Abstract The Tonle Sap Lake (TSL) is the most fish‐diverse lake in Southeast Asia and ranks among the world's richest inland fisheries. Although previous studies have described broad changes in fish abundance and community composition across the lake's annual flood pulse, the spatiotemporal dynamics of individual species and their co‐occurrence patterns remain poorly understood. Fish have traditionally been grouped into three migratory guilds: (1) resident species, (2) lateral migrants (short‐distance movers between lake and floodplain), and (3) longitudinal migrants (long‐distance movers in and out of the lake). If this classification holds, species within the same guild should exhibit similar population dynamics. To test this, we analyzed weekly fish catch data from 2012 to 2015 across five sites, focusing on 71 common species. Using population synchrony analysis and probabilistic models, we found pronounced seasonal variations in both species abundance and occurrence, especially among long‐distance migrators, which increased during high‐ and receding‐water periods. Resident and short‐distance migrators also showed seasonal changes, leading to seasonal shifts in community composition. However, these temporal patterns varied across locations, likely due to differences in environmental conditions and habitat availability. This spatial variation led to low synchrony in population dynamics across sites, though some species showed heightened synchrony during particular hydrological periods. Within sites, species belonging to the same migratory guild, especially resident species, tended to be more synchronized during high‐ and rising‐water periods, suggesting shared responses to local abiotic drivers. Co‐occurrence analyses further revealed periodic shifts in species associations, with more positive associations during high‐ and receding‐water stages. Collectively, these results demonstrate strong seasonal restructuring of fish populations and communities in TSL, but inconsistent spatial patterns. Our findings indicate that guild‐based classifications only partially capture the dynamics of TSL fish assemblages and that effective fishery management should incorporate additional ecological and habitat‐specific factors.
The swift adoption of generative artificial intelligence (Gen-AI), such as ChatGPT and Grammarly, in higher educational institutions worldwide has been observed in recent times. However, the adoption of these technologies in poor countries such as Cambodia is found to be in disarray. This chapter discusses the cultural expectations, attitudes, and opposition of students in Cambodia towards the adoption of generative artificial intelligence technologies in higher educational institutions. This chapter also discusses findings from research conducted by various authors with students at different higher educational institutions in Cambodia to assess the influence of cultural values and educational traditions on the adoption of artificial intelligence technologies. The chapter proves that a profound respect for the authority of teachers is also a key factor in the adoption of Gen-AI in higher educational institutions in Cambodia. The chapter ends with suggestions regarding the adoption of Gen-AI in higher educational institutions in Cambodia.
This chapter examines the foundational role of constitutional law in structuring artificial intelligence governance frameworks. As AI systems increasingly influence democratic processes, individual rights, and societal structures, constitutional principles provide essential constraints and guidance for regulatory design. The analysis explores how fundamental rights doctrines, separation of powers, democratic accountability mechanisms, and rule of law principles shape AI governance approaches across jurisdictions. Drawing on comparative constitutional frameworks, including the EU AI Act and emerging international instruments, the chapter demonstrates how constitutional law bridges normative values and technical regulation. Key challenges include algorithmic accountability, automated decision-making impacts on fundamental rights, and the tension between innovation and constitutional safeguards.
This chapter focuses on the effect of transformational leadership on increasing student retention and persistence among Cambodian university students. Based on the theory of transformational leadership, theories of student retention, and the model of Tinto, the chapter discusses the impact of transformational leadership on creating a conducive atmosphere for learning and motivating students to stay in school. This chapter also analyzes the above phenomena against the background of Cambodia's rapidly growing but still developing system of higher education, which faces many challenges, such as high rates of student dropout. Evidence-based interventions for increasing student retention and persistence in Cambodian universities include improving the academic infrastructure, boosting student engagement, introducing mentoring, making curricula relevant, and optimizing institutional policies and resource distribution.
Purpose of the study: This comprehensive review article synthesizes current literature on second language acquisition (SLA) to examine the primary hurdles ESL learners encounter throughout their evolutionary trajectory - from basic literacy to native-like fluency. The paper aims to provide a holistic understanding of the learner's experience and to evaluate pedagogical interventions designed to mitigate these hurdles. Methodology: The study methodology is narrative/integrative literature review. It integrates theoretical perspectives and empirical research into SLA with literature based on established theoretical models including Krashen’s Affective Filter Hypothesis, Dörnyei’s L2 Motivational Self System, Selinker’s Interlanguage Theory, the Contrastive Analysis Hypothesis, and Vygotsky’s Zone of Proximal Development. Since this methodology was conceptual and desk-based, there was no primary data collection. Main Findings: The review also finds that achieving native-like fluency requires not only cognitive and linguistic development but also profound socio-emotional adaptation. Pedagogical interventions, such as scaffolding, communicative language teaching, and translanguaging, are identified as effective strategies for mitigating these hurdles. Novelty/Originality of this study: Novelty of this paper is that it adopts a tripartite, integrative framework focusing on affective, structural, and cultural barriers in a single review — it deviates from previous studies that examine these domains in isolation. By mapping the ESL learner's entire developmental trajectory from literacy to native-like fluency through this holistic lens, the paper advocates for a novel, inclusive, culturally responsive, and psychologically supportive ESL educational framework that addresses the learner as a whole person rather than merely a linguistic processor.
