[ECOLOG-L] POSITION ANNOUNCEMENT - Department of Biology, Howard University TENURE-TRACK BIOLOGY POSITION
Howard University invites applications for a tenure track position at the rank of ASSISTANT PROFESSOR starting in August 2010. AQUATIC ECOLOGIST with demonstrated ability to teach aquatic ecology or invertebrate biology. Qualifications: Candidates for this position should have completed a Ph.D. in the relevant field and have an established record of research productivity. Teaching and postdoctoral experience are required. A successful candidate is expected to develop an externally funded research program, direct M.S. and Ph.D. students, and participate in teaching in an introductory level course (general biology, genetics, and/or introductory microbiology), as well as develop courses in his/her own specialty. Interested applicants should submit curriculum vitae along with a brief description of research and teaching experience and interests, and arrange to have three letters of reference sent directly to: Dr. Franklin Ampy, Chairman, Department of Biology, 415 College Street NW, Room 126, Washington, D.C. 20059. Screening of applications will begin February 1st, 2010 and continue until the position is filled. All qualified candidates are encouraged to apply. Howard University is an Affirmative Action/Equal/Opportunity Employer. Women and members of minority groups are especially encouraged to apply.
[ECOLOG-L] Stata responses
I received several responses to my question about using Stata for ecological data analysis. Many thanks to all. Below is my original question followed by the responses, sans IDs. Daniel L. Tufford, Ph.D. University of South Carolina Department of Biological Sciences 715 Sumter St. (mail) 209A Sumwalt (office) Columbia, SC 29208 803-777-3292 (phone) 803-777-3292 (fax) tuff...@sc.edu http://www.biol.sc.edu/~tufford --- My question: Has anyone here used Stata (http://www.stata.com/ http://www.stata.com/ ) for analysis of ecological/environmental data? A student working for me also works in the Business School and they use it instead of SAS, SPSS, etc. Apparently it is used quite a lot for econometric and related analyses but I had not heard of it until the student mentioned it. She wants to use Stata rather than SAS since she is already familiar with it. - Daniel, see http://www.burns-stat.com/pages/Tutor/R_relative_statpack.pdf for a comparison of several packages - I used it for the majority of my work on my dissertation (both for ecological analysis and for analysis of household surveys--my work is interdisciplinary). For some things, I had to use R instead. The newest versions of Stata are quite powerful and can do most things, R still has the advantage of being more flexible, but their codes aren't all that different; however, it is much easier to go from R code to Stata Code than the reverse. In retrospect, I wish I had taken the time to learn R earlier, but I kept being under too much pressure, timeline wise, to learn it (I already had a good idea of how to use stata). If you are her advisor, I would offer the following suggestion. Encourage her to learn R (but give her some extra time to do so) and to use stata as a way of double checking her results (I caught a lot of errors that way). R code is so sensitve, but it seems to be by far the most powerful. If you are choosing between Stata and SAS, SPSS, etc, then Stata should be fine and has the advantage of offering free tech help; i.e. if she knows the tests she needs to run but can't figure out how to do it with the package, the tech service department will help her. They are pretty amazing and have a lot of resources. --- I have been using Stata for about 2 years now mostly for survival analyses (parametric and non-parametric analyses), Cox proportional hazards, competing risks, and cause-specific mortality. I also have included a number of environmental covariates in all kinds of analyses. I find it a great program and fairly easy to learn. The learning curve is not so steep as SAS and it seems to be able to do everything I could do in SAS. The program seems to be much more popular with Canadian scientists. The graphing package is wonderful too. When encountering problems I have found other stat users on the web very helpful -even providing canned programs to run special issues. Perhaps some helpful references: An introduction to survival analysis using stata Cleves et al. 2008 http://www.stata.com/statalist/ http://statcomp.ats.ucla.edu/stata/ I hope this helps. I use Stata for most analyses, since I find it easier to use than many other statistics programs. I have used it for PCA, linear regression, quantile regression, ANOVA, ANCOVA, MANOVA, and a number of other analyses to study environmental and genetic differences among populations. I would highly recommend this program, especially if your student is already familiar with it. --- I use Stata for my primary analysis software. I know of several other ecologists within USGS that use it and Mark Boyce's lab at University of Alberta uses Stata extensively. The community of users is quite large with robust online resources, the help is well maintained, and the best part of the software is the ability to use both a programming and GUI interface. When executing commands through the GUI the user is given the command line input so learning new commands for programming is simplified. There should not be any problems using Stata instead of SAS or R. Although I don't use it as my primary analysis package, I think learning R is a valuable tool for students with many organizations making the switch. - I will pass on my limited experience of Stata. I have used it off and on for several years, but now use R almost exclusively. Stata is heavily used in the medical/health care/epidemiological world as well as econometrics. As a general purpose stats program it easily sits in the top five (SAS,
Re: [ECOLOG-L] now I've seen it all: Decline in education
I don't think that students' education level has declined. 20-30 years ago, few high school students went to higher education, but now, having a bachelor degree is almost required for many jobs. In response to the demand for higher education, many universities increased school capacities, instead of limiting students. Consequently, we see more students who are unprepared in the classroom. If you believe in education, (I hope most of you are), then you have to work harder to raise students' level to the standard you believe in, by applying and developing various teaching techniques. I believe that's part of a college professor's job. If a professor just blames students for their unpreparedness and whatever, then I must say that the professor is also just lazy. By the way, I also have seen influx of so called just tell me what I need to know graduate students while I was at the graduate school. When I started about 20 years ago, all my graduate students peers came to the program because they were curious about ecology. Most of us stayed in the school till midnight 2-3 am, arguing about ecological theories in varieties of subjects. They chose research projects that were very difficult, time consuming, and probably far beyond thesis requirement. They worked until they were satisfied of their projects. Consequently, many students spent 7-10 years to finish and get the degree. By the time, I was about to graduate, popularity of ecology/conservation biology increased, and we had influx of students who just want to get a degree as soon as they can, so that they can do whatever with the earned degree. They were very smart, but their attitude was more like just tell me what I need to know to get the degree. They choose research p! rojects th at sure get sufficient results to write a thesis and graduate within 3-5 years, and they took only classes needed for their thesis projects. Needless to say, these new students did not mingle us old-timer graduate students at all. By the way, I saw nothing wrong with this change of attitudes. Toshihide Hamachan Hamazaki, PhD : 濱崎俊秀：浜ちゃん Alaska Department of Fish Game Division of Commercial Fisheries 333 Raspberry Rd. Anchorage, Alaska 99518 Ph: 907-267-2158 Fax: 907-267-2442 Cell: 907-440-9934 E-mail: toshihide.hamaz...@alaska.gov
Re: [ECOLOG-L] now I've seen it all: Decline in education
I apologize for the zinger. I completely understand the rubric used to grade undergrads and appreciate the time and effort that it takes to do so. My point (that I so tackily stated) was that students understand this rubric and that is why they ask just tell me what I need to know. I believe that most students start at this point and then integrate this information into the larger context of the subject matter. Again, I apologize, but can we please be a less harsh with our generalizations about our students. The majority of them are trying to absorb what we are teaching them and not shoveling in, then purging information. -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ecolo...@listserv.umd.edu] On Behalf Of Val Smith Sent: Tuesday, January 19, 2010 6:14 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] now I've seen it all: Decline in education Just for information's sake, more than a decade ago I helped to create the University of Kansas' Center for Teaching Excellence (http://www.cte.ku.edu), and like other teaching faculty at KU, I follow its well-thought-out, professional recommendations with regards to assuring the consistency and fairness of exam grading. The grading of 400 exams containing up to 3-4 short answers and 1-2 essays can take the better part of 12-15 hours or more even when we obtain the assistance of as many as ten highly knowledgeable grading assistants who are already serving as GTAs in the laboratory portion of the course. A grading rubric that defines the best or preferred answers to the questions in any exam is created and provided to all graders (which include the teachers of record): there can after all be only a small subset of completely correct answers to any given question, such as the correct direction of heat energy or material flows in counter-current exchange systems, or the correct direction of water flow in a plant's xylem, or the correct absolute value of Avogadro's number, or the correct equation for exponential population growth, or the correct balanced equation for photosynthesis, or the correct name for the enzyme that catalyzes the breakdown of lactose, or the correct definition for gastrovascular cavity, or the major taxonomic characteristics that are considered to be unique to a specific Order of plants (I'm sure that you surely must see my point here). Typically one or two graders (including both of the faculty members who are the teachers of record) are then assigned a certain question, and exam grading proceeds. If there is any concern about a particular student's answer for any particular question, then the entire group stops and deliberates/discusses whether the particular answer under consideration was either correct (100% credit), partially correct (for partial credit), or incorrect (0% credit). The grading rubric is provided electronically to all students taking the course after the exam, and each student then has further recourse by making a formal appointment with the instructors of record to discuss any and all questions for which they might dispute the grading. Just curious: did you intend for your tone in this message to be as hostile to academia, and as intentionally and deliberately derogatory as I perceived it? If so, very tacky, and one might wonder whether you have ever bothered to read the literature on exam grading and learning assessment methods, or whether you have ever actually taught in the classroom? Please explain clearly to me, and also to the readers of ECOLOG, how the extremely lengthy, objective, completely transparent, and highly deliberative grading process above might constitute professorial laziness. It is unfortunately very easy in an electronic forum such as this to write a three-sentence zinger that is completely without basis or merit. Val H. Smith On 1/19/2010 2:29 PM, Meenan, James wrote: Let me see if I have this clear. You criticize students for asking you to just tell me what I need to know and then you grade their essay questions by using a rubric (tell me what I want to hear) that is interpreted by a GTA. Professorial laziness? -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ecolo...@listserv.umd.edu] On Behalf Of Val Smith Sent: Tuesday, January 19, 2010 9:28 AM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] now I've seen it all: Decline in education Dave, you are not being unreasonable at all. The responses that you mention stem from intellectual laziness and/or short-term-oriented learning strategies. I, too, have had my students say, just tell me what I need to know, and it is very clear that they indeed wish to shovel in the information, play it back to me on an exam, and then purge it from their memory banks. The ideal of obtaining a broad education is largely irrelevant for a substantial portion of the student population, whose goal is simply to pass
[ECOLOG-L] Canopy Study in Puerto Rico
Greetings to all: Long time lurker, first time poster. My name is Norman Greenhawk, and I am the herpetologist/ethnobotanist for Tropic Ventures Research and Education Foundation. We conduct research at Las Casas de la Selva, a privately owned 1,000 acre sustainable forestry project and forest preserve in Patillas, Puerto Rico. I have an ongoing study of the six species of the genus Anolis currently found at the project. This spring/early summer, I am planning on taking my research of these lizards in another direction. Specifically, I am currently planning a canopy study of our forest, with an emphasis on lizards of the genus Anolis and frogs of the genus Eleutherodactylus. Until now, I have always kept my feet (and my studies) on Terra Firma. I would like to request technical/advisoral help from anyone who is knowledgeable in designing canopy studies. If you are interested in corresponding with me, respond to this and I will forward you more detailed information about my plans for this study. My specific questions will focus mainly on study design, recommended equipment, recommended analytical methods, and if you might have knowledge of available grants/funding. Sincerely, Norman A. Greenhawk
[ECOLOG-L] PhD position
PhD opportunity in the Gifford lab at the University of Arkansas at Little Rock Thermal physiology and mechanistic distribution modeling in plethodontid salamanders Work in the Gifford lab is focused on how ectotherms (salamanders and lizards) deal with variation in environmental conditions (temperature) and the ecological and evolutionary consequences of these strategies. The lab is recruiting a PhD student to start in the Fall of 2010. This opportunity is available to undertake studies on variation in the thermal physiology of salamanders and the development and validation of spatially explicit mechanistic species distribution models. This position offers some latitude for project development within the context of current scientific interests in the lab. These include: - Bioenergetic modeling of species distributions. - Incorporating biotic constraints into mechanistic models (e.g., phenotypic plasticity, trait evolution, dispersal) - Potential biotic responses to climate change - Variation in thermal performance between species and populations Research is expected to involve both field and laboratory components. Fieldwork will largely take place in the interior highlands of North America (i.e., Ouachita Mountains) and throughout the eastern US (i.e., southern Appalachians, Piedmont, Coastal Plain). Little Rock is ideally located for this research, as most field sites are in reasonable proximity. This position will be supported by either a graduate research assistantship (RA) or an internally funded graduate assistantship (GA/TA), all including a full tuition waiver. Regardless, candidates will be evaluated towards a GA. The Gifford lab is well equipped for studies of thermal physiology (animal care facility, environmental chambers, respirometry system, high-speed video, and calorimetry [through the Sikes Lab]) and has sufficient computational resources for GIS and mechanistic modeling. Preferred qualifications include: - experience with GIS and/or modeling in R or MatLab - prior research experience - interest in thermal physiology, ecology, or evolution Potential candidates should apply for admission to the PhD program in Applied Science. Admission requirements include a B.S. in an appropriate scientific discipline (Biology, Ecology/Evolution, etc.); a GPA of at least 3.3 (4.0 scale) in last 60 hours of coursework; minimum combined score of 1000 on the verbal and quantitative sections of the GRE and a minimum score on the writing assessment of 4 out of 6. Applicants with a 3.5 or greater GPA in the last 60 hours of coursework are not required to submit GRE scores; however, I still ask that these scores be sent to me. In addition to applying for admission, candidates must also meet the criteria for award of a graduate assistantship (and must apply for such). This is necessary so that the student will be supported through their entire tenure at UALR (~4 to 5 years). Please contact me for clarification, if necessary. Program application deadline is fast approaching (January 31, 2010 for Fall semester entry). ** Please send inquiries via email to megiff...@ualr.edu. Please include contact information for two references; a brief statement of your research experience, goals, and why our lab would be a good fit; and a CV. Feel free to check out general lab information at the Gifford lab website (http://web.me.com/gifford/Gifford_Lab/Home.html).
[ECOLOG-L] Graduate opportunities in ecology and evolution at University of Houston
GRADUATE OPPORTUNITIES IN ECOLOGY AND EVOLUTIONARY BIOLOGY The Department of Biology and Biochemistry at the University of Houston (UH) welcomes applications for its graduate program in Evolutionary Biology and Ecology for Fall 2010. The following faculty in the area of Evolutionary Biology and Ecology are seeking graduate students for their labs: Blaine Cole (bc...@uh.edu) - Evolution and social behavior Dan Graur (dgr...@uh.edu) - Theoretical molecular evolution Diane Wiernasz (dwiern...@uh.edu) - Ecological genetics George Fox (f...@uh.edu) - Experimental evolution and origin of life Gregg Roman (gwro...@uh.edu) - Evolution of behavior Rebecca Zufall (rzuf...@uh.edu) - Genome and molecular evolution Ricardo Azevedo (razev...@uh.edu) - Evolution Steve Pennings (spenni...@uh.edu) - Community ecology Tim Cooper (tcoo...@central.uh.edu) - Experimental evolution Tony Frankino (wafra...@central.uh.edu) - Evolution of complex traits Yuriy Fofanov (yfofa...@bioinfo.uh.edu) - Evolutionary bioinformatics For more information regarding the Evolutionary Biology and Ecology graduate program at UH see: http://www.uh.edu/admissions/graduate/ The deadline for application of prospective students is April 1st, 2010, but students are encouraged to apply as soon as possible. -- Steven Pennings Department of Biology and Biochemistry University of Houston Houston TX 77204 713 743 2989 http://www.bchs.uh.edu/~steve/
[ECOLOG-L] ESA Academic Excellence Award for Young Women in Ecology Application
Attention All ESA Students and Faculty, The ESA Student Section is pleased to sponsor the first Academic Excellence Award for Young Women in Ecology. We will award one female student a prize for academic excellence demonstrated by an outstanding research publication and a commitment to increase the visibility of other women scientists. ELIGIBILITY AND NOMINATION: At the time of the nomination deadline (SATURDAY, MAY 30th 2010), the nominee must have published a paper in a peer-reviewed journal (MAY 2008-MAY 2010) and have implemented outreach activities to promote women in science. Accepted manuscripts in press are eligible, but in review are not. The nominee must be an undergraduate student, a graduate student, or have received a Ph.D. within the past two years. In addition, the nominee must be first author of the paper and be a member in good standing of ESA's Student Section at the time of nomination. If you are not sure if your dues are up to date with the ESA Student Section, pleas contact our membership officer (Matthew Whiteside, mwhit...@uci.edu). Self-nominations and nominations by colleagues are welcome. SELECTION CRITERIA: Applications will be reviewed by an Awards Committee appointed by the Officers of the Student Section. The award package will be judged based upon (1) the papers contribution to the field, including originality, study design and impact and (2) the nominees outreach efforts to promote participation of young women in science. AWARD: - Commemorative plaque - 95th ESA annual meeting registration fee reimbursement The awards will be made public during the ESA Student Section award ceremony, to be held on Tuesday, August 3rd at the conference center (time and room TBA) of the annual meeting. Applicants are required to attend this event. Nomination packets should include: 1. A PDF copy of the published paper in the original format of the journal in which it was published. If in press, the edited proof pdf is valid. 2. A brief letter (pdf or word 2003 compatible format) containing: - A description of the impact the paper has on the field and the date of completion of the degree, if the nominee is no longer a student. ***Make sure to indicate whether the research was completed during undergraduate or graduate tenure*** (200 words max) - A statement describing how the nominee engages in outreach to other women scientists; personally, educationally and/or professionally (200 words max) - A final sentence in this letter stating: I hereby commit to attend the 95th ESA annual meeting to be held in Pittsburgh, PA 1st-6th August 2010, and to be present during the ESA Student Section award ceremony. Please sign or write your initials at the end of this letter. 3. A letter of support from the major professor that also confirms the nominees eligibility for the award. The letter is to be submitted in pdf format, and directly by the recommender (not by the applicant). 4. A CV from the nominee in pdf format Nomination packets should be sent (by May 30th 2010) electronically as pdfs to the Student Section's Women and Minorities Officer (Stephanie Kivlin, skiv...@uci.edu), with the phrase Academic Excellence Award for Young Women in Ecology in the subject line. Failure to adhere to any of the rules described above will translate in automatic withdrawal of the entire application for this award. *** THE DEADLINE FOR APPLICATIONS IS FRIDAY, MAY 30th 2010. *** For award application and instructions, go to the ESA Student Section website, http://esa.org/students/section/. If you have questions, please email Stephanie Kivlin (skiv...@uci.edu) or Rob Salguero-Gomez (salgu...@sas.upenn.edu). Sincerely, ESA Student Section
[ECOLOG-L] Research Technician/Lab Manager - Boston U.
Position Description: The Fulweiler laboratory is seeking applicants for the position of Research Technician/Laboratory Manager to take part in field and laboratory operations. This position is a full time, benefited position with salary support for one year. After the first year, the position will be contingent upon continued funding. Positions Duties: The applicant will be expected to develop and maintain standard operating procedures for activities within the lab (including database entry and management; data quality assurance/quality control (QA/QC)). Specifically this will include running the following instruments: a membrane inlet mass spectrometer for dissolved gas analysis; a gas chromatograph for greenhouse gas analysis; and automatic nutrient analyzer for the measurement of dissolved inorganic and organic nutrients in both fresh and marine waters.In addition they will help plan and execute field observations and laboratory experiments. Much of my research involves field sampling specifically: traveling to the coast, collecting samples onboard research vessels, and then either running experiments onboard the vessel or back on land. The applicant will also be expected to help supervise undergraduate and graduate students. For additional duties and more information please contact Dr. Wally Fulweiler at r...@bu.edu. Qualifications: Required: Bachelors Degree in biology, chemistry, oceanography, ecology or related degree. Minimum 1 year post graduate experience. Familiarity with field and laboratory measurements of the biological and/or chemical properties of seawater and experience with mass spectrometry and/or gas chromatography is required. Working knowledge of computers (i.e. Microsoft Excel, Word, etc.) and a willingness to learn other programs is required. Valid drivers license, ability and willingness to make overnight travel, ability to participate in field sampling. Strong Interpersonal skills is required including: strong written and verbal communication skills Publication and experience grant writing desired. Desired: MS desired in Chemistry, Oceanography, Ecology or a related degree. Field experience (including small boat operation, diving) and advanced computer skills desired. Salary: Commensurate with experience. Application Deadline: Applications received by February 15th, 2010 will be given preference. Position is open until filled. Please contact Wally Fulweiler for more details: r...@bu.edu; 617-358-5466. Boston University prohibits discrimination against any individual on the basis of race, religion, color, sex, age, national origin, physical or mental disability, marital, parental, or veteran status.
[ECOLOG-L] JOB POSTING: Biological Science Technicians, Lava Beds National Monument
The National Park Service is seeking two GS-5 ($15.00/hr) Biological Science Technicians for the 2010 summer field season based out of Lava Beds National Monument. Positions are in fire effects monitoring with an emphasis on vegetation and fuels sampling in a team oriented setting. The job involves 70-80% field work, installing and revisiting permanent plots to monitor changes in fuel and vegetation in various plant communities throughout three national parks in the region (Lava Beds, Crater Lake, Lassen Volcanic) where prescribed burning is planned or has taken place. Fire effects work includes plant identification, establishing and sampling vegetation plots following detailed protocols, and entering and quality checking data into customized software programs. Fieldwork involves hiking to remote front country locations, and backpacking to remote areas in the backcountry in rugged terrain under possible adverse weather conditions. A portion of time will be dedicated to data entry and other duties in an office setting. Fire effects positions may participate in prescribed/wildland fires, which may require that arduous duty Red Card Certification be obtained. Estimated work dates are from early June to the end of August. Interested applicants must apply through the USAJOBS website at http://www.usajobs.gov . The announcement number is REDW 10-304705-T Applications must include a resume, a completed questionnaire, and a copy of your college transcripts (if you wish to be qualified based on experience and education). Read the announcement for specific details. APPLICATIONS MUST BE COMPLETED BY THE FEBUARY 8, 2010 DEADLINE TO BE CONSIDERED FOR THESE POSITIONS. For specific questions about fire effects positions (serious inquiries only, please), contact Todd Erdody, Lead Fire Effects Monitor, at todd_erd...@nps.gov.
[ECOLOG-L] Summer Botany Jobs with US Forest Service in California
USDA Forest Service Multiple Temporary Botany Jobs in California, Summer 2010 The US Forest Service is looking for qualified field botanists and weed crews to work throughout California in summer 2010. Seasonal Botanists and Biological Science Technicians are needed for 3-6 months, with pay ranges from $11.95 to $22.74 per hour (GS-3 – GS-9, depending on experience). Government housing may be available. Job Descriptions and Qualifications: Botanists: Conduct field surveys for Threatened, Endangered, Sensitive, and Watch List plants and map locations. Weed Crew: Locate, map, and manually remove invasive plants. Exact duties will vary among duty stations. Desired skills include: plant identification using taxonomic keys, familiarity with California flora, non-vascular plant ID; use of GPS, topographic maps, and compass; ARCGIS skill; operating vehicles on rough roads, good physical fitness; and willingness to work under difficult field conditions. Qualifications: • Minimum 1 year college for GS-3 Biological Science Technician. Minimum 2 years of college or 6 months general experience plus 1 year as a GS-3 required for GS-4 position. Bachelor’s degree, or 1 year at GS-4 level required for GS-5 position. Minimum 1 year graduate level education or 1 year at GS-6 level for GS-7 position. Bachelor’s degree plus 2 years graduate work in biology, botany, natural resources, range science, biology, or related area, or 1 year experience at GS-7 level, with 24 semester hours in botany required for GS-9 Botanist. • Over 18 years of age, and a U.S. Citizen Position Locations (Anticipated number of positions) and Contact Person: Angeles National Forest – Arcadia, CA (2 Botany/Weeds; GS-7-9) – Janet Nickerman: 626-574-5264, jnicker...@fs.fed.us Eldorado National Forest – Placerville, CA (4 Total: Botany, GS-4-7; Weeds, GS-3-4) – Susan Durham: 530-642-5173, sdur...@fs.fed.us Inyo National Forest – Bishop, CA (1 Gotany/Weeds; GS-7) – Kathleen Nelson: 760-873-2498, kgnelso...@fs.fed.us; Sue Weiss; 760-873-2496, sw...@fs.fed.us Klamath National Forest – Fort Jones, CA (1 Weeds, GS-5) – Marla Knight: 530-468-1238, mknight @ fs.fed.us Lake Tahoe Basin Unit – South Lake Tahoe, CA (2 Weeds, GS-5-7; 3 Botany, GS-5-9) – Cheryl Beyer (Weeds): 530-543-2842, cbe...@fs.fed.us; Shana Gross (Botany): 530-543-2752, segr...@fs.fed.us Lassen National Forest – Susanville, CA (2 Weeds, GS-3-5; 3 Botany, GS-9) – Allison Sanger (Botany): 530-252-6662, as an...@fs.fed.us; Jessica Pijoan (Weeds); 530-252-6475, jpij...@fs.fed.us Mendocino National Forest – Willows, CA (2 Botany/Weeds; GS-4-5) – Lauren Johnson: 530-934-1153, laurenjohn...@fs.fed.us Modoc National Forest – Alturas, CA (4 Botany, GS-5-7; 2 Weeds, GS-4) – Judy Perkins: 530-233-8827, jperk...@fs.fed.us Plumas National Forest – Blairsden CA (1 Botany, GS-5-7) – Mike Friend: 530-836-7167, mjfri...@fs.fed.us; Oroville, CA (6-10 Botany/Weeds; GS-4- 7) – Chris Christofferson: 530-532-7473, cchristoffer...@fs.fed.us; Quincy, CA (Possibly a few Botany) – Jim Belsher-Howe: 530-283-7657, jbelsherh...@fs.fed.us Shasta-Trinity National Forest – Weaverville, CA (4 Botany/Weeds; GS-4-7) – Susan Erwin: 530-623-1753, ser...@fs.fed.us Sierra National Forest – North Fork, CA (2 Botany/Weeds-tentative based on funding; GS-5) – Joanna Clines: 559-877-2218 x 3150, jcli...@fs.fed.us Sierra Cascade Province – Quincy, CA (includes extensive travel), (4 Botany/Ecology, GS-5-7) – Kyle Merriam: 530-283-, kmerr...@fs.fed.us Six Rivers National Forest – Eureka, CA (3 Botany/Weeds; GS-5-7) – Lisa Hoover: 707-441-3612, lhoo...@fs.fed.us Stanislaus National Forest – Groveland, CA (2-3 Botany, 2-3 Weeds, GS-4- 7) – Jennie Haas: 209-962-7825 ext. 540, jh...@fs.fed.us; Hathaway Pines, CA (2 Botany, GS-4-7) – Quinn Young: 209-795-1381 ext. 326, qyo...@fs.fed.us; Mi Wuk Village, CA (2-3 Botany, GS-4-5) – Margaret Willits: 209-586-3234, ext. 624, mwill...@fs.fed.us Tahoe National Forest – Nevada City, CA (3-4 Botany, GS-4-5) – Kathy Van Zuuk: 530-478-6243, kvanz...@fs.fed.us Adaptive Management Services Enterprise Team– Contact Wendy Boes for information: 530-478-6886; wb...@fs.fed.us (Botany, GS-7-9) To Apply: Apply in the automated Forest Service site, AVUE:https://www.avuecentral.com Vacancy Announcements to apply for Biological Science Technician/Aid (GS-3- 7) and Botanist (GS-9) positions: TEMP-OCR-404-3-GEN (for GS-3 Biological Science Aid – Natural Resources) TEMP-OCR-404-4-PLANT (for GS-4 Biological Science Technician – Plant) TEMP-OCR-404-5-PLANT (for GS-5 Biological Science Technician – Plant) TEMP-OCR-404-6-PLANT (for GS-6 Biological Science Technician – Plant) TEMP-OCR-404-7-PLANT (for GS-7 Biological Science Technician – Plant) TEMP-OCR-430-9-BOT (for GS-9 Botanist) Note: You must attach your college transcripts to your application. You must also include the specific locations where job vacancies are present and you wish to
Re: [ECOLOG-L] Fwd: Re: [ECOLOG-L] now I've seen it all
As scientists, we should always consider the accuracy and precision of our work. Science is wondering and testing and sharing, over and over again. Our communication is part of the sharing phase; we must make sure our words convey our messages. Sometimes jargon, baroque phrasing, and other tools are appropriate, but we should only choose them when we need them (occasionally, for example, in short messages between specialists, or in deliberate signalling to an audience that the definition of a particular word is important). For me, convoluted phrases and dictionary words are often the result of laziness. I might be able to speak more clearly, but I'm hedging, avoiding a commitment to a meaning I'm not sure I'll support next week. Every time I notice myself speaking this way, I know I need to try harder: my message is weak, and my understanding might be weak too.
[ECOLOG-L] Summer internship in suburban ecology
MRGP Internship in Applied Suburban Ecology (www.mianus.org) Program Description: The Mianus River Gorge Preserve (MRGP) is a 764 acre old-growth forest preserve located in Bedford, NY (about 1 hour north of NYC). We offer 2-3 internship positions for undergraduate students interested in the conservation and management of protected areas in urbanizing landscapes. Interns will work alongside staff and graduate students and will also be responsible for assisting high school students conducting ecological studies. Interns will have the opportunity to take field trips to institutions such as the American Museum of Natural History and other nature preserves. Special projects for 2010: Monitoring screech owl distribution along an urban-rural gradient Estimating deer and coyote abundance using camera traps GIS mapping of point-source pollution in the Mianus watershed Monitoring birds using mist netting and spectrogram analysis of bird song Each internship lasts for a period of 6-8 weeks. Interns will receive a stipend of $100/week. Applicant Eligibility: All undergraduate students are eligible to apply. Preference is given to students of New York, New Jersey, and Connecticut. While we do not require applicants to major in a particular discipline, exposure to the fields of ecology or environmental science is helpful. Students must like to work outside, enjoy working both alone and as a member of a team, and demonstrate independent thinking. Interns must provide their own transportation to the MRGP. Application Process: Please fill-out the application (www.mianus.org) and submit along with 1 letter of recommendation and your CV/resume. Deadline Feb 26, 2010. Applicants may be contacted for a phone interview. All applicants will be notified of their acceptance by March 15, 2010. Applications can be submitted by e-mail: mwec...@mianus.org Questions: Contact Mark Weckel @ 914-234-3455
[ECOLOG-L] Ph.D. assistantship in plant invasion ecology and genetics at Utah State University (USU)
I seek a highly motivated Ph.D. student for a NOAA-funded study on the ecology and genetics of Phragmites invasion in Chesapeake Bay brackish wetlands. This study will be part of a larger project at the Smithsonian Environmental Research Center (SERC) in Edgewater, MD, focusing on the impacts of shoreline modification on Chesapeake Bay ecosystems. The funded student would be part of a team of researchers (Karin Kettenring, USU; Dennis Whigham and Melissa McCormick, SERC; Denice Wardrop, Penn State) looking at the role of disturbances, including shoreline modification, on Phragmites establishment and survival. There is considerable flexibility for the Ph.D. student to develop their own project while building on previous and on-going work on Phragmites invasion ecology and genetics in the Chesapeake Bay by the co-PIs. The student would enroll in the Ecology Program and the Department of Watershed Sciences at Utah State University but would conduct field research in the Chesapeake Bay. Interested applicants should send a letter of interest (previous accomplishments, research experience and interests, and how this project fits into future career goals), a resume or C.V., transcripts, GRE scores, and contact information for three references to Karin Kettenring at karin.kettenr...@usu.edu. Review of applications will begin February 5, 2010, but the position will remain open until filled. The target start date is summer or fall 2010. Utah State University is located in Logan, 90 miles northeast of Salt Lake City, in beautiful Cache Valley. Opportunities for hiking, biking, skiing, and camping cannot be beat. Karin M. Kettenring Assistant Professor, Wetland Ecology Ecology Center and Department of Watershed Sciences Utah State University karin.kettenr...@usu.edu http://www.cnr.usu.edu/htm/facstaff/Kettenring
[ECOLOG-L] PhD Leadership Fellowships in Forest Management and Global Change
LEADERSHIP FELLOWSHIPS IN FOREST MANAGEMENT AND GLOBAL CHANGE The Department of Ecosystem Science and Management at Texas AM University (http://essm.tamu.edu/national-needs.aspx) is launching a Ph.D. fellows program aimed at producing scientific leaders with expertise in forest and woodland ecosystems in the context of a rapidly changing global environment. These fellowships, which will be partially funded by the USDA National Needs Program, provide a $30,000/yr stipend, a $10,500/yr cost-of-education allowance, and a $1,500/yr travel allowance for a three-year period. The total award value over a period of three years is $126,000. Opportunities exist in a wide array of specialties, including ecology, ecosystem restoration, spatial sciences, ecohydrology and watershed management, ecological and conservation genetics, and human dimensions. The Department is seeking exceptional individuals who can excel in a challenging, interdisciplinary academic environment. Applicants should aspire to become scientific leaders whose research solves socio-ecological problems related to global change in forest and woodland ecosystems. Successful candidates will be co-advised as members of an integrative research program, and interdisciplinary research interests are highly encouraged. Applicants must have completed (or be close to completing) an M.S. degree in the life sciences, environmental sciences, or environmental engineering field. They must also be U.S. citizens. Review of applications will start March 1, 2010. Application details may be found at http://essm.tamu.edu/academics/graduate-programs/application-process. Contact k-krutov...@tamu.edu or j-...@tamu.edu for details. The state of Texas encompasses 10 diverse ecoregions that include forest and savannas. Forested lands in Texas cover some 60 million acresmore than in any other state of the lower 48 United States. Texas AM University is rated the number 5 university nationwide by Washington Monthly, on the basis of recruiting, research, and service. It is rated the number 17 among 6000 universities worldwide by Webometrics. BryanCollege Station, home of Texas AM University, offers a safe, culturally diverse community and affordable living. It is located within a short drive of three major Texas citiesHouston, Austin, and Dallasas well as numerous beaches along the Gulf of Mexico.
[ECOLOG-L] faculty position in environmental leadership
The Department of Environmental Studies at Antioch University New England invites applications for a core faculty position in environmental leadership in Resource Management and Conservation to begin July 1, 2010. Candidates will have a Ph.D. in a relevant arena of environmental studies at the time of application, professional experience in their field of expertise, demonstrated teaching experience, and an active research program. The ideal candidate will have a history of practical application and a strong theoretical foundation in one or more of the following areas: 1) stakeholder capacity-building and facilitative leadership, 2) management and administration skills, and 3) community-level governance and state and federal regulatory frameworks. International resource management and sustainable development experience is also desirable. We also seek candidates who demonstrate an understanding of the interdisciplinary nature of environmental studies, and who are enthusiastic about working with graduate students. The successful candidate will work as part of an interdisciplinary faculty to serve M.S. and Ph.D. students enrolled in weekday, weekend, and online delivery programs. Teaching responsibilities include courses from the following list: Adaptive Leadership, Building Sustainable Organizations, Financial Administration, Ecological Economics, and Political Economy. The responsibilities of the position include development and direction of student research projects in environmental leadership, human and natural resources management, and/or resource conservation. All core faculty members are responsible for engagement in university citizenship (governance), service, and scholarship in addition to their teaching responsibilities. Interested candidates should send curriculum vitae, statement of research and teaching interests, and list of three references electronically to [ mailto:h...@antiochne.edu ]...@antiochne.edu with ES Faculty Search in the subject heading. This is a full time benefited position. Questions regarding the position may be directed to msimp...@antioch.edu. Screening of applicants will begin immediately. Applications will be reviewed as they are received. The search will continue until the position is filled. We are located in southern New Hampshire in the Monadnock and Connecticut River Valley Regions. Antioch University New England provides equal opportunity for all qualified applicants and does not discriminate on the basis of race, age, color, gender, ancestry, religion, national origin, sexual orientation, gender identity, family status, or disability.
Re: [ECOLOG-L] now I've seen it all: Decline in education
Now, perhaps, we need to consider the student's perspective. Since our culture values quantity over quality, is the student's attitude of just tell me what I need to know really that odd or unreasonable? Given that they are being shoveled massive amounts of information in several courses, not just one course, and need to finish in four years. Following this thread gives the impression that students are only taking a single ecology course. randy = RK Bangert = On Jan 20, 2010, at 5:15 AM, Meenan, James wrote: I apologize for the zinger. I completely understand the rubric used to grade undergrads and appreciate the time and effort that it takes to do so. My point (that I so tackily stated) was that students understand this rubric and that is why they ask just tell me what I need to know. I believe that most students start at this point and then integrate this information into the larger context of the subject matter. Again, I apologize, but can we please be a less harsh with our generalizations about our students. The majority of them are trying to absorb what we are teaching them and not shoveling in, then purging information. -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ecolo...@listserv.umd.edu] On Behalf Of Val Smith Sent: Tuesday, January 19, 2010 6:14 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] now I've seen it all: Decline in education Just for information's sake, more than a decade ago I helped to create the University of Kansas' Center for Teaching Excellence (http://www.cte.ku.edu), and like other teaching faculty at KU, I follow its well-thought-out, professional recommendations with regards to assuring the consistency and fairness of exam grading. The grading of 400 exams containing up to 3-4 short answers and 1-2 essays can take the better part of 12-15 hours or more even when we obtain the assistance of as many as ten highly knowledgeable grading assistants who are already serving as GTAs in the laboratory portion of the course. A grading rubric that defines the best or preferred answers to the questions in any exam is created and provided to all graders (which include the teachers of record): there can after all be only a small subset of completely correct answers to any given question, such as the correct direction of heat energy or material flows in counter-current exchange systems, or the correct direction of water flow in a plant's xylem, or the correct absolute value of Avogadro's number, or the correct equation for exponential population growth, or the correct balanced equation for photosynthesis, or the correct name for the enzyme that catalyzes the breakdown of lactose, or the correct definition for gastrovascular cavity, or the major taxonomic characteristics that are considered to be unique to a specific Order of plants (I'm sure that you surely must see my point here). Typically one or two graders (including both of the faculty members who are the teachers of record) are then assigned a certain question, and exam grading proceeds. If there is any concern about a particular student's answer for any particular question, then the entire group stops and deliberates/discusses whether the particular answer under consideration was either correct (100% credit), partially correct (for partial credit), or incorrect (0% credit). The grading rubric is provided electronically to all students taking the course after the exam, and each student then has further recourse by making a formal appointment with the instructors of record to discuss any and all questions for which they might dispute the grading. Just curious: did you intend for your tone in this message to be as hostile to academia, and as intentionally and deliberately derogatory as I perceived it? If so, very tacky, and one might wonder whether you have ever bothered to read the literature on exam grading and learning assessment methods, or whether you have ever actually taught in the classroom? Please explain clearly to me, and also to the readers of ECOLOG, how the extremely lengthy, objective, completely transparent, and highly deliberative grading process above might constitute professorial laziness. It is unfortunately very easy in an electronic forum such as this to write a three-sentence zinger that is completely without basis or merit. Val H. Smith On 1/19/2010 2:29 PM, Meenan, James wrote: Let me see if I have this clear. You criticize students for asking you to just tell me what I need to know and then you grade their essay questions by using a rubric (tell me what I want to hear) that is interpreted by a GTA. Professorial laziness? -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ecolo...@listserv.umd.edu] On Behalf Of Val
Re: [ECOLOG-L] Coal Comfort: Margaret Palmer interviewed on Colbert Report...
Hi Bill, I don't have a Science subscription either, and was able to read it. The link in my blog post is one I got from Dr. Palmer's website , which has more documents. Here's a summary of the article: SCIENCE AND REGULATION: Mountaintop Mining Consequences M. A. Palmer, 1 ,2 ,* E. S. Bernhardt, 3 W. H. Schlesinger, 4 K. N. Eshleman, 1 E. Foufoula-Georgiou, 5 M. S. Hendryx, 6 A. D. Lemly, 7 G. E. Likens, 4 O. L. Loucks, 8 M. E. Power, 9 P. S. White, 10 P. R. Wilcock 11 There has been a global, 30-year increase in surface mining ( 1 ), which is now the dominant driver of land-use change in the central Appalachian ecoregion of the United States ( 2 ). One major form of such mining, mountaintop mining with valley fills (MTM/VF) ( 3 ), is widespread throughout eastern Kentucky, West Virginia (WV), and southwestern Virginia. Upper elevation forests are cleared and stripped of topsoil, and explosives are used to break up rocks to access buried coal (fig. S1). Excess rock (mine spoil) is pushed into adjacent valleys, where it buries existing streams. 1 University of Maryland Center for Environmental Science, Cambridge, MD 21613, USA. 2 University of Maryland, College Park, MD 20742, USA. 3 Duke University, Durham, NC 27708, USA. 4 Cary Institute of Ecosystem Studies, Millbrook, NY 12545, USA. 5 University of Minnesota, Minneapolis, MN 55414, USA. 6 West Virginia University, Morgantown, WV 26506, USA. 7 Wake Forest University, Winston-Salem, NC 27109, USA. 8 Miami University, Oxford, OH 45056, USA. 9 University of California at Berkeley, Berkeley, CA 94720, USA. 10 University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA. 11 Johns Hopkins University, Baltimore, MD 21218, USA. * Author for correspondence. E-mail: mpal...@umd.edu If you still can't access it I can send you the PDF, although it is probably better to get that from the author! cheers, Madhu - Original Message - From: Bill Silvert cien...@silvert.org To: Madhusudan Katti mka...@csufresno.edu Sent: Wednesday, January 20, 2010 10:10:47 AM Subject: Re: [ECOLOG-L] Coal Comfort: Margaret Palmer interviewed on Colbert Report... For those of us without Science subscriptions, how about a summary at least? Bill Silvert -- From: Madhusudan Katti mka...@csufresno.edu Sent: Wednesday, January 20, 2010 12:30 AM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: [ECOLOG-L] Coal Comfort: Margaret Palmer interviewed on Colbert Report... ... and my blog post about it: http://blog.reconciliationecology.org/2010/01/coal-comfort-or-why-you-must-toss-those.html Madhu ~ Madhusudan Katti Assistant Professor of Vertebrate Biology Department of Biology, M/S SB73 California State University, Fresno Fresno, CA 93740-8034 Email: mka...@csufresno.edu Tel: 559.278.1460 Fax: 559.278.3963 Lab: http://www.reconciliationecology.org/ ~
[ECOLOG-L]
MS Graduate Assistantships in Aquatic Ecology - Florida Atlantic University (Environmental Sciences Program) I have 1-2 graduate MS position openings in my aquatic ecology lab to start in Fall 2010. I am looking for independent thinkers and workers who are honest, hard-working and motivated to study aquatic organisms and/or ecosystems. Thesis projects will involve wetland research (related to the greater Everglades and its restoration) and could range in specifics from population ecology to trophic ecology or community dynamics. The position(s) will be supported each year with a combination of research assistantships and teaching assistantships (including a stipend and a tuition waiver). Qualifications: The positions require a bachelors degree in biology, zoology, fisheries, or a related field. A demonstrated strong work ethic and the ability to work independently or as part of a team are required. Prior research experience collecting quantitative data in aquatic ecosystems is highly desirable. Ability and willingness to perform physical tasks in remote settings with harsh environmental conditions is absolutely necessary for these positions. Minimum academic qualifications include GRE scores 1000 (verbal + quantitative) and an undergraduate GPA 3.0. Interested students should contact Dr. Nathan Dorn (mailto:ndo...@fau.edundo...@fau.edu; 954-236-1315) before officially applying to the Environmental Sciences program (http://www.science.fau.edu/biology/envirosci/http://www.science.fau.edu/biology/envirosci/). Please send a cover letter of intent, a resume or CV (including GRE scores) and contact information for 3 professional references by February 23, 2010. After considering the applications I will set up phone interviews with a subset of the candidates. Nathan Dorn, Assistant Professor Department of Biological Sciences 2912 College Avenue Florida Atlantic University Davie, FL 33314 ndo...@fau.edu. ** Nathan J. Dorn Assistant Professor Department of Biological Sciences Florida Atlantic University 2912 College Avenue Davie, FL 33314 954-236-1315 ndo...@fau.edu
Re: [ECOLOG-L] now I've seen it all: Decline in education
No question that the students face a great challenge. Let's hope so, anyway. BTW, finishing in four years doesn't seem to be the norm, what with working outside and other demands. Still remains the ideal I suppose, but not usual, at least in many state universities. David Mc On Wed, Jan 20, 2010 at 11:00 AM, Randy Bangert wrote: Now, perhaps, we need to consider the student's perspective. Since our culture values quantity over quality, is the student's attitude of just tell me what I need to know really that odd or unreasonable? Given that they are being shoveled massive amounts of information in several courses, not just one course, and need to finish in four years. Following this thread gives the impression that students are only taking a single ecology course. randy = RK Bangert = On Jan 20, 2010, at 5:15 AM, Meenan, James wrote: I apologize for the zinger. I completely understand the rubric used to grade undergrads and appreciate the time and effort that it takes to do so. My point (that I so tackily stated) was that students understand this rubric and that is why they ask just tell me what I need to know. I believe that most students start at this point and then integrate this information into the larger context of the subject matter. Again, I apologize, but can we please be a less harsh with our generalizations about our students. The majority of them are trying to absorb what we are teaching them and not shoveling in, then purging information. -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ecolo...@listserv.umd.edu] On Behalf Of Val Smith Sent: Tuesday, January 19, 2010 6:14 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] now I've seen it all: Decline in education Just for information's sake, more than a decade ago I helped to create the University of Kansas' Center for Teaching Excellence (http://www.cte.ku.edu), and like other teaching faculty at KU, I follow its well-thought-out, professional recommendations with regards to assuring the consistency and fairness of exam grading. The grading of 400 exams containing up to 3-4 short answers and 1-2 essays can take the better part of 12-15 hours or more even when we obtain the assistance of as many as ten highly knowledgeable grading assistants who are already serving as GTAs in the laboratory portion of the course. A grading rubric that defines the best or preferred answers to the questions in any exam is created and provided to all graders (which include the teachers of record): there can after all be only a small subset of completely correct answers to any given question, such as the correct direction of heat energy or material flows in counter-current exchange systems, or the correct direction of water flow in a plant's xylem, or the correct absolute value of Avogadro's number, or the correct equation for exponential population growth, or the correct balanced equation for photosynthesis, or the correct name for the enzyme that catalyzes the breakdown of lactose, or the correct definition for gastrovascular cavity, or the major taxonomic characteristics that are considered to be unique to a specific Order of plants (I'm sure that you surely must see my point here). Typically one or two graders (including both of the faculty members who are the teachers of record) are then assigned a certain question, and exam grading proceeds. If there is any concern about a particular student's answer for any particular question, then the entire group stops and deliberates/discusses whether the particular answer under consideration was either correct (100% credit), partially correct (for partial credit), or incorrect (0% credit). The grading rubric is provided electronically to all students taking the course after the exam, and each student then has further recourse by making a formal appointment with the instructors of record to discuss any and all questions for which they might dispute the grading. Just curious: did you intend for your tone in this message to be as hostile to academia, and as intentionally and deliberately derogatory as I perceived it? If so, very tacky, and one might wonder whether you have ever bothered to read the literature on exam grading and learning assessment methods, or whether you have ever actually taught in the classroom? Please explain clearly to me, and also to the readers of ECOLOG, how the extremely lengthy, objective, completely transparent, and highly deliberative grading process above might constitute professorial laziness. It is unfortunately very easy in an electronic forum such as this to write a three-sentence zinger that is completely without basis or merit. Val H. Smith On 1/19/2010 2:29 PM, Meenan, James wrote: Let me see if I have this clear. You criticize students for asking you to just tell me what I
[ECOLOG-L] Internship Opportunity - W. Cascades Old-Growth Forest
Field Assistant on study of plant animal phenology in response to climate variability. We have an opening for a Field Assistant on a long-term study of plant and animal phenology at the HJ Andrews Experimental Forest in the central cascades of Oregon. This study seeks to understand the influence of microclimate heterogeneity on phenology and trophic responses to change in climate and disturbance. The Field Assistant will be part of a team observing plants and collecting insects at plots distributed across topographic and vegetation gradients. This position is an excellent opportunity for an individual interested in ecology, natural history or forestry to gain valuable field research experience. The position runs from April 6th through July 9th, 2010 (for an outstanding candidate there may be some flexibility in start date). The Field Assistant will be housed at the Andrews Forest, a 16,000-acre living laboratory representative of forest and stream ecosystems in the western cascades. With a 60-year research history and large tracts of old-growth and mature forest, the Andrew Forest provides unparalleled opportunities to deepen understanding of forest ecology. The field station has modern apartments with full kitchens, a well-equipped computer lab, and wireless internet (see http://andrewsforest.oregonstate.edu/ for more information on the site, facilities and research programs at the HJ Andrews Experimental Forest). The region provides outstanding opportunities for outdoor recreation, and is widely considered among the most scenic in the country. Housing and a wage of $10/hour will be provided. Candidates should have a strong interest in field research and a demonstrated enthusiasm for spending long hours outdoors under any and all weather conditions. A valid drivers license is required, and experience driving on gravel mountain roads would be beneficial. Prior field research experience is highly desirable. The Assistant must be capable of working effectively within a team, as well as functioning independently. Physically, the applicant must be able to traverse difficult terrain, navigate in dense forest, carry 30 pounds of gear, and be safe when working alone in isolated, rugged terrain. Additionally, she/he must be a patient observer, with good dexterity and legible handwriting, and be comfortable collecting insects. To apply: For full consideration, send a letter of interest, CV and contact information (email and phone number) for three references to Mark Schulze at mark.schu...@oregonstate.edu. For questions regarding the application process, contact Mark Schulze via email or phone 541-822-6336.
[ECOLOG-L] ECOLOG-L now has 10,000 subscribers
ECOLOG-L began operation in 1992. Sometime in the past week or two the number of subscribers reached 10,000, including people from at least 64 countries. Growth in subscribers over the past few years has been pretty steady: One change I made to the list, a few months ago, is to restrict posting of messages to subscribers. That has eliminated a lot of spam that I had to screen out previously, but causes occasional problems for people who are not using the addresses from which they originally subscribed. Contact me if you need help deleting an old address so you can subscribe from a new one. Not all subscribers are members of the Ecological Society of America, but those of you who aren't can get information about membership (including student and international memberships) at the ESA Web site, www.esa.org. Note that there is also an ESANEWS listserv list that has occasional messages of interest to ESA members, and an ESA-STUDENTS list specifically for ESA student members. There is only one other non-campus listserv list hosted by the University of Maryland that has more subscribers than ECOLOG-L, and I now have to be careful about not overloading the listserv server by sending too many messages in a short period of time. Thanks to the University of Maryland for providing this service for ecologists from around the world. David Inouye, list owner and moderator Dr. David W. Inouye University of Maryland College Park, MD 20742-4415 ino...@umd.edu summer address: Rocky Mountain Biological Laboratory, P.O, Box 519, Crested Butte, CO 81224
[ECOLOG-L] Summer field technician jobs, Mountain Research Station
Full-time summer field technician positions through the University of California, Berkeley Approximately May October 2010 We are seeking excellent field assistants for summer work in an experiment studying the effects of global warming on treeline dynamics. The work will take place at the University of Colorado Mountain Research Station at Niwot Ridge, near Boulder, Colorado (http://www.colorado.edu/mrs/). The successful applicants will (1) monitor subalpine tree seedling germination and survival in experimental forest and alpine field sites and (2) document naturally-occurring recruitment and demography patterns. Education/Experience: The positions will provide great experience for any individual interested in high elevation plant ecology and climate change. Strong applicants will either be currently enrolled in or have graduated from a program in forestry, plant ecology, plant physiology, botany, or a related field. And they will have knowledge of Rocky Mountain forest systems and species. Ability to enjoy long days of repetitive but meaningful work is strongly desired. Applicants must have proven experience in working well with others, be very attentive to details, highly organized and responsible, and have a high level of physical fitness. We are looking for assistants who are not afraid of hard work and have a sincere interest in ecological field research. Conditions: Applicants must be enthusiastic about and capable of carrying a pack with equipment, working and hiking at high elevations (up to 11,500). Candidates will be required to provide their own personal field gear. Successful candidates must be able work long hours in often inclement weather. Snow is likely, and rain and high winds are inevitable. Candidates are expected to work 40 hours a week. Work days usually start around 7am. Field work may be cut short by weather on some days, but go longer than 8 hours on other days. Benefits: $12-16/hour depending on experience and lodging at the Mountain Research Station. To Apply: Complete applications should include a cover letter (indicating available dates), a resume, transcripts (unofficial ok), and two letters of recommendation. Submit application materials to Dr. Cristina Castanha (ccasta...@lbl.gov). All application materials should clearly indicate your name and the position (Niwot Field Assistant). Applications will be accepted until the position is filled. Start/End dates may be flexible. Please contact Dr. Castanha with any questions. Please also contact us for information regarding research opportunities for Post-Docs, Graduate Students, and Science Teachers, as well as employment with the infrastructure support crew. Contact Dr Castanha or any of the project PIs: Lara Kueppers (UC Merced), Margaret Torn (UC Berkeley and Lawrence Berkeley National Lab), John Harte (UC Berkeley), Jeff Mitton (CU Boulder), or Matt Germino (Idaho State University).
Re: [ECOLOG-L] now I've seen it all: Decline in education
Why would this discussion give the impression that students are taking only one ecology course? To earn a bachelor's degree today, you have to take about 120 semester hours. To hear a bachelor's degree in the Archaean (when I was an undergrad), you had to about 120 semester hours. Textbooks were as large then as they are now (though today's books often have better graphics), and I know that the stuff shoveled per class today (at least in classes that I teach) approximately equals the stuff shoveled per class when I was an undergraduate. There are more distractions available today -- instead of three television channels, there are hundreds. Instead of landline phones, we have smartphones that can play albums and movies. Instead of Dungeons and Dragons, we have a host of electronic games and gaming systems, etc., etc., etc. Still, I should not lower my expectations of how students should perform today based on how poorly they manage their time. I'm sympathetic to students who have to work their way through school -- financial aid, or lack thereof, is a significant problem -- but it seems to me the adjustment should be on their part by taking lighter loads (12 hours per semester instead of 18) rather than me diluting the content and lowering the standards in MY class. Dave On 1/20/2010 12:00 PM, Randy Bangert wrote: Now, perhaps, we need to consider the student's perspective. Since our culture values quantity over quality, is the student's attitude of just tell me what I need to know really that odd or unreasonable? Given that they are being shoveled massive amounts of information in several courses, not just one course, and need to finish in four years. Following this thread gives the impression that students are only taking a single ecology course. randy = RK Bangert = -- -- David M. Lawrence| Home: (804) 559-9786 7471 Brook Way Court | Fax: (804) 559-9787 Mechanicsville, VA 23111 | Email: d...@fuzzo.com USA | http: http://fuzzo.com -- All drains lead to the ocean. -- Gill, Finding Nemo We have met the enemy and he is us. -- Pogo No trespassing 4/17 of a haiku -- Richard Brautigan
Re: [ECOLOG-L] now I've seen it all: IQ
I have been wondering if the increase in the unequal distribution of wealth and the increased costs of higher education might be causing a large shift towards college students who fall into the middle of the bell curve. I recall reading at least one study which showed no relationship between wealth and IQ. If we are eliminating many high IQ students by income constraints and the bell curve has very little area under it at the high IQ end Luanne At 12:18 PM 1/18/2010, you wrote: I watched my evaluation scores decline when I switched to active learning. I got tired of lecturing from powerpoints that the students could memorize, regurgitate on tests, and quickly forget. Somehow, it was unreasonable for me to expect the students to show up for the lectures prepared and willing to participate in class discussions. It was even more unreasonable for me to refuse to just tell us what we need to know, when they couldn't answer very simple questions that I'd toss out to stimulate discussion. It was also unreasonable for me to expect them to ask questions relevant to the material we discussed in class. I had students complain they didn't learn anything from me, but it seems to me that if they weren't asking questions -- either in class, on class discussion boards, or via e-mail -- they couldn't have been trying very hard. Maybe I am unreasonable... Dave On 1/18/2010 12:17 PM, James Crants wrote: On Sun, Jan 17, 2010 at 2:04 PM, Val Smithvsm...@ku.edu wrote: I lay much of this decline at the feet of their parents, who seem to care progressively less and less about knowledge. I recall a particularly notable incident from over a decade ago, when my youngest daughter's grade school Principal retired. The new Principal unilaterally decided that Science Fair projects for grades 2-6 should become completely voluntary, rather than remaining as a formal requirement that had long been embedded in this school's outstanding science preparation curriculum. On the day of the science project evaluations, I expressed dismay about this undesirable change to another parent, who at that time was almost 20 years my junior. Her response was to shout across the room to her husband, John (not his real name), this guy thinks everybody should have to do a science fair project, and /that this is all about learning science/! and she then turned to me to say, If everyone has to do a project, that lowers the chance that our child will win the Best Science Project award. That's unfair competition. And she walked away. As I was reading your post, I was hoping you would mention the role of parents in any decline in the quality of the American education. I think it started with the baby boom. After the Depression and World War II, parents wanted the best for their children, but by providing the best materially, many raised children with an inflated sense of entitlement and self-importance. When these children raised my generation, self-esteem was seen as the most important quality you could promote in a developing mind, so many of us grew up feeling even more entitled and important. Also, since self-important people like today's parents don't respect authority figures, parents now tend to side with their children over teachers when there is a student-teacher conflict. Worse, since the entire class is, on average, not as prepared as it should be to learn the material you're trying to teach, disgruntled students can look to low average performance for the whole class to assure themselves that it's your fault if they don't get high marks. With students and parents both blaming you for low grades, and a low class average apparently supporting their arguments, it's easiest to lower your expectations and standards. (And you'll probably get higher teaching evaluation scores if you do.) When you do, you end up passing on students who aren't prepared for the next level of education. I understand the importance of questioning authority, and Wendee Holtcamp's example of childbirth in American hospitals attests to that importance (though I believe the doctors rush the delivery because they're trained to believe it's best for the patient, not because they put their spare time ahead of patient care). However, there's an important distinction between questioning authority and assuming authority is wrong. With respect to the original conversation thread, while I certainly agree that it's a problem that people with the appearance of authority are making BS claims on television, I don't think that's the only major threat to scientific authority. Another threat is the widely-held perception that any scientist who thinks they know more than you do about their area of expertise is arrogant (and wrong). Because scientific knowledge is contingent on future results, scientists sometimes find themselves admitting that they were wrong about something. Unlike pundits or politicians, scientists can't blame
