[ECOLOG-L] Invasive Plant Technician Needed for the BLM in Winnemucca, NV
http://www.thegreatbasininstitute.org/employment/research-associates-employment/invasive-plant-survey-mapping-and-treatment-technician-2/ The Great Basin Institute, in cooperation with the Nevada Department of Wildlife and Bureau of Land Management (BLM) Winnemucca District Office, is recruiting two Research Associates to perform botanical surveys for invasive and noxious weeds in support of the vegetation management program on the district. As members of GBI’s AmeriCorps program, Technicians will not only enhance public lands of northwestern Nevada, but will also take part in the national service movement. The primary duties for this position include: treating noxious weed populations by hand or through chemical application of herbicides; inventorying BLM lands for noxious weed populations; and mapping treatment areas and plant populations. The majority of this work is conducted using a 4WD spray truck across remote 4WD roads and by hiking cross-country over rough and uneven terrain with backpack sprayers and other tools. Training at the beginning of the field season will include invasive plant and noxious weed identification, herbicide safety (including applicator certification), other technical training, 4WD operation, and first aid. *Location:* The BLM Winnemucca District (WD) encompasses roughly 11 million acres, of which 7.38 million acres are public lands managed by the BLM. Elevations range from approximately 4,000 feet to close to 10,000 feet. Winnemucca is located in northwestern Nevada, nested in the basin and range province of the western U.S. The WD is approximately 2.5 hours northeast of Reno, NV and 2 hours west of Elko, NV on I-80, and 5.5 hours south of Boise, ID on State Highway 95. *Timeline:* June start for 13-weeks *Compensation:* - Living Allowance: $4,899.00 - AmeriCorps Education Award*: $1,493.00 *AmeriCorps Education Award may be used for past, present or future education expenses, including payment of qualifying federal student loans. Loan forbearance and accrued interest payment on qualifying student loans is also available. *Qualifications:* Technical requirements: - The successful candidates will possess knowledge and interest in botany and plant identification - prior experience with invasive plant management, desirable; - Willingness to utilize chemical herbicide treatment methods, and ability to pass Nevada State Applicator exam; - Experience utilizing hand-held GPS units and/or tablets for navigation and/or data collections, along with basic computer skills; - Ability to carry backpack sprayer or up to 40 pounds in a backpack, and otherwise maintain good physical condition; - Experience operating 4WD trucks on and off-road, including mountain roads; - Knowledge and experience in operating off-highway vehicles, which might include a Utility Terrain Vehicles (UTV), desirable; and - Experience with towing and backing a trailer, desirable. Additional requirements: - Ability to self-direct and self-motivate; - Willingness to learn and apply proper and safe use in storing, mixing and using herbicides; - Ability to read and follow the material safety data sheet and herbicide labels; - Possess good organizational skills; - Tolerant of working in variable weather conditions, willing and able to work outdoors in adverse weather conditions, and able to hike 2-5+ miles daily on uneven terrain; - Ability to work productively as part of a team to accomplish mutual goals and follow safe working practices, other vegetation management duties as assigned; - Communicate effectively with a diverse public; - Possess a valid, state-issued drivers license and clean driving record; and o Meet AmeriCorps eligibility requirements: 1. U.S. citizenship or legal resident alien status; 2. Must be at least 17 years of age; 3. Received a high school diploma or GED (or be willing to achieve this before using education award); 4. Eligible to receive and AmeriCorps Education Award (limit of four in a lifetime or equivalent of 2 full-time awards); 5. Pass state and federal criminal background checks and a search of the National Sex Offender Public Website (NSPOW); 6. Adhere to the rules, regulations and code of conduct as specified in the Member Service Agreement; and 7. Will not engage in any prohibited activities as listed in the Member Service Agreement *How to Apply:* Qualified and interested applicants should forward a cover letter, their résumé, and a list of three professional references to Amy Gladding, GBI HR Coordinator, at agladd...@thegreatbasininstitute.org. Please include where you found this position posted. Incomplete applications will not be considered. No phone inquiries, please. The Great Basin Institute conforms to all the laws, statutes, and regulations concerning equal employment opportunities and affirmative
Re: [ECOLOG-L] Graduate School Advice
To Emily and other potential graduates: Aaron's response is exactly why I feel so compelled to be in academia. I believe that teaching and research is one of the most rewarding careers for anyone's life, and I intend to share my passion for knowledge and wonder about the natural world for the rest of my life. To me, there is nothing more rewarding than being able to learn about nature and inspiring others about the world around us. Sure, academia has some issues, but so does every career and every facet of life. If you love research and/or teaching, do not give up on academia. I have met some wonderful people in graduate school. I am only halfway through my Master's, and I cannot wait for my Ph.D. I am very thankful for those who I have met and who have helped me on the road to where I am today, and many of these people are also on this very listserv. As for seeking potential faculty: bring them your ideas. If they respond with interest, enthusiasm, suggestions, and other questions you could ask about your system, then you've found a great match for a lab. If they don't, then keep looking. All the best, --Joey Joseph Smokey WSU Vancouver Graduate Student Conservation Biology Laboratory (VSCI 217) 14204 NE Salmon Creek Avenue Vancouver, WA 98686-9600 360-/-921-/-6070 northwestbirding[at]gmail[dot]com On Wed, May 27, 2015 at 11:21 AM, Emily Mydlowski emilymydlow...@gmail.com wrote: Hello all, I'm delving into the graduate school search (MS and PhD programs) quite heavily and am seeking advice regarding approaching faculty with a research project. The system I'm interested in working on is that which has many unanswered, interesting questions I would love to pursue. From a faculty perspective, is proposing a project topic (too) bold of a move to a potential advisor? Any advice would be much appreciated. All the best, Emily Mydlowski Northern Michigan University
[ECOLOG-L] Postdoctoral Opportunity at US EPA: Microbial ecology and genomics in nutrient-enriched freshwater systems
A postdoctoral position is available in the National Exposure Research Laboratory of the US Environmental Protection Agency, Cincinnati, OH. The US EPA is interested in exploiting genomic technologies and ecological process information for microbial communities to explore new methods for monitoring and managing nutrient contamination and its biological consequences in inland waters. The successful candidate will work with an interdisciplinary team (microbiology, ecological genomics, aquatic ecology, watershed modeling) to develop research products that address one or more of the following key needs: 1) Development of sensitive metagenomic indicators of nutrient enrichment and nutrient stress (e.g, linkage of community structures to nutrient impairment with genomic indices) ; 2) Metagenomic and ecological approaches to predicting harmful algal blooms and/or prediction of facultative toxin (e.g. microcystin) production based on analysis of community structures and successional trends. 3) Assessment, monitoring and optimization of favorable microbial processes (e.g., nutrient processing, certain biotransformations), along with associated microbial communities and gene functions, in alternative green infrastructure applications (e.g., artificial wetlands, daylighted streams). This is an opportunity for a highly motivated, ambitious investigator to help define and build a new programs of research at the US EPA. The salary is highly competitive but the deadline for application is fast approaching (June 8, 2015). For more details on the position and information on how to apply please go to: http://cfpub.epa.gov/ordpd/PostDoc_Lab.cfm?Lab=NERL. The position is referenced as EERD-05-04-2015-08.
[ECOLOG-L] Volunteer Coordinator Needed for NEW USFS Visitor Center in the Spring Mountains of Southern NV
http://www.thegreatbasininstitute.org/admin/wp-admin/post.php?post=8600action=edit In cooperation with the U.S. Forest Service Spring Mountains National Recreation Area (SMNRA), the Volunteer Coordinator is responsible for recruiting, training, supervising, scheduling, coaching and recognizing volunteers as well as working with a team to promote and host special events. The Coordinator will work with volunteers to ensure they are safe, knowledgeable about natural and cultural history and orientation information, and have friendly, positive visitor interactions. Volunteers will be managed to accomplish a variety of duties that involve stewardship of the mountain ecosystem and/or engaging visitors in enjoying and learning about the mountain while developing respect for its sensitive ecosystem. The Coordinator will also promote, schedule and help to host special events that take place at the Spring Mountains Visitor Gateway site. These events will involve a variety of types of groups including families, corporations, community groups, and general public. Volunteers will help with operating some of the events. The Coordinator will be a member of a small team that provides volunteer program development, program promotion, interpretation, and visitor information,. An extended team of land management staff and non-profit leaders create a dynamic environment that supports the SMNRA Community Learning and Stewardship Program. Compensation: · $12,120.00 Living Allowance · $2,822 AmeriCorps Education Award* · Student loan forbearance* · Health and Dental benefits * AmeriCorps Education Award may be used for past, present or future education experiences, including payment of qualified student loans. Timeline: · As soon as available (prefer June 15, 2015) – November 6, 2015 · Full time, minimum 40 hours per week · Working weekends, nights and holidays is required at various times Location: · Spring Mountains National Recreation Area (approx. 25 miles north and west of Las Vegas, NV) Qualifications: - Bachelor’s degree in education, non-profit management or related coursework and/or commensurate field/professional experience - Experience recruiting, scheduling, coordinating, training and coaching volunteers; - Experience engaging and motivating volunteers in stewardship and educational projects; - Experience in event coordination and promotion; - Ability to effectively and efficiently conduct volunteer program development, program promotion, interpretation, and media development; - Motivated, detail-oriented, self-starter; - Ability and willingness to work collaboratively as part of a small team; - Flexibility to handle competing and changing priorities; - Ability to communicate effectively with a diverse public in a variety of forums; - Ability to speak English and Spanish conversationally, desirable; - Ability to work in harsh and rapidly changing environments; - Possess clean, valid, state-issued driver’s license; and - Meet AmeriCorps eligibility requirements: (1) U.S. citizenship or legal resident alien status, (2) eligible to receive an AmeriCorps Education Award (limit of four in a lifetime, or equivalent of two full-time terms of service), and (3) pass National Sex Offender Public Registry (NSOPR) and federal criminal background checks. How to Apply: Qualified and interested applicants should forward a cover letter, their résumé, and a list of three professional references to Amy Gladding, GBI HR Coordinator, at agladd...@thegreatbasininstitute.org. Please include where you found this position posted. We conform to all the laws, statutes, and regulations concerning equal employment opportunities and affirmative action. We strongly encourage women, minorities, individuals with disabilities and veterans to apply to all of our job openings. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, gender, sexual orientation, gender identity, or national origin, age, disability status, Genetic Information Testing, Family Medical Leave, protected veteran status, or any other characteristic protected by law. We prohibit Retaliation against individuals who bring forth any complaint, orally or in writing, to the employer or the government, or against any individuals who assist or participate in the investigation of any complaint or otherwise oppose discrimination.
[ECOLOG-L] Ecological statistics: contemporary theory and application
Ecological statistics: contemporary theory and application Edited by Gordon A. Fox, Simoneta Negrete-Yankelevich, and Vinicio J. Sosa Table of contents: Vinicio J. Sosa, Simoneta Negrete-Yankelevich, and Gordon A. Fox: Introduction 1: Michael A. McCarthy: Approaches to Statistical Inference 2: Earl D. McCoy: Having the Right Stuff: the Effects of Data Constraints on Ecological Data Analysis 3: Shane A. Richards: Likelihood and Model Selection 4: Shinichi Nakagawa: Missing Data: Mechanisms, Methods and Messages 5: Gordon A. Fox: What You Don't Know Can Hurt You: Censored and Truncated Data in Ecological Research 6: Yvonne M. Buckley: Generalized Linear Models 7: Bruce E. Kendall: A Statistical Symphony: Instrumental Variables Reveal Causality and Control Measurement Error 8: James B. Grace, Samuel M. Scheiner, and Donald R. Schoolmaster, Jr.: Structural Equation Modeling: Building and Evaluating Causal Models 9: Jessica Gurevitch and Shinichi Nakagawa: Research Synthesis Methods in Ecology 10: Simoneta Negrete-Yankelevich and Gordon A. Fox: Spatial Variation and Linear Modeling of Ecological Data 11: Marc J. Lajeunesse and Gordon A. Fox: Statistical Approaches to the Problem of Phylogenetically Correlated Data 12: Jonathan R. Rhodes: Mixture Models for Overdispersed Data 13: Benjamin M. Bolker: Linear and Generalized Linear Mixed Models Appendix This novel book synthesizes a number of developments and changes in both our understanding and practice of ecological statistics, addressing key approaches and issues that tend to be overlooked in other books such as missing/censored data, correlation structure of data, heterogeneous data, and complex causal relationships. These issues characterize a large proportion of ecological data, but most ecologists' training in traditional statistics simply does not provide them with adequate preparation to handle the associated challenges. Uniquely, Ecological Statistics highlights the underlying links among many statistical approaches that attempt to tackle these issues. In particular, it gives readers an introduction to approaches to inference, likelihoods, generalized linear (mixed) models, spatially or phylogenetically-structured data, and data synthesis, with a strong emphasis on conceptual understanding and subsequent application to data analysis. Written by a team of practicing ecologists, mathematical explanations have been kept to the minimum necessary. This user-friendly textbook will be suitable for graduate students, researchers, and practitioners in the fields of ecology, evolution, environmental studies, and computational biology who are interested in updating their statistical tool kits. A companion web site provides example data sets and commented code in the R language. More information about the book can be found at http://www.oup.com/us, http://Amazon.com, http://bn.com, or your local bookstore.
Re: [ECOLOG-L] Graduate School Advice
Not all graduate advisors view their students work as their (the advisor’s) personal intellectual property. I did my masters and PhD in a fantastic, inspiring, interdisciplinary, and highly collaborative research group. Our advisor encouraged us to pursue our own ideas, be lead authors of manuscripts on which he was usually last author or not even an author, and lead the writing of small and large grants (which were at first unsuccessful and then, as we learned, successful) despite the fact that we could not legally be PIs on the grants. (He gives credit for student-authored grants by describing in the recommendation letters he writes for us how a student or students were the lead author and worked collaboratively with other students, faculty, etc. to execute the grant activities once awarded.) I credit this style of mentorship/advising as directly responsible for making me a confident, independent researcher, and yielding the 2 tenure-track faculty offers I was fortunate to receive earlier this year. So, in short, not all advisors consider themselves to “ultimately own anything that goes on in their lab’s airspace.” - Jess Vogt Research Associate, The Vincent and Elinor Ostrom Workshop in Political Theory and Policy Analysis, Indiana University Bloomington Starting Sept 2015: Assistant Professor, Department of Environmental Science Studies, College of Science Health, DePaul University jessica.m.v...@gmail.com | +1 920 850 2016 | jessicamarievogt (Skype) | @jessvogt https://www.researchgate.net/profile/Jess_Vogt https://www.researchgate.net/profile/Jess_Vogt Check out the “Evaluating the Outcomes of Neighborhood and Nonprofit Urban Forestry http://www.indiana.edu/~cipec/research/bufrg_projects_03.php” project webpage of the Bloomington Urban Forestry Research Group (BUFRG) http://www.indiana.edu/~cipec/research/bufrg_about.php On May 28, 2015, at 4:13 PM, Aaron T. Dossey bugoc...@gmail.com wrote: A note of caution on enthusiastic receptions from faculty when you offer to bring a project to their lab: Of course all professors want to invite brilliant people with project ideas already formulated (especially when these people already have the skills to execute them). This is especially the case for grad school because professors know they ultimately own anything that goes on in their lab's airspace whether or not they had the slightest thing to do with it. Be careful that you understand the motivations and the realities behind these enthusiastic responses to the idea of you coming with your own projects. * I, too, welcome people to bring me their ideas and projects so I can screen them and own my favorites. Anyone is welcome to conduct their research in my facility so long as I am senior corresponding author on any publications, owner of IP, named in all the press on the project, PI of any resulting grants and have full control and credit for the project and any resulting rewards - ESPECIALLY if the people come with the skillsets needed for the project and I don't have to spend any time training them. That's essentially what a professor is saying when they say I welcome (or some demand, believe it or not) students coming with their own project ideas, skills to conduct them and especially with their own funding.. I've also seen faculty web sites where they openly solicit even other faculty and visiting scholars to come and do their work and sabbaticals in their labs. One such solicitation is worded very similarly to what I have written above. Who would turn that down? But, then again, who on the other side of that situation (ie: student, postdoc, etc.) would offer all of that to someone? If it's too good to be true On 5/28/2015 5:59 AM, Dave Daversa wrote: Hi Emily: I was in a similar situation as you several years ago. I had been working with a system and foresaw a lot of opportunity to answer some interesting/important ecological questions. I reached out to potential PhD advisors, met with graduate students and thought ALOT about it all. Not one professor with whom I spoke looked down upon my proposing my own project...to the contrary, this was viewed positively. I ended up getting this opportunity and am now finishing my PhD. The experience has been overwhelmingly positive and fulfilling, and has produced postdoc opportunities to continue doing the research that interests me. So go for it. You will get rejections and discouragement. You will get frustrated and confused. The key is to be persistent. More practical advice: research very well different professors and research groups. Send them well-drafted emails. Go and visit them. Apply for the NSF GRFP and other fellowships. Even if you aren't successful, they really help to formulate your thoughts. Dave On Thu, May 28, 2015 at 5:17 AM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote:
[ECOLOG-L] DONATIONS: Silent Auction for Landscape Ecology Foreign Scholar Travel Award
DONATIONS NEEDED FOR SILENT AUCTION FUNDRAISER AT IALE WORLDCONGRESS It is that time of year again to browse your burgeoningbookshelves and select a few key textbooks that you would like to donate to theUS Chapter of the International Association of Landscape Ecologists (US-IALE)Foreign Scholar Travel Award (FSTA) silent auction. At the IALE World Congress in Portland, OR, July 5-10, theFSTA committee will once again host a silent book auction, the funds of whichgo toward travel grants to support the attendance of international scientistsat next year’s meeting. We have been fortunate to get awesome donations fromseveral publishing companies, but we need YOUR support to fill our silentauction tables! Please help by bringing a couple spare textbooks. There will bea place to drop them off at registration. If you don’t have any books to spare, then you need to buysomething at the silent auction!! Bidding will begin with the opening keynoteaddress on Monday July 6 when this year’s awardees are introduced. Please givea warm Portland welcome to our international colleagues, especially importantas US-IALE and the IALE World Congress join forces! Kathy Kathleen J. Vigness-Raposa, Ph.D. Chair, Foreign Scholar Travel Award Committee Vice President of Environmental Programs Marine Acoustics, Inc. 809 Aquidneck Ave. Middletown, RI 02842 Phone: 401-847-7508 Email: kathleen.vign...@marineacoustics.com
[ECOLOG-L] Two PhD positions in Bern, Switzerland
Two PhD positions in biodiversity-ecosystem functioning and multitrophic interactions at the University of Bern Applications are invited for two, PhD positions working with Prof. Eric Allan, at the University of Bern in Switzerland. Nitrogen enrichment is a key global change driver in grasslands which impacts ecosystem functioning through a range of direct and indirect effects. The project aims to experimentally disentangle some of these mechanisms, including looking at effects of biodiversity loss alongside changes in plant functional composition and foliar fungal pathogen abundance. We also aim to test the effects of global change on pathogen communities, theories about when pathogens have their largest top down effects on plant communities and to explore the host range of fungal pathogens with further experiments. The two PhD students will set up, and work on, a large grassland field experiment near the city of Bern. One PhD student will focus more on ecosystem functioning (including quantifying measures of nitrogen and carbon cycling and litter decomposition) and the other on responses and effects of pathogens. We are seeking highly motivated applicants interested in biodiversity-ecosystem functioning, plant community ecology and multitrophic interactions. Applicants must hold (or shortly complete) a Master degree or equivalent in biology or another relevant discipline, with a good background in ecology. Some previous research experience in ecology and good statistical knowledge are desirable. Strong oral and written communication skills in English are required. The positions will be based at the Institute of Plant Sciences in Bern, which offers a stimulating, international research environment and excellent facilities (www.botany.unibe.ch/planteco). Bern is also a beautiful city with a high quality of life. Please send your application by email (as a single PDF) to eric.al...@ips.unibe.ch. Applications should include a CV, names and addresses of two references and a one page cover letter outlining your motivation for the position and research interests. Applications will be reviewed from 26th June 2015 until the position is filled. The expected start date is 1st September 2015. For queries on the application process or more information on these positions, please contact Prof. Eric Allan eric.al...@ips.unibe.ch
[ECOLOG-L] ESA 2015 Ton Damman Award
Colleagues, Every year, the Vegetation Section of the Ecological Society of America awards the Ton Damman Award to the best oral presentation by a graduate student (or very recent graduate student) at the ESA meeting. The cash award is $500. Information about the award can be found on the vegetation section's updated website www.esa.org/vegetation2. If you are a graduate student or know of a graduate student who is interested, please pass this message on to them. Award Info: The Ton Damman Award will be given to a graduate student or very recent post-graduate scientist for the best oral presentation in Vegetation Science at the annual meeting of the Ecological Society of America. Students competing for the Damman Award must meet all the criteria for ESA’s Buell Award. The Ton Damman Award recognizes the lifetime dedication of Ton Damman to the advancement of Vegetation Science. While his professional career revolved around his research on peatland ecology, biogeography, plant community classification and ecology, his teaching focused on broader plant ecological issues. Working with his students and other colleagues, he approached his research with unparalleled commitment and untiring zeal. He was an ardent conservationist of wildlands and biological diversity. His love for the out-of-doors served as a model for the many students and professionals with whom he came into contact. A candidate for this award need not be a member of the Vegetation Section, but does need to be senior author of the abstract and give the oral presentation at the annual meeting. Candidates for the Ton Damman Award Please send all inquiries for consideration to Loretta Battaglia (lbattag...@plant.siu.edu), James Moore (jmoor...@cbu.edu), or Randy Balice (bal...@lanl.gov). Inquiries must be received by 15 July prior to the August meeting. PLEASE NOTIFY YOUR STUDENTS ABOUT THIS AWARD!!! Each year the Ton Damman Award will be determined using the following evaluation mechanism: 1) Students/Recent Postgraduates register for the Buell Award. 2) Those competing for the award then e-mail Loretta Battaglia (lbattag...@plant.siu.edu), James Moore (jmoor...@cbu.edu), or Randy Balice (bal...@lanl.gov) to say that they wish to be considered for the Ton Damman Award. In the message, the student must describe in a very succinct paragraph how the paper to be presented conforms to the objectives of the Ton Damman Award. The candidate must meet the Buell Award criteria to be eligible. 3) At the meeting, the Buell judges review all presentations that are simultaneously being considered for the Buell and Damman Awards. 4) The Vegetation Section Chair sends the Buell Chair a list of the “Ton Damman” competitors, and gets their review forms from the Buell Chair after the annual meeting. The Secretary then compiles the scores and judge’s comments and sends them to the other Vegetation Section Officers (Secretary, Chair Elect, Past Chair). The officers reach agreement on the awardee based on the Buell judge’s forms. The Section Chair then emails the Damman Award candidates notifying them of the outcome of the award. If you have any other questions, don't hesitate to contact me. Regards, James Moore Chair, Vegetation Section jmoor...@cbu.edu
Re: [ECOLOG-L] Graduate School Advice
Emily I boldly proposed a project in a topical area related to my potential advisors work, but it was not their primary area of focus. - Thus, it brought something new to their research group when I joined the lab. Not only did my advisor take a risk in accepting me as their student, but this person went out on a limb, wrote a small grant proposal that ended up being funded, and I was able to carry out the entire thesis project as well. Neither myself, nor my former advisor - now colleague - regret this route, and it led me to a second graduate degree in the end. Just because one person has a predetermined project versus another person having a completely exploratory approach does not mean there is one steadfast rule on how to carry out a project. You should be asking yourself instead, what do YOU want out of it? WIll you intend on being a researcher in the future, or are you looking to hone your interest and skills in a very specific aspect of the field. There are ways to tailor your graduate research to facilitate both. All other advice aside, I thoroughly enjoyed the scholarship and intensity of graduate school and fondly recall another mentors wise words - enjoy it now, you'll never have another opportunity in your life to dedicate so much time to one question! Enjoy and best of luck in your career pursuits. Heather A. Wright Technical Customer Support Associate Fluid Imaging Technologies 200 Enterprise Dr. Scarborough, Maine 04074 USA E heather.wri...@fluidimaging.com P +1 207 289 3250 F +1 207 289 3101 On Wed, May 27, 2015 at 2:21 PM, Emily Mydlowski emilymydlow...@gmail.com wrote: Hello all, I'm delving into the graduate school search (MS and PhD programs) quite heavily and am seeking advice regarding approaching faculty with a research project. The system I'm interested in working on is that which has many unanswered, interesting questions I would love to pursue. From a faculty perspective, is proposing a project topic (too) bold of a move to a potential advisor? Any advice would be much appreciated. All the best, Emily Mydlowski Northern Michigan University
[ECOLOG-L] Postdoc Job in Australia
Dear all, see below the description. Please do not contact me about it. Matheus C. Carvalho Senior Research Associate Centre for Coastal Biogeochemistry Research Southern Cross University Lismore, NSW, Australia 61-4-8899-0092 http://is.gd/istopematheus https://www.youtube.com/channel/UC6X_viFhqGovGtWIedEUSkA HR Services Vacancy ID: 15050 Position: Postdoctoral Researcher – Coral Reef Biogeochemistry Work Unit: School of Environment, Science and Engineering Cost Centre: Senior Deputy Vice Chancellor Campus: Lismore Appointment Type: Full-time, fixed-term (up to 3 years) Availability: Public Salary: $75,891 (Level A, Year 6) - $85,628 (Level B, Year 1) per annum plus leave loading and employer's contribution to superannuation Closing Date: Wednesday, 10 June 2015 at 9am AEST Open to: Australian and International applicants *Indigenous Australians are encouraged to apply POSITION OVERVIEW The School of Environment, Science and Engineering delivers undergraduate and postgraduate programs in the areas of Environmental Science, Marine Science and Forest Science. The School has three established Research Centres (Centre for Coastal Biogeochemistry, Marine Ecology Research Centre and Forest Research Centre), which are actively growing. The Centre for Coastal Biogeochemistry wishes to appoint a Postdoctoral Researcher to contribute to our coral reef biogeochemistry program. The ARC funded position will be offered for up to 3 years, with the possibility of a further fixed-term contract dependent upon performance and additional external funding being available. The Centre for Coastal Biogeochemistry has a number of post-graduate, postdoctoral and senior researchers working in similar areas, which provides an environment for intellectual stimulation and opportunities for exchange of ideas. The Centre has world-class infrastructure including a brand new stable isotope facility with full technical support, a membrane inlet mass spectrometer (MIMS), well equipped inorganic and organic chemistry laboratories, and a range of field equipment including benthic chambers, data sondes and Picarro Cavity Ring-down Spectrometers (see http://scu.edu.au/coastal-biogeochemistry). Current research programs include enhanced acidification of coral reefs driven by inputs of nutrients and organic matter e.g. Geophysical Research Letters 41, 5538-5546, dissolution of shallow coral reef sediments in an acidifying ocean e.g. Nature Climate Change 4, 969-976 and nitrogen cycling in permeable carbonate sediments e.g. Biogeosciences 10, 1-16. The Postdoctoral Researcher is expected to contribute to this work and develop independent research in one or more of these, and/or similar areas. The successful applicant would be responsible for the planning and implementation of field and laboratory work, data analysis, synthesis and interpretation, preparation of manuscripts for submission for publication in refereed journals, preparation of reports to funding sources e.g. ARC, preparation of funding proposals, and assistance, as appropriate, in supervising undergraduate and/or postgraduate students undertaking research projects within this larger program. Applicants must have a PhD in a relevant field such as biogeochemistry, environmental chemistry or a closely related field, and experience in carbonate geochemistry. Experience with coral reefs, benthic chambers, stable isotope biogeochemistry, electronic field equipment, continuous high-density data sets from automated instrumentation and modelling would also be an advantage. Applicants should be highly motivated, enthusiastic and have a strong desire to publish in high impact journals. The position will be based in Australia but may require travel to reef locations around the world. The successful applicant may be required to travel between all University campuses in order to undertake their duties. Position advertisement page 2 Position advertisementHR Services SELECTION CRITERIA Ideally, the appointee should possess the following qualifications, skills, abilities and experience: 1. PhD in biogeochemistry, environmental chemistry or other relevant field. 2. Demonstrated publication record in high impact internationally refereed journals. 3. Demonstrated experience in carbonate geochemistry. 4. Experience in one or more of the following: coral reefs, electronic field equipment, continuous high- density data sets from automated instrumentation, flumes, stable isotopes, benthic chambers, scientific diving, field work in remote areas, modelling. 5. Experienced in multidisciplinary, team-based research activities with the ability to effectively communicate with a wide range of stakeholders. 6. Highly developed organisational and time management skills with a proven ability to meet deadlines. 7. Experience in applying workplace health and safety procedures for field work, laboratories and laboratory equipment. 8. A capacity for adaptability and
[ECOLOG-L] Postdoctoral Opportunity in Earth and Environmental Science, Temple University
Postdoctoral Opportunity in Earth and Environmental Science, Temple University The Department of Earth and Environmental Science at Temple University (PA, USA) is seeking a full-term Postdoctoral Research Associate interested in the general area of soil erosion - ecosystem interactions. The successful applicant will perform field research and quantitative data analysis, focusing on the following two projects: (1) applicability of novel techniques – rare earth element tracers for soil erosion, and LiDAR (Ground-based Unmanned Aerial Systems) for soil microtopography and vegetation structure – to monitor landscape responses to fires (2) environmental impacts (e.g. soil hydrologic properties, aerosol emissions) of large-scale biochar application. Opportunities will also be provided for collaborating in other ongoing projects and developing independent projects. Additional information about ongoing research projects can be found at http://sites.temple.edu/ravi/ . The postdoctoral position is available immediately. Initial appointment will be for one year with likely renewal pending satisfactory performance. Requirements include a Ph.D. in earth sciences, environmental science, environmental engineering or similar fields, strong organizational, communication and writing skills. Prior experience in soil laboratory analysis (chemical or physical) or field methods for soil erosion/dust monitoring is preferred. The successful candidate will be expected to contribute to proposal writing and mentoring undergraduate and graduate students. Applications should be submitted by email as a single pdf to Dr. Sujith Ravi (sr...@temple.edu) and include: (1) a curriculum vitae including list of publications (2) a statement describing past research experience and interests, as well as research interests to be pursued during the postdoctoral tenure at Temple University (no more than 2 pages), and (3) the names and contact information for three references. Review of applications will begin immediately and continue until the position is filled. Temple University is a comprehensive public research university located in Philadelphia (PA) with around 38,000 students and provides one of the nation’s most comprehensive and diverse learning environments. More information about our department is available at http://www.temple.edu/geology/ . Temple University is an Affirmative Action, Equal Opportunity Employer. Women and minorities are especially encouraged to apply.
Re: [ECOLOG-L] Graduate School Advice
Ecologgers, this topic seems to come up several times a year. Here's a short article on how to choose a major professor that was published in Fisheries in 1998. It is as relevant now as it was then. Notes from the Blackboard Choosing the right graduate school and getting the job you've always wanted By Gary D. Grossman The recent sustained growth of the U.S. economy has directly affected the field of fisheries as more and more individuals have become interested in both revenue producing and recreational activities involving fish. Concomitant with this growth is an apparent proliferation of education opportunities in our field. Although probably more jobs are available in fisheries today than ever before, a surfeit of well-qualified graduates has made competition for these jobs particularly intense. Consequently, it is not uncommon for highly trained fisheries graduates to have difficulty obtaining employment in the field. These circumstances necessitate that future graduates be highly prepared if they hope to find a job as a fisheries manager or researcher. In fact, most professional positions in fisheries now require at least a master's degree. Given that graduate training is an essential credential for the prospective fisheries biologist, I want to share some pointers I have learned during the 16 years I have been training graduate students, although I suspect that these suggestions will benefit a wider audience than just students alone. Of necessity, I am writing in generalities, and I am well aware that not every strategy works every time or for every person. In addition, although I recognize that Fisheries has an international readership, my comments probably will be most relevant to U.S. residents. I begin with suggestions for how you can choose a major professor or graduate program and end with strategic hints for current graduate students interested in improving their potential employability. First, your choice of graduate program and major professor probably will have a greater impact on future employment than any other education decision you will make. Consequently, before deciding to join a faculty member's research group, inquire about the placement rate of graduates from his or her lab. Like most activities that engage a variety of people, you will find that some faculty have high placement rates, whereas other professors have no idea of the number of former students currently working in the field. The same can be said for graduate programs: Some have very high placement rates of their students (this tends to be most true at the state biologist level), and others have poor records. Despite the importance of these factors, in my years of interviewing prospective graduate students, rarely have I been asked about the placement rates of either former students or our graduate program. My point is that students must recognize that both graduate programs and major professors vary in quality, and if a choice is made without evaluating the relative merits of a given major professor or program, then you may be substantially handicapped. Second, one of the best ways to evaluate professors or graduate programs is by talking to former students. Although discussions with current students can be helpful, of necessity these students may be less candid than former students are. As with most discussions of important personnel matters, it probably is just as important to register what is not said as to note what is said. Finally, try to match your strengths and weaknesses as a student to your major professor's style of supervision. If you function best independently, do not choose a major professor who thinks graduate students are incapable of washing their hands by themselves. Alternatively, if you require occasional prodding to complete tasks, then working with a more-interactive major professor may be best for you. Like all bosses or mentors, major professors come in a wide variety of flavors and sizes, and you need to choose one who will best complement your abilities and needs as a graduate student. Third, ask for a copy of your potential major professor's resume, then examine it carefully. Determine whether or not this professor is actively publishing and, if so, whether she or he is publishing in first-rank journals. Does the person have a good record of grant support? Does he or she regularly attend professional meetings and give invited papers and seminars? Has the person ever won teaching awards? Does she or he have strong contacts at other universities and/or federal and state agencies? Although few professors can meet all of these criteria, a strong major professor will meet most of them. Gary D. Grossman is professor of animal ecology at Warnell School of Forest Resources, University of Georgia, Athens, GA 30602. On Wed, May 27, 2015 at 11:11 PM, Nathalie Arnone nmarn...@gmail.com wrote: Emily, As someone who is still looking for a graduate research position, I have found that
[ECOLOG-L] Ph.D. opportunities, Zurich
Ecology PhDs in Zurich Florian Altermatt, Jordi Bascompte, Jonathan Levine, Owen Petchey invite applications by highly motivated and talented individuals, wishing to study for a PhD in population, community, spatial, predictive and network ecology at the University of Zurich and ETH Zurich. Our four research groups provide an outstanding environment for ecological and evolutionary researchers, including: being embedded within an existing large network of excellent researchers drawn from many nations; generous research expenses and salaries; excellent post-PhD prospects; and high quality of life in a central European location. Information about the PhD Program in Ecology here: www.phd-ecology.uzh.ch Direct enquiries to Altermatt (florian.alterm...@eawag.ch), Bascompte (jordi.bascom...@ieu.uzh.ch), Levine (jonathan.lev...@usys.ethz.ch), or Petchey (owen.petc...@ieu.uzh.ch), or to phdecol...@ieu.uzh.ch Make applications by July 1st 2015 via the Life Science Zurich Graduate School (select the PhD Program in Ecology as your first choice) www.lifescience-graduateschool.ch. We invite outstanding applicants to visit.
[ECOLOG-L] Ph.D. opportunity: Predictive ecology, Zurich
PhD Studentship in Predictive Ecology Institute of Evolutionary Biology and Environmental Studies University of Zürich Predicting the consequences of environmental change requires an understanding of their effects across multiple levels of ecological organisation: individual, population, community, and ecosystem. Also required is an understanding of how effects at one level of organisation create knock-on effects at other levels of organisation. For example, how changes in individual behaviour translate into a change in population dynamics. Laboratory-based experiments with communities of aquatic microorganisms (e.g. ciliates) provide an excellent test bed for studying environmental change across levels of ecological organisation. Long-term experiments (many generations of the dominant organisms) can be carried out during quite short experiments, and observations can be made across levels of ecological organisation. Carefully constructing communities in terms of species composition, i.e. containing few to many species, short to long food chains, and low to high trophic diversity will further allow to manipulate ecological complexity, as found in natural systems. Mathematical models fitted to the observed data can be used to link observations across levels of organisation and make predictions. Joined together, these features allow for thorough, novel, and exciting research about the predictability of ecological dynamics in changing environments. The PhD is part of a SNF funded research project concerning the predictability of temperature effects on ecological dynamics. The PhD will study lab-based microbial communities subjected to experimental manipulations of environmental temperature using recently developed automated video monitoring (www.bemovi.info). The postdoctoral position (held by Frank Pennekamp) will focus on theory and synthesis. The SNF project is joined in the Predictive Ecology Group by numerous related projects researching ecological predictability. The PhD will be jointly supervised by Prof. Owen Petchey and Dr. Frank Pennekamp, in the Predictive Ecology Group of the Institute of Evolutionary Biology and Environmental Studies at the University of Zürich, Switzerland. Funding is available for at least 3.5 years. Applicants must have a Masters Level Degree in Ecology or a closely related subject, and should provide as a single pdf a CV, including the names and contact details of three academic referees, and a cover letter including relevant information (e.g., highlighting relevant previous experience and interests). Informal enquiries should be made to owen.petc...@ieu.uzh.ch or frank.pennek...@ieu.uzh.ch. Applications should be submitted by July 1st 2015 via the Life Science Zurich Graduate School (select the PhD Program in Ecology as your first choice) www.lifescience-graduateschool.ch. We invite outstanding applicants to visit. For more information Owen Petchey (www.ieu.uzh.ch/staff/professors/petchey.html) Frank Pennekamp (www.ieu.uzh.ch/staff/postdocs/fpennekamp.html) Predictive Ecology Group (www.ieu.uzh.ch/research/ecology/extinction.html)
Re: [ECOLOG-L] Graduate School Advice
Hi Emily: I was in a similar situation as you several years ago. I had been working with a system and foresaw a lot of opportunity to answer some interesting/important ecological questions. I reached out to potential PhD advisors, met with graduate students and thought ALOT about it all. Not one professor with whom I spoke looked down upon my proposing my own project...to the contrary, this was viewed positively. I ended up getting this opportunity and am now finishing my PhD. The experience has been overwhelmingly positive and fulfilling, and has produced postdoc opportunities to continue doing the research that interests me. So go for it. You will get rejections and discouragement. You will get frustrated and confused. The key is to be persistent. More practical advice: research very well different professors and research groups. Send them well-drafted emails. Go and visit them. Apply for the NSF GRFP and other fellowships. Even if you aren't successful, they really help to formulate your thoughts. Dave On Thu, May 28, 2015 at 5:17 AM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote: If you want to know what to do in graduate school, how to go about being in graduate school, and how to be a success in graduate school, and successfully find a job after graduate school, Read this: P.B. Medawar, Advice to a Young Scientist http://www.amazon.com/Advice-Scientist-Alfred-Foundation-Series/dp/0465000924 It will be the best $5 (used) you ever spent. or, read a free online copy and spend your $5 to get lunch and read the entire thing while eating http://evolbiol.ru/medawar_advice/medawar.htm Now, I will say that some of the advice after graduation is more attune to someone in a research school or research-focused department. That fish won't bite in a teaching school, or a non-research school/department. The guy won a Nobel Prize, he probably has a clue. In any case, the bottom line is no two lives follow the same road. Take yours, and hopefully it will be fruitful. On Wed, May 27, 2015 at 11:14 PM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote: If you want to know what to do in graduate school, how to go about being in graduate school, and how to be a success in graduate school, and successfully find a job after graduate school, Read this: P.B. Medawar http://www.amazon.com/Advice-Scientist-Alfred-Foundation-Series/dp/0465000924 It will be the best $5 (used) you ever spent. Now, I will say that some of the advice after graduation is more attune to someone in a research school or research-focused department. That fish won't bite in a teaching school, or a non-research school/department. In any case, the bottom line is no two lives follow the same road. Take yours, and hopefully it will be fruitful. malcolm On Wed, May 27, 2015 at 1:21 PM, Emily Mydlowski emilymydlow...@gmail.com wrote: Hello all, I'm delving into the graduate school search (MS and PhD programs) quite heavily and am seeking advice regarding approaching faculty with a research project. The system I'm interested in working on is that which has many unanswered, interesting questions I would love to pursue. From a faculty perspective, is proposing a project topic (too) bold of a move to a potential advisor? Any advice would be much appreciated. All the best, Emily Mydlowski Northern Michigan University -- Malcolm L. McCallum, PHD, REP Environmental Studies Program Green Mountain College Poultney, Vermont Link to online CV and portfolio : https://www.visualcv.com/malcolm-mc-callum?access=18A9RYkDGxO “Nothing is more priceless and worthy of preservation than the rich array of animal life with which our country has been blessed. It is a many-faceted treasure, of value to scholars, scientists, and nature lovers alike, and it forms a vital part of the heritage we all share as Americans.” -President Richard Nixon upon signing the Endangered Species Act of 1973 into law. Peer pressure is designed to contain anyone with a sense of drive - Allan Nation 1880's: There's lots of good fish in the sea W.S. Gilbert 1990's: Many fish stocks depleted due to overfishing, habitat loss, and pollution. 2000: Marine reserves, ecosystem restoration, and pollution reduction MAY help restore populations. 2022: Soylent Green is People! The Seven Blunders of the World (Mohandas Gandhi) Wealth w/o work Pleasure w/o conscience Knowledge w/o character Commerce w/o morality Science w/o humanity Worship w/o sacrifice Politics w/o principle Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended
Re: [ECOLOG-L] Graduate School Advice
A note of caution on enthusiastic receptions from faculty when you offer to bring a project to their lab: Of course all professors want to invite brilliant people with project ideas already formulated (especially when these people already have the skills to execute them). This is especially the case for grad school because professors know they ultimately own anything that goes on in their lab's airspace whether or not they had the slightest thing to do with it. Be careful that you understand the motivations and the realities behind these enthusiastic responses to the idea of you coming with your own projects. * I, too, welcome people to bring me their ideas and projects so I can screen them and own my favorites. Anyone is welcome to conduct their research in my facility so long as I am senior corresponding author on any publications, owner of IP, named in all the press on the project, PI of any resulting grants and have full control and credit for the project and any resulting rewards - ESPECIALLY if the people come with the skillsets needed for the project and I don't have to spend any time training them. That's essentially what a professor is saying when they say I welcome (or some demand, believe it or not) students coming with their own project ideas, skills to conduct them and especially with their own funding.. I've also seen faculty web sites where they openly solicit even other faculty and visiting scholars to come and do their work and sabbaticals in their labs. One such solicitation is worded very similarly to what I have written above. Who would turn that down? But, then again, who on the other side of that situation (ie: student, postdoc, etc.) would offer all of that to someone? If it's too good to be true On 5/28/2015 5:59 AM, Dave Daversa wrote: Hi Emily: I was in a similar situation as you several years ago. I had been working with a system and foresaw a lot of opportunity to answer some interesting/important ecological questions. I reached out to potential PhD advisors, met with graduate students and thought ALOT about it all. Not one professor with whom I spoke looked down upon my proposing my own project...to the contrary, this was viewed positively. I ended up getting this opportunity and am now finishing my PhD. The experience has been overwhelmingly positive and fulfilling, and has produced postdoc opportunities to continue doing the research that interests me. So go for it. You will get rejections and discouragement. You will get frustrated and confused. The key is to be persistent. More practical advice: research very well different professors and research groups. Send them well-drafted emails. Go and visit them. Apply for the NSF GRFP and other fellowships. Even if you aren't successful, they really help to formulate your thoughts. Dave On Thu, May 28, 2015 at 5:17 AM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote: If you want to know what to do in graduate school, how to go about being in graduate school, and how to be a success in graduate school, and successfully find a job after graduate school, Read this: P.B. Medawar, Advice to a Young Scientist http://www.amazon.com/Advice-Scientist-Alfred-Foundation-Series/dp/0465000924 It will be the best $5 (used) you ever spent. or, read a free online copy and spend your $5 to get lunch and read the entire thing while eating http://evolbiol.ru/medawar_advice/medawar.htm Now, I will say that some of the advice after graduation is more attune to someone in a research school or research-focused department. That fish won't bite in a teaching school, or a non-research school/department. The guy won a Nobel Prize, he probably has a clue. In any case, the bottom line is no two lives follow the same road. Take yours, and hopefully it will be fruitful. On Wed, May 27, 2015 at 11:14 PM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote: If you want to know what to do in graduate school, how to go about being in graduate school, and how to be a success in graduate school, and successfully find a job after graduate school, Read this: P.B. Medawar http://www.amazon.com/Advice-Scientist-Alfred-Foundation-Series/dp/0465000924 It will be the best $5 (used) you ever spent. Now, I will say that some of the advice after graduation is more attune to someone in a research school or research-focused department. That fish won't bite in a teaching school, or a non-research school/department. In any case, the bottom line is no two lives follow the same road. Take yours, and hopefully it will be fruitful. malcolm On Wed, May 27, 2015 at 1:21 PM, Emily Mydlowski emilymydlow...@gmail.com wrote: Hello all, I'm delving into the graduate school search (MS and PhD programs) quite heavily and am seeking advice regarding approaching faculty with a research project. The system I'm interested in working on is that which has many unanswered, interesting
[ECOLOG-L] Percent cover flashcards
Hello Ecolog community, In preparation for summer sampling, I'm looking for flashcards that show ways that percent cover can be distributed in a quadrat, i.e., 25% cover with clumped, random, and uniform distributions. Does anyone know of a source for this type of flashcard? Google searches are unfortunately not very fruitful. Best, - Evelyn Williams Chicago Botanic Garden Glencoe, IL
Re: [ECOLOG-L] Graduate School Advice
Emily, As someone who just wrapped up a graduate degree program and has watched all the joy and sorrow that can bring (to me and my classmates) I would say you need to know where to strike the balance between sticking to your guns and being adaptable. Maybe your dream professor will string you along and the funding won’t work correctly, that is hardly a unique experience. But hopefully if that occurs you will have been talking to a few other pretty good professors, one of whom will have space for you in their lab. Basically don’t put all your eggs in one basket and make sure you are talking to absolutely everyone, you never know what the person next to you at the conference is thinking about. Hope this helps, Rob On May 28, 2015, at 12:17 AM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote: If you want to know what to do in graduate school, how to go about being in graduate school, and how to be a success in graduate school, and successfully find a job after graduate school, Read this: P.B. Medawar, Advice to a Young Scientist http://www.amazon.com/Advice-Scientist-Alfred-Foundation-Series/dp/0465000924 It will be the best $5 (used) you ever spent. or, read a free online copy and spend your $5 to get lunch and read the entire thing while eating http://evolbiol.ru/medawar_advice/medawar.htm Now, I will say that some of the advice after graduation is more attune to someone in a research school or research-focused department. That fish won't bite in a teaching school, or a non-research school/department. The guy won a Nobel Prize, he probably has a clue. In any case, the bottom line is no two lives follow the same road. Take yours, and hopefully it will be fruitful. On Wed, May 27, 2015 at 11:14 PM, Malcolm McCallum malcolm.mccallum.ta...@gmail.com wrote: If you want to know what to do in graduate school, how to go about being in graduate school, and how to be a success in graduate school, and successfully find a job after graduate school, Read this: P.B. Medawar http://www.amazon.com/Advice-Scientist-Alfred-Foundation-Series/dp/0465000924 It will be the best $5 (used) you ever spent. Now, I will say that some of the advice after graduation is more attune to someone in a research school or research-focused department. That fish won't bite in a teaching school, or a non-research school/department. In any case, the bottom line is no two lives follow the same road. Take yours, and hopefully it will be fruitful. malcolm On Wed, May 27, 2015 at 1:21 PM, Emily Mydlowski emilymydlow...@gmail.com wrote: Hello all, I'm delving into the graduate school search (MS and PhD programs) quite heavily and am seeking advice regarding approaching faculty with a research project. The system I'm interested in working on is that which has many unanswered, interesting questions I would love to pursue. From a faculty perspective, is proposing a project topic (too) bold of a move to a potential advisor? Any advice would be much appreciated. All the best, Emily Mydlowski Northern Michigan University -- Malcolm L. McCallum, PHD, REP Environmental Studies Program Green Mountain College Poultney, Vermont Link to online CV and portfolio : https://www.visualcv.com/malcolm-mc-callum?access=18A9RYkDGxO “Nothing is more priceless and worthy of preservation than the rich array of animal life with which our country has been blessed. It is a many-faceted treasure, of value to scholars, scientists, and nature lovers alike, and it forms a vital part of the heritage we all share as Americans.” -President Richard Nixon upon signing the Endangered Species Act of 1973 into law. Peer pressure is designed to contain anyone with a sense of drive - Allan Nation 1880's: There's lots of good fish in the sea W.S. Gilbert 1990's: Many fish stocks depleted due to overfishing, habitat loss, and pollution. 2000: Marine reserves, ecosystem restoration, and pollution reduction MAY help restore populations. 2022: Soylent Green is People! The Seven Blunders of the World (Mohandas Gandhi) Wealth w/o work Pleasure w/o conscience Knowledge w/o character Commerce w/o morality Science w/o humanity Worship w/o sacrifice Politics w/o principle Confidentiality Notice: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender by reply e-mail and destroy all copies of the original message. -- Malcolm L. McCallum, PHD, REP Environmental Studies Program Green Mountain College Poultney, Vermont Link to online CV and portfolio : https://www.visualcv.com/malcolm-mc-callum?access=18A9RYkDGxO “Nothing is more priceless and worthy of
Re: [ECOLOG-L] Graduate School Advice
I have been in academe' as a phd since 2003. As a doctoral student, i was an instructor for 2 of my 4 years. then, prior to earning my doctorate I was an instructor for 5 years and a research/grants director at an aquarium for 1.5 years. In addition to academe', i have also worked as a Farm worker, baby sitter, Waffle House cook, Dairy Queen slave, baseball umpire in park league, Librarian, McDonalds slave, Subway shift supervisor, College student, Dormitory cafeteria worker, Hospital cafeteria worker, Salesperson, telemarkter, Chef's assistant, undergraduate research assistant, fitness center supervisor, Bob Evans cook, Janitor cook at a Truck Stop, Night manager in residence hall, Desk clerk, Burger King slave, Graduate research assistant, Wildlife consultant, Teacher (K-12), Urban wildlife biologist, gas station attendent. Of all the jobs I have held, i have met some of the most honest, caring and forthright individuals in academe'. i have also met in academe' some of the most dishonest, sinister and in some cases jail-worthy persons, more than one was a lawsuit waiting to happen. The most driven and the most lazy people I have met are also in academe'! For some reason, and my experience may be unique, Academe' is well suited to extreme personalities, myself included. from my discussions with Aaron, there is no doubt that his experience was a horrible one. i have learned in moving around the country that every insitution, department and lab has its own unique cultures. what is great for one student can be a series of potholes or even a cliff-diving session for another. this is why when graduates look for a job, or students are looking for advisor, people tell you that you are interviewing the employer/advisor too. You are not trying to find somewhere you can go, you are trying to find a match between your talents and the institution's or lab's desires and needs. Some people do their best work and are extremely driven when under the whip of a slave driver; whereas, others do the best when they are just left alone. It always saddens me when I hear someone say they got their dream job because I know that what they think is a dream is just that, and once the honeymoon is over and they take off their rosey glasses, there will be plenty of warts on their match. how many people have told you had they done it again, they would never have got married? I have a good friend who tells me all the time, i love my wife, but if she dies first I will never get married again, its too much work! Seriously, graduate school is just like that. A lot of people come out bitter or disenchanted for many reasons. Some reasons are legit and some are imagined, as they can be for those who leave very happy with the experience and return on investment. I was extraordinarily fortunate with my MS and PHD advisors. they fit perfectly what I needed at the time. My experience was EVERYTHING that Aaron's was not. My advisor was fair, he did share the wealth, he did sit down and literally teach me stuff i did not know, as did may other faculty in the program. We had a rule, if he had to write the paper, his name went first. if I wrote it, mine would go first. I wanted my advisor as co-author for the simple reason that I felt it added credibility to my output and he was enormously helpful (as were my committee members). however, selected my advisor and committee members to support my weaknesses, not my strengths so that i would leave more well rounded and so that I did not over-look things i did not know. I did not select committee members based on their stature, but based on how their talents could help me. this was all based on advice given too me from people who had been in PhDs but did not graduate, and worked at the community colleges with me. learn from their mistakes was my goal. what you should get from Aaron's post is this. Make your decision to enter graduate school for the right reasons, choose your advisor very wisely, and pick programs whose culture best matches what you need, not what you like. don't go to graduate school because you think its the next step. go in pursuit of learning. if you want a specific job that requires a specific level of education, you need to ask if you are making your decision wisely. The only good reason to go to graduate school in the sciences is that you want to go to graduate school and gain further education and want credit for it. do you need to go to graduate school to become educated? no. but structured education is a short-cut in many ways. there are a ton of things you can do with an ms or a phd. however, there is a ton of competition and a shrinking pool of opportunities. you also need to have backup plans in case you discover its not for you. i entered my PHD with a backup plan to do a specialists in community college teaching. i figured, if I discovered i could not do it, the Sp-Cc would help me get a good job agaist the piles of MS and phds applying. I never
