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Our understanding on phytoplankton diversity has largely been progressing since the publication of Hutchinson on the paradox of the plankton. In this paper, we summarise some major steps in phytoplankton ecology in the context of mechanisms underlying phytoplankton diversity. Here, we provide a framework for phytoplankton community assembly and an overview of measures on taxonomic and functional diversity. We show how ecological theories on species competition together with modelling approaches and laboratory experiments helped understand species coexistence and maintenance of diversity in phytoplankton. The non-equilibrium nature of phytoplankton and the role of disturbances in shaping diversity are also discussed. Furthermore, we discuss the role of water body size, productivity of habitats and temperature on phytoplankton species richness, and how diversity may affect the functioning of lake ecosystems. At last, we give an insight into molecular tools that have emerged in the last decades and argue how it has broadened our perspective on microbial diversity. Besides historical backgrounds, some critical comments have also been made.Never heard of harpacticoids, ostracods, gastrotrichs or microturbellarians? This is no surprise, they are so tiny! Yet these taxa and many others more famous (nematodes, rotifers, or tardigrades) show complex behaviours and extraordinary physiologies that allow them to colonize inland waters worldwide. This exuberant fauna is better known as the meiofauna (or meiobenthos). NVP-BHG712 Ephrin receptor inhibitor Meiofaunal organisms have been fascinating study objects for zoologists since the seventeenth century and recent research has demonstrated their intermediate role in benthic food webs. This special issue highlights how meiofauna can help freshwater ecologists to describe and predict species distribution patterns, to assess production of biomass and trait functions relationships, as well as to examine the trophic links between microscopic and macroscopic worlds and to better understand species' resilience to environmental extremes. Overall, meiofaunal organisms are bridging scales, and as such they deserve better integration to develop more comprehensive concepts and theories in ecology.Positive attributes stick to higher education internationalisation, and it is a policy paradigm with performative effects. Internationalisation draws on imagined virtuous flows of knowledge production and exchange, and is presented as an assemblage of detraditionalisation, expansiveness and epistemic and cultural opportunity for individuals, organisations and nation states. Policies target bodies, minds and affect, yet are presented as an unquestionable good in an imagined genderneutral, borderless, meritocratic and benign global knowledge economy. This paper explores the affective economy of internationalisation drawing upon interview data gathered in fifteen private, five national and eight public universities in Japan with thirty-four migrant academics and thirteen international doctoral researchers. We aim to contribute to internationalisation theory by exploring the sticky micropolitics of internationalisation in relation to affective assemblages, and how the gendered, racialised, linguistic and epistemic inequalities constituting academic mobility are frequently disqualified from discourse. Our discussion includes consideration of the Japanese policy context, the concept of affective assemblages, navigating gender regimes, precarity and linguistic imperialism. We conclude that the immaterial or affective labour that is required to unstick, install and maintain an internationalised academic identity and navigate the translations and antagonisms from everyday encounters with difference is substantially under-estimated.Existing research into the relationship between teaching and research in higher education is mainly normative and atheoretical, resulting in assumptions of a close and beneficial connection between them. We problematise the idea of a nexus by undertaking a critical examination of the concept through the lens of educational ideologies to theorise the changes over time that shape the ways teaching and research are practised. Two hundred seven academic staff in the Humanities and Social Sciences were surveyed in 10 universities in England and Wales; the universities were identified as having strength in teaching, research, or in both. Along with analysis of interviews with senior managers at these universities, findings suggest that systemic forces which separate teaching and research are evident in institutional contexts with implications for the idea of a nexus. While the nexus may exist in theory, in practice, we argue that teaching and research can be pulled in different directions by institutional priorities. Furthermore, in institutions which adopt an enterprise ideology, there are signs of a nascent nexus emerging between research and innovation.This study sought to understand the nature of scientific globalism during a global crisis, particularly COVID-19. Findings show that scientific globalism occurs differently when comparing COVID-19 publications with non-COVID-19 publications during as well as before the pandemic. Despite the tense geopolitical climate, countries increased their proportion of international collaboration and open-access publications during the pandemic. However, not all countries engaged more globally. Countries that have been more impacted by the crisis and those with relatively lower GDPs tended to participate more in scientific globalism than their counterparts.COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of n = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy. Respondents report an abundance of what we call 'afflictions' exacted upon their role as educators and in far fewer yet no less visible ways 'affordances' derived from their rapid transition to online provision and early 'entry-level' use of digital pedagogies. Overall, they suggest that online migration is engendering significant dysfunctionality and disturbance to their pedagogical roles and their personal lives. They also signpost online migration as a major challenge for student recruitment, market sustainability, an academic labour-market, and local economies.