[ECOLOG-L] !!!! LISBON EVOLUTIONARY PATTERNS CONFERENCE - server went down on January 30-31
Dear all, We received confirmation from our Informatics Department that on the night of January 30th to January 31st, our university's server went down. If you submitted an abstract to the upcoming Lisbon Evolutionary Patterns conference on those days, and you did not receive an automatic confirmation e-mail, it means that your upload was unsuccessful. The server is currently running again, the problem has been fixed. We already extended the submission deadline to February 5th, and we will also be accepting electronic submissions through e-mail, at evol...@fc.ul.pt. We apologize for the inconvenience this might have caused you, and we want to kindly thank the people who brought this to our awareness. We look forward to meeting you in a less virtual environment. kind regards, Nathalie Nathalie Gontier, PhD Lisbon Applied Evolutionary Epistemology Lab Centre for Philosophy of Science Faculty of Science, University of Lisbon http://appeel.fc.ul.pt INTERNATIONAL CONFERENCE ON EVOLUTIONARY PATTERNS Horizontal and Vertical Transmission and Micro- and Macroevolutionary Patterns of Biological and Sociocultural Evolution May 27-29th, 2013 | Calouste Gulbenkian Foundation, Lisbon, Portugal Website: http://evolutionarypatterns.fc.ul.pt Upon wide request, we are happy to inform you that we extended the deadline for submissions to February 5th ABOUT THE CONFERENCE The 3-day International Conference aims to provide an interdisciplinary platform where evolutionary scholars from the exact, technological, life, human and sociocultural sciences can exchange ideas and techniques on how to conceptualize, model, and quantify biological and sociocultural evolution. The Conference is organized by the Applied Evolutionary Epistemology Lab of the Centre for Philosophy of Science of the University of Lisbon, in collaboration with the Calouste Gulbenkian Foundation, and with the support of the John Templeton Foundation. PLENARY AND INVITED SPEAKERS Plenary Speakers Michael Benton, Tal Dagan, John Jungck, Carl Knappett, Daniel McShea, Alex Mesoudi, Mark Pagel, Tyler Volk, and Richard Watson Invited Speakers Quentin Atkinson, Alberto Bisin Thierry Verdier, Andreas Bohn, Michael Bradie, Jorge Carneiro, Claudine Chaouiya, Mark Collard, Alex de Voogt, Frank Kressing Matthis Krischel, André Levy, Margarida Matos, Telmo Pievani, Luis Mateus Rocha, Élio Sucena. The conference website contains biographies of all speakers as well as the abstracts of their talk. CALL FOR ABSTRACTS We call for bio-informaticians, evolutionary biologists, microbiologists, paleontologists, geologists, physicists, mathematicians, anthropologists, archeologists, linguists, sociologists, economists, and philosophers and historians of science to provide talks on the following topics: 1. Conceptualization, quantification and modeling of horizontal and vertical transmission in biological and sociocultural sciences 2. Conceptualization, quantification and modeling of micro- and macroevolution in biological and sociocultural sciences 3. Hierarchy theory and the units, levels and mechanisms of evolution 4. How the universal application of evolutionary theories enables new possibilities for inter- and transdisciplinary research and the unification of the sciences We encourage submissions of (1) concrete models and simulations, (2) theoretical, reflexive talks, and (3) historical accounts on any of the above mentioned topics. POSSIBLE FORMATS We call for mini-symposia (3 or 6 talks), poster sessions (3 or 6 posters), as well as individual regular and poster talks. IMPORTANT DATES Deadline Submissions: February 5th, 2013 Notification of Acceptance: March 1st, 2013 Registration Deadline for all Presenters: April 1st, 2013 Registration Deadline Audience: May 1st, 2013 Conference Dates: May 27th-29th, 2013 REGISTRATION FEES Professors: 300 euro | PhD and post-docs: 250 euro | Audience: 100 euro | Students: 50 euro DOWNLOAD OUR POSTER http://evolutionarypatterns.fc.ul.pt/docs/patterns.pdf SUBSCRIBE TO OUR MAILINGLIST http://eepurl.com/n2DTL FURTHER INFORMATION http://evolutionarypatterns.fc.ul.pt; http://appeel.fc.ul.pt
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
That was my comment and I believe (unverified) that if they are more recent than a particular interval into the past, GRE scores are averaged rather than reported anew. I think you can check http://www.ets.org/gre/ for particulars. On 31-Jan-13, at 10:04 AM, Kyle Finn wrote: Someone mentioned retaking the GRE in a previous comment to this question. SO at what point then are your GRE scores old enough to warrant retaking the test? Don McKenzie, Research Ecologist Pacific Wildland Fire Sciences Lab US Forest Service phone: 206-732-7824 Affiliate Professor School of Environmental and Forest Sciences University of Washington
[ECOLOG-L] Advanced Features of Discoverlife Identification Guides - Second of two videos
All: Below is a link to a video demonstrating some of the more advanced (but highly useful) features of Discoverlife Identification Guides. http://www.youtube.com/watch?v=0ws4nwgOfm4 Features covered include: - Type ahead spell checking - Listing all the scored characters for a species (for double checking your work) - Jumping directly to a specific character (useful when you know you just need to look up a specific character - Comparing characters states for 2 or more species - Access to Pollen Host Data The first video is located at: http://www.youtube.com/watch?v=75klhCa2vEM Our Tube Station is filled with all sorts of Bee related topics: http://www.youtube.com/user/swdroege Our slideshare Station covers additional topics: http://www.slideshare.net/sdroegehttp://www.slideshare.net/sdroege/newsfeed Our flickr site is approaching 1000 hi resolution creative commons photos available for your use: http://www.flickr.com/photos/usgsbiml/ sam Song of Nature Mine are the night and morning, The pits of air, the gulf of space, The sportive sun, the gibbous moon, The innumerable days. I hid in the solar glory, I am dumb in the pealing song, I rest on the pitch of the torrent, In slumber I am strong. No numbers have counted my tallies, No tribes my house can fill, I sit by the shining Fount of Life, And pour the deluge still; And ever by delicate powers Gathering along the centuries From race on race the rarest flowers, My wreath shall nothing miss. And many a thousand summers My apples ripened well, And light from meliorating stars With firmer glory fell. I wrote the past in characters Of rock and fire the scroll, The building in the coral sea, The planting of the coal. And thefts from satellites and rings And broken stars I drew, And out of spent and aged things I formed the world anew; What time the gods kept carnival, Tricked out in star and flower, And in cramp elf and saurian forms They swathed their too much power. Time and Thought were my surveyors, They laid their courses well, They boiled the sea, and baked the layers Or granite, marl, and shell. But he, the man-child glorious,-- Where tarries he the while? The rainbow shines his harbinger, The sunset gleams his smile. My boreal lights leap upward, Forthright my planets roll, And still the man-child is not born, The summit of the whole. Must time and tide forever run? Will never my winds go sleep in the west? Will never my wheels which whirl the sun And satellites have rest? Too much of donning and doffing, Too slow the rainbow fades, I weary of my robe of snow, My leaves and my cascades; I tire of globes and races, Too long the game is played; What without him is summer's pomp, Or winter's frozen shade? I travail in pain for him, My creatures travail and wait; His couriers come by squadrons, He comes not to the gate. Twice I have moulded an image, And thrice outstretched my hand, Made one of day, and one of night, And one of the salt sea-sand. One in a Judaean manger, And one by Avon stream, One over against the mouths of Nile, And one in the Academe. I moulded kings and saviours, And bards o'er kings to rule;-- But fell the starry influence short, The cup was never full. Yet whirl the glowing wheels once more, And mix the bowl again; Seethe, fate! the ancient elements, Heat, cold, wet, dry, and peace, and pain. Let war and trade and creeds and song Blend, ripen race on race, The sunburnt world a man shall breed Of all the zones, and countless days. No ray is dimmed, no atom worn, My oldest force is good as new, And the fresh rose on yonder thorn Gives back the bending heavens in dew. - Ralph Waldo Emerson -- *Bees are Not Optional*
[ECOLOG-L] Announcing the 4th Annual Summer Soil Institute at Colorado State University
Attending the Summer Soil Institute is your opportunity to gain an integrated perspective with world-renowned faculty to address critical questions using current analytical techniques, experimental approaches, and instructional models. The Summer Soil Institute is designed for graduate and advanced undergraduate students, post-docs, faculty and professionals. The SSI Faculty Instructors include: Thomas Borch, Richard Conant, Francesca Cotrufo, Gene Kelly, John Moore, Mary Stromberger, Joe von Fischer, Diana Wall, and Matthew Wallenstein. SSI will be held on *July 7-20, 2013*, and is located at Colorado State University, Fort Collins, CO. The deadline to apply for the upcoming 4th Annual Summer Soil Institute is rapidly approaching. *Applications due March 8, 2013. * For more information and *to apply*, please visit our website: http://soilinstitute.nrel.colostate.edu. After reviewing the website, if you are interested in attending SSI this year and would like more information, please Email us at: s...@nrel.colostate.edu. We hope that you can join us this year for the 4th Annual Summer Soil Institute at Colorado State University. Sincerely, 4th Annual Summer Soil Institute Committee Colorado State University, Fort Collins, CO SSI Web: http://soilinstitute.nrel.colostate.edu/ SSI Email: s...@nrel.colostate.edu
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
Aaron, I very strongly disagree with your statement about not coming up with your own research idea. My advisor expected all PhD candidates to work on their own projects - not feed off of his. Masters level students were held by the hand much more, and they did projects that were spin-offs from my mentors line of interest. PhD's should be creative and the best place to learn this is in grad school where your creativity can be monitored and mentored. Just working as another pair of hands in the lab is a waste of time. My mentor asked only to be second author on the first paper that came from the part of the project that involved his greatest level of mentoring and help. He clearly stated that all other papers were solely mine. I have continued to work with the same system since grad school, and there has been no issue with him stealing my ideas. I learned an incredible amount by working out how to do the experiments I needed to do; how to carry out statistical analyses I never learned about in class. I could go on, but you get the idea. I am quite amazed at your strongly negative opinion about this approach to grad school. And, by the way, I am one of the 14% (as reported in the a recent article in BioScience ) of female students who was successful in landing a desired academic position - so there was no effect on my career. Liane D. Liane Cochran-Stafira, Ph.D. Associate Professor Department of Biological Sciences Saint Xavier University 3700 West 103rd Street Chicago, Illinois 60655 phone: 773-298-3514 fax:773-298-3536 email: coch...@sxu.edu http://faculty.sxu.edu/~cochran/ http://faculty.sxu.edu/~cochran/ ___ From: Aaron T. Dossey bugoc...@gmail.com To: ECOLOG-L@LISTSERV.UMD.EDU Sent: Wednesday, January 30, 2013 8:25 PM Subject: Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program If you do for some reason (which I cannot currently imagine) to go to graduate school, here is some advice that will help you get the most out of it without putting the future of your career at risk: 1) pick a very HANDS-ON professor who spends a lot of time with his or her students and postdocs (eg: they spend lots of time in the lab) in a successful lab with a great reputation (lots of publications, with students and postdocs who have left it and have successful careers currently who can attribute it to having worked in that lab) and 2) insist that you ONLY will work on work that is from the professor's own ideas - from their grants and based on their ideas. Do not fall into the trap of working for a professor who expects you to come up with your own projects. You are there to learn from them primarily, and also to do parts of their research. If you already have a certain skillset and can come up with your own research projects and successfully execute them, you do NOT need to be a student (at least in that lab). Pick a lab and a professor who have a lot to offer you in the form of TRAINING, connections and projects likely to be very fruitful. IF and when you have your own ideas you want to pursue, keep a log book of those and save those for when you graduate and are on your own/independent. Otherwise, it can get ugly. Many professors will, to put it bluntly, steal credit and reward for your ideas and independent work. Might as well avoid that pitfall and keep everyone happy (and keep you learning) by doing whatever work originates from the professor - besides, it's their job to drive the research and come up with the ideas. Basically, pick a prof and lab who seems to have YOUR CAREER INTERESTS at heart and act like it.
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
As a non-traditional student who will be defending her PhD next week (!), I can tell you that it can be very difficult to overcome the resistance to older students in graduate school. Despite having a lot of practical experience and an extremely strong academic record, I met serious resistance from Profs with whom I interviewed. One of them even told me that Profs like to make students in their own image by which she meant to indicate that, since I was approx. her same age, I was too old to be molded. I think that for some, a student with lots of experience outside academia may be threatening. It can be very difficult to figure out which Profs and programs will take older students. I would start by finding someone who is working in an area that interests you and contacting one or more of his/her students to ask what the relative ages and experience levels of the grad students are. I would also talk to professionals in the field you are interested in - those who have adv. degrees and especially those with connections to a University (either teaching or research). They may be able to provide an introduction to an adviser. I was lucky enough to find an adviser who actually prefers students who have some experience outside of school (I am in an oceanography program), and I am sure there are many like that out there in lots of ecological fields - they can just be difficult to find. Good luck!
[ECOLOG-L] Postdoc opportunity in global change and grasslands – Fort Collins CO
Postdoc Position: Grassland Responses to Global Change Location: Fort Collins, Colorado Salary: $61,612/year We are seeking a post-doc to contribute to ongoing global change research in mixed-grass prairie. The Prairie Heating and CO2 Enrichment (PHACE) experiment presents a wide array of opportunities for understanding community and ecosystem-level responses to global change (http://www.ars.usda.gov/Research/docs.htm?docid=16754). These opportunities include work with existing (7-year) datasets, and the generation of new datasets through intensive sampling in the final year of the study. The PHACE study is a collaborative project, run jointly by the USDA-ARS, the University of Wyoming, and Colorado State University, and the PIs and collaborators provide a range expertise from which to draw. Additional opportunities are available to evaluate relationships between climate, ecosystem processes, and productivity across the USDA Long-Term Agro-ecosystem Research network (http://www.ars.usda.gov/research/programs/programs.htm?np_code=211docid=22480). The successful candidate should have expertise in plant ecology at the community or ecosystem level, including ecophysiology, plant-soil water relations, biogeochemistry, and/or global change ecology. Requirements include a strong publication record, excellent writing skills, and proficiency in contemporary statistics (e.g., generalized mixed models, structural equation modeling, meta-analysis). The two-year position will be located in Fort Collins, Colorado, with the USDA-ARS Rangeland Resources Research Unit (http://www.ars.usda.gov/Main/site_main.htm?modecode=54-09-00-00). Salary will be at the GS-11 level ($61,612/yr., plus benefits). Expected starting date is April 1, 2013, but is negotiable. To apply, please send a merged pdf containing a curriculum vitae, a cover letter describing research interests, up to two relevant publications, the abstract from your dissertation, and contact information for two references to ann.heck...@ars.usda.govmailto:%20ann.heck...@ars.usda.gov. Application deadline: March 1, 2013. For additional information, please contact Dana Blumenthal (dana.blument...@ars.usda.govmailto:dana.blument...@ars.usda.gov; 970-492-7122) or Justin Derner (justin.der...@ars.usda.govmailto:justin.der...@ars.usda.gov; 307-772-2433, x 113). Citizenship restrictions apply. USDA/ARS is an Equal Opportunity Employer and Provider. -- Dana Blumenthal Rangeland Resources Research Unit USDA-ARS 1701 Center Avenue Fort Collins, CO 80526 (970) 492-7122 dana.blument...@ars.usda.govmailto:dana.blument...@ars.usda.gov This electronic message contains information generated by the USDA solely for the intended recipients. Any unauthorized interception of this message or the use or disclosure of the information it contains may violate the law and subject the violator to civil or criminal penalties. If you believe you have received this message in error, please notify the sender and delete the email immediately.
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
Liane articulates many of the thoughts I also had on this subject. I would add that refusing to work independently and creatively as a grad student--thereby protecting your own ideas for later use--could backfire if you ever need your colleagues and supervisors to vouch for your ability to generate and execute independent, creative ideas. You can learn important methods and critical thinking from a mentor and a lab group in the context of a project that is motivated by your own curiosity and ideas. That, in my opinion, is a favorable situation. Of course the correct approach invariably depends on individual personalities, goals, and unique life situations--grad school is not one-size-fits-all. Cheers, Elsa On Fri, Feb 1, 2013 at 11:44 AM, Cochran-Stafira, D. Liane coch...@sxu.eduwrote: Aaron, I very strongly disagree with your statement about not coming up with your own research idea. My advisor expected all PhD candidates to work on their own projects - not feed off of his. Masters level students were held by the hand much more, and they did projects that were spin-offs from my mentors line of interest. PhD's should be creative and the best place to learn this is in grad school where your creativity can be monitored and mentored. Just working as another pair of hands in the lab is a waste of time. My mentor asked only to be second author on the first paper that came from the part of the project that involved his greatest level of mentoring and help. He clearly stated that all other papers were solely mine. I have continued to work with the same system since grad school, and there has been no issue with him stealing my ideas. I learned an incredible amount by working out how to do the experiments I needed to do; how to carry out statistical analyses I never learned about in class. I could go on, but you get the idea. I am quite amazed at your strongly negative opinion about this approach to grad school. And, by the way, I am one of the 14% (as reported in the a recent article in BioScience ) of female students who was successful in landing a desired academic position - so there was no effect on my career. Liane D. Liane Cochran-Stafira, Ph.D. Associate Professor Department of Biological Sciences Saint Xavier University 3700 West 103rd Street Chicago, Illinois 60655 phone: 773-298-3514 fax:773-298-3536 email: coch...@sxu.edu http://faculty.sxu.edu/~cochran/ http://faculty.sxu.edu/~cochran/ ___ From: Aaron T. Dossey bugoc...@gmail.com To: ECOLOG-L@LISTSERV.UMD.EDU Sent: Wednesday, January 30, 2013 8:25 PM Subject: Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program If you do for some reason (which I cannot currently imagine) to go to graduate school, here is some advice that will help you get the most out of it without putting the future of your career at risk: 1) pick a very HANDS-ON professor who spends a lot of time with his or her students and postdocs (eg: they spend lots of time in the lab) in a successful lab with a great reputation (lots of publications, with students and postdocs who have left it and have successful careers currently who can attribute it to having worked in that lab) and 2) insist that you ONLY will work on work that is from the professor's own ideas - from their grants and based on their ideas. Do not fall into the trap of working for a professor who expects you to come up with your own projects. You are there to learn from them primarily, and also to do parts of their research. If you already have a certain skillset and can come up with your own research projects and successfully execute them, you do NOT need to be a student (at least in that lab). Pick a lab and a professor who have a lot to offer you in the form of TRAINING, connections and projects likely to be very fruitful. IF and when you have your own ideas you want to pursue, keep a log book of those and save those for when you graduate and are on your own/independent. Otherwise, it can get ugly. Many professors will, to put it bluntly, steal credit and reward for your ideas and independent work. Might as well avoid that pitfall and keep everyone happy (and keep you learning) by doing whatever work originates from the professor - besides, it's their job to drive the research and come up with the ideas. Basically, pick a prof and lab who seems to have YOUR CAREER INTERESTS at heart and act like it.
[ECOLOG-L] Job: senior wetlands permitting specialist
Were Growing Come Join Our Team! Cardno ENTRIX is an environmental and natural resource management consultancy providing a broad suite of services in Water Resources Management, Natural Resources Management, Permitting Compliance, and Liability Management. Clients turn to Cardno ENTRIX for help navigating complex environmental, natural resource, and business challenges because of our creative problem-solving and the successful track record of our multidisciplinary team. We provide a diverse, passionate, multi-disciplinary team of colleagues and many opportunities for highly-motivated and dedicated scientists and engineers to engage in environmentally-critical management solutions. A position on the Cardno ENTRIX team offers a highly-motivated, qualified candidate an opportunity to shape the future and to make a real difference regarding the management of natural resources. We have an immediate need for the following position in our Houston, TX office: · Senior Wetlands Permitting Specialist - https://re12.ultipro.com/TBE1000B/Jobboard/JobDetails.aspx?__ID=*EA341D99476651F2Apply here This position will work with a multidisciplinary team of accomplished biologists, ecologists, toxicologists, environmental scientists, engineers, economists and planners on a variety of natural resource projects throughout the United States. This is a very exciting opportunity to work with some of the brightest minds in the environmental industry on fascinating projects that make a difference! Cardno has been around since 1945, we have 270+ locations worldwide and were growing larger every day! The successful candidate will have a Bachelors degree or higher in Environmental Science or related field; a minimum of 10 or more years experience including wetland delineation and individual 404 and nationwide permitting. The selected individual must have excellent communication and organizational skills, a positive, flexible and team-orientated approach and the desire to work as part of a multidisciplinary team. If you, or anyone you know, is interested in exploring further, please submit your resume by clicking the Apply here link above. To view all our open positions, visit us at http://www.cardnoentrix.com/careerswww.cardnoentrix.com/careers. For immediate consideration and/or any inquiries, please email us at mailto:j...@entrix.comj...@entrix.com. Denise Hawkins HR | STAFFING ASSISTANT CARDNO ENTRIX Phone (+1) 813-664-4500 Fax (+1) 813-367-0953 Direct (+1) 813-367-0994 Address 3905 Crescent Park Drive, Riverview, FL 33578 USA Email mailto:denise.hawk...@cardno.comdenise.hawk...@cardno.com Web http://www.cardno.comwww.cardno.com - www.cardnoentrix.com
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
...protecting your own ideas for later use is a statement, in one form or another, that i've heard from quite a few early-career biologists over the years...long-story-short...your peers and Established Scientists are very, very bright...it is unlikely that an idea is so unique or precious that someone has not mentioned it before in the literature and/or that, while Early Career is wating for the propitious moment, one of her/his very, very bright peers or an Establishe Scientist will fail to come up with the same or a similar idea...furthermore, due to changes in international copyright laws conventions, Intellectual Property rights are less less protected...better to initiate a game, to open up new ways of thinking about something...better to get feedback engage in the discourse...IF the ideas do, in fact, turn out to have some utility to Science and/or Industry...a person initiating the discourse will be acknowledged in one way or another, directly or indirectly...clara On Fri, Feb 1, 2013 at 12:42 PM, Elsa Youngsteadt eyoungste...@gmail.comwrote: Liane articulates many of the thoughts I also had on this subject. I would add that refusing to work independently and creatively as a grad student--thereby protecting your own ideas for later use--could backfire if you ever need your colleagues and supervisors to vouch for your ability to generate and execute independent, creative ideas. You can learn important methods and critical thinking from a mentor and a lab group in the context of a project that is motivated by your own curiosity and ideas. That, in my opinion, is a favorable situation. Of course the correct approach invariably depends on individual personalities, goals, and unique life situations--grad school is not one-size-fits-all. Cheers, Elsa On Fri, Feb 1, 2013 at 11:44 AM, Cochran-Stafira, D. Liane coch...@sxu.eduwrote: Aaron, I very strongly disagree with your statement about not coming up with your own research idea. My advisor expected all PhD candidates to work on their own projects - not feed off of his. Masters level students were held by the hand much more, and they did projects that were spin-offs from my mentors line of interest. PhD's should be creative and the best place to learn this is in grad school where your creativity can be monitored and mentored. Just working as another pair of hands in the lab is a waste of time. My mentor asked only to be second author on the first paper that came from the part of the project that involved his greatest level of mentoring and help. He clearly stated that all other papers were solely mine. I have continued to work with the same system since grad school, and there has been no issue with him stealing my ideas. I learned an incredible amount by working out how to do the experiments I needed to do; how to carry out statistical analyses I never learned about in class. I could go on, but you get the idea. I am quite amazed at your strongly negative opinion about this approach to grad school. And, by the way, I am one of the 14% (as reported in the a recent article in BioScience ) of female students who was successful in landing a desired academic position - so there was no effect on my career. Liane D. Liane Cochran-Stafira, Ph.D. Associate Professor Department of Biological Sciences Saint Xavier University 3700 West 103rd Street Chicago, Illinois 60655 phone: 773-298-3514 fax:773-298-3536 email: coch...@sxu.edu http://faculty.sxu.edu/~cochran/ http://faculty.sxu.edu/~cochran/ ___ From: Aaron T. Dossey bugoc...@gmail.com To: ECOLOG-L@LISTSERV.UMD.EDU Sent: Wednesday, January 30, 2013 8:25 PM Subject: Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program If you do for some reason (which I cannot currently imagine) to go to graduate school, here is some advice that will help you get the most out of it without putting the future of your career at risk: 1) pick a very HANDS-ON professor who spends a lot of time with his or her students and postdocs (eg: they spend lots of time in the lab) in a successful lab with a great reputation (lots of publications, with students and postdocs who have left it and have successful careers currently who can attribute it to having worked in that lab) and 2) insist that you ONLY will work on work that is from the professor's own ideas - from their grants and based on their ideas. Do not fall into the trap of working for a professor who expects you to come up with your own projects. You are there to learn from them primarily, and also to do parts of their research. If you already have a certain skillset and can come up with your own research projects and successfully execute them, you do NOT need to be a student (at least in that lab). Pick a lab and
[ECOLOG-L] Wetland Ecology Field Technicians - Colorado
The Colorado Natural Heritage Program (CNHP) at Colorado State University (CSU) seeks 4 to 6 experienced field technicians for summer field work assessing the condition of wetlands throughout the lower South Platte River Basin. All positions require field botany or ecology skills. Knowledge of plant taxonomy and species identification required. Preferred qualifications include experience in wetland or riparian ecology, knowledge of local flora, and familiarity performing field work for long days (10+ hours). Fieldwork will take place in randomly selected wetlands in urban areas, agricultural areas, and more remote natural areas as part of a river basin scale wetland condition and wildlife habitat assessment. Standard duties will involve driving and hiking to field sites; in-field plant identification and in-office plant identification with a microscope; extensive collection of vegetation, soil, wildlife habitat, and environmental data; detailed completion of field survey forms; and landowner interactions. Salary range: $2000 - $2800/month, plus per diem when traveling. Timeframe: 3-5 months (approx. mid-May-Sept 2013). To apply and view a complete position description, please visit: http://warnercnr.colostate.edu/employment-opportunities.html. First consideration of applicants will begin February 15, 2013. Applications will be accepted until July 31, 2013. CSU is an EO/EA/AA employer and conducts background checks on all final candidates.
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
A very dear friend of mine (age 46) just started his Masters, after losing almost a decade when he couldn't decide if he was going to start or not... That said, when we first met and he shared the idea, I strongly encouraged him to go ahead, resistance from some teachers to students their age is expected as is also from some students to young teachers..., there will always be some people that will discourage the idea, my advice,* if you really want this, GO AHEAD*. It is a bit tricky, though, and I would plan a strategy to be as efficient as possible, because let's face it, you want to start, but you also want to finish and of course, we cannot predict how the job market will be in two-four years but you might want to keep in mind the ideal position in case it comes up while you're in the program: I agree with Katharine (btw, bravo and congratulations Katharine!), I would ask around and meet with as many teachers as possible, what's the worst that can happen? that they say no, but then you'll also learn about them, because the first meeting is not just to say: hey, I have this idea, what do you think?, it's more to have a feeling of the interests of the professor, afterwards, you'll go ahead and explain your idea if you think it'll be a win/win situation... On that note, I don't have anything against inserting yourself in a lab, for as long as *they are pursuing questions that are also interesting for you*, of course, I do have to say, my committee found very refreshing when in our first meeting I had my research already in mind (as I think you do, you might have something in mind beyond a group of organisms)... However, the most important element..., the key, is the advisor, which is why you need to get to know several professors and their interests, and if it turns out that you guys have great chemistry and are in sync with your interests and ideas, then you found it!, otherwise, if after the interview you feel that it's not the right fit (which usually happens both sides), at least you built a potential collaboration... Best of lucks! Eimy -- -- Eimy Rivas Plata, PhD Postdoctoral Research Associate - Lutzoni Lab Department of Biology Duke University Research Assistant - Lichenology Department of Botany The Field Museum -- Life is the most spectacular show on Earth -- On Fri, Feb 1, 2013 at 12:42 PM, Elsa Youngsteadt eyoungste...@gmail.comwrote: Liane articulates many of the thoughts I also had on this subject. I would add that refusing to work independently and creatively as a grad student--thereby protecting your own ideas for later use--could backfire if you ever need your colleagues and supervisors to vouch for your ability to generate and execute independent, creative ideas. You can learn important methods and critical thinking from a mentor and a lab group in the context of a project that is motivated by your own curiosity and ideas. That, in my opinion, is a favorable situation. Of course the correct approach invariably depends on individual personalities, goals, and unique life situations--grad school is not one-size-fits-all. Cheers, Elsa On Fri, Feb 1, 2013 at 11:44 AM, Cochran-Stafira, D. Liane coch...@sxu.eduwrote: Aaron, I very strongly disagree with your statement about not coming up with your own research idea. My advisor expected all PhD candidates to work on their own projects - not feed off of his. Masters level students were held by the hand much more, and they did projects that were spin-offs from my mentors line of interest. PhD's should be creative and the best place to learn this is in grad school where your creativity can be monitored and mentored. Just working as another pair of hands in the lab is a waste of time. My mentor asked only to be second author on the first paper that came from the part of the project that involved his greatest level of mentoring and help. He clearly stated that all other papers were solely mine. I have continued to work with the same system since grad school, and there has been no issue with him stealing my ideas. I learned an incredible amount by working out how to do the experiments I needed to do; how to carry out statistical analyses I never learned about in class. I could go on, but you get the idea. I am quite amazed at your strongly negative opinion about this approach to grad school. And, by the way, I am one of the 14% (as reported in the a recent article in BioScience ) of female students who was successful in landing a desired academic position - so there was no effect on my career. Liane D. Liane Cochran-Stafira, Ph.D. Associate Professor Department of Biological Sciences Saint Xavier University 3700 West 103rd Street Chicago, Illinois 60655 phone: 773-298-3514 fax:773-298-3536 email: coch...@sxu.edu http://faculty.sxu.edu/~cochran/
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
I have been reading this with interest. As a 55+ graduate student in geography, I have found the program extremely accepting and supportive. I am attending Hunter College part of the City University of New York. This is my second masters degree the first being an MBA at NYU's Stern School of Business (where I was not a star student). The contrast between a large, wealthy private school and an city college with a limited budget is on the surface quite amazing. However the faculty at Hunter is terrific. I started searching for an advisor and subject for my thesis when I had completed almost all of my class work. I realized that I should have started the search much earlier in the program than I did. A number of faculty members were concerned that I had to few credits available to take classes in subjects that would be helpful to my thesis and where hesitant to take me on. In addition, my initial area of interest was well outside the department's expertise and I was not encouraged to pursue it. In retrospect, it was prudent since it would have been overwhelming to start a thesis on something I knew nothing about and not had any academic support. The most resistance I faced was due to my interest in GIS. (That I am sure is an another subject for conversation) There was never any indication that age was a problem. Hunter (actually it was the choice of the individual faculty members) supported both working with a faculty member drawing out something from their research or finding a research subject on their own. My thesis subject was a combination of both. BTW, I did not find the young, 20/30 somethings intimidating at all. I took additional classes both undergrad and grad in subjects that supported my interests. I did not have to take the GRE's for admission to business school. So at 55+ I took them for the first time. My math skills were old and abysmal. I took studying for the GRE's as a way to improve my math skills not just a means to improve my scores and I am very proud of my success. As a student of science I found the new knowledge extremely helpful. Having been successful in my selection of a university, my GRE scores, my academic achievement (GPA score) and thrilled by my area of study I now face something to which I have grave concerns, finding a job. I believe that academia is much more forgiving of age then the private sector, government or NGO community will be. At an age when many are beginning to think about retirement, I am beginning a new career. Wish me luck. One more point. The best introduction to employment I have seen is through internships. The faculty at Hunter is proactive in helping their students locate internships throughout New York City and elsewhere. I hope that sharing my story is of some help. The key is do what it takes... and if takes time, well, if it's what you want it's worth it. Best, Joy Joy Cytryn Research Assistant/ MA candidate Department of Geography Hunter College New York City -Original Message- From: Ecological Society of America: grants, jobs, news [mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Katharine Miller Sent: Friday, February 01, 2013 12:33 PM To: ECOLOG-L@LISTSERV.UMD.EDU Subject: Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program As a non-traditional student who will be defending her PhD next week (!), I can tell you that it can be very difficult to overcome the resistance to older students in graduate school. Despite having a lot of practical experience and an extremely strong academic record, I met serious resistance from Profs with whom I interviewed. One of them even told me that Profs like to make students in their own image by which she meant to indicate that, since I was approx. her same age, I was too old to be molded. I think that for some, a student with lots of experience outside academia may be threatening. It can be very difficult to figure out which Profs and programs will take older students. I would start by finding someone who is working in an area that interests you and contacting one or more of his/her students to ask what the relative ages and experience levels of the grad students are. I would also talk to professionals in the field you are interested in - those who have adv. degrees and especially those with connections to a University (either teaching or research). They may be able to provide an introduction to an adviser. I was lucky enough to find an adviser who actually prefers students who have some experience outside of school (I am in an oceanography program), and I am sure there are many like that out there in lots of ecological fields - they can just be difficult to find. Good luck!
[ECOLOG-L] Wildlife Vet Wanted!
To all the folks who work with a variety of wildlife everyday - this is your last chance to introduce yourself to Lucky Dog Films and possibly get your own TV show doing what you love! If you're a credible and independent wildlife vet, researcher, caretaker or wildlife rehabilitator that gets urgent calls every week to work with a variety of animals in the wild - we want to hear from you. A big personality a must, a desire to be on TV a plus! Please write i...@luckydogfilms.com - Do it now, before it's too late! Thank you. John
Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
Thank you all for the thoughtful responses, encouragement, and advice! After the weekend I will write a synopsis of email and on-list advice. Many have asked for confidentiality so I will write a synopsis in my own words and not mention any names. Although I have taken the GRE the scores are now greater than 5 years old and no longer valid (I've been at this for awhile!). Scores were 580 verbal, 720 quantitative. Generally my strategy has been to write professors inquiring if they will be taking students and providing my resume and a one page letter describing my situation and interests as they relate to the professors research. I provide my old scores and offer to take the GRE again if I am being considered for a position. Invariably the responses are along the lines of My lab is full and I will not be accepting new students. I think often times they actually do have room but don't want to be discouraging: a number of times they have posted openings shortly after the correspondence. Again, I am very grateful for all the input. Thank you very much. -Sean
[ECOLOG-L] Job Announcement -- Biological Technician Plants -- Northern Research Station USDA Forest Service WV
From: Huebner, Cynthia D -FS Sent: Friday, February 01, 2013 4:03 PM To: 'ECOLOG-L@LISTSERV.UMD.EDU' Subject: Job Announcement -- Biological Technician Plants -- Northern Research Station USDA Forest Service WV Please post this job announcement and share widely. Thank you. USDA Forest Service, Northern Research Station, Morgantown, WV Job Title: Field Technicians/Botanists (3 positions) Series and Grade: 0404 and GS 3 or 4, Temporary ( $11.95 or $13.41/hr) Location (Duty Station): Morgantown, WV Time Period: Mid-May - mid August, 2013, possible earlier start dates in April and extensions through September for one or more of the 3 three positions Duties: The selected persons will assist in surveying 56 research plots for three invasive plant species. The goal of this project is to evaluate invasive species growth and survival in sites with 1) no treatment, 2) prescribed burn, 3) shelterwood harvest, and 4) diameter-limit harvest, all with and without deer herbivory control. The research plots are located in WV, OH, and VA. A second project will require re-sampling 24 clear-cut forests in WV that are now 25 years old since the initial harvest. A third project consists of evaluating competitive interactions between tree of heaven and black locust sites in WV. While botanical and taxonomic skills are not required, a strong interest in understory vegetation and ability to learn to identify these plants is necessary. Good orienteering skills are desired. There will also be a need to tear down, establish, and re-establish some plots which could require carrying relatively heavy equipment in and out of sites on variable terrain. Those selected may also help with greenhouse, growth chamber, and common garden studies as well as enter data, and mount herbarium specimens. The selected persons must be willing to relocate to Morgantown, WV. They must also be a licensed driver, willing to travel extensively (with reimbursement and in provided government vehicles), and able to drive 4WD vehicles. Willingness to work in rough terrain and in over-grown vegetation with the possibility of encountering insects, ticks, snakes, and black bears, as well as in all kinds of weather is required. The persons should also work well independently as well as with others. Application Procedure: The vacancy announcements for these positions are posted at www.usajobs.govhttp://www.usajobs.gov/ under TEMPOCR-0404-03-GEN-DT and TEMPOCR-0404-4-PLANTS-DT. Search on these job titles, with Morgantown, WV as your location. Those who wish to be considered for these positions must apply by March 4, 2013. All qualified applicants who have applied to the announcement on or before March 4, 2013 will be considered. Before applying, you will need to set up your account on the USAJobs website. Be sure to include WV in your desired localities and to apply to both the 03 and 04, if you wish to be considered for both grade levels. Please also submit your resume to Dr. Cynthia Huebner, USDA Forest Service, Northern Research Station, 180 Canfield St., Morgantown, WV 26505, chueb...@fs.fed.usmailto:chueb...@fs.fed.us; (304) 285-1582 by March 4, 2013 or preferably earlier so that your application status can be confirmed. Contact Dr. Huebner if you have questions. Cynthia D. Huebner, PhD Research Botanist Ecology and Management of Invasive Species and Forest Ecosystems USDA Forest Service Northern Research Station 180 Canfield St. Morgantown, WV 26505-3180 (304) 285-1582 (phone) (304) 285-1505 (fax) chueb...@fs.fed.usmailto:chueb...@fs.fed.us http://nrs.fs.fed.us/people/chuebner This electronic message contains information generated by the USDA solely for the intended recipients. Any unauthorized interception of this message or the use or disclosure of the information it contains may violate the law and subject the violator to civil or criminal penalties. If you believe you have received this message in error, please notify the sender and delete the email immediately.
[ECOLOG-L] Graduate Research Positions: Ecosystem and Fire Ecology of the Everglades
Graduate research positions (MSc) are available in the Plant Ecology Lab at Florida Atlantic University (http://www.science.fau.edu/benscoterlab), starting in the summer or fall 2013. We are seeking students interested in fire ecology and/or carbon cycling in the Florida Everglades watershed to participate in projects funded through the US Geological Survey and US Department of Energy. Research in the Plant Ecology Lab focuses on the influence of disturbances (particularly fire and drought) on plant community structure and ecosystem carbon cycling in peat-forming wetlands from the Everglades to Alaska. Interdisciplinary collaborations and multi-biome studies avail opportunity for synergistic activities with other on-going research projects. Applicants must have a Bachelor's degree in biology, ecology, hydrology, or a related field (currently or prior to enrollment). Successful candidates must demonstrate an aptitude for research and the ability to work independently. Prior research experience in fire ecology, carbon cycling and/or plant ecology is preferred, as is the ability to conduct rigorous fieldwork in remote settings. A current, valid U.S. driver's license is preferred. Consideration of applications will begin immediately and will continue until the positions are filled. The application deadline for the Environmental Sciences Master's program (http://www.science.fau.edu/biology/envirosci/ ) is March 15, 2013. Applicants should send a written statement of graduate research interest, a copy of their CV or resume (including GPA and GRE scores), and names and contact information for two references via email to Dr. Brian Benscoter (bbens...@fau.edumailto:bbens...@fau.edu). ** Brian W. Benscoter, MSc PhD Assistant Professor Department of Biological Sciences Florida Atlantic University 3200 College Ave Davie, FL 33314 USA Office: DW437 Lab: DW434 Tel: 954.236.1141 Fax: 954.236.1099 Email: brian.bensco...@fau.edumailto:brian.bensco...@fau.edu Webpage: www.science.fau.edu/benscoterlabhttp://www.science.fau.edu/benscoterlab
[ECOLOG-L] Research Technician Position: Carbon Cycling in the Florida Everglades Watershed
A research technician position is available in the Plant Ecology Lab at Florida Atlantic University (www.science.fau.edu/benscoterlabhttp://www.science.fau.edu/benscoterlab) in support of a Department of Energy-funded project investigating carbon cycling in the Florida Everglades watershed. Duties will include: Coordination and participation in field data collection campaigns Maintenance of field and lab instruments Supervision of undergraduate assistants Participation in laboratory analyses and data collection Data QA/QC and project database management Applicants must be willing to participate in multi-day off-campus field campaigns and conduct rigorous field work in Florida wetland conditions. Applicants must have a valid US driver's license, good driving record, and must be bondable (for insurance purposes), as well as a Bachelor's or Master's degree from an accredited college or university in a relevant field (e.g., biology, chemistry, geosciences). The successful candidate will be detail oriented with an aptitude for conducting scientific research. Prior field research experience is preferred, as are skills in personnel and/or data management, statistics, gas exchange measurement (eddy covariance or chamber incubations), use of dataloggers, airboat operation, and soil or plant ecology. Base salary is $10/hr (negotiable, commensurate with experience). Duration is up to 2 years, with potential for further renewal contingent upon funding availability. Consideration of applications will begin immediately and will continue until the position is filled. Interested applicants should send a cover letter, CV or resume, and names and contact information of two references to Dr. Brian Benscoter (bbens...@fau.edumailto:bbens...@fau.edu) via email. ** Brian W. Benscoter, MSc PhD Assistant Professor Department of Biological Sciences Florida Atlantic University 3200 College Ave Davie, FL 33314 USA Office: DW437 Lab: DW434 Tel: 954.236.1141 Fax: 954.236.1099 Email: brian.bensco...@fau.edumailto:brian.bensco...@fau.edu Webpage: www.science.fau.edu/benscoterlabhttp://www.science.fau.edu/benscoterlab
Re: [ECOLOG-L] Measuring the Human Mind Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program
Wayne, the case you cite is quite different from the matter of the single datum of a GRE score. It also sounds like the department and faculty member were arrogant, but I was not there .. . Too bad for your friend. That clearly was not the place for her. But it sounds like it was the supposedly inferior program she had been in rather than GRE scores that mattered at the time when she originally entered the flagship school. For what it is worth, I have known high falutin' programs that advised students without research experience as undergraduates (formerly almost no one had it, now it seems that many grad programs demand it as a prerequisite for entrance, even if not explicitly stated) that they would stand a better chance for admission if they got into a MS program first, including at a regional state university, and applied after completing a thesis there. I have known students for whom that approach worked, and consequently have advised others that it might be a good move for them. david mcneely Wayne Tyson landr...@cox.net wrote: McNeely and Ecolog: I have never known one [adviser] who, faced with two applicants, opted for the one with the higher GRE scores rather than the applicant whose prospects for success in science were higher otherwise. --David McNeely Is this universally true, or does McNeely live in some academic paradise far from the maddening crowd? I have zero data on this, but do have anecdotes of other cases where, for example, a top student who had an M.S. from a (what do you call them, second tier?) state University that used to be a mere College wanted to get her Ph.D. from the top state university, which required her to take the M.S. program all over again before they would admit her to the Ph.D. program. Not only that, the student was required to practically prostrate herself at the feet of the department chair and major professor and be on campus practically all the time. The student had several jobs teaching and working at a museum (all relevant to her major, just to pay for her education and eat a sumptuous meal of beans and weenies (or their equivalent in luxury). She took it for a while, then left (forced out) and got her Ph.D. at Oxford at huge additional expense. I knew this woman very well, and, with the exception of my wife, I have never known a more tireless scholar and worker. In addition, she will be paying off, with huge interest, the student loan burden she incurred in the process, for the rest of her life. I know the professor well enough to get the distinct impression that she has a grand impression of herself. The students are finally demonstrating about extremely high tuition rates and huge golden parachutes for retiring (some with as little as three years at the university) officials. NOTE: No student or professor dare make this kind of comment on a Forum of this kind and you will notice how circumspect I had to be, careful not to name names. WT - Original Message - From: David L. McNeely mcnee...@cox.net To: ECOLOG-L@LISTSERV.UMD.EDU Sent: Friday, February 01, 2013 6:53 AM Subject: Re: [ECOLOG-L] Advice for 36 year old trying to get into M.S. program Each individual school has a score age after which it expects new results. However, AFAIK one can take the exam as often as one wants to pay the money and spend the time and effort. The most recent score is the one reported. So, for a person whose scores are high enough, retaking is foolish (may be risky?). For a person with low scores, retaking may make sense. For a person with seasoned undergraduate training, some brush-up might be appropriate. I doubt retaking would make the difference in admission to a program unless it is a matter of a cutoff score, and one is able to move the score above that mark. Especially for a seasoned applicant, performance in the work world would be more important to a prospective adviser (and having a prospective adviser who wants you is the single most important factor in admission to many programs). Many programs that have a cutoff score for the GRE treat that as a pass-fail condition. If one makes the cutoff, then other variables are considered, but the GRE is of no further consideration. That may not be true for some programs, but I have never met a faculty member who looked beyond pass-fail on the cutoff score. All I have met looked at other variables. Another way of putting that is that I have known situations where a prospective adviser said to an applicant, I couldn't take you because the Graduate School turned you down for GRE scores. If you can get your GRE scores up to the Graduate School's cutoff, then we can try again. I have never known one who, faced with two applicants, opted for the one with the higher GRE scores rather than the applicant whose prospects for success in science were
[ECOLOG-L] How do I field for research-based employment?
Hello All, I am a University of Maryland student majoring in Geographic Information Systems Computer Cartography, a minor concentration in Geographic Information Science. I would like to pursue graduate research in Hydrogeology in the Northeast, particularly in New Hampshire or Vermont, and I am currently in the process of submitting an application to Dartmouth College(albeit, beyond the deadline for preferential consideration). Regardless of my acceptance status, I plan to move to New Hampshire, or an adjacent area of Vermont, to be closer to the school and the environment in which its faculty conducts its research. I would like to begin looking for jobs in that area, but I know that I will not be moving there until at least July. Additionally, I do not have field experience using GIS, outside of the classroom. Since many positions require or prefer previous work experience, could anyone advise me on how to prepare myself for a protracted entry-level research-based job hunt in a 6 month time frame? I am currently taking one course to satisfy a degree requirement, and work about 30 hours/week as an Office Manager for a branch of the Maryland Fund for Excellence. Since I have worked for the MFE in progressive capacities since 2008, I value my current position as HRM experience that I will inevitably be able to employ after I have performed research at the graduate level. Thanks for your consideration, and I hope that you all have an amazing Superbowl Weekend ( Go Ravens!). Best, Arnell Limberry -- Arnell Limberry B.S. Geographic Information Systems Computer Cartography, 2013 University of Maryland College Park
[ECOLOG-L] Staff Scientist - Ecological Informatics @ NEON
This ad is also available at http://www.neoninc.org/jobs/ecologicalinformatics 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, re-locatable, 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 cyber-infrastructure 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: NEONs measurement systems collect a wide variety of data obtained from instruments, gathered by observations of several organismal taxa, and derived from samples from terrestrial and aquatic ecosystems, as well as data from airborne hyperspectral, LiDAR, and high-resolution optical imaging. As part of NEONs mandate to ensure free and open access and interoperability of this data, assuring2 that NEON data products are both standardized and standards-based is a key responsibility of the Data Products team. The Staff Scientist-Ecological Informatics will work to both define and refine NEONs strategy for data, data product, and metadata architecture as applied to the heterogeneous data products NEON will produce. This involves understanding NEONs data and sample acquisition systems, the computational impacts of organizing this information, the scientific drivers for collecting these data, and the communitys needs for this data, weaved through interactions with NEON staff scientists, its Cyberinfrastructure team, and internal and external working groups providing expertise and feedback. The incumbent will also provide high-level expertise in designing, developing, and implementing state-of-the-art tools for finding, utilizing, and analyzing scientific data, as well as providing full documentation enabling provenance and traceability. This position reports to the Assistant Director for Data Products. Essential Duties and Responsibilities: Help guide development of an integrated approach to data and metadata architecture useful and appropriate for NEON data and data products. Contribute to the development of NEONs data and sample acquisition systems architecture, using an understanding and consideration to the computational impacts of organizing the ecological information, the scientific drivers for collecting these data, and community needs for this data. Coordinate and collaborate with NEON staff scientists and engineers to gather requirements for metadata architecture design and implementation. Provide expertise and feedback in designing, developing, and implementing state-of-the-art tools for finding, utilizing, and analyzing scientific data. Prepare and provide full documentation of the rationale for, and design of, data product and metadata architecture. Develop process improvements for organizing diverse ecological data. Investigate and recommend effective techniques to organize, standardize, and deliver comprehensive and diverse NEON data and supporting documentation for diverse audiences. Travel to national conferences (1-3 times per year). Required Education, Experience, Knowledge, Skills: M.S. (Ph.D. Preferred) in Ecology, Environmental or Earth Sciences, Astronomy, Computer Science or Physics. Two or more years experience. Expertise with major data and information technologies and standards, including World Wide Web Consortium (W3C), Information Standards Organization (ISO), Federal Geospatial Data Committee (FGDC), and Open Geospatial Consortium (OGC). Extensive knowledge and experience with biodiversity informatics project architecture, including that of DataONE, LTER, Earth Microbiome Project, and GBIF. Experience with scientific data formats, including NetCDF, HDF, EML, XML, and others. Experience with data structures, such as ISO 19123 and 19109 standards, OGC Common Data Model. Expertise with metadata standards, including ISO 19115, Darwin Core and extensions, FGDC, and NetCDF CF conventions. Experience with scientific data repository architectures, such as USGS EROS, or NASA DAACs. Demonstrable knowledge of modern programming languages, such Java, Python, and C++. Preferred Education, Experience, Knowledge, Skills: Data modeling experience (relational and unstructured). Experience as a user community-facing data provider. Extensive knowledge of data and metadata standards
[ECOLOG-L] Environmental Technology and Management Degree
Recent graduate with a BS in Environmental Technology seeking full time employment or research opportunities in the Raleigh area. Any suggestions? Looking to start immediately.
[ECOLOG-L] Staff Scientist - Ecological Statistics @ NEON
This ad is also available at http://www.neoninc.org/jobs/ecologicalstatistics 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, re-locatable, 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 cyber-infrastructure 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: NEONs measurement systems collect a wide variety of data obtained from instruments, gathered by observations of several organismal taxa, and derived from samples from terrestrial and aquatic ecosystems, as well as data from airborne hyperspectral, LiDAR, and high-resolution optical imaging. In addition, NEON is contributing to, and leveraging from, community-built models of land surface dynamics, aquatic and terrestrial biogeochemistry, hydrology, and vegetation canopy structure. All of these efforts are geared toward providing high-quality data products to NEONs user communities, both as value-added scientific contributions to understanding driver-response feedbacks in ecosystems, but also as examples of how to utilize NEON data and data products for leveraging NEON as a platform for such studies. A major component of this effort is architecting statistically defensible algorithms contributing to our understanding of these processes, and reporting these approaches in conjunction with NEON data products. Such approaches run the gamut of applications, from simple methods to gauge data quality to highly advanced methods utilizing networked models or model-data fusion. The Staff Scientist-Ecological Statistics, will utilize their extensive expertise in statistical methods and deep background in the environmental, ecological, or earth sciences, to drive the development and implementation of community-vetted, state-of-the-art statistical methods as applied to the universe of NEON data products. This will involve working closely with all NEON science teams, including the Cyberinfrastructure, Systems Engineering, and Engineering teams, to develop, implement and document these approaches. Further, the incumbent will work as a resource for the NEON Science Division, utilizing interdisciplinary statistical methodologies applied to NEON scientific goals, broadly applied across its diverse measurement systems. This position reports to the Assistant Director Data Products. Essential Duties and Responsibilities: Contribute to the definition and optimization of NEONs approach to continental scaling of ecological processes. Help refine NEONs approach to addressing high-level science questions, such as those enabling research into terrestrial-aquatic biogeochemical links, gradient themes, and combined use of biogeochemical and microbial data, utilizing cutting-edge spatial, temporal, and spatiotemporal statistical techniques, such as hierarchical modeling, multi-model inference, and data assimilation. Develop production-grade, state-of-the-art algorithms for combining heterogeneous data and data products from NEON measurement and observation systems, spanning multiple spatial and temporal scales. Integrate deeply across NEON science teams, effectively leveraging and incorporating planned and existing scientific designs into algorithmic architecture. Contribute to the design, implementation, and operationalization of statistical techniques used by other NEON science and engineering teams. Coordinate and collaborate with Cyberinfrastructure and Systems Engineering teams. Create and make presentations at professional meetings, and reports. Travel to national conferences (1-3 times per year). Required Education, Experience, Knowledge, Skills: Ph.D. in Statistics, Ecology, Biology, Environmental or Earth Sciences, Astronomy, or Physics. Three or more years experience. Extensive knowledge of and experience with foundational statistics, both frequentist and Bayesian. Extensive knowledge of and experience of two or more ecological sciences as relevant to NEON. Peer-reviewed journal publications and high standing in the statistics and ecology communities. Extensive knowledge of statistical inference and its application to ecological sciences. Extensive knowledge of spatial, temporal, and spatiotemporal statistical
[ECOLOG-L] Google+ community on Biocultural Landscapes and Seascapes
We have created the Google+ community Biocultural landscapes and seascapes (BCLS). It is a place designed for Scientists, Managers, Landowners, NGOs, Community or State representatives and other Stakeholders from civil society, around how we understand the interaction between the Ecology, Economy, Sociology, and Cultural identity in landscapes and seascapes across the world. The goal is to discuss and learn how to make better decisions that balance these different objectives for the long-term sustainability of our landscapes, riverscapes, seascapes ... We are currently 150 members who are sharing daily our passion with other Ecologists, conservation practitioners, invasion biologists, Economical Ecologists (ecosystem services, cost-effectiveness ...), Political Ecologists (environmental governance, econometrics ...), Cultural ecologists (Ethnoecologists, human ecologists ...), Agroecologists/forestry/seafarming, Decision scientists (optimal control for multi-objective, multistakeholders) from across the world around this topic. This community is a good place to learn from the different approaches around the globe and confront different visions from different cultures. We have created different sections in relation with BCLS for you, including job advertisements, promotion of your papers, of your videos, of your power- point presentations, your ongoing projects to discuss with landowners, managers, decision makers ... Hope to see you at this address: https://plus.google.com/u/0/communities/110834970079444098643 Very sincerely, JB
[ECOLOG-L] Toolik Field Station Environmental Data Center Manager
We are seeking an enthusiastic and experienced individual to manage the Environmental Data Center (EDC) for the Toolik Field Station (TFS). The goal of the EDC is to collect and manage data on key environmental drivers and biological responders to climate change in the local Toolik environs. This baseline data is provided to the science community of Toolik for their use as background and context for framing specific questions and hypotheses about plant and animal adaptation to the Arctic, the structure and function of arctic ecosystems, and responses and feedback of the arctic environment to climate change. Please see http://toolik.alaska.edu/edc/ for more information. Duties include: (1) Manage the collection of data on plant phenology and arrival, departure, status and abundance of birds in the Toolik region, (2) summarize these data, develop protocols, provide quality assurance and quality control (QA/QC), and provide metadata, (3) integrate availability of all EDC data (including climate data collected and QA/QCd by our meteorological group) with GIS and web-based server team and make them available to the public via the EDC website, (4) assist in the further development of the Biodiversity/phenology program with guidance from TFS management and the external EDC science advisory committee, (6) manage core and general-use field and laboratory equipment for TFS scientists and (5) supervise summer seasonal staff. This position requires residence at TFS half to three-quarters time from mid-May through September of each year; otherwise the job location is at the University of Alaska Fairbanks. The desired candidate will possess: (1) Familiarity with biological monitoring protocols developed in other arctic settings, and knowledge of arctic birds and vegetation, (2) strong written and oral communication and quantitative skills, (3) self-motivation, independence and the ability to work with minimal supervision, as well as ability and willingness to work with site investigators, (4) excellent organizational and documentation skills, and (5) prior supervisory experience. Desired qualifications include M.S. in the Biological Sciences with a background in plant ecology, population biology of plants or animals, and/or significant experience. For more information about the position, contact Dr. Syndonia Bret-Harte msbretha...@alaska.edu, the supervisor for this position. This is a full-time position with benefits. To apply, use the following link: www.uakjobs.com/applicants/Central?quickFind=79939. In your application, include a cover letter, c.v. or resume, and the names, email addresses, and phone numbers of three professional references. In your cover letter, explain how your experience, training, and professional goals apply to this project, and anything you think will convince us you are the right person for the job. For full consideration, you must apply by February 15, 2013. Person(s) hired by the University of Alaska Fairbanks must comply with the provisions of the Federal Immigration Reporting and control Act of 1986 and must possess a valid social security card. All Nonresident Aliens must provide proof of eligibility to work. The University of Alaska Fairbanks is an equal employment opportunity/affirmative action employer and educational institution. Your application for employment with the University of Alaska is subject to public disclosure under the Alaska Public Records Act. Women and minorities are encouraged to apply. Applicants needing reasonable accommodation to participate in the application and screening process should contact the Assistant Director at 474-6259. UAF is an EO/AA Employer and Educational Institution.
[ECOLOG-L] Job Announcement: Multi-species Survey (20)- Idaho
Interested in climate change and its effect on various species? Come to the mountainous Idaho panhandle and join an effort to collect climate data and conduct surveys for a variety of species that no one has looked for in years. Spend your days hiking and exploring coniferous forests, spruce bogs and alpine lakes. Spend your nights camping under the stars. The Idaho Department of Fish and Game (IDFG) is seeking approximately 15 field technicians and 3-5 crew leaders for the Multi-species Baseline Initiative (MBI) 2013 summer field seasonhttps://fishandgame.idaho.gov/content/baseline. Technicians will conduct surveys for taxon such as gastropods, insects, and amphibians and will co-locate climate loggers on survey plots. Duties may include setting gastropod cover traps, digging pitfall traps, conducting timed searches for gastropods and other invertebrate species, collecting and preserving gastropod and insect specimens, collecting water samples, dip netting for amphibians and recording all observations of species of interest. Plots are accessed by driving 4x4 trucks on unimproved mountain roads and hiking with a heavy pack (≥30lbs) off-trail through dense brush and rough terrain. Crew leaders will be responsible for 3-5 technicians, in addition to conducting their own surveys. Crew leaders’ duties may include ensuring correct plot set up, data accuracy, technician safety, training and gear allocation among other obligations. All employees will be required to work alone during the day and therefore, must be self-sufficient and comfortable working alone and as part of a team. All employees must also be willing to work long hours in variable weather conditions (rain, snow, wind) and biting animals (mosquitos, black flies, grizzly bears). Primitive camping, often without phone service and facilities, will be required. When not in the field, technicians will be organizing samples and entering data. Work schedule will be 9 days on and 5 days off. Pay will start at $12.31/hour for technicians and $14.81/hour for crew leaders. Positions will start in early May (with some starting in early-April) and will continue through August. Qualifications: Applicants must be physically fit, self-motivated, have a positive attitude, and be able to work independently. Desired qualifications include: 1) the ability to camp and work alone in grizzly bear country, 2) experience navigating primitive dirt roads and cross country with maps, compasses and GPS units, and 3) the ability to accurately collect data with an attention to detail. Applicants should have at least one season of field work experience and some college level natural resource-related course work. Taxonomic knowledge of gastropods, insects, other invertebrates, amphibians, and reptiles would be beneficial, but not required. Those wishing to be considered for the crew leader positions must also have at least three seasons of field work experience and previous experience in a leadership position. Previous experience leading field crews would be beneficial. Competition for the crew leader positions will be fierce. Please indicate in your cover letter if you would still be interested in a technician position if the crew leader positions are filled. To Apply: For all positions no later than February 20, email a resume, contact information for 3 professional references and a cover letter specifically illustrating your worst day in the field, previous experience camping and working independently (500 words or less). Those wishing to be considered for the crew leader position should also include a description of your previous leadership experience in the cover letter. Please send all documents in ONE document to: Shannon Ehlers Wildlife Research Biologist Idaho Department of Fish and Game baseline...@gmail.com
