Research Coordinator Job, GCE-LTER

[Steven C. Pennings]

Research Coordinator, Georgia Coastal Ecosystems Long-Term Ecological
Research Program.
 
The Georgia Coastal Ecosystems LTER program seeks a Research Coordinator
to be based at the UGA Marine Institute on Sapelo Island, Georgia. The
selected individual will serve as the senior field technician for the
GCE LTER project (gce-lter.marsci.uga.edu/lter/) and the point of
contact for all GCE operations on the coast. S/he will be responsible
for helping to coordinate the GCE monitoring program, transporting
personnel to field sites in marshes and estuaries, maintaining field
equipment in good working order, and representing the GCE program to
coastal organizations. S/he supervises other GCE technicians at the
Marine Institute. The position will occasionally require strenuous
physical activity and irregular hours. Applicant must be able to hike
through mud, marsh grass and other terrain; lift and carry gear in the
field; and assist in light construction (e.g. building boardwalks).  
 
This position is based out of the UGA Marine Institute on Sapelo Island,
GA (http://www.uga.edu/ugami/). The selected individual may either live
on the Island (in UGAMI housing at a subsidized cost) or on the
mainland, but UGAMI residency is preferred. The ideal candidate would
have a B.S. or M.S. (preferred) in an appropriate field; small boat
trailering and piloting experience and a captain's license; first aid
certification; field research experience; basic computer skills,
including experience with email, word-processing and spreadsheet
programs; the ability to supervise others effectively; and the ability
to work harmoniously with a wide variety of people and effectively
represent the project to the public. 
 
The starting salary range is $28,153 - $40,000 and the position includes
full benefits.  Applicants should be willing to make at least a 2-year
commitment to the position.  Apply online at
www.ugajobsearch.com/applicants/Central?quickFind=51424, applications
will be considered starting October 1 and until the position is filled.
Inquiries may be addressed to Dr. Steven Pennings ([EMAIL PROTECTED]).
The University of Georgia is an Equal Opportunity Employer.
 
 
 
 

Re: OpenOffice bug hits multiple operating systems

[James J. Roper]

In fact, this is NOT relevent, considering that OpenOffice is now on versio=
n
2.3, and that article is about 2.0.6!

On 9/26/07, Sharif Branham <[EMAIL PROTECTED]> wrote:
>
>
> This article seems relevant in light of some of the recent conversations
> about alternatives to MS Excel.
>
>
> Security experts have discovered vulnerabilities in OpenOffice.org that
> could allow attackers to remotely execute code on Linux, Windows or Apple
> Mac-based computers.
> http://news.zdnet.com/2100-1009_22-6209919.html?tag=3Dnl.e550
>
>
--=20
James J. Roper, Ph.D.
Ecologia e Din=E2micas Populacionais
de Vertebrados Terrestres
--

Caixa Postal 19034
81531-990 Curitiba, Paran=E1, Brasil
--

E-mail: [EMAIL PROTECTED]
Telefone: 55 41 33857249
Mobile: 55 41 99870543
--

Ecologia e Conserva=E7=E3o na UFPR 
Personal Pages 

Re: multiplication bug in excel 2007

[Wirt Atmar]

Brian writes:

> The bug doesn't hit all multiplication/division combos resulting in 65535.
> For example, =385.5*170 yielded the correct result.

These kinds of errors are among the hardest to find during testing. They
generally don't result from a simple mathematical mistake, as you might suppose,
but rather from the complexity of the underlying code that is trying to make
life easy for you.

The number 65535 is a magic number is programming. It's the largest positive
number capable of being stored in a 16-bit unsigned number (2^16 = 65536
distinct values) when counting from zero, as computers do. Quite probably,
whether or not you get the error will depend on whether you were multiplying
whole (integer) numbers together, or integers and reals (numbers with decimal
places), and in which order. These different kinds of numbers are represented by
completely different bit patterns, and before they can be multiplied, the cell
equation interpreter must determine the proper way to handle the values that
you've given it and convert the bit patterns so that they can be properly used.
In Excel, and in other spreadsheets, the equation interpreter does this on the
fly, as it reads the cell equation left-to-right, within the nested parentheses.

If I had to guess where the error is, it would be in this equation
interpretation code.

The error should never have been seen by the public. It should have been caught
in testing, but as we say in the computer business, "mutations happen," and some
errors slip through the most intense selective processes.

Wirt Atmar

Fireflies....

[J. Michael Nolan]

hi wendee

There are few people who caught more fireflies as a kid than me.

I'm quite up on the enzymatic combination of luciferin/luciferinase.=20

There is even one very parasitic sp. that (and the females are the ones =
who blink) blinks at a different rate when hungry to lure in =
unsuspecting males. Yes, those males become food and not sexual =
partners.

Thanks.

Mike Nolan

--

If we are on another line or away from the phone, please leave your =
number, best time to return your call and/or your e-mail address.
=20
After hours and weekend phone appointments are available upon request.

Sincerely,

J. Michael Nolan, Director
=20
Rainforest and Reef 501 (c)(3) non-profit

*=
*
"Outstanding-Affordable Field Courses in Rainforest & Marine Ecology"

"Spanish/Cultural Immersion Programs: Spain, Mexico, Central and South =
America"

Rainforest and Reef 501 (c)(3) non-profit
P.O. Box 141543
Grand Rapids, Michigan 49514-1543 USA
Local/International Phone: 001.616.604.0546
Toll Free U.S. and Canada: 1.877.255.3721
Skype/MS IM: travelwithrandr
AOL IM: buddythemacaw
E-mail: [EMAIL PROTECTED] and [EMAIL PROTECTED]
*Note: Please send inquiries to both e-mail addresses
Web: http://rainforestandreef.org
*=
*

Re: OpenOffice bug hits multiple operating systems

[Mike Sears]

So does this mean that when a similar exploit is found in Microsoft Office, 
that it is still a more secure application because it affects fewer operating 
systems? (...because the folks in Redmond don't offer a Linux version of 
Microsoft Office). And note the source...CNET sites (e.g., ZDNET) are 
typically more sympathetic to Micro$oft. And I notice a Microsoft bias in 
your email address as well!

My 2 cents.

Mike


On Wednesday 26 September 2007 03:02:59 pm Sharif Branham wrote:
> This article seems relevant in light of some of the recent conversations
> about alternatives to MS Excel.
>
>
> Security experts have discovered vulnerabilities in OpenOffice.org that
> could allow attackers to remotely execute code on Linux, Windows or Apple
> Mac-based computers.
> http://news.zdnet.com/2100-1009_22-6209919.html?tag=nl.e550
>
> > Date: Wed, 26 Sep 2007 11:19:09 -0400> From: [EMAIL PROTECTED]> Subject:
> > Call for Papers: Remote Sensing of Terrestrial Carbon Fluxes and
> > Vegetation Biophysical Properties> To: ECOLOG-L@LISTSERV.UMD.EDU> >
> > Apologies for cross posting.> > Call for Papers> > Remote Sensing of
> > Terrestrial Carbon Fluxes and Vegetation Biophysical> Properties> >
> > Special Paper Session for the 2008 Annual Meeting of the Association of>
> > American Geographers (AAG) > April 15-19, Boston, Massachusetts> > The
> > estimation of carbon fluxes between the terrestrial biosphere and the>
> > atmosphere has important scientific and political implications. Remote>
> > sensing has proven a valuable tool for directly or indirectly estimating>
> > terrestrial carbon fluxes at landscape, regional, continental, and
> > global> scales. Remote sensing is also effective in estimating
> > vegetation> biophysical properties including vegetation biomass, leaf
> > area index (LAI),> fractional vegetation cover, and phenology that are
> > explicitly used for> estimating ecosystem carbon fluxes in empirical
> > approaches or process-based> biogeochemistry models. > > This session
> > will focus on the use of remote sensing data and techniques for>
> > estimating ecosystem carbon fluxes and vegetation biophysical properties
> > at> various spatial and temporal scales. This session will include, but
> > not> limited to, the following topics:> > (1) Scaling-up site-level
> > measurements on ecosystem carbon fluxes (e.g.,> eddy covariance
> > measurements) to regional or continental scales using remote> sensing
> > data;> > (2) Quantifying ecosystem carbon fluxes at landscape, regional,
> > or> continental scales using remote sensing data and techniques;> > (3)
> > Detecting land use/land cover change, disturbances (e.g., fires, and>
> > insect defoliation), and extreme climate events (e.g., droughts) and>
> > understanding their impacts on regional carbon budgets by combining
> > remote> sensing and other techniques;> > (4) Estimating vegetation
> > biophysical properties including vegetation> biomass, LAI, fractional
> > vegetation cover, and vegetation phenology at> landscape, regional, or
> > continental scales using optical or microwave remote> sensing.> > We also
> > encourage submissions simulating ecosystem carbon fluxes at regional> or
> > continental scales using empirical or biogeochemistry models driven by>
> > remote sensing data (e.g., vegetation indices, LAI, vegetation
> > phenology). > > Abstract submission details are available at the AAG
> > website> (http://www.aag.org/annualmeetings/2008/papers.htm). If you are
> > interested> in participating in this special session, please submit your
> > abstract> through the online submission system by October 31, 2007. After
> > you submit> you abstract, please send me an email containing: (1) Your
> > name,> affiliation, presentation title, and abstract; (2) The “PIN”
> > number assigned> to you by the online submission system. > > Please feel
> > free to contact me if you have any questions for the special> session or
> > the abstract submission procedures. > > Dr. Jingfeng Xiao> Department of
> > Earth & Atmospheric Sciences> Purdue University> CIVIL 550 Stadium Mall
> > Drive> West Lafayette, IN 47907-2051> Tel: (765) 496-8678; Fax: (765)
> > 496-1210> Email: [EMAIL PROTECTED]> http://web.ics.purdue.edu/~xiao3
>
> _
> Discover the new Windows Vista
> http://search.msn.com/results.aspx?q=windows+vista&mkt=en-US&form=QBRE



-- 
Michael W. Sears, Ph.D.
Assistant Professor
Department of Zoology & Center for Ecology
Soutern Illinois University
Carbondale, IL 62901

phone: 618-453-4137
cell: 618-528-0348
web: http://www.science.siu.edu/zoology/people/sears.html


"Without deviation from the norm, 'progress' is not possible."  Frank Zappa

Re: multiplication bug in excel 2007

[Brian Hudgens]

The bug doesn't hit all multiplication/division combos resulting in 65535.
For example, =385.5*170 yielded the correct result.

Brian Hudgens
Research Ecologist
Institute for Wildlife Studies
PO Box 1104
Arcata, CA 95518
(707) 822-4258
[EMAIL PROTECTED]

OpenOffice bug hits multiple operating systems

[Sharif Branham]

=20
This article seems relevant in light of some of the recent conversations ab=
out alternatives to MS Excel.
=20
=20
Security experts have discovered vulnerabilities in OpenOffice.org that cou=
ld allow attackers to remotely execute code on Linux, Windows or Apple Mac-=
based computers. http://news.zdnet.com/2100-1009_22-6209919.html?tag=3Dnl.e=
550
=20
> Date: Wed, 26 Sep 2007 11:19:09 -0400> From: [EMAIL PROTECTED]> Subject: Ca=
ll for Papers: Remote Sensing of Terrestrial Carbon Fluxes and Vegetation B=
iophysical Properties> To: ECOLOG-L@LISTSERV.UMD.EDU> > Apologies for cross=
 posting.> > Call for Papers> > Remote Sensing of Terrestrial Carbon Fluxes=
 and Vegetation Biophysical> Properties> > Special Paper Session for the 20=
08 Annual Meeting of the Association of> American Geographers (AAG) > April=
 15-19, Boston, Massachusetts> > The estimation of carbon fluxes between th=
e terrestrial biosphere and the> atmosphere has important scientific and po=
litical implications. Remote> sensing has proven a valuable tool for direct=
ly or indirectly estimating> terrestrial carbon fluxes at landscape, region=
al, continental, and global> scales. Remote sensing is also effective in es=
timating vegetation> biophysical properties including vegetation biomass, l=
eaf area index (LAI),> fractional vegetation cover, and phenology that are =
explicitly used for> estimating ecosystem carbon fluxes in empirical approa=
ches or process-based> biogeochemistry models. > > This session will focus =
on the use of remote sensing data and techniques for> estimating ecosystem =
carbon fluxes and vegetation biophysical properties at> various spatial and=
 temporal scales. This session will include, but not> limited to, the follo=
wing topics:> > (1) Scaling-up site-level measurements on ecosystem carbon =
fluxes (e.g.,> eddy covariance measurements) to regional or continental sca=
les using remote> sensing data;> > (2) Quantifying ecosystem carbon fluxes =
at landscape, regional, or> continental scales using remote sensing data an=
d techniques;> > (3) Detecting land use/land cover change, disturbances (e.=
g., fires, and> insect defoliation), and extreme climate events (e.g., drou=
ghts) and> understanding their impacts on regional carbon budgets by combin=
ing remote> sensing and other techniques;> > (4) Estimating vegetation biop=
hysical properties including vegetation> biomass, LAI, fractional vegetatio=
n cover, and vegetation phenology at> landscape, regional, or continental s=
cales using optical or microwave remote> sensing.> > We also encourage subm=
issions simulating ecosystem carbon fluxes at regional> or continental scal=
es using empirical or biogeochemistry models driven by> remote sensing data=
 (e.g., vegetation indices, LAI, vegetation phenology). > > Abstract submis=
sion details are available at the AAG website> (http://www.aag.org/annualme=
etings/2008/papers.htm). If you are interested> in participating in this sp=
ecial session, please submit your abstract> through the online submission s=
ystem by October 31, 2007. After you submit> you abstract, please send me a=
n email containing: (1) Your name,> affiliation, presentation title, and ab=
stract; (2) The =93PIN=94 number assigned> to you by the online submission =
system. > > Please feel free to contact me if you have any questions for th=
e special> session or the abstract submission procedures. > > Dr. Jingfeng =
Xiao> Department of Earth & Atmospheric Sciences> Purdue University> CIVIL =
550 Stadium Mall Drive> West Lafayette, IN 47907-2051> Tel: (765) 496-8678;=
 Fax: (765) 496-1210> Email: [EMAIL PROTECTED]> http://web.ics.purdue.edu/~xi=
ao3=20
_
Discover the new Windows Vista
http://search.msn.com/results.aspx?q=3Dwindows+vista&mkt=3Den-US&form=3DQBR=
E=

fireflies/ppl learn about science

[WENDEE HOLTCAMP]

I have two unrelated questions. 

 

FIRE-FLIES: First I'm doing an article on fireflies and it seems they're
most common (or only found?) east of the Rockies except Utah. Yet there are
some anecdotal reports from CA and WA. Can you all tell me if any of you
currently see blinking fireflies - of any species - there are 175+ in the US
(not all flash though). OR if you "remember" seeing them when you were a
kid. Another common report is that they are declining in some areas but no
one seems to know why - could be chemicals, could be habitat loss, could be
light pollution, could be that people are just not outdoors enough to see
them. But can anyone confirm for me that they personally saw them as a child
in CA or OR or WA? In the West? Or that their parents or grandparents (who
are living and I can contact) saw them out west? 

 

HOW PEOPLE BECOME SCIENTISTS/MEDIA INFLUENCE ON PUBLIC UNDERSTANDING OF
SCIENCE - I saw some studies that indicate that most natural scientists have
two main influences affecting their early interest in sciencets - early
outdoor experiences and media/TV  (for me it was Jacques Cousteau and Jane
Goodall documentaries, whereas a slightly younger generation grew up on Croc
Hunter). Have you seen this study that showed this? The other study I heard
about was an NSF study that indicated the majority of Americans learn about
science from the media. I can't seem to locate either of these from a Google
search. Ring any bells? Know of any other studies? 

 

What influenced YOU to become a scientist?

Wendee

 

~~

 Wendee Holtcamp, M.S. Wildlife Ecology

Freelance Writer * Photographer * Bohemian

 
http://www.wendeeholtcamp.com

   
http://bohemianadventures.blogspot.com   

 ~~



 

Re: ecology in film and lit

[Stefan Sommer]

Dear Gary,

We completed a documentary in January about the restoration of a 
perennial desert stream and all of the many human elements that needed 
to fit together to bring about this successful human collaboration in 
spite of initial conflict. The film, /A River Reborn/, covers the story 
from the perspectives of the conservationists and the major utility 
corporation as well as the university researchers, resource managers, 
and regulatory agencies involved in the process. The film is produced by 
an Emmy Award-winning crew and narrated by Ted Danson. You can see more 
about it at www.RiverReborn.org.

If you want to include a broader piece about the function and value of 
biological diversity we produced a three part series called /Treasuring 
Our Natural Heritage/ in 2002. This series connected very well with 
non-environmentally (even anti-environmentally) oriented audiences and 
significantly changed their attitudes toward and understanding of 
biodiversity and ecology. The three parts are: /Understanding the Work 
of Nature/, /Appreciating Nature's Services/, and /Conserving the 
Diversity of Life/. It stars David Tilman, Gretchen Daily, Jim Brown, 
Peter Raven, Paul Ehrlich and many other ecologists speaking alongside 
ranchers, farmers, and others. It is produced by the same Emmy 
Award-winning crew and is narrated by Merlin Olsen. It is available 
through Idaho Public Television at (877) 224-7200.

I love /Dersu Uzala/ and /Soylent Green/ too and /China Town/ about the 
eastern California water wars is also good, but these are less directly 
about ecology or the tools needed to address present environmental woes. 
I have used /A River Reborn/ and /Treasuring Our Natural Heritage/ in 
non-majors courses with very positive responses from students.

All the Best!

Stefan


Dr. Stefan Sommer
Executive Producer, /A River Reborn/, www.RiverReborn.org
Director of Education, Merriam-Powell Center, www.mpcer.nau.edu
Northern Arizona University
Campus Box 5640
Flagstaff, AZ  86011

Office: (928) 523-4463
FAX:  (928) 523-7500

E-Mail: [EMAIL PROTECTED]



Dr. Gary Grossman wrote:
> Dear Colleagues,
> At some point in my career I'd like to teach a moderately, large non-majors
> oriented course, delineating basic concepts in ecology and resource
> management, via film, art and literature.  One idea would be to have the
> film, etc. illustrate the point which could then be reinforced via a book
> chapter or edited journal article so that they would be understandable by
> non-majors.  Does anyone teach a course like this?  If you do, would you
> mind sharing your materials?  If you don't but have ideas about specific
> films, short stories, paintings, sculptures, etc. please let me know and
> please also tell us why you would chose that work (i.e. what concept it
> illustrates).  I have a pretty good background in the visual arts, so help
> with literature and film would be appreciated.  As an example of what I'm
> looking for, I would use the film Dersu Uzala by Kurasawa to illustrate the
> role of humans relationship to nature. Thanks for your help. g2
>
>   

Re: ecology in film and lit

[Palmer, Mike]

In my opinion, there is no better (nor more timely) treatise on
agricultural ecology than Steinbeck's Grapes of Wrath.  

Michael W. Palmer, Botany Department, Oklahoma State University
104 LSE Stillwater OK 74078 USA 405-744-7717 fax:405-744-7074
LABORATORY FOR INNOVATIVE BIODIVERSITY RESEARCH AND ANALYSIS:
http://ecology.okstate.edu/Libra/ 
OSU Botany: http://botany.okstate.edu/ OSU Ecology:
http://ecology.okstate.edu 


-Original Message-
From: Ecological Society of America: grants, jobs, news
[mailto:[EMAIL PROTECTED] On Behalf Of Dr. Gary Grossman
Sent: Wednesday, September 26, 2007 8:17 AM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: [ECOLOG-L] ecology in film and lit

Dear Colleagues,
At some point in my career I'd like to teach a moderately, large
non-majors
oriented course, delineating basic concepts in ecology and resource
management, via film, art and literature.  One idea would be to have the
film, etc. illustrate the point which could then be reinforced via a
book
chapter or edited journal article so that they would be understandable
by
non-majors.  Does anyone teach a course like this?  If you do, would you
mind sharing your materials?  If you don't but have ideas about specific
films, short stories, paintings, sculptures, etc. please let me know and
please also tell us why you would chose that work (i.e. what concept it
illustrates).  I have a pretty good background in the visual arts, so
help
with literature and film would be appreciated.  As an example of what
I'm
looking for, I would use the film Dersu Uzala by Kurasawa to illustrate
the
role of humans relationship to nature. Thanks for your help. g2

-- 
Gary D. Grossman

Distinguished Research Professor - Animal Ecology
Warnell School of Forestry & Natural Resources
University of Georgia
Athens, GA, USA 30602

http://www.arches.uga.edu/~grossman

Board of Editors - Animal Biodiversity and Conservation
Editorial Board - Freshwater Biology
Editorial Board - Ecology Freshwater Fish

film clarification

[Dr. Gary Grossman]

Wow, I've gotten a ton of great responses,  thanks to everyone.  Just to
clarify on the film, book etc. issues - I'm looking for fiction, poetry,
non-documentary movies - i.e. non-traditional approaches to the issues of
ecology or resource management.  I'll be out of the country for awhile but
when I get back I'll try and summarize things for the list.  Also, many
majors take these courses at our school so the idea is not just to expose
English majors to Ecology but to expose Ecology majors to poetry, film,
etc.  I find that our students have little time for what the more
supercilious advisers call "wasted electives" . cheers, g

-- 
Gary D. Grossman

G. Grossman Fine Art
http://www.negia.net/~grossman


Distinguished Research Professor - Animal Ecology
Warnell School of Forestry & Natural Resources
University of Georgia
Athens, GA, USA 30602

http://www.arches.uga.edu/~grossman

Board of Editors - Animal Biodiversity and Conservation
Editorial Board - Freshwater Biology
Editorial Board - Ecology Freshwater Fish

Re: ecology in film and lit

[Liane Cochran-Stafira]

Gary,
Here's my recommendation.

Film:  The Plow that Broke the Plain.  1936.  One of the first 
documentary films; short, about 25 minutes.  Made during the height 
of the Dust Bowl; had government sponsorship; critically acclaimed; 
award-winnng score by composer Virgil Thomson.  Focuses on the 
ecological disaster caused by overplowing in the Great Plains.  It is 
available for online viewing I believe: 
http://www.archive.org/details/PlowThatBrokethePlains1  I'm not sure 
where to find part 2 (which covers the last two minutes).

Book: 
The
 
Worst Hard Time: The Untold Story of Those Who Survived the Great 
American Dust Bowl by Timothy Egan   A good combination of the 
ecological and human consequences of plowing up the prairie.  The 
making of the film, and reactions to it are discussed in the book.

Liane Cochran-Stafira



At 08:16 AM 9/26/2007, Dr. Gary Grossman wrote:
>Dear Colleagues,
>At some point in my career I'd like to teach a moderately, large non-majors
>oriented course, delineating basic concepts in ecology and resource
>management, via film, art and literature.  One idea would be to have the
>film, etc. illustrate the point which could then be reinforced via a book
>chapter or edited journal article so that they would be understandable by
>non-majors.  Does anyone teach a course like this?  If you do, would you
>mind sharing your materials?  If you don't but have ideas about specific
>films, short stories, paintings, sculptures, etc. please let me know and
>please also tell us why you would chose that work (i.e. what concept it
>illustrates).  I have a pretty good background in the visual arts, so help
>with literature and film would be appreciated.  As an example of what I'm
>looking for, I would use the film Dersu Uzala by Kurasawa to illustrate the
>role of humans relationship to nature. Thanks for your help. g2
>
>--
>Gary D. Grossman
>
>Distinguished Research Professor - Animal Ecology
>Warnell School of Forestry & Natural Resources
>University of Georgia
>Athens, GA, USA 30602
>
>http://www.arches.uga.edu/~grossman
>
>Board of Editors - Animal Biodiversity and Conservation
>Editorial Board - Freshwater Biology
>Editorial Board - Ecology Freshwater Fish

***
D. Liane Cochran-Stafira, Ph.D.
Associate Professor
Department of Biological Sciences
Saint Xavier University
3700 West 103rd Street
Chicago, Illinois  60655

phone:  773-298-3514
fax:773-298-3536
email:  [EMAIL PROTECTED]
http://faculty.sxu.edu/~cochran/

Re: ecology in film and lit

[Madhusudan Katti]

This may not be quite what you have in mind, but one recent  
documentary I highly recommend is "Darwin's Nightmare" by Hubert  
Sauper. Not straightforward in terms of basic ecology, and may not be  
easy to watch - but it is one of the most powerful films I have seen  
in recent years about some of the devastating ecological and human  
costs of globalization. I'll be showing it to my Human Ecology class  
this semester, and think anyone interested in the fate of the earth  
and our own species ought to see this film.

Madhu

~
Madhusudan Katti
Assistant Professor of Vertebrate Biology
Department of Biology, M/S SB73
California State University, Fresno
2555 E. San Ramon Ave.
Fresno, CA 93740-8034

559.278.2460
[EMAIL PROTECTED]
http://zimmer.csufresno.edu/~mkatti
http://reconciliationecology.blogspot.com/
~
"I support ignorance. That is my philosophy. I have the tranquility  
of ignorance and faith in science. Other persons cannot live without  
faith, without belief, without theology. Me, I pass these by. I sleep  
on the pillow of ignorance. I don't know. I will never know. I accept  
it without tormenting myself. I wait. I do not fall because of this  
into nihilism, I try to recognise the connections"
--Claude Bernard


On Sep 26, 2007, at 6:16 AM, Dr. Gary Grossman wrote:

> Dear Colleagues,
> At some point in my career I'd like to teach a moderately, large  
> non-majors
> oriented course, delineating basic concepts in ecology and resource
> management, via film, art and literature.  One idea would be to  
> have the
> film, etc. illustrate the point which could then be reinforced via  
> a book
> chapter or edited journal article so that they would be  
> understandable by
> non-majors.  Does anyone teach a course like this?  If you do,  
> would you
> mind sharing your materials?  If you don't but have ideas about  
> specific
> films, short stories, paintings, sculptures, etc. please let me  
> know and
> please also tell us why you would chose that work (i.e. what  
> concept it
> illustrates).  I have a pretty good background in the visual arts,  
> so help
> with literature and film would be appreciated.  As an example of  
> what I'm
> looking for, I would use the film Dersu Uzala by Kurasawa to  
> illustrate the
> role of humans relationship to nature. Thanks for your help. g2
>
> -- 
> Gary D. Grossman
>
> Distinguished Research Professor - Animal Ecology
> Warnell School of Forestry & Natural Resources
> University of Georgia
> Athens, GA, USA 30602
>
> http://www.arches.uga.edu/~grossman
>
> Board of Editors - Animal Biodiversity and Conservation
> Editorial Board - Freshwater Biology
> Editorial Board - Ecology Freshwater Fish

Call for Papers: Remote Sensing of Terrestrial Carbon Fluxes and Vegetation Biophysical Properties

[Jingfeng Xiao]

Apologies for cross posting.

Call for Papers

Remote Sensing of Terrestrial Carbon Fluxes and Vegetation Biophysical
Properties

Special Paper Session for the 2008 Annual Meeting of the Association of
American Geographers (AAG) 
April 15-19, Boston, Massachusetts

The estimation of carbon fluxes between the terrestrial biosphere and the
atmosphere has important scientific and political implications. Remote
sensing has proven a valuable tool for directly or indirectly estimating
terrestrial carbon fluxes at landscape, regional, continental, and global
scales. Remote sensing is also effective in estimating vegetation
biophysical properties including vegetation biomass, leaf area index (LAI),
fractional vegetation cover, and phenology that are explicitly used for
estimating ecosystem carbon fluxes in empirical approaches or process-based
biogeochemistry models. 

This session will focus on the use of remote sensing data and techniques for
estimating ecosystem carbon fluxes and vegetation biophysical properties at
various spatial and temporal scales. This session will include, but not
limited to, the following topics:

(1) Scaling-up site-level measurements on ecosystem carbon fluxes (e.g.,
eddy covariance measurements) to regional or continental scales using remote
sensing data;

(2) Quantifying ecosystem carbon fluxes at landscape, regional, or
continental scales using remote sensing data and techniques;

(3) Detecting land use/land cover change, disturbances (e.g., fires, and
insect defoliation), and extreme climate events (e.g., droughts) and
understanding their impacts on regional carbon budgets by combining remote
sensing and other techniques;

(4) Estimating vegetation biophysical properties including vegetation
biomass, LAI, fractional vegetation cover, and vegetation phenology at
landscape, regional, or continental scales using optical or microwave remote
sensing.

We also encourage submissions simulating ecosystem carbon fluxes at regional
or continental scales using empirical or biogeochemistry models driven by
remote sensing data (e.g., vegetation indices, LAI, vegetation phenology). 

Abstract submission details are available at the AAG website
(http://www.aag.org/annualmeetings/2008/papers.htm). If you are interested
in participating in this special session, please submit your abstract
through the online submission system by October 31, 2007. After you submit
you abstract, please send me an email containing: (1) Your name,
affiliation, presentation title, and abstract; (2) The “PIN” number assigned
to you by the online submission system. 

Please feel free to contact me if you have any questions for the special
session or the abstract submission procedures. 

Dr. Jingfeng Xiao
Department of Earth & Atmospheric Sciences
Purdue University
CIVIL 550 Stadium Mall Drive
West Lafayette, IN 47907-2051
Tel: (765) 496-8678; Fax: (765) 496-1210
Email: [EMAIL PROTECTED]
http://web.ics.purdue.edu/~xiao3 

M.S. Research Assistantship Human Dimensions of Watershed Health

[Erin Seekamp]

Graduate Research Assistantship in Human Dimensions of Watershed Management
Department of Forestry at Southern Illinois University Carbondale (SIUC) 
Posted September 26, 2007

A M.S. level graduate research assistantship is available beginning fall 
2008 in the Department of Forestry at Southern Illinois University 
Carbondale (SIUC). Students with an interest in natural resource issues 
within the context of community development and community capacity are 
strongly encouraged to apply.  The Department of Forestry offers graduate 
students an interdisciplinary learning experience in natural and social 
sciences, including fields such as land use planning, watershed 
management, forest recreation and community-based conservation.

Project Title: Evaluating Watershed Health Risks through Integrated Water 
Quality Analyses, Community Capacity Assessments, and Outreach Appraisals

Project Description: This project is an interdisciplinary investigation of 
water quality and community capacity for planning and conservation with 
the overall goal of evaluating and communicating watershed and community 
health risks in eight subwatershed communities. Research questions include,

What is the capacity of urban and rural communities in the subwatersheds 
to engage in watershed planning and adopt comprehensive conservation 
strategies? 
What capacity indicators are most strongly correlated with positive 
ecological, economic, and social outcomes? 
What barriers or constraints to coordinated planning and cooperative 
conservation exist?

Specifically the student will join a collaborative team of scientists to 
conduct community capacity assessments in two urban and six rural 
subwatersheds in the Lower Kaskaskia River of southern Illinois. Community 
capacity indicators will be examined including community leadership, 
institutional support, community resources, social cohesion, shared 
vision, and collective action. Specific tasks are to: : (1) conduct a 
literature review, (2) assist with the development of the survey 
questionnaire for the communities within the watersheds, (3) assist with 
the administration and management of the mail survey and quantitative data 
(4) assist with quantitative data analyses and communicate study findings 
to the research team, community stakeholders, and other scientists.

The graduate research assistant will work with a team of researchers 
including social and watershed scientists from SIUC and Illinois State 
University.  The team is also currently recruiting one Ph.D. level 
graduate research assistant on this project.

If you are interested, please contact:
Dr. Erin Seekamp
Department of Forestry
Southern Illinois University
1205 Lincoln Dr., MC 4411
Carbondale, IL 62901
Phone: (618) 453-7463
Email: [EMAIL PROTECTED]

Students are urged to apply as soon as possible. Minority students are 
encouraged to apply.
For information about Southern Illinois University Carbondale, visit 
http://www.siuc.edu/
For information about the Department of Forestry, visit 
http://www.coas.siu.edu/

Re: ecology in the lower grades

[Nadine Lymn]

Kim,

You may already know this, but there is currently legislation being
considered in Congress regarding No Child Left Indoors to address the
nature deficit in children's current schooling.  If this is something
you are interested in, you can help by contacting your congressional
delegation and asking them to support H.R. 3036 (in the House) and S.
1981 (on the Senate side).  

The Ecological Society of America is part of a DC-based coalition that
is helping support these efforts.  See  www.eenclb.org for more
information.  ESA also issued a statement on the issue of nature deficit
this past Spring:
http://www.esa.org/pao/newsroom/pressReleases2007/04182007.php

Best Regards,


Nadine



Nadine Lymn
Director of Public Affairs
Ecological Society of America
1707 H Street, NW, Suite 400
Washington, DC  20006
202.833.8773, ext. 205
 
www.esa.org
 


-Original Message-
From: Ecological Society of America: grants, jobs, news
[mailto:[EMAIL PROTECTED] On Behalf Of Withers, Kim
Sent: Wednesday, September 26, 2007 8:50 AM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: ecology in the lower grades

 One of the best and most remembered experiences I had was in the 4th
grade.  In those days (1960's), every 4th grader in the Denver Metro
Area went to what was called "lab school" for a week.  While I don't
remember any specific "teaching" of ecology, we were taken into the
Rockies, and spent the week in a rustic camp-like setting.  We hiked up
to alpine meadows and were exposed to the environment.  We were taught
about survival and shown the edible plants that were available.  We
spent the evenings looking at the stars.  I saw a huge herd of elk
moving down out of the high country on that trip and I'll never forget
it.  I saw the rings of Saturn and have never forgotten it.  It is those
kinds of educational experiences that are so important in impressing on
children that there is a world outside the inside of the house.  It was
ecology and more, just not formal instruction, but the kind of
experiential learning that seems to have been lost in today's
educational system.  As rote and memorization become more and more what
students get in the lower grades, their ability to really think things
through is not developed.  Most kids have a lot of curiousity about the
world around them but it is squelched by the tight strictures of today's
educational system that values standardized testing over actual
learning.  Kids are also sometimes discouraged from even going outside
by parents concerned about kidnapping etc.

Ecology is fun and engaging and because of its complexity forces
students to really think.  Using ecology as a vehicle - for students to
get outside and experience nature, to have them engage in critical
thinking, to integrate math, physics, chemistry, social science and
language skills across disciplines - then the students that we get at
the college level - regardless of major - will be better, more prepared
students.

Kim Withers, Ph.D.
Associate Research Scientist
Center for Coastal Studies, Texas A&M University-Corpus Christi 6300
Ocean Dr., Unit 5866 Corpus Christi, Texas  78412
Office:  361-825-5907
FAX: 361-825-2770
[EMAIL PROTECTED]
 
"In times of universal deceit, telling the truth will be a revolutionary
act."  George Orwell
 
 

Re: ecology in film and lit

[Malcolm McCallum]

Back when I taught intro to Environmental Science I had the class watch
the Grapes of Wrath to demonstrate the socioeconomic impacts of
environmental mis-management combined with climate change.  I also had
them watch Soylent Green.

It went over suprisingly well and my approach was pretty simple. I told
them what kinds of things to look for in the movie and to make a list of
the socioeconomic impacts.  I did a similar thing with SG.

The interesting thing about SOylent Green is that it came out back in the
60s and was lambasted for suggesting that we would have to do things like
"Buy Water."  I point out to them that the movie was highly criticized,
and then asked them to list off the things in the movie that are now true.
 Its actually kind of eerie (sp?).

I don't know that these were very good "content based" assignments, but
the students did gain appreciation for the problems and what could result.
 My students were Freshman at a community college, so I would expect you
could use a much more challenging and effective approach in your
situation.  Often, I was just trying to get the students to write in
paragraphs and complete sentences.



On Wed, September 26, 2007 8:16 am, Dr. Gary Grossman wrote:
> Dear Colleagues,
> At some point in my career I'd like to teach a moderately, large
> non-majors
> oriented course, delineating basic concepts in ecology and resource
> management, via film, art and literature.  One idea would be to have the
> film, etc. illustrate the point which could then be reinforced via a book
> chapter or edited journal article so that they would be understandable by
> non-majors.  Does anyone teach a course like this?  If you do, would you
> mind sharing your materials?  If you don't but have ideas about specific
> films, short stories, paintings, sculptures, etc. please let me know and
> please also tell us why you would chose that work (i.e. what concept it
> illustrates).  I have a pretty good background in the visual arts, so help
> with literature and film would be appreciated.  As an example of what I'm
> looking for, I would use the film Dersu Uzala by Kurasawa to illustrate
> the
> role of humans relationship to nature. Thanks for your help. g2
>
> --
> Gary D. Grossman
>
> Distinguished Research Professor - Animal Ecology
> Warnell School of Forestry & Natural Resources
> University of Georgia
> Athens, GA, USA 30602
>
> http://www.arches.uga.edu/~grossman
>
> Board of Editors - Animal Biodiversity and Conservation
> Editorial Board - Freshwater Biology
> Editorial Board - Ecology Freshwater Fish
>


Malcolm L. McCallum
Assistant Professor of Biology
Editor Herpetological Conservation and Biology
http://www.herpconbio.org
[EMAIL PROTECTED]
[EMAIL PROTECTED]

Postdoc: UPenn.Disease.Ecology

[Dustin Brisson]

Post Doc
A postdoctoral position is available in the group of Dustin Brisson at the
University of Pennsylvania, to study the ecology and evolution of Borrelia
burgdorferi, the causative agent of Lyme disease.  

The project aims to address the causes of variation in host and pathogen
populations and their consequences to evolution and public health. We are
addressing these issues by a combination of laboratory, field, and
computational studies. 
This study will integrate across three scales of biological complexity –
molecular-level, organism-level, and population-level – to identify the
molecular and ecological mechanisms maintaining the polymorphism at a
protein exposed on the bacterial surface and to determine the consequences
of these mechanisms on the distribution and abundance of B. burgdorferi and
on human Lyme disease risk. 

The position requires a highly motivated, enthusiastic, and inquiring
individual with a background in evolutionary biology, ecology, statistics,
or related fields. Molecular and field experience would be advantageous.
Good quantitative skills are essential.

The University of Pennsylvania has a strong group of evolutionary biologists
and ecologists in the biology department that frequently interact with each
other and with an accomplished group of microbiologists in the Medical and
Veterinary schools. 

The position is available as early as Jan 2008; the starting date is
flexible and I am willing to wait for an outstanding candidate. 

For informal inquiries and formal applications including curriculum vitae,
list of publications, a one page statement of research interests and the
names of three potential referees (all in a single file if applying by
email), can be submitted to:



Dustin Brisson
Department of Biology
University of Pennsylvania
Leidy Laboratories, 326
433 South University Avenue
Philadelphia PA 19104-6018
http://www.bio.upenn.edu/faculty/brisson/
http://brisson.bio.upenn.edu/
[EMAIL PROTECTED]
V:(215) 746-1731

ecology in film and lit

[Dr. Gary Grossman]

Dear Colleagues,
At some point in my career I'd like to teach a moderately, large non-majors
oriented course, delineating basic concepts in ecology and resource
management, via film, art and literature.  One idea would be to have the
film, etc. illustrate the point which could then be reinforced via a book
chapter or edited journal article so that they would be understandable by
non-majors.  Does anyone teach a course like this?  If you do, would you
mind sharing your materials?  If you don't but have ideas about specific
films, short stories, paintings, sculptures, etc. please let me know and
please also tell us why you would chose that work (i.e. what concept it
illustrates).  I have a pretty good background in the visual arts, so help
with literature and film would be appreciated.  As an example of what I'm
looking for, I would use the film Dersu Uzala by Kurasawa to illustrate the
role of humans relationship to nature. Thanks for your help. g2

-- 
Gary D. Grossman

Distinguished Research Professor - Animal Ecology
Warnell School of Forestry & Natural Resources
University of Georgia
Athens, GA, USA 30602

http://www.arches.uga.edu/~grossman

Board of Editors - Animal Biodiversity and Conservation
Editorial Board - Freshwater Biology
Editorial Board - Ecology Freshwater Fish

ecology in the lower grades

[Withers, Kim]

 One of the best and most remembered experiences I had was in the 4th
grade.  In those days (1960's), every 4th grader in the Denver Metro
Area went to what was called "lab school" for a week.  While I don't
remember any specific "teaching" of ecology, we were taken into the
Rockies, and spent the week in a rustic camp-like setting.  We hiked up
to alpine meadows and were exposed to the environment.  We were taught
about survival and shown the edible plants that were available.  We
spent the evenings looking at the stars.  I saw a huge herd of elk
moving down out of the high country on that trip and I'll never forget
it.  I saw the rings of Saturn and have never forgotten it.  It is those
kinds of educational experiences that are so important in impressing on
children that there is a world outside the inside of the house.  It was
ecology and more, just not formal instruction, but the kind of
experiential learning that seems to have been lost in today's
educational system.  As rote and memorization become more and more what
students get in the lower grades, their ability to really think things
through is not developed.  Most kids have a lot of curiousity about the
world around them but it is squelched by the tight strictures of today's
educational system that values standardized testing over actual
learning.  Kids are also sometimes discouraged from even going outside
by parents concerned about kidnapping etc.

Ecology is fun and engaging and because of its complexity forces
students to really think.  Using ecology as a vehicle - for students to
get outside and experience nature, to have them engage in critical
thinking, to integrate math, physics, chemistry, social science and
language skills across disciplines - then the students that we get at
the college level - regardless of major - will be better, more prepared
students.

Kim Withers, Ph.D.
Associate Research Scientist
Center for Coastal Studies, Texas A&M University-Corpus Christi
6300 Ocean Dr., Unit 5866
Corpus Christi, Texas  78412
Office:  361-825-5907
FAX: 361-825-2770
[EMAIL PROTECTED]
 
"In times of universal deceit, telling the truth will be a revolutionary
act."  George Orwell
 
 

Re: Teaching Ecology in grades 9-12

[Jane Shevtsov]

I went to a biology magnet for high school and got to take many science 
electives, including an "ecology" course, which flopped because one of 
the teachers who was supposed to co-teach it couldn't and we got stuck 
with the worst science teacher at the school. (Actually, the worst at 
that school was better than many at the regular school, but I disliked 
her.)

I got to take two classes on vertebrates, Invertebrate Zoology, Genetics 
(with an evolutionary and behavioral emphasis), regular and AP 
Environmental Science, Physical Oceanography and several other science 
electives, in addition to regular biology and chemistry. For a kid who 
loved biology, this was probably the best school anywhere. (I ended up 
reading _The Evolution of Cooperation_ in tenth grade and _Consilience_ 
in the eleventh.) Most of these courses covered college-level material 
at a somewhat slower pace (and in a more interactive way) than a college 
class would, so 90% of my freshman biology at UCLA was review. A good 
ecology class would have been great. (I was trying to build a 3-D food 
web model as a junior.) So, I guess the point of all this is that 
there's nothing sacred about "college level" -- a good teacher will pick 
and choose what to present. The more options kids have in high school 
science, the better.


-- 
-
Jane Shevtsov
Ecology Ph.D. student, University of Georgia
co-founder, World Beyond Borders
Check out my blog, Perceiving Wholes

"In the long run, education intended to produce a molecular geneticist, 
a systems ecologist, or an immunologist is inferior, both for the 
individual and for society, than that intended to produce a broadly 
educated person who has also written a dissertation." --John Janovy, 
Jr., "On Becoming a Biologist"

A question on Kruscal-Wallis Test

[Wei Liu]

Hi,

We have a list of relative use of each observed plant species (in 
percentage) in each season by a primate species, and I'm try to apply 
the Kruscal-Wallis test to test whether the seasonal pattern is 
statistically significant. In each season there are about 30-40 plant 
species (about half) were not observed to be used (basically 0%). My 
question is, do I keep those ZEROs in the test or simply ignore them 
and use only those percentages with a positive number?

Thanks a lot in advance.

WL