[ECOLOG-L] Job opening: Research Assistant Professor (ecohydrological modeler)

[Jin Yao]

Jornada Basin Long Term Ecological Research Program (Jornada LTER) at New 
Mexico State University (NMSU) is hiring a Research Assistant Professor as an 
ecohydrological modeler. Jornada LTER (http://jornada.nmsu.edu/lter) is an 
interdisciplinary team of investigators from seven major universities and three 
federal agencies conducting research at the USDA Jornada Experimental Range and 
the NMSU Chihuahuan Desert Rangeland Research Center near Las Cruces, NM, USA. 
The goals of the Jornada LTER are to understand and quantify the mechanisms 
that generate alternative states in dryland ecosystems, and to predict future 
states and their consequences for the provisioning of ecosystem services.

A brief description of the two-year position is below - for more details, and 
to apply, see the web links below. Please forward this information to 
interested applicants. Dr. Debra Peters 
(debpe...@nmsu.edu), Lead Principal Investigator of 
the Jornada Basin LTER, can be contacted for more information.

https://jobs.nmsu.edu/postings/24372

Position job title: Research Assistant Professor
Rank: Assistant Professor
Tenure status: Non-Tenure Track
Appointment status: Regular, Full-time
Appoint base: Annual
Posting date: 2/1/2016
Closing date: 3/15/2016

Position summary: This is a two-year appointment (starting fall 2016). New 
Mexico State University and the Jornada Basin Long-Term Ecological Research 
(LTER) project invite applications for a research faculty position in 
ecohydrological modeling. We seek highly qualified individuals with research 
experience and interest in coupling ecosystem and hydrological models, 
distributed ecohydrological modeling, and semiarid ecohydrological processes 
involving vegetation transitions and state changes.

Required Qualifications:

* Ph.D. in ecology, hydrology, earth and environmental science or 
closely related field is required at the time of appointment.

* Experience in:

1)  using ecohydrologic models, including code development,

2)  calibration and testing techniques with observations, and

3)  scenario analyses.

* Strong written and oral communication skills required, as evidenced 
by peer-reviewed publications and presentations at professional meetings.

[ECOLOG-L] Job opening: USDA ARS Supervisory Research Ecologist/Rangeland Management Specialist

[Jin Yao]

OUTREACH NOTICE
USDA-Agricultural Research Service
Range and Meadow Forage Management Research Unit
Burns, Oregon

The USDA-ARS is hiring a GS14/15 Supervisory Research Ecologist/Rangeland 
Management Specialist (GS-0408/0454).  The purpose of this outreach is to 
inform potential applicants of the position, instruct how to apply for the 
position, and who to contact for further information.

About the Position

The USDA-ARS is advertising for a GS14/15 Supervisory Research 
Ecologist/Rangeland Management Specialist.  The duty station for this position 
is Burns, Oregon in the southeastern portion of the state. The incumbent would 
serve as Research Leader for the Range and Meadow Forage Management Research 
Unit.

This position offers a challenging career opportunity for a dynamic individual 
seeking a rangeland research leadership role.  The incumbent serves as the 
Research Leader over a complex research program providing the science for sound 
land and livestock management focusing on productivity, weed invasion, species 
composition, and water, carbon, and nitrogen cycles in rangeland and meadow 
plant communities of the Great Basin.  Oversight includes direct supervision of 
unit employees to develop high quality research outcomes with impact.

The incumbent will also perform leading research to improving the resilience 
and recovery of rangeland ecosystems, providing sustainable systems for 
multiple land uses, including livestock grazing, wildfire protection, and 
restoration of sage grouse habitat, with emphasis on control of invasive annual 
grasses. As Research Leader, the incumbent is expected to develop 
collaborations and communicate technical information to a variety of 
stakeholders including government officials, scientific and academic 
communities, national or international scientific organizations, and diverse 
community and non-government groups.
About the Research Unit

The Range and Meadow Forage Management Research Unit is located at the Eastern 
Oregon Agricultural Research Center, which is operated cooperatively with 
Oregon State University.  Currently, there are 13 permanent employees 
consisting of five scientists with expertise in rangeland management, plant 
physiology, and ecology; five technicians; and three office support staff.  The 
Center serves two major cattle-raising environments of the region:  the Great 
Basin sagebrush-steppe, and the inland coniferous forests.  The Unit's mission 
is to develop agricultural and natural resource strategies that maintain or 
enhance intermountain forest and shrub steppe ecosystems for the benefit of 
present and future generations.  The current program includes research on 
invasive species; ecology and management of sagebrush range, juniper dominated 
sites, and riparian zones; livestock behavior; management of flood meadows; and 
traditional livestock management.  Unit scientists and staff, in collaboration 
with their OSU colleagues, provide information and research services for 
ranchers, public land managers, hay producers, environmental groups, and the 
general public.  Dissemination of information is achieved via journal 
publications, tours, field days, public presentations, and individual contacts.

Burns, Oregon and Surrounding Areas

Burns is located in the heart of eastern Oregon's wide open rangelands in 
Harney County.  This incorporated "old west" community has a population of 
approximately 4,000 and is known for its surrounding natural features and 
outdoor recreation opportunities.  Camping, hiking, fishing, and hunting are 
just a few activities that occur on public lands in the Blue Mountains to the 
north, Steens Mountain to the south, and many other remote, scenic areas.  
Because of the nearby Malheur National Wildlife Refuge, the area is renown for 
being a spectacular bird watching destination.  Historically, Burns has 
supported the county's economic base of farming and ranching.  Tourism based on 
sports and recreation is on the rise.  Burns is a full service community with 
hospital and medical facilities; a small airport; public elementary/middle 
school; public high school; access to higher education facilities; and several 
churches affiliated with a variety of religions.  Housing is available below 
national average costs.  For additional location information, visit the 
following websites:


* City of Burns: http://ci.burns.or.us/

* Harney County: http://www.co.harney.or.us/

* Harney County Chamber of Commerce: http://www.harneycounty.com/

* Harney County public schools: 
http://www.burnsschools.k12.or.us/site/default.aspx?PageID=1

How to Apply


* The vacancy announcement for this position (Job Announcement Number: 
ARS-D16W-0127) is posted 
on the U.S. Government official website for employment opportunities at: 
www.usajobs.gov.  All applications must be received 
through this

[ECOLOG-L] Tenure Track Positions and the Jornada Basin LTER

[Jin Yao]

We have two faculty positions open at New Mexico State University that are 
intended to support the Jornada Basin Long Term Ecological Research Program. 
One is broadly defined as a 12-month Associate or Full Professor of 
Environmental Sciences and the second is a 9-month Assistant Professor of 
Pedology.

Both are excellent opportunities to work closely with the Jornada LTER 
(http://jornada.nmsu.edu/lter), an interdisciplinary team of investigators from 
seven major universities and three federal agencies conducting research at the 
USDA Jornada Experimental Range and the NMSU Chihuahuan Desert Rangeland 
Research Center near Las Cruces, NM, USA. The goals of the Jornada LTER are to 
understand and quantify the mechanisms that generate alternative natural and 
human-dominated states in dryland ecosystems, and to predict future states and 
their consequences for the provisioning of ecosystem services.

A brief description of each position is below - for more details, and to apply, 
see the web links below. Please forward this information to interested 
applicants. Dr. Debra Peters (debpe...@nmsu.edu), 
lead PI of the Jornada Basin LTER, can be contacted for more information.

https://jobs.nmsu.edu/postings/24004
Associate/Professor of Soil or Environmental Science

Rank

Associate Professor, Professor

Tenure Status

Tenure Track

Position Summary


The candidate will join plant, soil and environmental scientists in a 
multidisciplinary department that teaches courses in support of BS, MS, and PhD 
degree programs. Teaching and advising at the graduate level must be viewed as 
a vital career component. Teaching a course in field research methods and an 
additional course in the candidate's specialty will be part of the 
responsibility for the successful candidate. Research conducted in arid and 
semiarid ecosystems should include interdisciplinary approaches to study the 
current, past, and future links between soils and life in the critical zone 
with applications to land and water resources. The successful candidate is 
expected to collaborate with researchers in- and outside the department and 
college to achieve teaching and research goals as well as contribute to guiding 
the Jornada Basin Long Term Ecological Research Program funded by the National 
Science Foundation. The successful candidate must develop an externally funded 
research program and effectively communicate research findings by publishing in 
refereed journals.

Required Qualifications


Ph.D. in Soil Science, Ecology, Geoscience, Agronomy or closely related 
discipline is required. Evidence of obtaining external funding for and 
conducting landscape-scale research in arid and semiarid ecosystems is 
required. Research on the role of plants, soil processes, water, and 
geomorphology in ecosystem dynamics is desirable. The desire and ability to 
collaborate with other scientists in a multidisciplinary setting is necessary.

Preferred Qualifications (optional)


Experience with NSF funded projects is desirable.


Special Instructions to Applicants


Please include sample publications with your letter of interest


Appointment Status

Regular, Full-time

Appointment Full-time Equivalency

1.0

Appointment Base

Annual

Posting Date

12/04/2015

Closing Date

02/29/2016





https://jobs.nmsu.edu/postings/24095
Assistant Professor of Pedology

Rank

Assistant Professor

Tenure Status

Tenure Track

Position Summary


The pedologist will join a faculty of plant, soil and environmental scientists 
in a multidisciplinary department that teaches courses in support of BS, MS, 
and PhD degree programs. Teaching and advising at the graduate and 
undergraduate levels must be viewed as a vital career component. Teaching an 
undergraduate course in Soil Morphology & Classification, additional courses in 
environmental or soil science, and a course in the candidate's specialty will 
be the major responsibility for the successful candidate. Research will be 
conducted in agricultural, urban, rangeland and/or desert ecosystems. The 
successful candidate is expected to collaborate with researchers in- and 
outside the department and college to achieve teaching and research goals as 
well as collaborate with the Jornada Basin Long Term Ecological Research 
Program funded by the National Science Foundation. The successful candidate 
must develop an externally funded research program and effectively communicate 
research findings by publishing in refereed journals. Participation in 
professional and campus-wide service is expected.

Required Qualifications


Ph.D. in Soil Science, Environmental Science, Geoscience, Agronomy or closely 
related discipline is required. Evidence of experience conducting 
landscape-scale research related to pedologic and biogeochemical processes in 
natural or agricultural landscapes is required. The desire and ability to 
collaborate with other scientists in a multidisciplinary setting is necessary

Re: Crisitunity

[Jin Yao]

Crisis and opportunity are not the same words in Chinese.

crisis:  =E5=8D=B1=E6=9C=BA  (Pronunciation in English letters: Wei Ji)
opportunity: =E6=9C=BA=E4=BC=9A (pronunciation in English letters: Ji =
Hui)

Yes, there is one word same (Ji) in the two two-word phrases.  But =20
this does not mean anything.  For example,  "nation" and =20
"determination" both have "nation" in the words, do they mean the same?

Jin Yao


On Apr 2, 2007, at 2:31 PM, patrick wrote:

> In China, the word for "crisis" is the same as the word for =20
> "opportunity".
>
> -Barney, a la The Simpsons.
>
>
> Patrick
>
>
>
> -Original Message-
> From: Ecological Society of America: grants, jobs, news
> [mailto:[EMAIL PROTECTED] On Behalf Of stan moore
> Sent: Monday, April 02, 2007 12:23 PM
> To: ECOLOG-L@LISTSERV.UMD.EDU
> Subject: regarding my recent postings on crises ahead
>
> Folks --
>
> Just to avoid a bit of possible confusioin, I would like to point =20
> out that
> among my own postings in the last couple of weeks are references to =20=

> multiple
>
> problems, all of which seem to be coming at us simultaneously, some =20=

> of which
>
> interact and synergize with one another and some of which have had =20
> proposed
> solutions that create yet new crises.
>
> Global climate change is absolutely a crisis facing humanity, but =20
> in and of
> itself is the least mentioned crisis by me, because I believe this =20
> group
> well understands the nature of the crisis.  I have not mentioned =20
> global
> climate change in the context of discussions of alteration of our
> civilization.  What I have discussed to some extent are how some of =20=

> the
> proposed solutions for global climate change, designed to reduce =20
> carbon
> emissions into the atmosphere, such as biofuels, pose their own =20
> threat to
> the local ecologies as well as to the survival of subsistence =20
> farmers in the
>
> poorer nations of the world.
>
> But biofuels are also a proposed solution to yet a different =20
> problem, which
> I can call the Peak Oil crisis.  This is THE huge crisis I have =20
> focused on
> with regards to the survival of our civilization as we have known =20
> it.  Peak
> Oil means the depletion of 1/2 of all known petroleum deposits ever =20=

> produced
>
> by planet Earth, with severe implications as to the ability of =20
> nations to
> run their economies, to feed the masses, to transport people and goods
> around the planet as well as locally,  and so forth.  A good =20
> reference to
> explain why Peak Oil is such a big deal is "The Party's Over:  Oil, =20=

> War, and
>
> the Fate of Industrial Society" by Richard Heinberg.
>
> Biofuels, in addiition to theoretically reducing global climate =20
> change by
> decreasing carbon emissions, are also alternative fuels to =20
> petroleum and are
>
> allegedly sustainable forms of energy.  A new report from Asia this =20=

> week
> pointed out that palm oil, formerly considered a sustainable, non-=20
> polluting
> form of energy, is not carbon-neutral, in part because a =20
> significant amount
> of area planted to palm trees to produce the oil are in peat bogs, =20
> whose
> alteration will release far more carbon into the atmosphere than =20
> saved by
> the burning of palm oil This realization is causing nations and =20=

> big
> industries to rethink their plans to continue to dramatically =20
> expand palm
> oil production in order to produce sustainable, renewable, "low =20
> impact"
> energy.
>
> Kunstler wrote about peak oil as a mechanism that will drive enormous,
> perhaps catastrophic changes to our society.  Michael Klare wrote =20
> about
> resource wars, primarily based on the competition for petroleum by =20
> world
> powers moving forward.  Kunstler may or may not be aligned with Lyndon
> Larouche -- I don't know and I am not a Larouche supporter in any =20
> way.  But
> Kunstler's vision of how the U.S. will be forced to change due to =20
> Peak Oil
> is consistent with the analyses of other informed persons, including
> Heinberg and others.  It is positively mild by comparison with the =20
> vision of
>
> Jay Hanson, who sees no way to avoid nuclear war in years ahead.
>
> Richard Clark Duncan's Olduvai Gorge Theory is not precisely about =20
> Peak Oil,
>
> though Peak Oil is integral to the fact that the length of the =20
> tenure of
> industrial society can be predicted empirically.  But Duncan's =20
> analysis uses
>
> data that by far predate the burning of oil and it is only because =20
> oil has
&

Int'l Jnl of Teching and Learning in Higher Education

[Jin Yao]

> International Journal of Teaching and Learning in Higher Education
> http://www.isetl.org/ijtlhe/
> Call for Papers
>
> PURPOSE OF JOURNAL
> The International Journal of Teaching and Learning in Higher =20
> Education (ISSN 1812-9129) provides a forum for higher education =20
> faculty, staff, administrators, researchers, and students who are =20
> interested in improving post-secondary instruction. The IJTLHE =20
> provides broad coverage of higher education pedagogy across diverse =20=

> content areas, educational institutions, and levels of =20
> instructional expertise. The specific emphasis of IJTLHE is =20
> dissemination of knowledge for improving higher education pedagogy. =20=

> Electronic distribution of IJTLHE maximizes global availability.
>
> All manuscripts submitted to IJTLHE should be in accord with the =20
> journal's purpose - to encourage the study, development, =20
> application, and evaluation of higher education pedagogy. All =20
> manuscripts are refereed (blind) using a peer-review process =20
> involving at least two reviewers. The acceptance rate of IJTLHE is =20
> approximately 25%.
>
> TYPES OF MANUSCRIPTS
> Research Articles: Research articles include 15-25 page manuscripts =20=

> that are theoretical or empirical in nature. Research articles are =20
> to be well grounded in the relevant literature and present =20
> knowledge, methods, and insights relevant to higher education =20
> pedagogy. The broad scope of the journal and its diverse readership =20=

> necessitates that research articles address issues that have a wide =20=

> appeal and significance in higher education.
>
> Instructional Articles: Instructional articles are 10-20 page =20
> manuscripts designed to explain and clarify innovative higher =20
> education teaching methods. Instructional articles, while grounded =20
> in the literature on higher education pedagogy, focus on the =20
> explanation of tentative, emerging, or alternative teaching =20
> methodologies, rather than the strict reporting of empirical data.
>
> SUBMISSION PROCEDURE
> All submissions to IJTLHE must be made online through the Online =20
> Submission utility. Prior to submitting a manuscript, please read =20
> carefully the Submission Guidelines. Do not send submissions by =20
> email or postal mail.
>
> REVIEW PROCESS
> Upon submission, all authors will receive an acknowledgement of =20
> receipt. Each manuscript will be blind reviewed by two members of =20
> the Review Board. The review process will take approximately 4-6 =20
> weeks. At the end of the four-week review process authors will be =20
> notified as to the status of their manuscripts.
>
> --=20=

> 
>
> International Journal of Teaching and Learning in Higher Education
> Volume 18, Number 3
>
> GENERAL ISSUE
> --=20=

> --
> The above issue is now available at:
> http://www.isetl.org/ijtlhe/current.cfm
> --=20=

> --
>
>
> The Effect of Varied Cognitive Strategies Used to Complement =20
> Animated Instruction in Facilitating Achievement of Higher Order =20
> Learning Objectives
>Huifen Lin, Kun Shan University, Taiwan
>Francis Dwyer, The Pennsylvania State University
>Jeff Swain, The Pennsylvania State University
>
> International Journal of Teaching and Learning in Higher Education, =20=

> 18(3), 155-167.
> http://www.isetl.org/ijtlhe/pdf/IJTLHE101.pdf
>
> --=20=

> --
>
> Virtual Mentoring in Higher Education: Teacher Education and Cyber-=20
> Connections
>Sandy Watson, University of Tennessee at Chattanooga
>
> International Journal of Teaching and Learning in Higher Education, =20=

> 18(3), 168-179.
> http://www.isetl.org/ijtlhe/pdf/IJTLHE104.pdf
>
> --=20=

> --
>
> How Do Faculty Experience and Respond to Classroom Conflict?
>Steven Meyers, Roosevelt University
>James Bender, Roosevelt University
>Erin Hill, Harvard Medical School
>Shantha Thomas, Roosevelt University
>
> International Journal of Teaching and Learning in Higher Education, =20=

> 18(3), 180-187.
> http://www.isetl.org/ijtlhe/pdf/IJTLHE115.pdf
>
> --=20=

> --
>
> Walking the Talk: The Complexities of Teaching about Teaching
>Tamara Ball, University of California, Santa Cruz
>Gordon Wells, University of California, Santa Cruz
>
> International Journal of Teaching and Learning in Higher Education, =20=

> 18(3), 188-203.
> http://www.isetl.org/ijtlhe/pdf/IJTLHE116.pdf
>
>