[ECOLOG-L] Disseminating scientific thought to the general public: are scientists making science readily accessible?
Dear all: I am interested in your thoughts. If needed, I can elaborate more on these questions. Are scientists making scientific findings readily accessible to the general public? What can scientists do to improve dissemination of scientific information to the general public? Do scientists need to be involved in teaching the public about the scientific method? Thank you, Laura
[ECOLOG-L] BIOLOGICAL DIVERSITY : A COMMON HERITAGE
Dear All, Pl. See our recent article Dear All, Pl. See our recent article ‘Biological Diversity: A common Heritage’ in EPW (http://epw.in/epw/uploads/articles/15899.pdf). Regards Priyan _ Priyadarsanan Dharma Rajan, Ph.D. Senior Fellow Ashoka Trust for Research in Ecology and the Environment (ATREE) Royal Enclave, Srirampura, Jakkur Post, Bangalore - 560 064, India. Ph:91-80-2363 (R) 91-80-23665726; Fax: 91-80-23530070 Other ID: priyadar...@gmail.com URL: www.atree.org/priyan.html
[ECOLOG-L] small grants for non-students (responses)
Thanks to everyone who replied to my question about small grants for aiding research for non-students. I got quite a few responses: - Several people suggested Fulbright grants. This is a larger grant than I was thinking of for my specific needs, but it is definitely a great resource for people in the stage I'm in right now (recently completed a degree). It's a great program for those who want to spend a year doing research and traveling. - More along the lines of what I was thinking, the Rufford Small Grants for Conservation (http://www.ruffordsmallgrants.org/rsg/) offer several grants, and also have a rolling application so there is no deadline. - The American Museum of Natural History ( http://rggs.amnh.org/pages/academics_and_research/fellowship_and_grant_opportunities) offers a few grants for young professionals, particularly if you work in ornithology. - Sigma Xi grants-in-aid (http://www.sigmaxi.org/programs/giar/) were also recommended to me, but these need to be applied for by a student. I also got a question from Denise, who I think meant to send it to the whole list. Here is what she said: Hello! I, too have finished my Masters but as yet, am not affiliated. This botanist has been invited to accompany and help the National Museums of Kenya collect orchid species for their collection from Kakamega Forest this June. The Museum wants all species represented in their collection; they have 130 of the 280 national species. All grants that I have applied for exclude collection travel. Is anyone aware of a grant available to cover expenses? Perhaps an institution could obtain permits for me to take along, and I could supply plant material to them. Denise C Wilson den...@denisecwilson.com -- *Pressed Flower Necklaces:* *botanicalbling.etsy.com* http://botanicalbling.etsy.com * * *My Poetic Computer Program:* *Poesytron575.blogspot.com* http://Poesytron575.blogspot.com
[ECOLOG-L] Job: Natural Resources Volunteer Coordinator
Seasonal Employment: Natural Resources Volunteer Aide at the Huron-Clinton Metroparks The Huron-Clinton Metropolitan Authority is a regional park system consisting of 13 Metroparks encompassing approximately 24,000 acres of land within a five county area in southeast Michigan. The Metroparks are located along the Huron and Clinton Rivers, and provide excellent recreational and educational opportunities while serving as stewards of its natural resources. Our efforts are guided by the belief that the use of parks and exposure to natural environments enhance society’s health and quality of life. DESCRIPTION: Under the supervision of the Chief of Natural Resources and the Natural Resource Technician, the Natural Resource Volunteer Aide will perform a wide range of tasks in the field of volunteer coordination and assist in the implementation of the Natural Resource Management Plan for the Metroparks. The Aide will assist with the scheduling and implementation of volunteer workdays, including advertising workdays on the web and in social media, coordinating workday activities with various Metroparks staff, supervising volunteers during workdays, and related tasks as apparent or assigned. QUALIFICATIONS: The candidate should be highly motivated, well-organized, and possess enthusiasm for working with volunteers and park staff, as well as the physical endurance to work outdoors. Candidates should have knowledge of common and invasive plants of Southeast Michigan, and a strong commitment to conservation and the environment. Individuals with prior experience working with volunteers and those either possessing or working towards degree in natural resources or a related field will be given preference. Must possess a valid Michigan driver’s license. LOCATION: Metroparks Administrative Office, 13000 High Ridge Drive, Brighton, Michigan 48114 HOURS of WORK: 20 hours/week Flexible Hours; term to not exceed April 1 – October 1 RATE of PAY: $9.05/hour plus completion of term bonus of $ 0.30/hour worked during the term of employment CONTACT: Please submit a resume and cover letter to: Becky Gajewski, Natural Resource Technician 810.227.2757 x6082 becky.gajew...@metroparks.com Applications will be accepted until the position is filled. - Becky Gajewski Natural Resource Technician Huron-Clinton Metroparks becky.gajew...@metroparks.com 810-227-2757 x6082
[ECOLOG-L] Internship opportunities, Hato Masaguaral, Venezuela
INTERNSHIP OPPORTUNITIES AT HATO MASAGUARAL VENEZUELA Great Wilderness is a 501 c California-based, international, non-profit, conservation organization. Great Wilderness partners closely with Ecuadorian and Venezuelan non-profits, as well as private biological reserves in the common mission to conserve and preserve threatened tropical forest and its ecosystems while improving standards of living in rural communities. GW is dedicated to the conservation of biodiversity and works with local people to protect natural resources and develop sustainable ways of living. GW supports the Tropical Conservation and Education Center (TCEC) at Hato Masaguaral (HM) in the Llanos of Venezuela. HM is a private preserving reserve whose main mission is the conservation of the endemic neo-tropical fauna such the Caiman del Orinoco and ecosystems of Los Llanos of Venezuela. Both the HM and the TCEC function as one unit promoting active stewardship of the local and international community through various ongoing activities. Such projects include environmental education and awareness programs in local communities and schools, captive breeding and reintroduction programs of endangered species such the Caiman del Orinoco, and local involvement as a strong voice for the protection of the environment in Los Llanos de Venezuela and the region. As a growing organization GW and Hato Masauaral welcome the help and knowledge of interns who are willing to whole heartedly devote their time and knowledge towards safeguarding, promoting and enforcing our main mission. Great Wilderness extends a call to interested persons to volunteer as interns with HM through the Tropical Education Centre Internship Program. A visit to Hato Masaguaral: http://www.forums.repashy.com/miscellaneous-reptile-discussion/11229-crocodiles-masaguaral.html Main Goal of the Internship Program: To offer interns first hand experience working with ongoing programs within Hato Masaguaral and in the the TCEC . Specific Objectives: a. Animal Managements Program Interns will be expected to: Assist in the care and maintenance of endangered Orinoco Crocodile. Interns will be responsible for understanding the specific needs of all enclosed individual within their captive environment. Assist in wildlife interpretative tasks for Masaguaral visitors and tour groups e.g. handling and exhibiting a young crocodile to visitor while relating its life history, present conservation status and answering questions about the specimen. Be involved in ongoing wildlife conservation programs at the HM such as the forpus project, caiman breeding center, monitoring, reintroduction program, etc. Contribute to exhibit design and enrichment; this includes the betterment of animal enclosures, enhancement of viewer experiences and visitor, enhancement of activities and positive enrichment for the crocodile center, improvement of the environment for the animals and landscaping of trails, paths and signs within the hato masaguaral. Assist the HM's manager with daily activities at the Hato. b.Environmental Education Interns will be expected to: Be actively involved in introducing visiting school groups to the caiman breeding center and Hato Masaguaral i.e. the Masaguaral's mission and objectives as well as its importance and specific function towards the conservation of ecosystems, and to help in the development of posters, signs and slogans promoting the conservation and protection of endangered caiman del Orinoco. Help in delivering and developing environmental education and awareness lessons to visiting school groups to the hato and caiman center, and to participate in the brainstorming of ideas to better educate the local and international community about the importance of the masaguaral for the conservation and development of stewardship in the local and international community. Participate in community outreach programs currently being held by the Hato Masaguaral and caiman center. Write grants and do fundraising campaigns Update Masaguaral's website Develop a network nationally and international for Masaguaral's conservation initiatives How to apply: Submit a letter of inquiry to Great Wilderness Soraya Delgado (Director of Latin American Programs, sor...@greatwilderness.org, 607-379-1599) stating: Reasons for applying to the internship program Specific area of interest Brief summary of educational background, any previous volunteer work and what he/she expects to gain through the internship. Submit Resume, C.V. along with any other merits of qualification or experience and two references. Submit a medical certificate signed by a practicing physician stating health status including any allergies, or medication requirements, and proof of standard vaccinations against tropical diseases if needed. Selection Process: The application package should be sent well before the expected time of internship. Applications will take two weeks
[ECOLOG-L] Two job listings for field technicians
FIELD TECHNICIANS (2) needed May 1st through August 15th for research on shrub/scrub bird ecology in New Jersey. Duties include conducting point count surveys in the NJ Highlands using distance sampling methodologies, data entry and some data analysis. Point count experience and the ability to identify birds of the eastern U.S. by sight and sound required. Proficiency with GPS and range finders required, knowledge of MS Excel and ArcGIS preferred. Applicants must be able to work independently, and be willing to work in occasionally hot and buggy conditions and potential rough terrain. Salary $1,800 - $2,200 per month, depending on experience. Must have own vehicle. Reimbursement for gas provided. Send cover letter of interest, resume, and three references by April 25th to Kristin Munafo, New Jersey Audubon, Wattles Stewardship Center, 1024 Anderson Road, Port Murray, NJ 07865, mailto:%20kristin.mun...@njaudubon.org kristin.mun...@njaudubon.org. FIELD TECHNICIAN (1) needed May 1st through August 15th for research on coastal marsh bird ecology in New Jersey. Duties include conducting point count surveys in coastal areas of Northern NJ, including the NJ Meadowlands and Raritan Bay, using distance sampling methodologies. Duties may also include data entry, data analysis and assistance with other projects. Point count experience, the ability to identify birds of the eastern U.S. by sight and sound and willingness to conduct surveys by canoe or kayak required. Proficiency with range finders, and knowledge of MS Excel and ArcGIS preferred. Applicants must be able to work independently, and be willing to work in occasionally hot and buggy conditions. Salary $1,800 - $2,200 per month, depending on experience. Must have own vehicle. Reimbursement for gas provided. Send cover letter of interest, resume, and three references by April 25th to Kristin Munafo, New Jersey Audubon, Wattles Stewardship Center, 1024 Anderson Road, Port Murray, NJ 07865, mailto:%20kristin.mun...@njaudubon.org kristin.mun...@njaudubon.org.
Re: [ECOLOG-L] Disseminating scientific thought to the general public: are scientists making science readily accessible?
I hate sounding cynical, but sometimes I wonder if the problem isn't so much scientists not getting the word out--I feel as though most scientists are thrilled with an opportunity to explain the innerworkings of whatever it is they study in much detail, say, the role of carbohydrates in biofilm formation--but moreso a problem with the general public ::not caring:: about the explanations to be given for natural phenomena. Have you ever tried to explain to someone what trans fats are, and what effects they may be having on one's health? Few people care to know the difference between trans- and cis- conformations, enzyme specificity, etc., so as to actually be informed on the subject--in my experience, many people are already placated with the understanding they have of something, regardless of how close it is to the truth. I may tell someone that our fat metabolism enzymes are very slow to degrade trans-fats, and their response may be that they've been eating margarine all their life with no problem, and that they like it more than butter, so what? Or someone, enthralled with nature, simply won't shake the ideas that 'everything in nature works together symbiotically toward a common goal,' 'forest fires are all bad,' not considering, or willing to consider, that competition happens, and that fire happens, species have adapted to the conditions prevailing within their range on the planet. What a rant--I half-apologize for that...hardly--perhaps not one bit--constructive, but that's my two cents for now. Steve On 4/7/11, Laura S. lesla...@gmail.com wrote: Dear all: I am interested in your thoughts. If needed, I can elaborate more on these questions. Are scientists making scientific findings readily accessible to the general public? What can scientists do to improve dissemination of scientific information to the general public? Do scientists need to be involved in teaching the public about the scientific method? Thank you, Laura
[ECOLOG-L] Summer research positions in plant ecology, Utah State
Two summer research assistants needed in Peter Adler's lab at Utah State University, Logan, UT. Job duties include surveys of plant species composition in Idaho, Kansas, and New Mexico rangelands; digitizing of mapped, permanent quadrats; harvesting and processing of biomass samples. Plant identification skills are essential, GIS experience desirable but not required. Work begins in early June and will continue through August. Schedule will average 40 hours a week, but will vary depending on travel. Pay is $10-12 per hour depending on experience. To apply, please email 1) a cover letter, 2) resume or CV, and 3) contact information for three references to peter.adler [at] usu.edu.
[ECOLOG-L] Three PhD graduate assistant positions available
We are going to recruit three PhD students who will focus on the following research areas: 1) Large-scale Ecohydrology 2) Wetland Biogeochemistry 3) Agricultural Ecosystem The candidates should have at least one degree in one of the following disciplines: hydrology, soil science, agronomy, forestry, meteorology/climate, ecology or biology. Background in computer programming, GIS and remote sensing are desirable (but not required). The positions will be available in Fall, 2011 or Sping 2012. Individuals who are interested in these PhD student positions, please contact Dr. Hanqin Tian. --- Dr. Hanqin Tian Alumni Dixon Professor Director of International Center for Climate and Global Change Research School of Forestry and Wildlife Sciences Auburn University 602 Duncan Drive Auburn, AL 36849, USA. Phone: (334) 844-1059 Fax: (334) 844-1084 e-mail: tian...@auburn.edu website: https://fp.auburn.edu/sfws/tian/ ---
[ECOLOG-L] Graduate Research Assistantship in Integrated Sustainability Assessment of Forest Based Biofuels Supply Chain
Graduate Research Assistantship in Integrated Sustainability Assessment of Forest Based Biofuels Supply Chain Dear Colleagues and Students, Please forward this Graduate Research Assistantship (GRA) opportunity to your colleagues and students who are interested to pursue graduate studies and research at the University of Maine, USA. This is open to those who are interested to pursue a PhD in Ecology and Environmental Science or PhD in Forest Resources. This GRA is only open to potential applicants who can obtain admission to the Graduate School of University of Maine, USA. The applicant should be interested to pursue graduate studies related to environmental life cycle assessment, value/supply chain optimization, green forest products, sustainability assessment of forest based products, biofuels and bioenergy. The successful applicant should have an academic background in any of the following disciplines (i.e. industrial and systems engineering, industrial ecology/sustainable systems, computer science, chemical engineering, operations management/management science/information systems, applied mathematics, operations research, biophysical/environmental/resource/energy/ecological/computational economics, engineering systems, environmental engineering, mathematical/computational biology, bioinformatics) with good academic standing. He/she should have previous training and preferably have experience in database development, computational and systems modeling, system dynamics, agent based modeling, complexity science. He or she should develop passion in industrial ecology, life cycle assessment and integrated sustainability assessment. A background in LCA, materials flow analysis (MFA), substance flow analysis (SFA) or other industrial ecology methods is not required, but applicant should be willing to learn the concepts/principles to pursue the challenging research in sustainability science and engineering. Applicant should have strong analytical and database skills, knowledge of basic statistics and probability and be willing to learn new software packages (e.g. OPENLCA, CMLCA, STELLA, POWERSIM, Netlogo, Starlogo, MATLAB). It is also desirable that he/she has taken or will take a course in system dynamics, agent based modeling, genetic algorithm, evolutionary programming and other complexity science methods and tools. He/she is passionate to pursue interdisciplinary, transdisciplinary and cross-disciplinary research projects and should be able to work alone or in team environment. This interdisciplinary research investigates the economic, social and environmental impacts of forest biorefinery (e.g. fuels, energy, power and other products). This research involves intensive data collection in close collaboration with industries, government agencies, and the other departments at the University of Maine.We are interested to investigate and understand the coupling of human and natural systems to solve our pressing societal concerns. The successful applicant will also be involved in writing grant proposals and journal articles. Further information regarding research interests or topics and admission information can be accessed at http://forest.umaine.edu/faculty-staff/directory/anthony-halog/ If you are not educated in English medium of instruction, in addition to Graduate Record Examination (GRE) results, you should also have TOEFL (Test of English as Foreign Language) or IELTS results for admission purposes. If you think you have the right applications for this research assistantship, please submit an application letter addressing how you meet the qualifications and a detailed CV (including references) to Prof. Anthony Halog at anthony.ha...@maine.edu. Please submit your application by May 15, 2011. This research assistantship is contingent upon the approval of release of grant funds. -- Anthony Halog, PhD, MBA Certified Life Cycle Assessment Professional Research Group for Industrial Ecology, LCA and Systems Sustainability (IELCASS) University of Maine, 5755 Nutting Hall Orono, Maine 04469-5775 Tel: +1-207-581-2944 Email: anthony.ha...@maine.edu Website: http://ielcass.tripod.com/ilss/ “Understand the Implications of our Personal Actions to Global Awareness. Or, Translate our One Global Awareness into Respective Personal Actions” - Anthony Halog
Re: [ECOLOG-L] Climate Change Data
These materials produced by the Network of Conservation Educators and Practitioners (or NCEP, an initiative of the American Museum of Natural History's Center for Biodiversity and Conservation) might be useful. These multi-component teaching resources for teachers and trainers of conservation professionals - or modules - are available free-of-charge on NCEP's website: http://ncep.amnh.org. Note that in order to download any of the teaching materials you would need to register first (also free of charge). - The Global Carbon Cycle and Climate Change directly addresses your area of interest, discussing past variations in atmospheric carbon and modern human perturbations of the carbon cycle from fossil fuel use to land use changes. - Exploring the Colorado River Basin: An Interactive Water Management Exercise, a simulation-based Exercise newly developed by NCEP, has a Climate Change Unit (see http://ncep.amnh.org/colorado_simulation/climate_change/index.html). Students can explore how changes in temperature and precipitation will change the amount of water that is available for water users and the environment. - NCEP is also planning to release a new module titled Observed Impacts of Climate Change on Biodiversity in the next three months. - Finally, while not focused on the issued of climate change, several other modules touch upon the topic and could also be useful, including, for example, Threats to Biodiversity: An Overview. NCEP modules all include a Synthesis document bringing together key background information and references for a topic; an easily modified visual Presentation with notes and discussion questions; and a practical Exercise for laboratory or field use. Additionally, interdisciplinary Case Studies highlight key concepts and questions that span the topics of more than one module. Note that NCEP materials are mainly geared towards the undergraduate level, so you may find it necessary to adapt the materials for your specific needs (all files are in Word or PowerPoint format and are easily modifiable). Please feel free to peruse the website for any additional resources that you may find useful. Best, -- Eleanor J. Sterling Director Center for Biodiversity and Conservation American Museum of Natural History Central Park West at 79th Street New York, NY 10024
[ECOLOG-L] 2011 Belize Field Course - New Dates for Late Summer!
Ecology, Behavior, and Conservation of Antillean Manatees, Bottlenose Dolphins Hawksbill Turtles in the Belize Barrier Reef Lagoon System: A Unique Experiential Learning Field Course in Belize, Central America Dates: 30 July – 12 August 2011 (inclusive of travel) Website: http://sirenian.org/2011FieldCourse.html PI Co-PI: Caryn Self-Sullivan, Ph.D.(1, 2) Katie S. LaCommare, Ph.D.(1, 3, 4) Visiting Scientist: Heather J. Kalb, Ph.D. (5) Location: Drowned Cayes, Belize, Host: Hugh Parkey's Belize Adventure Lodge http://belizeadventurelodge.com (passport required) + secondary field site TBA Want to learn more about Marine Biology? Interested in Marine Mammals, Animal Behavior, Ecology, or Conservation Biology? Join our research team for two intense weeks of total immersion into the world of animal behavior, ecology conservation, Antillean manatees, bottlenose dolphins, coral reefs, mangrove forests, and seagrass beds in Belize! Course Overview: This is a total immersion, experiential learning field course where you will live, work, and study from a marine science field station on a pristine, private island within the Belize Barrier Reef Lagoon System. Data collected during the course will contribute to our long-term manatee dolphin research project established in 1998. You will learn through a variety of learning activities, literature review and discussion, independent and team projects, and actual field research. Be prepared to rise with the sun and spend 8-10 hours outdoors, including 3-4 hours on the water each day learning about the tropical Caribbean environment as we explore a maze of mangrove islands, seagrass beds, coral patches, and the Belize Barrier Reef. Extra-curricular activities are included: (1) diving or snorkeling at Turneffe Atoll, and (2) exploring an ancient Maya City. Additional, optional SCUBA dives are available as time and weather permits, but additional costs are involved. Note: You do not need to have your SCUBA certification to enroll in this course. Optional Credit Hours: The course provides 100 experiential learning and lecture hours in the field, plus approximately 35 hours of pre- field reading, research, and preparation; approximately 50 of the 135 total hours include direct instruction by faculty. This is comparable to a 3 credit hour university course and meets the US DOE criteria in 34 CFR, SS600.2. You must make arrangements IN ADVANCE with BOTH your advising faculty and Dr. Self-Sullivan for credit to be earned through your home university. Credit hour fees must be paid directly to your school and you must fulfill any study abroad requirements of your school. This course is divided into 4 major components: lectures and learning activities (~1 hour per day), independent reading and assignments (~2 hour per day), data collection in the field (~3 hours per day), project development implementation (~2 hours per day), presentation of pre-field research (~1 hour per day), and debate/group discussion of reading materials (~1 hour per day). Deadlines: Early registration and deposit due May 1st, 2011; regular registration deposit due June 1st, 2011; balance due July 1st, 2011. Late registration (after July 1st--if space available) incurs a $100 late fee. Minimum/Maximum Class Size: 8-24 students Costs: $2995 includes all expenses for lodging, meals, field trips, ground water transfer fees, research materials fees; DOES NOT include airfare, books, restaurant/bar/dive/tour tips, or credit hour fees. Up to two (2) $500 Scholarships are available for students from low-income countries. Recruit a Friend! Email car...@sirenian.org or call 540.287.8207 to learn about registration discounts for groups of two (2) or more students! Deadlines: Regular Registration $500 Deposit Due 1 June 2011; Balance Due 1 July 2011 Registration Form: http://sirenian.org/2011BelizeRegistration.pdf Detailed Syllabus: http://sirenian.org/2011BelizeSyllabus.pdf Policy Liability Form: http://sirenian.org/2011BelizePolicy.pdf Recruit a Friend Flyer: http://sirenian.org/2011BelizeFlyer.pdf Download a Complete Field Expedition Briefing (9MB): http://sirenian.org/2011BelizeBriefing.pdf ADDITIONAL INFORMATION Contact Dr. C: Caryn Self-Sullivan, Ph.D. at car...@sirenian.org or 540.287.8207 Visit our Facebook Event Page: http://www.facebook.com/event.php?eid=370432825564 Faculty Affiliations: 1. Sirenian International, 200 Stonewall Drive, Fredericksburg, VA 22401 2. Nova Southeastern University, Fischler School of Education, Oceanographic Center, North Miami, Florida 3. University of Massachusetts-Boston, Department of Biology 4. Lansing Community College, Lansing, Michigan 5. West Liberty University, Department of Biology, Wheeling, West Virginia Posted by: Caryn Self-Sullivan, Ph.D. Consultant: Animal Behavior
Re: [ECOLOG-L] Disseminating scientific thought to the general public: are scientists making science readily accessible?
Dear all, These questions are ones I'm most interested in, and I am currently working on an online environmental education forum that addresses these very questions (specifically, how to get regular people to care about environmental issues). I would be happy to explain more to anyone interested. My quick feelings on the general subject: Many scientists try to make their findings available to the public, but they largely fail in doing so. Why? Because they mostly publish in scientific journals, and when they do approach the real public they don't know how to leave scientific jargon behind and speak in normal speak. They (we) don't know how to filter what is interesting to the average person, from what is only interesting to us. For example, the public is most likely interested in hearing about what type of fats are unhealthy for them to eat, but the terms trans- and cis- conformations, enzyme specificity, is way over their heads. And, most people are mainly interested in things that affect them personally (which is understandable). As scientists, I think it is our job to learn how to translate (i.e., dumb down, filter, and make interesting) the most relevant scientific information to the public, especially if it information that would help improve peoples' lives, the environment, etc. Regarding the scientific method, I think it's important for people to understand the basics, because then they will understand how scientists reach the conclusions we reach. But, does the average person need to know what a null hypothesis is? Probably not. That's my two cents anyways, Thanks for the discussion! Alison On Thu, Apr 7, 2011 at 1:17 AM, Laura S. lesla...@gmail.com wrote: Dear all: I am interested in your thoughts. If needed, I can elaborate more on these questions. Are scientists making scientific findings readily accessible to the general public? What can scientists do to improve dissemination of scientific information to the general public? Do scientists need to be involved in teaching the public about the scientific method? Thank you, Laura __ Alison J. Lipman, Ph.D. Ecology Founder / President SELVA International http://selvainternational.org/ Conservation done right. *SELVA is offering an exclusive travel package to the Amazon that supports endangered species conservation. Join us in September 2011! Learn more here http://selvainternational.org/.* Follow SELVA on http://www.facebook.com/pages/Los-Angeles-CA/Selva-International/23652767907?ref=sgm Facebookhttp://www.facebook.com/pages/Los-Angeles-CA/Selva-International/23652767907?ref=sgm http://twitter.com/SELVAnews?utm_source=fbutm_medium=fbutm_campaign=SELVAnewsutm_content=26315651356ref=nf Twitterhttp://twitter.com/SELVAnews?utm_source=fbutm_medium=fbutm_campaign=SELVAnewsutm_content=26315651356ref=nf
Re: [ECOLOG-L] Disseminating scientific thought to the general public: are scientists making science readily accessible?
Lara and Ecolog: Good questions. No. Yes. Yes, but they need to learn it themselves first. And the students need to learn what thinking is; for starters, they could try distinguishing thinking from believing--as could a lot of scientists who profess to know. If needed, I can elaborate more on these questions. WT - Original Message - From: Laura S. lesla...@gmail.com To: ECOLOG-L@LISTSERV.UMD.EDU Sent: Thursday, April 07, 2011 1:17 AM Subject: [ECOLOG-L] Disseminating scientific thought to the general public: are scientists making science readily accessible? Dear all: I am interested in your thoughts. If needed, I can elaborate more on these questions. Are scientists making scientific findings readily accessible to the general public? What can scientists do to improve dissemination of scientific information to the general public? Do scientists need to be involved in teaching the public about the scientific method? Thank you, Laura - No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1435/3511 - Release Date: 03/16/11 Internal Virus Database is out of date.
