[ECOLOG-L] Call for Abstracts - 3rd Symposium on Acoustic Communication in Animals

[Aaron N. Rice]

*CALL FOR ABSTRACTS*

*3rd Symposium on Acoustic Communication by Animals*

*August 1-5, 2011*

*Cornell University, Ithaca, NY*

This four day conference will bring together experts, students and 
others working in the field of acoustic communication by all species of 
animals. The topics will cover a wide range of subjects in this new and 
emerging field.


Participants may submit abstracts for poster or oral presentations. An 
extended abstract (up to two pages) is required and must be in English. 
The presentation type for each contributor (poster or oral) will be 
chosen by the organizers to fit the schedule.


For more information, or to submit abstracts, please visit the Symposium 
Website 




 Abstract submission deadline: April 8, 2011


 Sponsored by the


 Acoustical Society of America 


 Office of Naval Research


 Cornell University Bioacoustics Research Program
 

[ECOLOG-L] FW: Feedback on NSF's Merit Review Criteria

[Cliff Duke]

Hi everyone, and a belated Happy New Year to you! 

We need your help getting in contact with NSF-funded PIs on your campus or in 
your institution. The National Science Board's (NSB) Merit Review Task Force is 
undertaking a thorough review of the National Science Foundation's two merit 
review criteria (Intellectual Merit and Broader Impacts). The merit review 
process is at the heart of NSF's mission, and the merit review criteria form 
the critical base for that process. Moreover, in the recently enacted America 
COMPETES Reauthorization Act, the Broader Impacts Review Criterion was 
specifically mentioned.

The Task Force is now gathering input from a wide variety of stakeholder 
groups, and will be developing its report and recommendations during 2011.
To ensure that all interested parties have an opportunity to provide input, NSF 
has established a web site through which you can submit your thoughts and ideas 
on several issues of interest to the Task Force 
(http://www.nsf.gov/funding/meritreviewform.cfm). Please take this opportunity 
to provide comments and suggestions for improvements, as the Task Force 
undertakes this important review.

Comments will be accepted through March 15. The Dear Colleague letter is posted 
here: http://www.nsf.gov/nsb/publications/2011/01_19_mrtf.jsp.
Many thanks in helping get the word out.
Best wishes,
Dana

Dana Topousis
Acting Division Director, Public Affairs
National Science Foundation
(703) 292-7750
http://www.nsf.gov/

Re: [ECOLOG-L] Question Ecology Natural History etc Re: [ECOLOG-L] Hypothesis Testing in Ecology

[Marcus Ricci]

I'll buy that, David. I do think that folks on the list are sometimes a little 
more concerned about definitions and differences, lumpers and dividers, than I 
am typically am. Folks may have noticed that, about 1/2-way into my post, it 
started petering out as I realized that there *was* a lot of similarity. Still, 
there is enough difference to warrant a different term, for me.

However, I definitely agree with David's point about "the evolution of our 
science." I agree that the development of technology and knowledge allow us to 
study things in different ways or more closely than we could have studied them 
tens, if not hundreds, of years ago. If folks agreed to amend the natural 
history definition to include "and their interactions with the environment," 
I'd buy that. However, it sounds like many folks already include that, 
implicitly.

Cheers,
Marcus

Marcus Ricci, M.S., CPESC
1301 Monroe Avenue
Charleston, IL  61920
email: spotted_bluehotmail.com

"A thing is right when it tends to preserve the integrity, stability and beauty 
of the biotic community. It is wrong when it tends otherwise." -- Aldo Leopold

-Original Message-
From: Ecological Society of America: grants, jobs, news 
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of David L. McNeely
Sent: Thursday, March 03, 2011 10:57 AM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: Re: [ECOLOG-L] Question Ecology Natural History etc Re: [ECOLOG-L] 
Hypothesis Testing in Ecology

Marcus, with due respect, and I do respect your opinion and contributions:  You 
are simply pointing out the evolution of our science, which now probes more 
deeply into the nature of nature than did those who did its work in earlier 
centuries.  We evolved from describing the objects in nature to investigating 
how those objects interact with other parts of nature.  It is still the study 
of nature and natural objects -- just additional things about them.  A turtle's 
life history IS a part of how it interacts with environment.  Ecology (or the 
less fancy name natural history) studies that.  Maybe a different way of 
looking at it than yours, but still legitimate.

I'm also not trying to say we should abandon the term ecology in favor of the 
older term natural history, though that would be intellectually defensible.  It 
would also be nice if the general public could understand what our science is 
about, rather than confusing it with environmental activism (a legitimate 
endeavor in its own right).

But enough of all this.  The important thing is to know about turtles, 
including how turtles live and function, how other things relate to them, and 
how they contribute to the overall state of nature.  Too many people don't care.

mcneely


 Marcus Ricci  wrote: 
> I'd like to add my $0.02 because I disagree that ecology is simply a 
> "dressing up" of natural history. Although I value natural history and 
> historians, they are not studying the same things as ecologists.
> 
> According to my Dictionary of Ecology, Evolution and Systematics, natural 
> history is "the study of nature, natural objects and natural phenomena." 
> Ecology is "the study of the *interrelationships* between living organisms 
> and their environment" (my emphasis). So, the former is the study of a 
> subject or phenomena, the latter is the study of *how the subject interacts 
> and relates to its environment.* Some may consider this the same definition, 
> some may consider it parsing essentially the same definition.
> 
> I consider them different definitions: one *focuses* on the turtle itself, 
> what it eats, where it lives, how it reproduces. The other *focuses* on the 
> place in the web that the turtle occupies, how its consumption of food or 
> production of offspring effects the other occupants of its food web - either 
> predators or competitors - and how the web would respond if a turtle 
> population exploded or disappeared.
> 
> Perhaps a little simplistic, but analogies work for me when definitions get 
> too stickily close, which I will be the first to agree that these 2 do, when 
> you start looking at them closely.
> 
> Cheers,
> Marcus
> 
> Marcus Ricci, M.S., CPESC
> Lake Decatur Watershed Specialist, Macon County SWCD
> 1301 Monroe Avenue
> Charleston, IL  61920
> email: spotted_bluehotmail.com
> 
> "A thing is right when it tends to preserve the integrity, stability and 
> beauty of the biotic community. It is wrong when it tends otherwise." -- Aldo 
> Leopold
> 
> 
> -Original Message-
> From: Ecological Society of America: grants, jobs, news 
> [mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Wayne Tyson
> Sent: Wednesday, March 02, 2011 3:21 PM
> To: ECOLOG-L@LISTSERV.UMD.EDU
> Subject: Re: [ECOLOG-L] Question Ecology Natural History etc Re: [ECOLOG-L] 
> Hypothesis Testing in Ecology
> 
> Thanks, David. Now I don't have to toss all my Darwin stuff into the dustbin. 
> 
> WT
> 
> PS: David or others: Can you suggest any shortcuts to the best possible 
> understand

[ECOLOG-L] Help with plotting nonadjacent datapoints

[Nate Fuller]

Dear Loggers,

Excel frustrates me to no end, but I have sort of gone down a path that
can't be reversed. I am wondering if anyone out there can help me plot some
data. I hope I can be clear about this. I am trying to plot paired data
points on a scatter plot, but the catch is that I want to connect these
points with a line. The line function of the scatter plot chart option does
not work because the data points are "non adjacent" in my spreadsheet,
meaning they are separated by a few cells of nothing. Not zeros, just
nothing. I attempted to get around this problem by adding a trendline, but
that also does not work because the trendline goes across the entire x axis
and gives the wrong impression about my data. A trendline would be great if
you could set the endpoints of the line as the data points. But in it's
infinite user friendliness, Excel fails to provide such an option. My
challenge to you, dear loggers: is there a way to defeat this problem in
Excel? If not, has someone encountered this situation in another statistical
package? I am about to try SigmaPlot. R might be my next try after that.

It's unbelievable to me that these programs are supposed to make our lives
easier, but I guarantee that I could have done this entire process by hand
about 15 times in the time it has taken me to fail to find the solution.

-Nate

[ECOLOG-L] Correction in date for global fellowships in marine conservation applications

[David Inouye]

Good Afternoon Everyone,

It seems that I made an error on this 
emailthe date is wrong.  Please note the 
cutoff date is March 31, 2011.  Will you please 
forward to any list serves that might be able to 
send it out for us.  I will appreciate it. deb


I am the administrator for the Duke Center for 
Marine Conservation at the Duke University Marine 
Lab. Our purpose is to offer educational, 
research and collaborative opportunities for 
persons or organizations in the field of marine conservation.


Each year, the Duke University Marine 
Laboratory/Duke Center for Marine Conservation 
offers an exciting opportunity for international 
students. Duke’s Integrated Marine Conservation 
Program teaches the principles necessary to the 
conservation and preservation of the coastal and 
oceanic environment. The focus is on 
interdisciplinary problem solving­using natural 
and social science theory to resolve real world 
environmental problems. This program is a 
tremendous opportunity for students at any level 
to think about conservation biology and policy in 
an environment full of students and faculty 
grappling with the same issues. The core class - 
BIO 109/ENV209 Conservation Biology and Policy - 
involves field trips, discussion groups, role 
play, lecture and a final project that focuses on 
the integration of science and policy. Students 
will leave the class with an appreciation of the 
policy process, as well as knowledge in the 
fundamentals of marine conservation.


Please see the announcement below I am requesting 
you to post/have posted to your list serve. This 
is a wonderful opportunity. I do hope you will 
help me get the word out. Time is short…..our 
final application date is March 31, 2011. I am 
sorry for the short notice, but will appreciate 
any and all efforts on our behalf.


In anticipation of a positive response, I thank you.

Sincerely,
Debbie

My Contact Information is as follows:

Debbie Pease, Executive Assistant
Duke Center for Marine Conservation
Duke University Marine Lab
135 Duke Marine Lab Road
Beaufort, NC 28516
Phone: 252-504-7636
Fax: 252-504-7638
Email: drpea...@duke.edu






GLOBAL FELLOWSHIPS IN MARINE CONSERVATION

(Summer Term II)

Deadline: 31 March 2011

For additional information regarding the Global 
Fellowships in Marine Conservation applicants are 
encouraged to contact 
ml_admissi...@nicholas.duke.edu.


Fellowships for international students will fully 
cover travel expenses, room and board, and 
tuition for two courses, your required course 
BIOLOGY 109/ENVIRON 109/ENVIRON 209 Conservation 
Biology and Policy and an elective course of your 
choice to subject to availability. The courses 
begin on July 11 and ends on August 12, 2011.


Eligibility
The Global Fellowships are available to any 
international applicant with a good working 
knowledge of English who has an interest and 
qualifications in marine conservation 
biology.  The course requires some background in 
marine science and political science. Usually 
Global Fellows have a BA or BS degree in hand.


Application
There is no separate fellowship application form. 
Intent to apply for a fellowship should be made 
known on the summer course 
enrollment 
form.


Required Credentials
In addition to the enrollment form, each Global 
Fellowship applicant is required to submit the following credentials:
   * A brief essay - please limit this to one 
page - describing the applicant’s education, 
research, and work experience background please 
note a Curriculum Vitae does not take the place of this essay;
   * A brief statement of purpose - please limit 
this to one page - i.e., describing the 
applicant's reason for taking the course, how the 
applicant will be able to apply the training in 
his/her home country, the applicant's future goals;
   * A letter of recommendation from academic 
faculty or employer addressed to Dr. Larry 
Crowder.  We do not offer guidelines about the 
information to be included in your reference 
letter. These letters typically include how the 
referee knows you, his/her opinions of your work 
together in the past, and thoughts about whether 
he/she feels you'd be well suited to this program.

   * A Complete Curriculum Vitae
   * A copy of your transcript is preferred. It 
may be an unofficial version. The transcript can 
be emailed to 
drpea...@duke.edu or 
faxed to (252) 504-7638 or scanned and emailed to 
the attention of Debbie Pease.  A non-certified 
translation of the transcript is fine.  If 
sending a transcript is impossible, then please 
send a copy of your degree. If a traditional 
transcript is available, documentation certifying 
your courses, grades and official notes taken in 
each course during university studies in addition 
to a copy of your diploma will be required.


All credentials are

[ECOLOG-L] REU opportunity for Arctic research projects

[David Inouye]

Position:  Research Experience for Undergraduates (REU)
Date: February 2, 2011

Position Summary:

The Ecosystems Center of the Marine Biological Laboratory is seeking 
undergraduate applicants for several Arctic research projects. The 
Research Experience for Undergraduate (REU) positions are available 
to U.S. citizens or Permanent Residents only who are currently 
enrolled as undergraduates at U.S. colleges or universities (no 
graduating seniors). Successful candidates will participate in field 
research on either terrestrial or aquatic ecosystems in the Toolik 
Lake Research Natural Area on the North Slope of Alaska.


Additional Information:

In addition to gaining experience by assisting on a variety of 
project activities, REU students typically engage in a small 
independent project that is linked to larger studies of lakes, 
streams, tundra or land-water interactions. REU participants are 
expected to collect and analyze data and to produce a poster 
describing their project near the end of the field season. We 
anticipate funding for support of at least four REU positions during 
the 2010 field season. Of these, two positions will be associated 
with the Arctic LTER project and two with the Anaktuvuk River 
Wildfire project.


Candidates for these jobs should be available to live at Toolik Field 
Station for 8-10 weeks during June, July and August. Travel to Toolik 
Field Station is paid for by grant funds as well as the cost of room 
and board at the station.


Basic Qualifications:

Applicants should have completed basic coursework in biology, 
chemistry and ideally ecology or ecosystem studies. Attention to 
detail and a desire to learn new laboratory and field techniques are 
essential.


Physical Requirements

Applicants should be in good health, capable of rigorous outdoor 
activity, and prepared to live in a field camp where cooperation with 
others is essential, personal privacy is limited, and living 
accommodations are spare and simple.


Required Applicant Documents:

Resume/CV
Cover Letter
References

Special Instructions to Applicants:

Unofficial transcripts are required information but may be uploaded 
with your application or faxed to 508-289-7931. If faxing, please 
reference the title and number of this posting.


Please do not ask referees to send unsolicited letters. These will be 
requested by us for final candidates only.


APPLY ONLINE 
AT:   https://mbl.simplehire.com 
An Equal Opportunity Employer



Ann Woolford
Human Resources Office
Marine Biological Laboratory
7 MBL Street
Woods Hole, MA 02543
human...@mbl.edu

Re: [ECOLOG-L] Hypothesis Testing in Ecology

[Jane Shevtsov]

Jeff's comments are good ones. I don't know why all the apostrophes
came through as question marks, but maybe that's appropriate -- these
are difficult issues and I, for one, have more questions than answers.
On one hand, there are certainly examples that demonstrate that
understanding is neither necessary nor sufficient for prediction. On
the other hand, the two are certainly connected. It's been pointed out
that causal knowledge, unlike statistical knowledge, enables us to
predict how a system will behave under interventions. Maybe that helps
-- I don't think you can understand a phenomenon without causal
knowledge. Also, let's look at pedagogical questions. How do we ask
students to demonstrate understanding of concepts?

BTW, I want to clarify a remark I made earlier about chaos. While the
long-term behavior of a system exhibiting chaotic behavior cannot be
predicted in the sense that the time series can't be predicted, we CAN
predict other aspects of its dynamics, such as the parameter values
resulting in different modes of behavior. So maybe before we can
productively discuss the relationship between prediction and
understanding, we ought to clarify what we mean by prediction. How
broadly or narrowly do we want to construe the term?

Best,
Jane

On Thu, Mar 3, 2011 at 7:19 AM, Jeff Houlahan  wrote:
> In response to Jane?s comments ? I admit that understanding and prediction
> are not the same thing but they are much more closely related than most
> people appreciate, in my opinion.  I would go so far as to say that
> prediction is a necessary if not sufficient condition of understanding.  So
> while it is possible to predict without understanding (as in Jane?s
> Babylonian?s example ? although I knew nothing about the Babylonians and
> their ability to predict, I have no doubt that?s true) I think it is
> impossible to demonstrate understanding without prediction.  In fact, I
> realized that I can?t come up with a definition of understanding that
> satisfies me without talking about prediction (none of the on-line
> definitions that I found worked very well for me).  My definition of
> understanding would be  ?The ability to make specific predictions based on a
> general description of how the world works.?  Now, I guess it?s possible
> that somebody could understand how the world works but not be able to make
> any predictions but that means that they can?t demonstrate their
> understanding.  In my opinion, understanding that can?t be demonstrated has
> little(no?) value because I can?t distinguish that person from all the
> people who claim they have understanding but have none.
> My above definition leaves room for ?thinking? you understand when you
> don?t, in situations where you make good predictions for the wrong reasons.
>  But, even here prediction is critical because we will only detect our
> mistake when we try to make a new prediction and our ?understanding? leads
> us astray.  That is, the only evidence of our mistake will be poor
> prediction.
> So, my original claim was not that understanding and prediction are the same
> thing but that understanding cannot be demonstrated without prediction.  And
> predictions have to better than we would make by chance. And the only way to
> evaluate that is through some measure of probability/likelihood.  Best.
>
> Jeff Houlahan
>
> PS I would be interested to hear any examples where understanding can be
> demonstrated without prediction.
>



-- 
-
Jane Shevtsov
Ecology Ph.D. candidate, University of Georgia
co-founder, 
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"

Re: [ECOLOG-L] Hypothesis Testing in Ecology

[Jane Shevtsov]

One more thing: what predictions can you make if you understand what
caused the extinction of the (non-avian) dinosaurs?

Jane

On Thu, Mar 3, 2011 at 7:19 AM, Jeff Houlahan  wrote:
> In response to Jane?s comments ? I admit that understanding and prediction
> are not the same thing but they are much more closely related than most
> people appreciate, in my opinion.  I would go so far as to say that
> prediction is a necessary if not sufficient condition of understanding.  So
> while it is possible to predict without understanding (as in Jane?s
> Babylonian?s example ? although I knew nothing about the Babylonians and
> their ability to predict, I have no doubt that?s true) I think it is
> impossible to demonstrate understanding without prediction.  In fact, I
> realized that I can?t come up with a definition of understanding that
> satisfies me without talking about prediction (none of the on-line
> definitions that I found worked very well for me).  My definition of
> understanding would be  ?The ability to make specific predictions based on a
> general description of how the world works.?  Now, I guess it?s possible
> that somebody could understand how the world works but not be able to make
> any predictions but that means that they can?t demonstrate their
> understanding.  In my opinion, understanding that can?t be demonstrated has
> little(no?) value because I can?t distinguish that person from all the
> people who claim they have understanding but have none.
> My above definition leaves room for ?thinking? you understand when you
> don?t, in situations where you make good predictions for the wrong reasons.
>  But, even here prediction is critical because we will only detect our
> mistake when we try to make a new prediction and our ?understanding? leads
> us astray.  That is, the only evidence of our mistake will be poor
> prediction.
> So, my original claim was not that understanding and prediction are the same
> thing but that understanding cannot be demonstrated without prediction.  And
> predictions have to better than we would make by chance. And the only way to
> evaluate that is through some measure of probability/likelihood.  Best.
>
> Jeff Houlahan
>
> PS I would be interested to hear any examples where understanding can be
> demonstrated without prediction.
>



-- 
-
Jane Shevtsov
Ecology Ph.D. candidate, University of Georgia
co-founder, 
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"

Re: [ECOLOG-L] Hypothesis Testing in Ecology

[Jeff Houlahan]

Hi Jane, great question about how to get students to demonstrate  
understanding.  One I hadn't thought about.  Off the top of my head I  
would say that they would demonstrate understanding if they knew what  
predictions a certain concept would make, which of those predictions  
had been tested, and how much evidence there was for the concept (that  
evidence would be in the form of accurate/precise predictions).
As for causal knowledge that is a tricky one and one I have wrestled  
with because in some ways causes are like those Russian babushka dolls  
- causes ended up nested in causes.  For example, if we're talking  
about causes for amphibian decline and I say low pH is one cause of  
declines, have I identified a cause?  Somebody could say low pH is not  
the cause - it is the form of aluminum that is present at low pH.  
Somebody else could say it's not the amount of aluminum of that form  
that's in the water that is the cause, it is the aluminum binding to  
some receptor inside the frog that is the cause.
So, in theory, pH could perfectly predict amphibian trends and I would  
then conclude we have perfect understanding but in fact there could be  
an explanation beneath pH where we know almost nothing.  So, in my  
opinion, prediction is they only way to demonstrate understanding but  
understanding is often layered and perfect prediction at one level  
wouldn't necessarily imply understanding at another level.
These are really difficult issues and I think it's easy to see them as  
esoteric and of not much practical concern but I think ecology has  
actually done a pretty poor job of quantifying our understanding and  
without that how do we know where to focus our resources?  How well do  
we understand the effects of invasive species on the distribution and  
abundance of native organisms?  I actually have no idea.  Have we  
barely scratched the surface and we should direct more resources at  
that question?  Do we almost have that question completely sorted out  
and so should move on to the next important question?  Should we throw  
up our arms and say that this is an unanswerable question?  Best.


Jeff

PS Sorry for straying so far from the original question


Jeff's comments are good ones. I don't know why all the apostrophes
came through as question marks, but maybe that's appropriate -- these
are difficult issues and I, for one, have more questions than answers.
On one hand, there are certainly examples that demonstrate that
understanding is neither necessary nor sufficient for prediction. On
the other hand, the two are certainly connected. It's been pointed out
that causal knowledge, unlike statistical knowledge, enables us to
predict how a system will behave under interventions. Maybe that helps
-- I don't think you can understand a phenomenon without causal
knowledge. Also, let's look at pedagogical questions. How do we ask
students to demonstrate understanding of concepts?

BTW, I want to clarify a remark I made earlier about chaos. While the
long-term behavior of a system exhibiting chaotic behavior cannot be
predicted in the sense that the time series can't be predicted, we CAN
predict other aspects of its dynamics, such as the parameter values
resulting in different modes of behavior. So maybe before we can
productively discuss the relationship between prediction and
understanding, we ought to clarify what we mean by prediction. How
broadly or narrowly do we want to construe the term?

Best,
Jane

On Thu, Mar 3, 2011 at 7:19 AM, Jeff Houlahan  wrote:

In response to Jane?s comments ? I admit that understanding and prediction
are not the same thing but they are much more closely related than most
people appreciate, in my opinion.  I would go so far as to say that
prediction is a necessary if not sufficient condition of understanding.  So
while it is possible to predict without understanding (as in Jane?s
Babylonian?s example ? although I knew nothing about the Babylonians and
their ability to predict, I have no doubt that?s true) I think it is
impossible to demonstrate understanding without prediction.  In fact, I
realized that I can?t come up with a definition of understanding that
satisfies me without talking about prediction (none of the on-line
definitions that I found worked very well for me).  My definition of
understanding would be  ?The ability to make specific predictions based on a
general description of how the world works.?  Now, I guess it?s possible
that somebody could understand how the world works but not be able to make
any predictions but that means that they can?t demonstrate their
understanding.  In my opinion, understanding that can?t be demonstrated has
little(no?) value because I can?t distinguish that person from all the
people who claim they have understanding but have none.
My above definition leaves room for ?thinking? you understand when you
don?t, in situations where you make good predictions for the wrong reasons.
 But, even here prediction is c

Re: [ECOLOG-L] Hypothesis Testing in Ecology

[David Schneider]

Dear list members,

As someone who has
-been teaching model based stats to natural scientists for decades
-has mastered the logic and arcana of Neyman-Pearson
  Decision Theoretic Hypothesis Testing (p-values)
-routinely uses model based statistics and parameter estimation 
  with conf intervals whenever possible
-exposes students to the Nester collection of quotes

I offer the following: 

-The Anderson book is well recommended.
-At the same time, it is important that students
 understand NPDTHT, in order to understand and
 evaluate the great bulk of published work in ecology.
-Teaching model based stats to students puts 
 considerable demand on the student and it puts
 many of them between a rock (supervisor who adheres
 to NPDTHT) and a hard place (course in model based
 stats).
-Rational treatment of uncertainty is a must in
 ecology.  
-NPDTHT proves nothing.  It merely excludes chance
 (at some stated level of uncertainty) as an explanation
 for some observed result.

David Schneider
c/o Biology, Memorial University, St. John's NL
http://www.elsevierdirect.com/ISBN/9780126278651/Quantitative-Ecology

Quoting Manuel Spínola :

> Dear list members,
> 
> For those interested on statistical hypothesis testing, null hypothesis 
> significant testing and p-values I would like to suggest the following 
> web site with many quotes from many well known statisticians.
> 
> http://warnercnr.colostate.edu/~anderson/nester.html
> 
> and for new approaches on statistics (moving away from "hypothesis 
> testing" and p-values) applied to ecology:
> 
> Anderson, D. R. 2008. Model based inference in the life sciences.  
> Springer, NY.
> 
> Best,
> 
> Manuel
> 
> On 01/03/2011 12:46 p.m., Ruchira Datta wrote:
> > To calculate p-values properly requires paying a lot of attention to how
> you
> > choose the null hypothesis and whether it is really appropriate for your
> > problem and the state of the art.  I do not have a lot of experience in
> > ecology, but in bioinformatics people often choose null hypotheses because
> > they make the p-values easy to compute, or because everyone does it that
> > way, or (more cynically) because they make their results appear
> significant.
> > One can get a good p-value by choosing a null hypothesis that is almost
> > certain to be wrong, regardless of the fact that the consensus was already
> > that this null hypothesis was almost certain to be wrong before any of the
> > reported experiments were undertaken. That doesn't mean the reported
> > experiments advanced scientific understanding.
> >
> > --Ruchira
> >
> > On Tue, Mar 1, 2011 at 6:24 AM, Jeff Houlahan  wrote:
> >
> >> Hi Chris and all, I actually think that it's a mistake to diminish the
> role
> >> of p-values.  My opinion on this (stongly influenced by the writings of
> Rob
> >> Peters) is that there is only one way to demonstrate understanding and
> that
> >> is through prediction.  And predictions only demonstrate understanding if
> >> you make better predictions than you would make strictly by chance.  The
> >> only way to tell if you've done better than chance is through p-values. 
> So,
> >> while there is a great deal more to science than p-values, the ultimate
> >> tests of whether science has led to increased understanding are p-values.
> >>   Best.
> >>
> >> Jeff Houlahan
> >> Dept of Biology
> >> 100 Tucker Park Road
> >> UNB Saint John
> >>
> >
> 
> 
> -- 
> *Manuel Spínola, Ph.D.*
> Instituto Internacional en Conservación y Manejo de Vida Silvestre
> Universidad Nacional
> Apartado 1350-3000
> Heredia
> COSTA RICA
> mspin...@una.ac.cr
> mspinol...@gmail.com
> Teléfono: (506) 2277-3598
> Fax: (506) 2237-7036
> Personal website: Lobito de río 
> 
> Institutional website: ICOMVIS 
> 

Re: [ECOLOG-L] Using game cameras to estimate population densities of small mammals

[Greta Gramig]

Hello All,

Many ECOLOG readers requested that I summarize the responses I received to
my question about whether or not game cameras could be used to estimate
population density or abundance for small mammals without the requirement to
identify individual animals. So, following is a summary of the responses I
received. I hope the summary will be helpful. If anyone decides to
experiment with any of these methods I would love to hear about your
experiences and viewpoints. 

Cheers, Greta

"This will likely be an unsatisfying answer, but occupancy modeling
techniques could help you quantify the proportion of area occupied (PAO) by
each species or multiple species.  Anyway, there are several models that
come to mind from the book (4.1.6 being one relevant example) Hierarchical
Modeling and Inference in Ecology by Royle and Dorazio.  The authors provide
code for most of the models and the text is well written. 

Potentially you could set the cameras to take pictures at regular intervals,
in this case the pictures could be similar to doing an aerial survey, point
count or numerous other population survey methods.  The pictures or even
videos (the longer the video the longer the exposure the higher the
probability of detection) could be treated as repeat visits, which would
then facilitate a hierarchical modeling approach to separate the observation
and process error.  Using the hierarchical formulation covariate estimates
related to occurrence could then be used to map the species distribution
and/or density.  You would have to do some reading, thinking about
assumptions and the like, but at first blush I think this idea may have merit.  

Track plate arrays would also be a nice addition to your existing data."

"Most likely the small mammals you see in your seed patches don't have any
unique marking for individual identification. What you might want to do is
trap and mark them (using a sharpie or fur clipping) at the side or top. If
you can mark them uniquely, then you might even be able to monitor
visitation rates of individuals in patches. One of my profs (Douglas Morris,
Lakehead University) used to fur clip small mammals in Canada and use video
recording to study their foraging behavior. I my doctoral research on desert
gerbils, I marked them with PIT tags and had special readers under their
foraging patches. I carried out some food augmentation experiments to look
at how that affects coexistence among two species of gerbils, and their
anti-predator behaviors. I hope this helps."

"You need be able to identify individuals. With large mammals, usually with
cats,  this is generally based on strips or dots fur patterns. In general
two cameras are used to get pictures from both sides of an individual. Since
with small mammalls fur patterns may be homogeneus I believe that you would
have to catch them at least once and come up with some visible marker which
could rest for all the study period. 
 
Since you would need investments on traps anyway I am not sure if it would
be an advantage to invest on cameras as well, rather than run a traditional
recapture with traps. But if funds are available the use of cameras could be
possible.  I would borrow some and run a trial experiment first if possible."

"If you are just interested in getting just an estimate of abundance of the
small mammals, you could use activity as a surrogate for density. Activity,
can be measured directly from the number of visits in the camera traps. A
simpler and cheaper method is to use tracking plots. Clear small (e.g.
.5x.5m) plots on the ground, and sprinkle some soft soil/sand on it, and
then just count the # of crossing  of small mammals on these plots, or
estimate what percentage of the plot is covered by their tracks. This should
give you a good estimate of density, because usually activity and density
are highly correlated. 

It might actually be even better to measure activity because, since small
mammals hoard seeds, even though the actual density maybe small (i.e. you
might not see a change in density with your treatments), but the overall
activity of the residents might increase because now there is more food in
the system."


Citations for relevant papers:

Journal of Applied Ecology 2008,45:1228–1236 Estimating animal density using
camera traps without the need for individual recognition J. Marcus
Rowcliffe, Juliet Field, Samuel T. Turvey, and Chris Carbone

Using Counts to Simultaneously Estimate Abundance and Detection
Probabilities in a Salamander Community
Author(s): C. Kenneth Dodd, Jr. and Robert M. Dorazio
Source: Herpetologica, Vol. 60, No. 4 (Dec., 2004), pp. 468-478

Wildlife Research, 2010, 37, 456–465
A comparison of the effectiveness of camera trapping and live trapping for
sampling terrestrial small-mammal communities Natasha De Bondi, John G.
White,C, Mike Stevens and Raylene Cooke
 

[ECOLOG-L] MS or PhD Positions: NonConsumptive Effects of Invasive Species

[Scott Peacor]

Graduate Research Assistantships – MS and PhD
Department of Fisheries and Wildlife // Ecology and Evolutionary Biology and
Behavior Program 
Michigan State University
Subject:  Community Ecology, Invasion Biology, Non-consumptive predator
effects, Marine Ecology, Ecological Theory and Modeling

We seek a PhD or MS student to join a research effort to examine
non-consumptive predator effects (also called trait-mediated effects) of the
invasive spiny water flea (Bythotrephes) on the zooplankton community, and
food web in general, in Lake Michigan. We have found that predator induced
changes in zooplankton vertical migration contributes strongly to the net
effect of the predator on specific prey. We are now extending this work
looking at other behavioral responses of different zooplankton, and
community and ecosystem level effects. This research has addresses basic
food web ecology, and an applied problem of an invasive predator. It has
applications to community ecology, invasion biology, and lake and ocean
(marine) ecology.
While particular graduate projects are flexible within the scope of the
overall project, the positions will include field and laboratory work. The
PhD position is expected to include a theory/modeling component (either
included or main focus).   
This position is being re-advertised and on a very short time frame. We are
hoping that a graduate student could join the lab this coming field season. 

Stipends are competitive based on qualifications, and health and tuition
waiver benefits are included. 

Applications will be considered as they are received. 

Please email inquires with “assistantship” in the subject line to
pea...@msu.edu.
Please include:
(1) cover letter describing general and specific research
interests/experiences, brief statement of professional goals (e.g., plans
after finishing the graduate training), potential start dates, and whether
applying for MS or PhD position. 
(2) cv/resume. Include GPA and GRE scores, and list of three references.
(3) Transcripts, or list of relevant courses (including math/physical
sciences/modeling/statistics)

Re: [ECOLOG-L] Hypothesis Testing in Ecology

[malcolm McCallum]

Within this thread I was reminded of another situation related to publishing
individual observations and the increasing use/creation of shared databases.


Why are there so many requests to create shared databases?  Because people
have delegated individual observations and observations with small sample
sizes to the trash.  If the investigator is unable to devote 100% time to a
project, or the project gets cut off due to funding or other circumstances,
just toss it!  It will reflect bad on you.

The purpose of publication is not self glory, it is to communicate
information so that it can be used by others to report/communicate their
findings and allow us to further science.  If every person who observed
something odd published it, there would be a database exactly where it
belongs, in publications.  So, there really is a value to descriptive
research and the years of ignoring and denigrating this important field has
now come to an impasse as people needing the information are now calling out
to others to dump said data into databases for others to use.  No need.
 Publish the stuff in appropriate outlets and then it will again be
available, put data in an appendix. Tadah!  How completely obvious.

Herpetological Review is a good example of one of these databases in
herpetology, and the author gets credit for contributing.  A note in HR is
what it is, no one brags about it, but if you drag through there you can
find piles in each issue and each one can be developed into a masters thesis
or a major work.  However, no one has time to work up every observation they
make in the field into a major work.  So, the authors of such notes are
sharing information with the world.  No one even claims that what is written
there is representative of anything, it just happened.  Some notes are
single observations, some only comprise a small number of animals.  But the
info is there so others can investigate or use it.  Its funny that this same
system is used in clinical research listed under case accounts in medicine.
 No one seems to look down on those though.

It really amazes me how we can look down our noses at the Chimney Sweep, and
yet the day will come when our Chimney must be cleaned.

How many realize that one of the most important papers, the description of
DNA by Watson and Crick, was barely one column long with a pencil sketch and
was essentially natural history.  IT was definitely descriptive, and you
could argue whether a hypothesis was really involved. As for statistical
analysis?  lets not go there.

Malcolm


On Sun, Feb 27, 2011 at 11:44 PM, Jane Shevtsov  wrote:

> Fellow Ecologgers,
>
> Lately, I've been thinking a lot about the role of hypothesis testing
> (both the statistical and falsificationist varieties) in biology in
> general and ecology in particular. Before saying anything, I want to
> ask the forum a few questions.
> 1. What do you think of the current emphasis on hypothesis-driven
> research? Does it help you do better science? Is it crowding out other
> approaches?
> 2. Have you ever had a grant proposal or publication declined because
> of an absent or unclear hypothesis?
> 3. Have you ever recommended that someone else's grant proposal or
> publication be declined for that reason? Was it the main reason?
>
> I look forward to hearing what people have to say.
>
> Jane Shevtsov
>
> --
> -
> Jane Shevtsov
> Ecology Ph.D. candidate, University of Georgia
> co-founder, 
> 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"
>



-- 
Malcolm L. McCallum
Managing Editor,
Herpetological Conservation and Biology

"Peer pressure is designed to contain anyone with a sense of drive" - Allan
Nation

1880's: "There's lots of good fish in the sea"  W.S. Gilbert
1990's:  Many fish stocks depleted due to overfishing, habitat loss,
and pollution.
2000:  Marine reserves, ecosystem restoration, and pollution reduction
  MAY help restore populations.
2022: Soylent Green is People!

Confidentiality Notice: This e-mail message, including any
attachments, is for the sole use of the intended recipient(s) and may
contain confidential and privileged information.  Any unauthorized
review, use, disclosure or distribution is prohibited.  If you are not
the intended recipient, please contact the sender by reply e-mail and
destroy all copies of the original message.

[ECOLOG-L] journal series, Ecology, American Naturalist, available

[Mike Marsh]

I'm moving to different quarters, and wish to sell my Ecology journals 
dating from 1956 through 2010, and my American Naturalist series from 
1968 to 2000. If an acceptable sale is not negotiated, I will donate 
these journals to an institution in a developing country, provided that 
shipping costs can be provided.

Michael Marsh
sw...@blarg.net

[ECOLOG-L] Senior Naturalist Position - Newburg WI

[Gretchen Meyer]

Senior Naturalist

Riveredge Nature Center in Newburg, Wisconsin, invites applications for a
full-time  Senior Naturalist who is the Center’s principal educator,
scientist and naturalist, and is responsible for (1) planning and delivering
innovative environmental-education programs for people of all ages, and (2)
supervision and coordination of sanctuary management and research programs.
 For more information see our web site www.riveredge.us 

Applicants should submit a cover letter, CV, statements of their teaching
and land-management philosophy, as well as three letters of reference by
April 1, 2011 to: naturalistsea...@riveredge.us

Riveredge Nature Center is an equal opportunity/affirmative action employer.

[ECOLOG-L] online course from The Nature Conservancy

[John Withey]

“Monitoring our Conservation Work,” The Nature Conservancy’s self-paced
online monitoring course is now free and open to the public!

 

Are your conservation strategies working? How will you convince managers and
funders? This free self-paced online course from The Nature Conservancy
addresses:

· How much to invest in monitoring strategy effectiveness,

· The fundamentals of developing a monitoring program and

· Basic concepts in monitoring design

These conceptually-oriented modules are geared for conservation managers,
program directors, and scientists looking to design cost-effective
monitoring that answers management questions. The course is illustrated with
real conservation case studies, first-person video commentary and
opportunities to apply the concepts to your own work. A library of resources
in the virtual course room offers opportunities to explore course topics
more deeply, as well as more technical monitoring-related topics not covered
in the course.

 

Go to www.conservationtraining.org, complete the free registration and click
on the “Conservation Planning & Measures” tab to enroll in the course. 

[ECOLOG-L] Temporary GS-6 and GS-7 Botany Survey Positions on Modoc National Forest

[Judy L. Perkins]

The Modoc National Forest is looking for up to 2 experienced field 
botanists for summer 2011. Positions may be filled at either the GS-6 or 
GS-7 level. The employment extends from May through September (start and 
end dates are flexible). The positions are based out of the Forest 
Supervisor’s Office in Alturas, CA, and will work throughout the 1.6 
million acre forest. Plant habitats include red fir, whitebark pine, and 
mixed conifer forests; pumice flats; sagebrush and juniper covered lava 
flows; vernal pools; and fens. Excellent opportunity to learn a diverse 
flora from Modoc Plateau, Great Basin, and Southern Cascades floristic 
provinces. Over 1200 plant species occur on the Forest, including 2 
federally listed, 27 sensitive, and 55 watch list species. Government 
barracks housing may be available. For information on Modoc National 
Forest visit: http://www.fs.fed.us/r5/modoc/

Job descriptions and Qualifications: 
Botany Surveying Lead (GS-7: $18.59/hour; GS-6: $16.73/hour): Lead lower 
graded field botanists and interns in conducting surveys for threatened, 
endangered, sensitive, and watch list plants. Surveys require documenting 
locations using GPS and topographic maps, and maintaining field records.
Desired Skills: Must have field botany experience and be able to identify 
plants to species using dichotomous keys, and have completed a plant 
taxonomy or systematics course. Familiarity with California or Great Basin 
flora a plus. Must be able to navigate cross-country using map and 
compass. GPS and GIS skills are helpful. Must be physically able to work 
long days in rough terrain, walking 5-10 miles per day.

Basic Qualifications:
•   GS-7: One year of specialized experience at least equivalent to GS-
6. SUBSTITUTION OF EDUCATION FOR EXPERIENCE: The experience requirements 
for the GS-7 level may be met by completion of one (1) year of graduate 
level education (18 semester/27 quarter hours) in a position-related field 
of biological sciences. 
•   GS-6: One year of specialized experience at least equivalent to GS-
5. SUBSTITUTION OF EDUCATION FOR EXPERIENCE: The experience requirements 
for the GS-6 level may be met by completion of 6 months of graduate level 
education (9 semester/13 quarter hours) in a position-related field of 
biological sciences. 
•   COMBINATION OF EDUCATION AND EXPERIENCE: Equivalent combinations 
of successfully completed education and experience may be used to meet the 
experience requirements.
•   Must be a U.S. Citizen 

To Apply:
Apply through the automated Forest Service job application site, AVUE: 
https://www.avuedigitalservices.com/usfs/applicant.html

For GS-7 apply for: Biological Science Technician (Plants) OCRT-404-7-
PLANT-DT
For GS-6 apply for: Biological Science Technician (Plants) OCRT-404-6-
PLANT-DT

NOTE: You must list Alturas, CA as one of your top nine location choices 
to be considered for these positions. Please include college transcripts 
with applications.

For more information contact:  Judy Perkins, Forest Botanist, Modoc 
National Forest, 800 W. 12th Street, Alturas, CA 96101; 
jperk...@fs.fed.us; (530) 233-8827.
APPLICATION DEADLINE:  MARCH 15, 2011 

[ECOLOG-L] PhD Graduate Assistantship in Agroecology at the University of New Hampshire

[Rich Smith]

PhD Graduate Assistantship in Agroecology at the University of New Hampshire 
(UNH) 

Funding is available starting fall 2011 for a self-motivated PhD student to 
develop a project within an agroecosystem context that considers the roles of 
soil management, cover crops, and microbial communities in the rhizosphere in 
mediating carbon sequestration, nutrient dynamics, weed-crop competition, 
and/or 
crop response to climate change.  Prospective students should possess a 
master’s 
degree in ecology, agroecology or agronomy and meet the qualifications 
necessary 
to be accepted into the University of New Hampshire’s Natural Resources & Earth 
Systems Science Ph.D. Program http://www.unh.edu/nressphd/apply.html. The 
successful candidate will have the opportunity to conduct field research at 
both 
the UNH campus in Durham, NH and the Penn State Campus in State College, PA, 
and 
to collaborate with other researchers housed at UNH, Penn State, the University 
of Minnesota, the University of Illinois, Michigan State University, and the 
USDA ARS. 

 
For more information, please contact Dr. Rich G. Smith (richard.sm...@unh.edu), 
Department of Natural Resources and the Environment 
(http://nre.unh.edu/faculty/smith), University of New Hampshire, Durham, NH 
03824.  

 --
Richard G. Smith
Assistant Professor of Agroecology
Department of Natural Resources and the Environment
264 James Hall
University of New Hampshire
Durham, NH 03824
Email: richard.sm...@unh.edu
(603) 862-2724 Office
(603) 953-3396 Cell
http://nre.unh.edu/faculty/smith
 


  

[ECOLOG-L] PhD Opportunity in Whitebark Pine Ecology and Restoration

[Andrew J Larson]

PhD Opportunity in Whitebark Pine Ecology and Restoration, University of 
Montana

Graduate Research Assistantship available to study the efficacy and 
ecological effects of treatments to restore whitebark pine forests.  The 
successful applicant will contribute to investigations of the effects of 
restoration treatments on recruitment, growth, and survival of whitebark 
pine, in addition to developing independent, complementary research for her 
or his dissertation.  Possible focal areas for dissertation include effects 
of restoration treatments on: (1) whitebark pine seed quality and 
outplanting success; 2) natural regeneration of whitebark pine; 3) 
successional dynamics of whitebark pine ecosystems.

Applicants should have an excellent academic record; prior field or 
greenhouse experience; and strong interest in forest ecology and 
restoration.  Support package consists of salary and tuition waiver.

Start date:  Summer or Fall 2011; Summer preferred.

To apply, please send (1) a letter of interest, including career goals and 
relevant past experiences; (2) a resume or CV; (3) cumulative GPA and GRE 
scores; (4) academic transcripts; and (5) contact telephone numbers and 
email addresses for three references to:  Andrew J. Larson, College of 
Forestry and Conservation, University of Montana, 32 Campus Drive, Missoula, 
MT 59812 (andrew.lar...@cfc.umt.edu).  Applications will be reviewed on a 
rolling basis until the position is filled.

Information on the University of Montana’s College of Forestry and 
Conservation can be found at:  http://www.forestry.umt.edu/.

[ECOLOG-L] two M.S. assistantships in wildlife ecology

[Mike Stokes]

Two graduate assistantships (M.S.) are available beginning in June, 2011 
to work in South Africa on applied behavioral ecology of African buffalo 
and bushpigs, in the context of human-wildlife conflict.These two 
positions are grant-funded and include a stipend, partial tuition 
waiver, housing while in South Africa, and a food allowance while in 
South Africa.


Both positions will begin during summer, 2010, with the field season 
extending through most of the remaining calendar year.


Successful graduate students in this program *must*:

have a Bachelor's degree in a relevant discipline (you cannot be 
admitted as a graduate student without your undergraduate degree),


have acceptable GRE scores and GPA (WKU's /minimum/ for Biology is 1050 
v+q),


have a valid U.S. passport,

provide excellent references,

have no health issues that would interfere with months of fieldwork away 
from medical facilities,


be in good physical condition (strenuous hiking, lifting of heavy 
weights may be required),


possess a valid U.S. driver's license,

have the ability to work alone or in small teams,

pass a criminal background check (required by the state of Kentucky),

be tobacco-free for field work.

We prefer applicants that:

have demonstrated successful international experience,

can work with minimal supervision,

embrace cultural experiences,

can drive manual transmission, 4X4 vehicles,

have experience with ATVs and off-road motorcycles,

enjoy messing about with electronics,

and have excellent written and verbal communications skills in standard 
English.


Before making formal application to Western Kentucky University, 
potential applicants should directly contact either 
michael.sto...@wku.edu  or 
bruce.schu...@wku.edu  .


To learn more about our program, please visit http://www.wku.edu 
and http://bioweb.wku.edu  .


Western Kentucky University does not discriminate on the basis of race, 
color, national origin, sex, sexual orientation, disability, age, 
religion, or marital status in admission to career and technical 
education programs and/or activities, or employment practices in 
accordance with Title VI and VII of the Civil Rights Act of 1964, Title 
IX of the Educational Amendments of 1972, Section 504 of the 
Rehabilitation Act of 1973, Revised 1992, and the Americans with 
Disabilities Act of 1990.


--
---
Michael Stokes, Ph.D.
Professor of Biology
Department of Biology
Western Kentucky University
michael.sto...@wku.edu
bioweb.wku.edu/stokes
---

[ECOLOG-L] Position - Hydrologic Technician for Northeastern National Parks

[Brian Mitchell]

Hello Ecolog,

The National Park Service’s Northeast Temperate Network Inventory and
Monitoring program (http://science.nature.nps.gov/im/units/netn/) is seeking
to fill a hydrologic technician position (GS-6, $16.73/hr; or GS-7,
$18.59/hour) to lead water quality monitoring in 10 northeastern parks.  The
expected open period for applications is March 7 through March 11, 2011;
applicants should search for the position at http://www.usajobs.gov using
the announcement number GETT-11-40DEU, and follow the directions on the web
site to apply. If you have difficulty finding the position during the open
period, please contact Brian Mitchell (brian_mitch...@nps.gov) for updated
information.

The technician will conduct monthly sampling, from April through October
each year, which includes stream flow, water chemistry, and collection of
samples for nutrient analysis. The technician will be collocated with the
NPS Northeast Region hydrologist at the USGS NY Water Science Center in
Troy, NY, and will travel to parks for approximately two weeks per month.
The parks include the beginning and end of the Revolutionary War (Minute Man
NHP and Saratoga NHP respectively) and a strategic military location for
General George Washington (Morristown NHP), honor the lives of artists
(Saint-Gaudens NHS and Weir Farm NHS), focus on conservation history and the
evolving nature of land stewardship (Marsh-Billings-Rockefeller NHP), and
pay tribute to the lives of the "Gilded Age" (Roosevelt-Vanderbilt NHS). 
The incumbent will work closely with Acadia NP water monitoring staff,
including periodic trainings and exchanges with Acadia staff.  Acadia is the
only National Park in New England, and hosts a diverse array of cultural,
natural, and geologic resources with altitudes ranging from sea level to
1,530 feet.

This is a career-seasonal position that is permanent with a full-time work
schedule.  The position is seasonal in nature and does not provide for
employment on a full-time year-round basis.  As a career-seasonal employee,
regulations require that you will work or be in a pay status at least 13 pay
periods and generally not more than 25 pay periods in any service year
(there are 26 bi-weekly pay periods annually).  When your employment
services are not required at certain times due to lack of work, lack of
funds, or weather conditions, you will be placed in a non-work and non-pay
status.  This position is expected to have a non-pay status annually in the
range of 7 pay periods (14 weeks) to 11 pay periods (22 weeks).

The New York Capital District (Cities of Troy, Albany, and Schenectady) sits
along the historic Hudson and Mohawk Rivers and has served as the hub for
New York State government since 1797. Albany County, which is a mix of urban
and rural communities, houses approximately 300,000 people and the greater
Capital-Saratoga Region supports just under 1 million residents. The
District is home to more than 15 colleges and universities, including
Rensselaer Polytechnic Institute, SUNY at Albany, Albany Law, Medical and
Pharmacy Colleges, Sienna and Union. Music, art, and entertainment are
provided through diverse venues including Pepsi Arena, Troy Music Hall, The
Egg, Palace Theatre, Proctors, Saratoga Performing Arts Center, the NYS
Museum, and myriad eateries. The area enjoys four seasons and opportunities
to experience them in the nearby Adirondack, Catskill, and Berkshire
Mountains. Additionally, the District is within 2-3 hours of New York City,
Boston, and Montreal. Albany International Airport, Amtrak Railway,
interstates, and buses provide transportation options. The Capital District
includes a diverse demographic and ample opportunities for worship with
multiple denominations represented in the area.

Key Requirements:
•   Valid State Driver’s License
•   You must be a U.S. Citizen.
•   Background and/or Security Investigation required
•   Sufficiently fit to perform physical labor. 
•   Requires wearing the National Park Service uniform

Major Duties:
The incumbent is responsible for water monitoring at pond and stream sites
in 10 parks and 6 Northeastern states.  The work will include taking monthly
field measurements (April – October) of water quality parameters such as pH,
conductivity, temperature, clarity, dissolved oxygen, and water quantity
(lake water level, stream discharge) in park ponds and streams; collecting
water samples from ponds and streams for chemical analysis at contract labs,
and potentially collecting samples of benthic stream macroinvertebrates. The
incumbent is responsible for annual geomorphic habitat assessments, as well
as invasive plant surveys at pond sites. The position also involves
calibrating and maintaining equipment in the field and lab, conducting
simple laboratory analyses, entering information into electronic databases
and spreadsheets, and compiling and analyzing information for use in interim
and annual reports.  The incumbent will typically be working w

[ECOLOG-L] Post-bac research internship in plant ecology (Florida)

[Sarah Haller]

Posted on behalf of Eric Menges:
 
Post-Bac Research Internships in Plant Ecology, beginning summer 2011, fall 
2011, and beyond
 
Ideal for students with undergraduate Degrees contemplating graduate school 
Includes independent research project.
Provides Stipend, Room, and Board.
 
Internships at Archbold Biological Station in south-central Florida.
Research in the plant ecology program of Eric Menges emphasizes conservation 
biology, plant demography, restoration ecology,fire ecology,landscape ecology, 
and fire management. We study many species of endemic vascular plants in 
endangered Florida scrub and related communities. Active fire management 
provides outstanding opportunities for short-term comparative studies or field 
experiments in fire ecology. Our long-term (23-year) datasets on dozens of 
scrub plants gives context to short-term, focused, field projects. Interns 
receive room, board, and a weekly stipend of $100. They work 20 hours per week 
as research assistants and the remainder on an independent research project. 
Internships generally run for 6-12 months but are flexible in their starting 
dates and durations. Internships offer an opportunity for experience in every 
aspect of scientific research, from project choice and experimental design to 
oral and written presentations.
 
Archbold Biological Station is active in research, conservation, and education. 
Our facilities include a 5000 ha preserve, an outstanding regional library and 
a GIS lab. We have a staff of about 50 with many visiting scientists, an active 
seminar program, and a relaxed biological station atmosphere. For more 
information, go to 
http://www.archbold-station.org/station/html/research/plant/plant.html
 
To apply for an internship in the plant ecology program, email or mail:
 
letter stating research interests, a resume or cv, a summary of grades,and have 
two letters of recommendation emailed to emen...@archbold-station.org
 
Please share this information with prospective interns. 
 
Thanks,
 
Eric
  
Dr. Eric S. Menges
Director, Plant Ecology Program and Senior Research Biologist Archbold 
Biological Station, PO Box 2057 Lake Placid, FL 33862
phone: 863-465-2571 ext. 234
fax: 863-699-1927
email: emen...@archbold-station.org
  

[ECOLOG-L] Mobile mapping app for iPhone or Android?

[Jonathan Greenberg]

Folks:

I'm trying to hunt down a field-GIS software a la ArcPad that runs on
an iPhone or Android phone/tablet.  It needs to be able to do the
following:

1) Collect point, line and polygon via on-screen digitization.
2) Allow for some level of meta-data associated with the features (a
full blown data dictionary would be nice, but even a comment field for
the polygon would be fine.
3) Load/view raster/vector layers.

Any suggestions?  ArcGIS for iPhone does not appear to do much except
display maps (which I can do with google maps already), despite
claiming to have data collection capabilities.

--j



-- 
Jonathan A. Greenberg, PhD
Assistant Project Scientist
Center for Spatial Technologies and Remote Sensing (CSTARS)
Department of Land, Air and Water Resources
University of California, Davis
One Shields Avenue
Davis, CA 95616
Phone: 415-763-5476
AIM: jgrn307, MSN: jgrn...@hotmail.com, Gchat: jgrn307

[ECOLOG-L] working in academia vs govt vs consultancies

[malcolm McCallum]

Hi,
With all the graduate students and recently graduated on this listserv,
might it not be interesting to compare from personal experience working in
different academic sectors (e.g. research, regional, private, public, SLAC),
government (e.g. US EPA, USGS, US FWS, NOAA, USACE, USFS, state vs fed),
not for profits (e.g. nature conservancy, zoos, museums), and consultancies
(e.g. self-employed, tetra tech, &c.).

I just think this might be a useful discussion and we seem to have people
from all groups!

-- 
Malcolm L. McCallum
Managing Editor,
Herpetological Conservation and Biology

"Peer pressure is designed to contain anyone with a sense of drive" - Allan
Nation

1880's: "There's lots of good fish in the sea"  W.S. Gilbert
1990's:  Many fish stocks depleted due to overfishing, habitat loss,
and pollution.
2000:  Marine reserves, ecosystem restoration, and pollution reduction
  MAY help restore populations.
2022: Soylent Green is People!

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