Re: [ECOLOG-L] now I've seen it all: Decline in education
Dave has hit upon a major difference between today's students and those in the past: a strong tendency towards continuous multi-tasking, and failing to focus upon one thing at a time. For the last month or so I have been mentoring an undergraduate at KU who approached me for assistance with his study habits and learning skills, because despite putting in lots of hours of study time, this student still was not getting the grades desired (B's rather than A's). The first question I asked was, is the TV on while you are studying; the answer was yes. The second question was, is your iPhone also turned on, and do you text periodically during studying; the answer was yes. The third question was, is your computer open not only to your classes' PowerPoints, but also Internet Messaging, on which you actively chat while studying; the answer was yes. I suggested discontinuing all three distractions, and to focus instead on the job at hand: learning the material, without interruption. I also asked this student what he/she would think if a surgeon picked up a phone to text someone while performing surgery on a patient; predictably, the student shuddered, and said no. I think he/she got the point. However, I suspect that my youngest daughter (age 18) thinks that I am a Neanderthal when I try to tell her the same basic message (smile). Best wishes, Val Smith On 1/20/2010 10:22 PM, David M. Lawrence wrote: 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 = -- Val H. Smith Professor, Department of Ecology and Evolutionary Biology University of Kansas Lawrence, KS 66045 USA 785-864-4565 FAX: 785-864-5321 e-mail: vsm...@ku.edu
[ECOLOG-L] Hydrology M.S. Assistantship in Central New Hampshire
Graduate Research Assistantship in Hydrology M.S. Program in Environmental Science and Policy Plymouth State University A M.S. graduate research assistantship is available to study hydrology in the White Mountains of New Hampshire or in the broader Northern New England region. The student will have opportunities to collaborate with faculty and students from the Center for the Environment at Plymouth State University and scientists from other institutions working at the Hubbard Brook Experimental Forest. The research topic for the assistantship is flexible, but must address controls on water transport or water transport as a control on other processes (biogeochemical, ecological, or socio-economic). Individuals from all disciplinary backgrounds will be considered, however applicants with an interest in field research and quantitative analysis are preferred. Plymouth State University is located in central New Hampshire, with easy access to the White Mountains, the Lakes Region, and the urban centers of Boston, Portland, and Montreal. To apply, send a statement of interest and a current resume/CV to Mark Green (mbgr...@plymouth.edu).
[ECOLOG-L] Call for Applications: NIMBioS REU/REV Summer Program
The National Institute for Mathematical and Biological Synthesis (NIMBioS) at the University of Tennessee, Knoxville, is now taking applications for an 8-week long summer research program for undergraduates (REU) and veterinary students (REV) interested in work at the interface between biology and mathematics. The program will take place June 7- July 30, 2010. Undergraduate majors in biology, math, and related fields will live and work in teams with UTK faculty. Disease modeling, population dynamics, biodiversity and climate change are among this year’s research topics. Some teams will include veterinary students or high school teachers. Stipend and housing is provided along with some funding for travel support. To apply to the Research Experience for Undergraduates (REU), go to http://nimbios.org/education/reu To apply to the Research Experience for Veterinary Students (REV), go to http://nimbios.org/education/rev To read about the experiences of past participants, go to http://www.nimbios.org/press/Reu_Profiles For more information about NIMBioS, go to http://www.nimbios.org or contact Sarah Duncan, NIMBioS Education and Outreach Coordinator, at sdunc...@utk.edu or Suzanne Lenhart, NIMBioS Associate Director of Education, Outreach and Diversity, NIMBioS, lenh...@math.utk.edu Application Deadline: February 19, 2010
[ECOLOG-L] NEON - Research Assoc - Genetic Bioinformatics - Term Appt
The National Ecological Observatory Network (NEON, Inc.) is a nonprofit science corporation dedicated to understanding how changes in climate, land use and invasive species impact ecology. Currently under design is the NEON project - an observatory comprising more than 60 environmental and biological monitoring locations distributed throughout twenty domains across the United States, Hawaii, Alaska Puerto Rico. These observations and experiments will be monitored and controlled in real-time from our headquarters in Boulder, Colorado. Term Appointment: This position will be funded for two years initially with the possibility of one year extension as deemed appropriate based on the success of the tasks performed during the first year. Essential Duties and Responsibilities: •Coordinate and oversee data processing and analyses for two prototype studies: 1) soil microbial diversity and 2) insect DNA barcoding. •Coordinate data management between outsourced analytical facilities and NEON cyberinfrastructure team. •Work with NEON scientists to develop appropriate ways to maintain genetic data and formats for public data access. •Work with NEON scientists to develop useful data products and analyses for the NEON genetic data. •Work with collaborating laboratories and NEON scientists to facilitate publication of results from the prototype studies, and collaborate with the NEON microbiology and barcode working groups to prepare reports and develop recommendations for future analyses and data processing. Education: •PhD in computational biology, bioinformatics, computer science or related field (Life science, Ecology, Evolution, etc.) Required Experience: •Experience analyzing high-throughput (454, Illumina, or SOLiD) data •Experience working in a collaborative scientific enterprise •Scientific writing and review Preferred Experience: •Experience or familiarity with DNA barcoding. Skills and Abilities: •Strong communication and interpersonal skills •Undertake responsibilities beyond those associated with individual research projects •Ability to work independently and as part of an active science team •Problem solver who can successfully apply experience, judgment, and creativity to both short- and long-term challenges •Self-starter who can create new opportunities within this field and use novel methods, analyses and approaches to tackle continental-scale research TO APPLY: Please send your cover letter and CV/resume to care...@neoninc.org with Bioinformatics Research Associate in the subject line. NEON Inc. is an Equal Opportunity Employer. Women, Minorities, Veterans and Disabled Persons are encouraged to apply.
[ECOLOG-L] Postdoc: Switchgrass Ecophysiology and Rainfall Variability
The University of Texas at Austin seeks a full-time post doctoral research associate to conduct research on the ecology and ecophysiology of switchgrass grown under varying rainfall regimes. Duties will include establishing and conducting a switchgrass rainfall manipulation experiment, and developing innovative individual and collaborative research on switchgrass growth and ecophysiology relevant to gene expression studies conducted by University of Texas collaborators. The position will be located at the USDA-ARS laboratory at Temple, TX (http://www.ars.usda.gov/spa/gswrl/pfay). Applicants should have relevant field research experience in plant ecophysiology; experience with field instrumentation for measuring soil moisture, soil temperature, and other relevant parameters; a strong publication record commensurate with experience; strong organizational and communications skills; and an ability to work in an interdisciplinary collaborative setting. The position is initially for one year, and renewable for two additional years, contingent upon satisfactory performance. Please send a single pdf file containing a letter of interest, a CV, and contact information for three references to Phil Fay (philip@ars.usda.gov). Applications will be reviewed beginning February 1, 2010 until a suitable candidate is found. Preferred start date is May 2010.
Re: [ECOLOG-L] Openings in Field course--Evolutionary Ecology and Geo logy of the Galápagos Islands and Mainland Ecuador
3 Credit Field course: Evolutionary Ecology and Geology of the Galápagos Islands and Mainland Ecuador through Hofstra University Biology undergraduate course: BIO 110A Biology graduate course: BIO 203 Geology undergraduate course: GEOL 134A Geology graduate course: GEOL 280 Or audit the course, no course credit This 20 day course includes 12 day tour of the volcanic islands and unique wildlife that inspired the young Charles Darwin, a day trip to a stratovolcano in the high Andes, and four days exploring diverse ecosystems in the Amazon rainforest. There will be multiple snorkeling and hiking opportunities. Travelers will be accompanied at all times by experienced biologists/geologists and local guides. Deposit of $1000 ($1500 for auditors) is required. Space is limited to the first 14 people to submit deposits. Full cost of program (not including tuition/audit fee) is $4700, due May 1, 2010. Trip cost is based on flight to/from New York City. Credits can be transferred from Hofstra to your home institution. Instructors will be Dr. Russell Burke (Biology) and Prof. Gail Bennington (Geology). This will be Burke's fourth time leading a class trip to Ecuador, and Bennington's second trip to Ecuador. Burke has been teaching ecology and evolution 15 years, Bennington has taught earth science for many years and is a science administrator. For more information (complete itinerary, travel details, course requirements, etc) contact Dr. Russell Burke bio...@hofstra.edu, 516-463-5521
Re: [ECOLOG-L] now I've seen it all: IQ
In response to the suggestion that lack of money removes bright students from the college pool Jane Shevtsov wrote: I don't think this would be a very strong influence. Bright students with little money get financial aid, sometimes to the point of a free ride. It may be harder for middle-class students than for those who are poor, but still, schools compete to get the really good students. Schools compete for students with good grades, extracurricular accomplishments, and high exam scores. They do not compete directly for bright students. Students with low socioeconomic status (SES) do not get in (or stay in) four-year colleges and universities at the same rates as those with higher SES. On one hand there's bright. On the other hand there is well-prepared, well-tutored, and/or culturally adapted to the academic and bureaucratic environment of academia. The second set is less accessible to poor and middle class students. It certainly helps to be either, but being both works nicely. A central source for data on the topic: http://nces.ed.gov/surveys/SurveyGroups.asp?group=2 Best, Krzysztof --- Krzysztof Sakrejda-Leavitt Organismic and Evolutionary Biology University of Massachusetts, Amherst 319 Morrill Science Center South 611 N. Pleasant Street Amherst, MA 01003 work #: 413-325-6555 email: sakre...@cns.umass.edu ---
[ECOLOG-L] Seasonal Paid Internships at the Chicago Botanic Garden
The Chicago Botanic Garden is 385 acres of natural beauty with 24 gardens and three native habitat areas. The second most visited public garden in the United States, it has more than 2.3 million plants of 8,800 taxa, the largest collection in the Upper Midwest. The Garden, which is a recognized center of education, research, and conservation, has a respected internship program. Interns gain hands-on experience in the areas of education, horticulture, or research. In addition, as part of their training, interns are required to attend educational programming to broaden their general exposure to public horticulture and research. The educational component consists of lectures, field trips, and workshops offered through the Joseph Regenstein, Jr. School of the Chicago Botanic Garden. Most interns work between 37.5 and 40 hours per week at $9 per hour. Housing is not provided. However, assistance in finding local accommodations is given. Interns are ultimately responsible for finding housing. International students are accepted. The following 2010 Internships are now open to applicants: Horticulture Internship Production Greenhouse and Nursery Internship Plant Propagation Internship Plant Evaluation Internship Public Relations Internship Community Gardening Internship For full descriptions, application requirements, and online application: www.chicagobotanic.org/internship
[ECOLOG-L] Job: research technician, plant-herbivore interactions, Florida State
Research Technician, plant-herbivore interactions Full-time one year research technician position in the Ecology and Evolution group at Florida State University to assist with greenhouse, lab, and field experiments studying plant-herbivore interactions. The technician will assist with a project characterizing density effects in plant-herbivore interactions for use in plant population models. Position to begin May or June 2010 (start date somewhat flexible). Technicians in our lab are encouraged to participate actively in the intellectual life of the EE group by attending reading groups or seminars. Salary $20-22K, commensurate with experience, and including benefits. Review of applications starts February 22 and will continue until the position is filled. The full position description, with instructions for applying, can be found at: Underwood: http://bio.fsu.edu/~nunderwood/homepage/ Dr. Nora Underwood Department of Biological Science Florida State University Tallahassee, FL 32306-1100 (850) 644 4167
[ECOLOG-L] Ecosystem Services NRC Senior Research Associateship
A National Research Council (NRC) Senior Research Associateship is being offered by the U.S. Environmental Protection Agency (EPA), Office of Research and Development, Western Ecology Division, Pacific Coastal Ecology Branch in Newport, Oregon. The research topic area is: Cumulative effects of habitat alteration on ecosystem services in estuaries. For a description of the opportunity see: http://nrc58.nas.edu/RAPLab10/Opportunity/Opportunity.aspx?LabCode=ACROPCD=AC0209RONum=B6574 For NRC/Research Associate Programs (RAP) information see: http://sites.nationalacademies.org/PGA/RAP/index.htm For U.S. EPA program information see: http://nrc58.nas.edu/RAPLab10/Opportunity/Program.aspx?LabCode=22ReturnURL=%2fRAPLab10%2fOpportunity%2fPrograms.aspx%3fLabCode%3d22 For further information contact: Steven P. Ferraro, Ph.D. U.S. Environmental Protection Agency 2111 S.E. Marine Science Drive Newport, OR 97365-5260 TEL: 541-867-4048 FAX: 541-867-4049 E-MAIL: ferraro.ste...@epa.gov http://www.epa.gov/wed/pages/staff/ferraro.htm
[ECOLOG-L] Post Doctoral Position in Forest Canopy Function: Missouri Ozarks AmeriFlux Site
Post Doctoral Research Associate in Forest Canopy Function: Missouri Ozarks AmeriFlux Site Responsibilities: We seek a highly motivated postdoctoral researcher to undertake primary responsibility for a detailed study of canopy function in the temperate deciduous forest at the Missouri Ozarks AmeriFlux research site. This Department of Energy-funded AmeriFlux network site is a collaborative effort of the University of Missouri, Oak Ridge National Laboratory and the National Oceanic and Atmospheric Administration's Atmospheric Turbulence and Diffusion Division. The site was established for long-term study of carbon cycle and meteorological processes in a climate that is characterized by dynamic year-to-year variability. The particular effort required of the postdoc will be in study of dynamic seasonal patterns of canopy phenology and photosynthetic capacity and performance. (See attachment for complete description of the position and location). Qualifications: PhD in a plant biology or related discipline with established expertise in gas exchange methods and forest canopy sampling preferred. Experience in programming and ecosystem modeling also is desirable. Applicants must exhibit strong technical and communication skills, demonstrated ability to publish in peer-reviewed journals, and a proven record of independent ability to coordinate research programs. Salary: $40,000 annual rate plus benefits; initial appointment through September 2010 with contingent funding planned for two additional years and dependent on satisfactory performance of the incumbent. Start Date: March 2010 Contact: To apply email a cover letter that addresses your interest, experience (in response to stated requirements) and future career goals, curriculum vitae, most relevant (3) publications (PDF), and contact information for at least three references to: Dr. Steve Pallardy. (pallar...@missouri.edumailto:pallar...@missouri.edu). Screening of applicants will occur immediately and will continue until a suitable candidate is found. A background check is required for employment. The University of Missouri-Columbia is an equal opportunity/Affirmative Action employer. Women and minority candidates are strongly encouraged to apply. To request ADA accommodations, please contact our ADA Coordinator at (573) 884-7278. For a more detailed description of the position and location see: http://www.snr.missouri.edu/forestry/academics/missouri-ozarks-ameriflux-postdoc.doc Stephen G. Pallardy Professor Department of Forestry 203 ABNR Bldg. University of Misosuri Columbia, MO 65211 Phone: (573)-882-3548 Email: pallar...@missouri.edu
Re: [ECOLOG-L] now I've seen it all: IQ
On Thu, Jan 21, 2010 at 6:02 PM, Fann, Sarah Lynn slf5...@uncw.edu wrote: Jane and rest of the ECOLOG listserve, Let's think critcally about the assumption that it is easy for bright students who are poor to get funding for college. If that were true, wouldn't we expect a significant portion of American children to be born poor, get educated, and thus rise up through the socio-economic ranks? However, isn't it a known trend that children born poor tend to stay poor and not get an education? Doesn't this trend directly contradict the assumption that it is easy for bright, poor students to get full funding for college? No, it doesn't, and I didn't say it was easy, just that even a free ride was possible. (I graduated from UCLA without paying a dime.) When I said bright, I wasn't referring to inborn intelligence but to the result of education. And that's the kicker. If a poor student has a solid high school program and good SAT scores, financial considerations are unlikely to prevent them from attending college. But few get the kind of K-12 education that will enable this. In regards to the middle-class, I find it interesting that you dropped the bright adjective to describe these students. Because Luanne's hypothesis was that cost was preventing TOP poor students from attending college, thus lowering overall performance. Does that mean that we expect all students from the middle-class to attend college? If that's true, than I expect it would be harder, on average, for middle-class students to get scholarships compared to poor students because 1) they represent a broader range of capabilities, and only those considered best are normally eligible for scholarships, and 2) there is a larger number of middle class students competing, thus the probability of any one middle-class student getting a scholarship is less. Exactly. Plus, middle class students get less need-based aid. Finally, if only a few bright poor students are getting into college, yet a larger range of IQ's from other socio-economic classes are getting into school, than that would lend support to Luanne's hypothesis. The trends of America's poor certainly seems to lead to the conclusion that few poor students are given the oppurtunity to attend college. On the other hand, it is almost expected that every middle or upper class child should attend college. There's no question that cost is a barrier to higher education, but that's not the question that was being discussed. The question was, roughly, Assuming there has been a decline in the average performance of college students in recent decades, can this decline be explained by rising college costs that prevent poor students with high IQs from attending college?. Therefore, only the situation faced by top-performing low-income students is relevant. Best, Jane _ From: Ecological Society of America: grants, jobs, news [ecolo...@listserv.umd.edu] On Behalf Of Jane Shevtsov [jane@gmail.com] Sent: Thursday, January 21, 2010 10:47 AM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] now I've seen it all: IQ I don't think this would be a very strong influence. Bright students with little money get financial aid, sometimes to the point of a free ride. It may be harder for middle-class students than for those who are poor, but still, schools compete to get the really good students. Jane On Tue, Jan 19, 2010 at 1:47 AM, Luanne Roth ro...@citytel.net wrote: 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
[ECOLOG-L] Postdoctoral position available in Ecosystem Ecology
Hi. Below is an advert for a new postdoctoral position in our group. I would be most pleased if you could forward it onto anyone who you think might be interested. Thanks. David POSTDOCTORAL POSITION IN ECOSYSTEM ECOLOGY We invite applications for the following 2-year post-doctoral position in Ecosystem Ecology, at the Department of Forest Ecology and Management at the Swedish University of Agricultural Sciences, at Umeå, Sweden. The position is fully financed, including salary and benefits. The intended start date is October 1 2010, although there is some flexibility around this. The project will focus mainly on field locations in subalpine forested areas of western Sweden, which includes some areas that have historically been impacted by indigenous Sami inhabitants for more than 500 years (but which are no longer inhabited) and other areas that have never been impacted by Sami people. The main project that the postdoctoral researcher will work on involves exploring how historical habitation and land use in these mountains by Sami (in areas that are often currently presumed to be ‘natural’) may have long term effects on ecosystem functioning both aboveground and belowground that are still apparent in the present day landscape. In addition to this work, the researcher will have opportunities to perform some fieldwork on studies exploring aboveground-belowground linkages in New Zealand during the northern winter. The required qualification for this position is a PhD in Biology, Ecology or Forestry, preferably completed in the previous three years. Applications for this position should include a curriculum vitae including a full list of publications, a brief description of research interests, and a list of at least two references familiar with the applicant's qualifications and experience. Further information is available from Professor David Wardle SLU Umeå, Department of Forest Ecology and Management, e-mail: david.war...@svek.slu.se tel. +46 90 786 8471 Applications, marked with Ref No 11/10, must arrive at the Registrar of SLU, P.O. Box 7070, S- 750 07 Uppsala or registra...@slu.se no later than 31 March 2010.
Re: [ECOLOG-L] Fwd: Re: [ECOLOG-L] now I've seen it all
Martin (I apologize to all list members who might be offended and to the moderator for not being able to express myself more effectively), but it sounds to me like you are suggesting that we baffle 'em with b.s. If that is how providing help to activists works, then those some people are just as likely to be persuaded in an opposite direction by the next glib voice that comes along -- and that might (is very likely to be) the anti anti-environmental shill. I'm sorry that I can't agree that helping to keep people ignorant furthers any good cause. David Mc On Thu, Jan 21, 2010 at 2:48 PM, Martin Meiss wrote: It seems to me that many, though not all, posts on this thread are taking a rather narrow view of communication. When a scientist publishes an article describing his/her research, is this merely broadcasting methods, data, and interpretation? Of course not. Every utterance, spoken or written, has context and subtext. The very same article in different journals has different meaning because of context: it is paired with different articles, is seen as reflecting a different editorial philosophy, and has an audience that will interpret it differently. With regard to subtext, every scientific utterance characterizes the utterer, affects his/her ranking in the competitive sea of academic or corporate or even freelance science. It affects chances of getting tenure, promotions, prestige, pay raises, and dates on Friday night. Most writers will pick their words, consciously or unconsciously, with these social factors in mind. Sometimes that might favor stilted, pompous verbiage, sometimes concrete, to-the-point Anglo-Saxon karate chops. Is being hard to understand a bad thing when addressing the general public? Not necessarily, depending on what your goals are. Do you want the public to understand ecology, or do you want them to support your vision of environmental activism? These are not necessarily the same thing. Some part of your audience will be more impressed, more motivated, if you use words they don't understand, because they will think it proves you're really smart and must know what you're talking about, even if *they* don't. These people's votes count just as much as the votes of those with deeper insight. If you use familiar words that everyone understands, some of your audience will think, Hey, that's just common sense. Anybody knows that. This fellow's not so smart. They might *agree with you*, but it takes * inspiration* to make people go out and ring doorbells with petitions, or attend public hearings on environmental issues, or open their checkbooks. This is an area where pragmatism and idealism can well come to blows. What side are you on? Does it vary from time to time, or issue to issue? 2010/1/20 Jonathan Nelson 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] Graduate Research Assistantship (Dendroclimatology in western Kenya)
A graduate research assistantship (GRA) position at either the MS or Ph.D. level is available starting Summer 2010 (May 16, 2010) in the Department of Forestry (www.for.msu.edu) at Michigan State University (MSU). The main objective of this project is to develop processed based models to link the impact of climate on carbon dynamics in western Kenyan trees and forests via dendroclimatology. Tree-ring parameters that will be examined include ring width, ring density, and other anatomical parameters (e.g., vessel diameters and implications for tree hydraulic efficiency). Dendroclimatic models will serve as the basis for future projections of carbon dynamics under different future climate change scenarios. This project and position is a part of a new dimension to a larger Carbon Benefits Project (CBP) funded by the Global Environment Facility (GEF) and implemented by the United Nations Environment Programme (UNEP). The general goal of CBP is to develop standardized protocols for measuring, monitoring and modeling carbon dynamics in terrestrial landscapes. The measurement and monitoring component of CBP is being conducted by the World Wildlife Fund (WWF) in cooperation with Dr. David Skole (MSU) and other partners to integrate space-based remote sensing, ground-based measurements, and soils analysis. This position includes a tuition waiver and health benefits, and a competitive stipend at the Master's (~$19,000/year) or Ph.D. level (~$21,000/year). The candidate selected for this position also has the opportunity to start before the Summer 2010 semester and be paid at an hourly rate until the GRA takes over. If you are interested, contact: Dr. Sophan Chhin Assistant Professor, Silviculture and Forest Ecosystem Productivity Department of Forestry Michigan State University 126 Natural Resources Building East Lansing, MI 48824-1222 Tel: (517) 353-7251 Fax: (517) 432-1143 E-mail: ch...@msu.edu Web: https://www.msu.edu/~chhin/ In your initial inquiry, please submit a cover letter, curriculum vitae, unofficial transcripts and GRE scores, and contact information of three references. Applications will be considered immediately and continue until the position is filled. To ensure full consideration please submit material by February 19, 2010.
