Biomass-dependent Effects of Age-0 Common Carp on Aquatic Ecosystems

Fishes play a functional role in structuring aquatic ecosystems through top-down and bottom-up processes. Adult common carp (Cyprinus carpio) are well recognized for their middle-out effects on aquatic ecosystems that can shift shallow lakes from the clear- to turbid-water stable state through benthic foraging activities. However, less is known about ecosystem effects of age-0 common carp. Age-0 common carp are planktivorous and can be highly abundant, suggesting that large year classes may also produce undesirable ecosystem effects. We evaluated the effects of four age-0 common carp densities (0, 175, 475, and 812 kg/ha) on water quality (ammonium, total phosphorus, total Kjeldahl nitrogen, and turbidity) and primary (macrophytes and phytoplankton) and secondary (zooplankton and benthic invertebrates) production. Common carp increased nutrient availability and phytoplankton production and decreased water transparency with effects increasing with carp biomass. Common carp also reduced macrophyte coverage and cladocera density (through effects on chydorus and ceriodaphnia) and body size, but effects were not density dependent. In contrast, common carp did not appear to affect copepod, rotifer, chironomid, or gastropod densities. These results suggest that even relatively low age-0 common carp densities (\u3e175 kg/ha) may have many comparable ecosystem effects as adult carp, although effects may be accrued through different pathways

Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions

Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom