at Monash University, Australia. We also interviewed 13 students, asking open-ended questions about their motivations for undertaking leadership courses and coded responses to identify common themes. All interviewed students indicated that employability was important in their decision-making. Most respondents were motivated to develop transferable skills and broaden their employment options, competitiveness and adaptability in what scholars have described as an uncertain and dynamic workforce. Some respondents also cited a wish to increase their capacity to have a positive impact in society during their careers. Our findings suggest that today's Australian science students are receptive to broadening their skills, attributes and competencies beyond traditional technical and content-rich discipline training. Show less

Leigh C., Bush A., Frampton L., Harrison E.T., Ho S.S., Luke, L. and Rolls R.J.

Climate extremes and their physical impacts – including droughts, fires, floods, heat waves, storm surges and tropical cyclones – are important structuring forces in riverine ecosystems. Climate change is expected to increase the future occurrence of extremes, with potentially devastating effects on rivers and streams. We synthesise knowledge of extremes and their impacts on riverine ecosystems in Australia… Show more

Leigh C., Bush A., Frampton L., Harrison E.T., Ho S.S., Luke, L. and Rolls R.J.

Climate extremes and their physical impacts – including droughts, fires, floods, heat waves, storm surges and tropical cyclones – are important structuring forces in riverine ecosystems. Climate change is expected to increase the future occurrence of extremes, with potentially devastating effects on rivers and streams. We synthesise knowledge of extremes and their impacts on riverine ecosystems in Australia, a country for which projected changes in event characteristics reflect global trends.
Hydrologic extremes play a major structuring role in river ecology across Australia. Droughts alter water quality and reduce habitat availability, driving organisms to refugia. Extreme floods increase hydrological connectivity and trigger booms in productivity, but can also alter channel morphology and cause disturbances such as hypoxic blackwater events.
Tropical cyclones and post‐cyclonic floods damage riparian vegetation, erode stream banks and alter water quality. Cyclone‐induced delivery of large woody debris provides important instream habitat, although the wider ecological consequences of tropical cyclones are uncertain.
Wildfires destroy catchment vegetation and expose soils, increasing inputs of fine sediment and nutrients to streams, particularly when followed by heavy rains.
Research on the impacts of heat waves and storm surges is scarce, but data on temperature and salinity tolerances, respectively, may provide some insight into ecological responses.
We identify research gaps and hypotheses to guide future research on the ecology of extreme climate events in Australia and beyond. A range of phenomenological, experimental and modelling approaches is needed to develop a mechanistic understanding of the ecological impact of extreme events and inform prediction of responses to future change. Show less

1. The factors that promote coexistence of global invaders and native species are poorly understood. The role of abiotic factors in determining the dominance of invasive species is also an area of increasing interest. Gambusia holbrooki (Eastern Mosquitofish) is an important global invader, displacing endemic fish and frogs on four continents. However, Gambusia co‐occurs with a similar‐sized fish (Hypseleotris spp.) in dynamic floodplain wetland pools of south‐eastern Australia.

2. We… Show more

1. The factors that promote coexistence of global invaders and native species are poorly understood. The role of abiotic factors in determining the dominance of invasive species is also an area of increasing interest. Gambusia holbrooki (Eastern Mosquitofish) is an important global invader, displacing endemic fish and frogs on four continents. However, Gambusia co‐occurs with a similar‐sized fish (Hypseleotris spp.) in dynamic floodplain wetland pools of south‐eastern Australia.

2. We examined the relative abundance of Gambusia and Hypseleotris in regularly flooded and irregularly flooded pools to determine whether seasonal hydrological disturbance may be advantageous to the native species. We aimed to determine whether Gambusia and Hypseleotris populations respond differently to regular seasonal flooding and whether this could reduce the ability of Gambusia to dominate numerically the native species. We tested this by sampling fish bi‐monthly in 15 floodplain pools over 2.5 years.

3. We found that the relative abundance of the two species differed between regularly and irregularly flooded pools, while both pool types persisted (over a period of a year). Hypseleotris were numerically dominant in regularly flooded pools from spring through to autumn, following a major spring flood. In contrast, Gambusia were more abundant than Hypseleotris in irregularly flooded pools from summer until pools dried completely.

4. Due to the higher reproductive response of Hypseleotris to a spring flood, and the timing of its breeding season, we suggest that Hypseleotris may have a reproductive advantage over Gambusia during productive post‐flood spring/summer conditions. While the abundances of both species were usually within a similar range, variation in hydrologic habitats and the inter‐play between life‐history traits and hydrologic disturbance may nonetheless give the native fish an edge. Show less

Gambusia holbrooki is an invasive predatory poeciliid fish in wetlands of south-eastern Australia, where it coexists with the native waterbug Anisops thienemanni (Notonectidae). Gambusia has been shown to produce trophic cascades, leading to increased algal biomass following invasion, whereas these effects relative to the often-dominant invertebrate predator Anisops are unknown. Given its flexible diet, we predicted that Gambusia would feed more broadly than Anisops, thereby reducing the… Show more

Gambusia holbrooki is an invasive predatory poeciliid fish in wetlands of south-eastern Australia, where it coexists with the native waterbug Anisops thienemanni (Notonectidae). Gambusia has been shown to produce trophic cascades, leading to increased algal biomass following invasion, whereas these effects relative to the often-dominant invertebrate predator Anisops are unknown. Given its flexible diet, we predicted that Gambusia would feed more broadly than Anisops, thereby reducing the abundance of zooplankton grazers, and increasing chlorophyll a. We tested this hypothesis in experimental 110-L wetland mesocosms, using Gambusia and Anisops alone and in combination, in addition to no-predator treatments. We ran two experiments lasting 91 and 35 days, respectively. Both fish and macroinvertebrates generated weak trophic cascades, resulting in minor increases in chlorophyll a above concentrations in control treatments. Gambusia, in lowering total zooplankton abundances, triggered a larger, although still relatively small, algal response relative to Anisops. Impacts of both predators on dominant invertebrate grazers (e.g. Simocephalus spp., copepod nauplii) were similar, although Anisops was associated with an increase in ostracod (Newnhamia sp.) numbers. The similar trophic role of the two predators on algae was unexpected, given their different effects on planktonic communities and their very different taxonomic positions and zoogeographic origins. Show less

McCarthy, Bernard | McGuffie, Prue | Ho, Susie

Ho, Susie | Roberts, Jane | Cheers, Garry | Suitor, Lara

Scholz, Oliver | Meredith, Shaun | Keating, Rebecca | Suitor, Lara | Ho, Susie | Ellis, Iain

Susie Ho | Shaun Meredith