[ECOLOG-L] Request For Assistance with Graduate Project

[Rachel Mitchell]

I would like to invite interested researchers to contribute to a graduate
student project investigating intraspecific variation in plant functional
traits across a North American latitudinal gradient.  This study will
quantify the extent of intraspecific variation present in five widespread
exotic species, as well as determining whether the observed variation is due
to acclimation to abiotic conditions or to local adaptation.  

The species of interest are:

-   Poa pratensis 
-   Bromus hordeaceus 
-   Hypochaeris radicata 
-   Plantago lanceolata 
-   Rumex acetosella

Species of interest should occur on unfertilized grasslands (urban grassland
habitats are acceptable). It is not necessary that all species be present at
a given site.

Participants will be asked to measure simple functional traits in the field,
collect seed samples, and take a few lab-based measurements (e.g. Specific
Leaf Area).  I estimate that participation would require approximately 14
hours of time (~8 hours of field collection for a single person, and up to 6
hours scanning time in the laboratory).

Please contact Rachel M. Mitchell (rache...@uw.edu) for further information,
including a detailed sampling protocol and datasheets.  Any assistance would
be greatly appreciated and fully acknowledged in resulting publications.
Thanks in advance!

[ECOLOG-L] Good articles for postdocs:

[Aaron T. Dossey]

http://www.postdocsforum.com/2011/05/23/union-for-all-dr-edward-becks-manifesto-part-11/

http://www.facebook.com/home.php?sk=group_116518588432617&ap=1 



--
Aaron T. Dossey, Ph.D.
Biochemistry and Molecular Biology

[ECOLOG-L] PhD Possition - Sage grouse connectivity and energy development

[Melanie Murphy]

Graduate Assistantship: 
Sage Grouse Connectivity and Energy Development
University of Wyoming 

I have a newly funded project to determine how energy-related management
activities (oil/gas development and subsequent reclamation) influence
distribution and functional connectivity of Sage Grouse in Wyoming. 
Isolated populations of Sage Grouse are unlikely to continue to persist over
time.  Evaluating reclamation and conservation priorities in relation to
distribution and functional connectivity of Sage Grouse is a vital need.  To
address this need, the project will integrate models of Sage Grouse
distribution and functional connectivity, then use this information create
tools that help managers prioritize reclamation and conservation activities.
 This project will rely on both innovative niche models (distribution) and
landscape genetic approaches (functional connectivity).  The goals of this
project are to provide science-based management tools and
technology-transfer to support Sage Grouse mitigation actions (avoiding
impacts and focusing reclamation efforts on high-value sites).  

I am recruiting a PhD student for this project starting in August 2011.  The
project includes a highly competitive 12-month stipend, tuition, fees,
health insurance, and research funds.  The selected student will be in the
interdepartmental Program in Ecology (PiE; www.uwyo.edu/pie).  Prospective
students with a background in ecology, natural resources, conservation
biology, landscape ecology and/or population genetics are encouraged to
apply. Evidence of robust quantitative/analytical skills (including spatial
modeling), strong work ethic, passion for investigating scientific
questions, ability to work under harsh field conditions and collaborative
skills will all be vital for the success of potential candidates.  
Applications should be submitted by June 10th (early application is strongly
encouraged as review of applications will begin immediately).  

Applicants should meet the following minimum requirements: MS degree or
other evidence of independent research, total GRE of 1100, and undergraduate
GPA of 3.3 (or MS degree).  Applications should include: cover letter with
statement of research interests, CV, transcripts, GRE scores, and contact
information for three references.  Please be sure to include any evidence
GIS, statistical modeling and/or population genetic analysis skills.  The
packet can be sent as a pdf attachment to Dr. Melanie Murphy
(melanie.mur...@uwyo.edu).  Please contact me if you have any questions.  

University of Wyoming (www.uwyo.edu) is ideally located in Laramie, Wyoming
with easy access to excellent outdoor recreation opportunities and beautiful
field sites.  In addition, the campus is only 1 hour from Fort Collins and 2
hours from Denver, CO.  

Re: [ECOLOG-L] Plant roots matter Re: [ECOLOG-L] Communication Science to Public Plant Roots

[David L. McNeely]

 Wayne Tyson  wrote: 
> McNeely and Forum:
> 
> Seems reasonable to me . . .
> 
> However, since a recent rather active discussion took place on "how science 
> should be communicated to the public," part of my enquiry is motivated by the 
> deja vu moment I suffered when I heard the narrator of the TV program say 
> that "roots seek water" rather than "develop where available water is and 
> where there is insufficient resistance to said growth," as I was taught 
> decades ago, and since which field experience has not indicated otherwise. 
> While I do not want to beg the philosophical question about "what is is" or 
> what "seek" means, I will go so far as to suggest that "the public," tends to 
> believe that plant roots "seek" water by growing through a considerable layer 
> of soil or similar medium that does not contain available water  "in SEARCH 
> of water." Does "the average person" believe that plant roots grow in search 
> of water, and is that considered sufficient and sufficiently accurate (and 
> not misleading) by most scientists? Are there any scientists who 
> substantially!
  differ? 
> 
> With respect to communicating science, especially ecology and plant 
> physiology to the public in a way that is not misleading, I suggest that it 
> is important to explain phenomena in terms that the audience can understand, 
> explaining phenomena more patiently without patronizing them (or each other) 
> or requiring the public to acquire an understanding of jargon or terminology 
> used for scientists to communicate among themselves. This may mean saying 
> plainly, for example, that plant roots do "grow in search of water" or that 
> plants do not grow in search of water. 
> 
> I'm sure that subscribers to this forum will be able to state this more 
> clearly than I, and that they will be able to correct my misconceptions. 
> 
> I look forward to any responses that add clarity and conciseness to the 
> statement, or, for that matter, revise and extend my remarks (I, too, reserve 
> the privilege of adding detail as necessary). Much more might be said, but I 
> am looking for the best possible statement that can be readily understood by 
> anyone (or at least not mislead by it). 
> 
> WT

Wayne,  Would the general public then believe that if a sealed container were 
buried underground, and a tree seedling planted in dry soil some distance away, 
the seedlings roots would search for water, and thus find the sealed container? 
 If that is what your explanation says these folks believe, then they are 
simply wrong.  there must be a water gradient.  If they understand that there 
must be a water gradient, and that only if the container is leaking would the 
roots "find" the water, then ok, and no more explanation is needed.

mcneely 
> From: 
> To: ; "Wayne Tyson" 
> Sent: Tuesday, May 24, 2011 6:22 AM
> Subject: Re: [ECOLOG-L] Plant roots matter Re: [ECOLOG-L] Communication 
> Science to Public Plant Roots
> 
> 
> > Wayne, I think the notions that have been expressed on the list represent 
> > semantic differences rather than differences in understanding how roots 
> > function.  I think that those who have written accept the following:
> > 
> > Roots are hydrotropic, but the hydrotropism acts along a gradient, and acts 
> > over a very small distance.  Rather than individual roots turning or 
> > growing toward water at some distant location, they grow differentially in 
> > different moisture fields.  Whether one calls this behavior "seeking" or 
> > simply differential growth is dependent on one's application of the term to 
> > inanimate behavior or not.
> > 
> > I can no longer speak for what is being taught, but I always taught that 
> > roots exhibit positive gravitropism but negative phototropism, while the 
> > shoot exhibits the opposite, and described classic experiments (and in 
> > elementary courses had students carry out such experiments) that 
> > demonstrate such behavior.  Those tropisms do result in roots 'moving' 
> > toward moisture in soil.  So far as hydrotropism, I did not teach it, 
> > because I did not recognize that the enhanced growth under higher moisture 
> > conditions compared to lower moisture conditions was a tropism.  I now know 
> > that hydrotropism is involved, though it is minor compared to the 
> > differential growth along a gradient.  I would teach that, were I still 
> > teaching.
> > 
> > mcneely
> > 
> >  Wayne Tyson  wrote: 
> >> Honorable Ecolog Forum:
> >> 
> >> What does it matter, for the advancement of science and ecology in 
> >> particular, whether or not the root of the matter is resolved such that 
> >> the 
> >> state of knowledge in this matter is articulated with clarity to the 
> >> public 
> >> and those who inform the public (such as science writers, TV and movie 
> >> producers, reporters, etc.)?
> >> 
> >> There seems to be at least two schools of thought (or at least opinion) 
> >> concerning whether or not roots are genetically

Re: [ECOLOG-L] Plant roots matter Re: [ECOLOG-L] Communication Science to Public Plant Roots

[Wayne Tyson]

McNeely and Forum:

Seems reasonable to me . . .

However, since a recent rather active discussion took place on "how science 
should be communicated to the public," part of my enquiry is motivated by the 
deja vu moment I suffered when I heard the narrator of the TV program say that 
"roots seek water" rather than "develop where available water is and where 
there is insufficient resistance to said growth," as I was taught decades ago, 
and since which field experience has not indicated otherwise. While I do not 
want to beg the philosophical question about "what is is" or what "seek" means, 
I will go so far as to suggest that "the public," tends to believe that plant 
roots "seek" water by growing through a considerable layer of soil or similar 
medium that does not contain available water  "in SEARCH of water." Does "the 
average person" believe that plant roots grow in search of water, and is that 
considered sufficient and sufficiently accurate (and not misleading) by most 
scientists? Are there any scientists who substantially differ? 

With respect to communicating science, especially ecology and plant physiology 
to the public in a way that is not misleading, I suggest that it is important 
to explain phenomena in terms that the audience can understand, explaining 
phenomena more patiently without patronizing them (or each other) or requiring 
the public to acquire an understanding of jargon or terminology used for 
scientists to communicate among themselves. This may mean saying plainly, for 
example, that plant roots do "grow in search of water" or that plants do not 
grow in search of water. 

I'm sure that subscribers to this forum will be able to state this more clearly 
than I, and that they will be able to correct my misconceptions. 

I look forward to any responses that add clarity and conciseness to the 
statement, or, for that matter, revise and extend my remarks (I, too, reserve 
the privilege of adding detail as necessary). Much more might be said, but I am 
looking for the best possible statement that can be readily understood by 
anyone (or at least not mislead by it). 

WT


- Original Message - 
From: 
To: ; "Wayne Tyson" 
Sent: Tuesday, May 24, 2011 6:22 AM
Subject: Re: [ECOLOG-L] Plant roots matter Re: [ECOLOG-L] Communication Science 
to Public Plant Roots


> Wayne, I think the notions that have been expressed on the list represent 
> semantic differences rather than differences in understanding how roots 
> function.  I think that those who have written accept the following:
> 
> Roots are hydrotropic, but the hydrotropism acts along a gradient, and acts 
> over a very small distance.  Rather than individual roots turning or growing 
> toward water at some distant location, they grow differentially in different 
> moisture fields.  Whether one calls this behavior "seeking" or simply 
> differential growth is dependent on one's application of the term to 
> inanimate behavior or not.
> 
> I can no longer speak for what is being taught, but I always taught that 
> roots exhibit positive gravitropism but negative phototropism, while the 
> shoot exhibits the opposite, and described classic experiments (and in 
> elementary courses had students carry out such experiments) that demonstrate 
> such behavior.  Those tropisms do result in roots 'moving' toward moisture in 
> soil.  So far as hydrotropism, I did not teach it, because I did not 
> recognize that the enhanced growth under higher moisture conditions compared 
> to lower moisture conditions was a tropism.  I now know that hydrotropism is 
> involved, though it is minor compared to the differential growth along a 
> gradient.  I would teach that, were I still teaching.
> 
> mcneely
> 
>  Wayne Tyson  wrote: 
>> Honorable Ecolog Forum:
>> 
>> What does it matter, for the advancement of science and ecology in 
>> particular, whether or not the root of the matter is resolved such that the 
>> state of knowledge in this matter is articulated with clarity to the public 
>> and those who inform the public (such as science writers, TV and movie 
>> producers, reporters, etc.)?
>> 
>> There seems to be at least two schools of thought (or at least opinion) 
>> concerning whether or not roots are genetically programmed to seek water.
>> 
>> What is actually being taught in the schools with respect to this issue? 
>> What have you, as an ecologist, been taught and what do you teach (if you 
>> teach)?
>> 
>> WT 
> 
> --
> David McNeely
> 
> 
> -
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1375 / Virus Database: 1509/3655 - Release Date: 05/23/11
>

[ECOLOG-L] ESA Student Section Awards **Deadline May 31**

[Jorge Ramos]

ESA Students:

One more week to apply for more than $3,500.00 in ESA Student Section
awards!!

**Deadline for all awards is May 31, 2011**

The ESA Student Section (still) has tons of money to support your
participation at ESA 2011 in Austin, Texas!

For applications and details please go to:
http://www.esa.org/students/section/node/405

Awards:
   1) Union of Concerned Scientists – ESA-SS EcoService Award ($500.00 cash
- one award)
2) Academic Excellence Award for Young Women in Ecology (ESA Annual
Meeting registration fee $155.00 - one award)
3) ESA SS Travel Awards ($200-500 within US, $300-700 outside US -
several awards)
   4) Best Undergraduate Presentation Awards ($100 cash - two awards)
   5) The Third Annual Outstanding Student Research in Ecology Awards ($75
cash - two awards)
   6) Eco-Vision Competition ($50-150 cash and other prizes - several
awards)

**Deadline for all awards is May 31, 2011**

Please also check out the awards for students offered by other sections,
which we have posted on our Web site.

To Faculty - please forward to your students!

Regards,
ESA Student Section Board

[ECOLOG-L] Looking for some layers (GIS) from SE Peru

[Jaime Garizabal]

Hi!

I´m looking for some layers from the southestearn Peru to make a map of some
localities I´ve been working in... I´m interested mostly in detailed layers
including data of elevation, rivers and streams from the SE of the Manu
National Park (near to Patria and Pilcopata). If anyone knows where I can
get that, I´ll really appreciate it!!

Thanks in advance!

Jaime A. Garizábal
Instituto de Biología  - Universidad de Antioquia
Sociedad Antioqueña de Ornitología.

[ECOLOG-L] Job Announcement - COMMUNICATIONS, OUTREACH, AND MARKETING SPECIALIST

[Chris Jeffrey]

CSS, Inc. is recruiting a qualified person to fill the position 
of*COMMUNICATIONS, OUTREACH, AND MARKETING SPECIALIST *within NOAA's 
Center for Coastal Monitoring and Assessment . You can find a 
description of the position and instructions for applying online at 
https://jobs-consolidatedsafety.icims.com/jobs/1261/job.


--
Chris Jeffrey (CJ)

***
Christopher F.G. Jeffrey, Ph.D
Marine Biologist / Spatial Ecologist
NOAA National Ocean Service
NCCOS | CCMA | Biogeography Branch
1305 East-West Hwy, SSMC-4, N/SCI-1, #9213
Silver Spring, MD 20910-3281

301.713.3028 x-134 (Tel)
301.713.4384 (Fax)
http://ccma.nos.noaa.gov/about/biogeography/welcome.html


Project Manager, CSS-Dynamac
www.css-dynamac.com

***

[ECOLOG-L] Dive GIS summer course 2011

[frah...@yahoo.com]

Dear all,
This course concerns marine habitat mapping from remotely sensed images and 
could be of interest to someone on this list. Registration deadline is on the 
8th of June and there are still seats available.
Kind regards
Francesca Riolo

 
Overview
 
The Dive GIS summer course will celebrate its 6th anniversary in 2011. It will 
be held from the 31st of July to the 10th of August in Crotone at the Capo 
Rizzuto Marine Protected Area.
 
The enrollment deadline is extended to the 8th of June. Seats are still 
available.
 
Dive GIS course is for you if you wish to:
 
1.   Learn state of the art GIS and Remote Sensing methodologies used for 
marine applications
2.   Learn to use the ArcGIS software
3.   Become a certified diver
4.   Collect scientific data in the field and underwater
5.   Identify marine flora and fauna
6.   Be passionate about the marine environment and the conservation of its 
resources
7.   Network and socialize in an international environment
 
 
The course, organized by Mappamondo GIS in collaboration with the MPA, 
represents a unique training initiative that offers the chance to learn 
Geographic Information Systems and Remote Sensing methodologies while becoming 
a 
certified SCUBA diver. Participants learn to use state of the art technologies 
and to combine them with passion oriented sport and field activities in the 
context of marine environment management and science.
The challenging objective of the organizer is to provide the bases for a 
multi-skill career.
 
Participants are introduced to the underwater world through PADI Open Water 
Diver and specialty courses, to the digital cartography and imaging world 
through classes based on ESRI software, the world-leader in the GIS field, and 
to real case study applications of Geographic Information Systems and Remote 
Sensing tools for marine scientists. The course involves computer lab and field 
sessions and it is well suited for people novice to both GIS and diving, as 
well 
as for people that have already some knowledge and skills in both fields but 
that wish to gain an additional experience.
 
During the course, the participants work on a real case study concerning the 
mapping of marine habitats using on-screen visual interpretation, supervised 
and 
unsupervised classification of satellite images and aerial photos.
 
This allows identifying and quantifying vulnerable areas with high 
environmental 
value. Students also learn to identify marine flora and fauna, to collect 
scientific data about their distribution and to use handheld GPS units. 
Biodiversity and species distribution data are entered in the GIS to study 
their 
correlation with the habitat and other biotic and abiotic environmental 
parameters.
 
For further information about the course and online registration for the 2011 
edition please visit the following website:
 
www.mappamondogis.it/divegis.htm or write an email to i...@mappamondogis.com
  CONSGIS LISTSERV To unsubscribe send to 
lists...@listserv.uri.edu this email message SIGNOFF CONSGIS 

Questions?  Contact Pete August, p...@edc.uri.edu * 

[ECOLOG-L] SEAlliance new blog on marine conservation

[Sarah Frias-Torres]

[Apologies for cross-postings]








In case you are interested, you can find me at Dr. Sylvia Earle's SEAlliance 
web page, talking about global marine conservation. Interesting graphic too.
http://blog.sylviaearlealliance.org/2011/05/interview-with-sarah-frias-torres-at.html
Sarah Frias-Torres, Ph.D. Schmidt Ocean Institute Postdoctoral FellowOcean 
Research & Conservation Association (ORCA) 1420 Seaway Drive, Fort Pierce, 
Florida 34949 USA Tel (772) 
467-1600http://www.teamorca.orghttp://independent.academia.edu/SarahFriasTorres


  

[ECOLOG-L] Ecological Modeling using R class

[Alan Temple]

Data Analysis II: Ecological Modeling using R (CSP4210)

Course Dates: July 25-29, 2011
Location:   National Conservation Training Center (NCTC)
Shepherdstown, WV

Course Description/Course Overview:

The purpose of this course is to build a suite of tools for the purpose of
modeling biological and environmental data.  To achieve effective
conservation planning or evaluation of management actions, it is becoming
increasingly important to monitor and model wildlife populations and the
habitats/environments in which they live.  We begin the course discussing
simple linear regression with independent observations.  Then progress into
the use of multiple linear regression, generalized linear models (Logistic,
Poisson, and Negative Binomial regression) for modeling presence/absence
and count data, trend analysis via linear and generalized linear mixed
models, and mean separation techniques. Other topics include variable
selection and screening, and model comparison techniques using AIC, BIC and
cross-validation. Emphasis is placed upon model development and
interpretation as it relates to informing management decisions,
understanding model assumptions and critical evaluation of competing
models. The general approach is a topic presentation by an instructor,
followed by an instructor-led computer exercise, followed by an
“independent” class computer exercise applying the concepts learned on
biological data using R.  Consequently, the purpose of this course is to
enhance the scientific and analytical capacity of participants.

Participants are encouraged to discuss data in which they are currently
engaged with.  Although this interaction is encouraged, the purpose of the
course is not of a ‘consulting’ nature.

Instructor:   Dr. Timothy J. Robinson (University of Wyoming, Laramie
Campus)

Who Should Attend:  The course is designed for individuals who are
competent in basic biology and are interested in strengthening their
ability to utilize statistical tools in research, management, and
decision-making. Participants in this course should have working knowledge
of topics taught in Data Analysis I (CSP4200).  Applicants that have not
taken Data Analysis I must contact the course leader for approval.

Course Length: 4 ½ days/36 hours

Course Objectives:  The objectives of this course are to (1) develop
  skills for analyzing multiple linear regression, variable
  selection, handling of multicollinearity, data
  transformation, and outlier diagnostics; (2) develop
  skills to use logistic regression as a means of modeling
  presence-absence data; (3) interpret results of
  statistical procedures; and (4) provide participants the
  necessary background to be successful in Data Analysis
  IIIA: Species Distribution Modeling using R.

Cost: There is no tuition fee for FWS, NPS, and BLM personnel.  Tuition is
$1150 for non-FWS participants.

How to Apply: Register online at DOI Learn. Non-DOI employees should
contact Barbara Evans at 304-876-7451 or (barbara_ev...@fws.gov).

Questions:  Please contact Dr. Joe W. Witt (joe_w...@fws.gov) or So Lan
Ching (solan_ch...@fws.gov), Division of Conservation Science and Policy,
at 304/876-7447 or 304/876-7771.

[ECOLOG-L] Research Tech., Disease Ecology, Univ. Liverpool

[Amy Pedersen]

We have a full-time Research Technician position available in the Institute of 
Integrative Biology, University of Liverpool, UK.

This position is available starting this summer to work on co-infection 
dynamics in a wild mammal population in the UK. This will be part of a NERC 
funded grant led by Amy Pedersen (University of Edinburgh),  Andy Fenton 
(University of Liverpool), and Owen Petchey (University of Zurich) to quantify 
within-host parasite interactions and assess the stability of parasite 
communities.

The research technician duties involve both fieldwork and conducting laboratory 
assays.  The technician will be part of the team that undertakes the trapping, 
so should be familiar with fieldwork and have small mammal handling experience. 

The post will start as soon as possible, is available until May 2012 initially, 
 and will be based within the lab of Andy Fenton at the Institute of 
Integrative Biology (http://www.liv.ac.uk/integrative-biology/) at the 
University of Liverpool. 

The salary range is £22,325 - £25,854; dependent on experience. 

Applications will be accepted until June 10, 2011. Interviews will be held 
shortly after.  

For the Research Technician (Ref. #: S-569345) application and specific job 
description, please go to University of Liverpool Job Vacancies: 
http://www.liv.ac.uk/working/job_vacancies/technical/S-569345.htm

For specific information about the project, please email Andy Fenton 
(a.fen...@liverpool.ac.uk) and/or Amy Pedersen (amy.peder...@ed.ac.uk). 


Cheers
Amy


Amy B. Pedersen, Advanced Fellow
Centre for Immunity, Infection and Evolution

Institutes of Infection, Immunology Research and Evolutionary Biology
University of Edinburgh
Kings Buildings
Ashworth Labs, West Mains Road
Edinburgh
EH9 3JT, UK

amy.peder...@ed.ac.uk
+44(0) 131 650 8674

Ashworth 2 - 4.07
http://www.biology.ed.ac.uk/research/groups/apedersen/

[ECOLOG-L] Groundwater Hydrologist job opportunity - Boulder, Co

[Laura Reynolds]

Overview
The National Ecological Observatory Network (NEON) is a $430 million 
dollar observatory project dedicated to understanding how changes in 
climate, land use and invasive species impact ecology.  For the next three 
decades NEON will collect a comprehensive range of ecological data on a 
continental scale across 20 eco-climatic domains representing US 
ecosystems.  NEON will use cutting edge technology including an airborne 
observation platform that will capture images of regional landscapes and 
vegetation; mobile, relocatable, and fixed data collection sites with 
automated ground sensors to monitor soil and atmosphere; and trained field 
crews who will observe and sample populations of diverse organisms and 
collect soil and water data.  A leading edge cyberinfrastructure will 
calibrate, store and publish this information.  The Observatory will grow 
to 300+ personnel and will be the first of its kind designed to detect and 
enable forecasting of ecological change at continental scales.

Summary:
The Groundwater Hydrologist will be part of the Aquatic Team that is 
responsible for developing a national program to assess physical, 
chemical, and biological changes in streams and lakes over 30 years.  The 
Hydrologist will design groundwater wells for water quality monitoring; 
oversee well construction and sensor installation; review/revise science 
measurements; document field procedures; document data product procedures; 
train personnel; and perform data QA/QC in order to produce high quality 
data products for the research, education, and decision making communities.

Specifically, the Groundwater Hydrologist is responsible for designing, 
documenting, and overseeing construction of shallow, subsurface water 
quality monitoring wells (e.g. groundwater wells) at NEON aquatic sites.  
The purpose of the wells is to define and track regional flowpaths and 
inputs in the location of an Aquatic site.  NEON Aquatic sites include 
small wadeable streams, large navigable rivers, and small lakes throughout 
the U.S. and Puerto Rico – sites span a gradient of environmental 
conditions: extreme low-flows to tropical-flood cycles; sand to bedrock 
lithologies.  The Groundwater Hydrologist will be responsible for 
developing and documenting site specific designs for well installations 
and locations at each site;  defining and meeting site specific 
regulations for well construction; overseeing installation of wells;  and 
documenting well files for each site.  At each NEON site, up to 8 shallow 
subsurface wells will be distributed throughout a defined reach along 
streams or lakes.  Wells are to be constructed using minimally invasive 
technology and are thus small wells for monitoring quality and quantity of 
subsurface flows.  

In addition, the Groundwater Hydrologist will document sensor maintenance 
and field-calibration plans for a groundwater well multisonde, in 
collaboration with NEON’s Engineering and Calibration (CVAL) Teams.  This 
position is not responsible for power or communication designs to the well 
sensor, but may collaborate with the NEON Engineering Team to optimize 
these aspects of the work.  This position will also develop, document and 
implement detailed designs and analytical protocols for groundwater 
sampling, in conjunction with the Aquatic Biogeochemist.  The Hydrologist 
will also develop and document groundwater well related data products 
(e.g. sensor drift statistics; data QA, gap-filling and correction; 
algorithms for high level data products). The Groundwater Hydrologist will 
work with an interdisciplinary team of ecologists, mechanical and 
electrical engineers, computing engineers, and other scientists to design, 
develop, test, and implement statistically valid protocols to produce data 
products that will enable researchers to investigate the impact of climate 
change, land-use change, invasive species, and unsustainable water use on 
freshwater ecosystems of North America.  
The Groundwater Hydrologist will be expected to produce reports and 
publications of NEON designs, procedures, and protocols and is encouraged 
to collaborate with the research community to investigate continental 
scale ecology.

Essential Duties and Responsibilities:
•   Design groundwater well installations for all NEON Aquatic sites
•   Coordinate and oversee all aspects of construction of groundwater 
wells
•   Document groundwater well installations in well files
•   Document sensor maintenance standard operating procedures (SOPs) 
for an in situ groundwater well multisonde and water sample collection
•   Collaborate with the NEON Calibration (CVAL) Team to define sensor 
field and lab calibration procedures
•   Co-develop and implement data QA/QC, gap-filling, and correction 
plans. 
•   Travel to NEON sites as part of the design effort and to oversee 
construction efforts.
•   Co-develop sampling and sensor maintenance training program for 
field

Re: [ECOLOG-L] Plant roots matter Re: [ECOLOG-L] Communication Science to Public Plant Roots

[David L. McNeely]

Wayne, I think the notions that have been expressed on the list represent 
semantic differences rather than differences in understanding how roots 
function.  I think that those who have written accept the following:

Roots are hydrotropic, but the hydrotropism acts along a gradient, and acts 
over a very small distance.  Rather than individual roots turning or growing 
toward water at some distant location, they grow differentially in different 
moisture fields.  Whether one calls this behavior "seeking" or simply 
differential growth is dependent on one's application of the term to inanimate 
behavior or not.

I can no longer speak for what is being taught, but I always taught that roots 
exhibit positive gravitropism but negative phototropism, while the shoot 
exhibits the opposite, and described classic experiments (and in elementary 
courses had students carry out such experiments) that demonstrate such 
behavior.  Those tropisms do result in roots 'moving' toward moisture in soil.  
So far as hydrotropism, I did not teach it, because I did not recognize that 
the enhanced growth under higher moisture conditions compared to lower moisture 
conditions was a tropism.  I now know that hydrotropism is involved, though it 
is minor compared to the differential growth along a gradient.  I would teach 
that, were I still teaching.

mcneely

 Wayne Tyson  wrote: 
> Honorable Ecolog Forum:
> 
> What does it matter, for the advancement of science and ecology in 
> particular, whether or not the root of the matter is resolved such that the 
> state of knowledge in this matter is articulated with clarity to the public 
> and those who inform the public (such as science writers, TV and movie 
> producers, reporters, etc.)?
> 
> There seems to be at least two schools of thought (or at least opinion) 
> concerning whether or not roots are genetically programmed to seek water.
> 
> What is actually being taught in the schools with respect to this issue? 
> What have you, as an ecologist, been taught and what do you teach (if you 
> teach)?
> 
> WT 

--
David McNeely