Subject: ECOLOG-L Digest - 27 Feb 2004 to 28 Feb 2004 (#2004-55)
There are 5 messages totalling 505 lines in this issue.
Topics of the day:
1. New issue of fisherides management journal
2. The Junk Science of George W. Bush
3. Faculty Research Assistant, Silviculturist
4. NCSE on EPA STAR and other budget cuts
5. Return of R(t) versus lambda(t)
[ Part 2: "Included Message" ]
Date: Fri, 27 Feb 2004 20:15:16 -0500
From: Gus Rassam <grassam@FISHERIES.ORG>
Subject: New issue of fisherides management journal
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Journal: North American Journal of Fisheries Management (0275-5947)
Volume: 24
Issue: 1
Effect of Rewards on Lake Trout Tag Returns in Northwestern Lake Michigan.
Patrick J. Schmalz, Michael J. Hansen, Mark E. Holey, Patrick C. McKee,
Michael L. Toneys, pages 1-6.
Fish and Invertebrate Recolonization in a Missouri Prairie Stream after an
Acute Pollution Event. Richard Meade, pages 7-19.
Evaluation of a Large-Mesh Panel to Reduce the Flatfish Bycatch in the
Small-Mesh Bottom Trawls Used in the New England Silver Hake Fishery. Henry
O. Milliken, Joseph T. DeAlteris, pages 20-32.
Influence of Habitat Type on Food Supply, Selectivity, and Diet Overlap of
Bonneville Cutthroat Trout and Nonnative Brook Trout in Beaver Creek, Idaho.
Robert H. Hilderbrand, Jeffrey L. Kershner, pages 33-40.
Reintroduction of the Flannelmouth Sucker in the Lower Colorado River.
Gordon A. Mueller, Richard Wydoski, pages 41-46.
Regurgitation Rates of Intragastric Radio Transmitters by Adult Chinook
Salmon and Steelhead during Upstream Migration in the Columbia and Snake
Rivers. M. L. Keefer, C. A. Peery, R. R. Ringe, T. C. Bjornn, pages 47-54.
Electrofishing Power Requirements in Relation to Duty Cycle. L. E. Miranda,
C. R. Dolan, pages 55-62.
Great Blue Heron Predation on Stocked Rainbow Trout in an Arkansas Tailwater
Fishery. Lynn S. Hodgens, Steven C. Blumenshine, James C. Bednarz, pages
63-75.
Species Richness and Centrarchid Abundance in Littoral Habitats of Three
Southern U.S. Reservoirs. D. Hugh Barwick, pages 76-81.
Social Aspects of Muskellunge Management in Wisconsin. Terry L. Margenau,
Jordan B. Petchenik, pages 82-93.
Effectiveness of Electrical Fish Barriers Associated with the Central
Arizona Project. Robert W. Clarkson, pages 94-105.
A Conditional Constant Catch Policy for Managing the Pacific Halibut
Fishery. William G. Clark, Steven R. Hare, pages 106-113.
Simple Control Method to Limit the Spread of the New Zealand Mudsnail
Potamopyrgus antipodarum.. David C. Richards, Pat O[apos ]Connell, Dianne
Cazier Shinn, pages 114-117.
Injury and Mortality of Warmwater Fishes Immobilized by Electrofishing. C.
R. Dolan, L. E. Miranda, pages 118-127.
The Effect of Light Intensity on Sockeye Salmon Fry Migratory Behavior and
Predation by Cottids in the Cedar River, Washington.. Roger A. Tabor, Gayle
S. Brown, Victoria T. Luiting, pages 128-145.
Prevalence of Myxobolus cerebralis at Juvenile Salmonid Acclimation Sites in
Northeastern Oregon. Sarah A. Sollid, Harriet V. Lorz, Donald G. Stevens,
Paul W. Reno, Jerri L. Bartholomew, pages 146-153.
Movement, Home Range, and Site Fidelity of Bluegills in a Great Plains Lake.
Craig P. Paukert, David W. Willis, Michelle A. Bouchard, pages 154-161.
Effects of Acoustic Transmitters on Swimming Performance and Predator
Avoidance of Juvenile Chinook Salmon. Steven M. Anglea, David R. Geist,
Richard S. Brown, Katherine A. Deters, Robert D. McDonald, pages 162-170.
Atlantic Sturgeon Marine Bycatch and Mortality on the Continental Shelf of
the Northeast United States. Andrew B. Stein, Kevin D. Friedland, Michael
Sutherland, pages 171-183.
Population Characteristics of Greenback Cutthroat Trout in Streams: Their
Relation to Model Predictions andRecovery Criteria. Michael K. Young, Paula
M. Guenther-Gloss, pages 184-197.
Effects of High Water Temperature on Growth, Smoltification, and Predator
Avoidance in Juvenile Sacramento RiverChinook Salmon. Keith R. Marine,
Joseph J. Cech,, pages 198-210.
Relationship between Surface Water Temperature and Steelhead Distributions
in Lake Michigan. Tomas O. H[ouml][ouml]k, Edward S. Rutherford, Shannon J.
Brines, David J. Schwab, Michael J. McCormick, pages 211-221.
Visibility of Visual Implant Elastomer Tags in Atlantic Salmon Reared for
Two Years in Marine Net-Pens. Jennifer L. FitzGerald, Timothy F. Sheehan,
John F. Kocik, pages 222-227.
Coded Wire Tag Retention in Ebonyshell Mussels Fusconaia ebena. James B.
Layzer, Jackie R. Heinricher, pages 228-230.
Verifying Residuals from Catch Curves to Detect Recruitment Variation in
Largemouth Bass and Crappies. Michael J. Maceina, pages 231-236.
Evidence of Handling Mortality of Adult Chum Salmon Caused by Fish Wheel
Capture in the Yukon River, Alaska. Tevis J. Underwood, Jeffrey F.
Bromaghin, Steve P. Klosiewski, pages 237-243.
Oviduct Insertion of Radio Transmitters as a Means of Locating Northern Pike
Spawning Habitat. Rodney B. Pierce, pages 244-248.
Assessment of the Counting Accuracy of the Vaki Infrared Counter on Chum
Salmon. T. F. Shardlow, K. D. Hyatt, pages 249-252.
Construction of a Junction Box for Use with an Inexpensive, Commercially
Available Underwater Video Camera Suitable for Aquatic Research. Steven J.
Cooke, Christopher M. Bunt, pages 253-257.
Evaluation of Stomach Tubes and Gastric Lavage for Sampling Diets from Blue
Catfish and Flathead Catfish. D. Scott Waters, Thomas J. Kwak, Joshua B.
Arnott, William E. Pine, pages 258-261.
Immersion Marking of Juvenile Midas Cichlids with Oxytetracycline. Jennifer
M. Barker, Kenneth R. McKaye, pages 262-269.
Daily Increment Formation in Otoliths of the Redspotted Sunfish. Matt E.
Roberts, James E. Wetzel, Ronald C. Brooks, James E. Garvey, pages 270-274.
Comparison of Three Underwater Antennas for Use in Radiotelemetry. John W.
Beeman, Cam Grant, Philip V. Haner, pages 275-281.
Evaluation of the Use of Visible Implant Tags in Age-0 Atlantic Cod. Esben
M. Olsen, Jakob Gj[oslash]s[AElig]ter, Nils C. Stenseth, pages 282-286.
Seasonal Daphnia Biomass in Winterkill and Nonwinterkill Glacial Lakes of
South Dakota. Daniel A. Isermann, Steven R. Chipps, Michael L. Brown, pages
287-292.
Development and Use of a Simple DNA Test to Distinguish Larval Redhorse
Species in the Oconee River, Georgia. Isaac Wirgin, Diane D. Currie, Joseph
Stabile, Cecil A. Jennings, pages 293-298.
Off-Season Spawning of Black Crappie in a North-Central Florida Lake. Eric
J. Nagid, Kevin J. Dockendorf, Robert W. Hujik, pages 299-302.
A New Tool for Measuring Sediment Accumulation with Minimal Loss of Fines.
Stephanie Lachance, Maryse Dub[eacute], pages 303-310.
Movement of Smallmouth Bass in Elkhorn Creek, Kentucky. Christy J. Gunderson
VanArnum, Gerard L. Buynak, Jeffrey R. Ross, pages 311-315.
Electrofishing Injury and Short-Term Mortality in Hatchery-Reared Rainbow
Trout Stocked into an Ozark Stream. Maureen G. Walsh, Dana L. Winkelman,
Robert J. Bahr, pages 316-321.
Use of Ultrasound Imaging to Determine Sex of Shovelnose Sturgeon. Robert E.
Colombo, Paul S. Wills, James E. Garvey, pages 322-326.
ERRATA. , pages 326-326.
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[ Part 3: "Included Message" ]
Date: Fri, 27 Feb 2004 22:32:12 EST
From: Jmgural@AOL.COM
Subject: Re: The Junk Science of George W. Bush
And let us not forget the 1.2 billion dollars George Bush has slated for
hydrogen fuel cell research that went to a few major oil companies in order
o
conduct research on how best to extract hydrogen fuel from petroleum product
. Of
course, a few people would probably have thought the money better spent on
water & renewable energy related hydrogen fuel research, but with executives
from BP, Shell, and ChevronTexaco on the hydrogen fuel cell discussion panel
(which drives the research and awards the funds) it seems our over dependenc
on
fossil fuels will be assured for years to come.
Check out the link.
http://www.motherjones.com/news/outfront/2003/05/ma_375_01.html
Jeanne Gural ^v^
Claremont, CA ^v^ ^v^
[ Part 4: "Included Message" ]
Date: Fri, 27 Feb 2004 14:47:05 -0800
From: "Serpa, Glenda" <glenda.serpa@OREGONSTATE.EDU>
Subject: Faculty Research Assistant, Silviculturist
FACULTY RESEARCH ASSISTANT
Silviculturist
Position Number 002-999
Location: Department of Forest Science, Oregon State University,
Corvallis, Oregon
Earliest Starting Date: May 15, 2004
Application Closing Date: For full consideration apply by March 31,
2004.
Responsibilities: The incumbent will cooperate in development of a
conceptual model assessing the impact of intensive silvicultural
activities on productivity. Perform literature search, assessing
appropriateness of study results for inclusion in simulation model.
Construct an electronic database of pertinent literature, and construct
an electronic database of parameters and equations gleaned from the
collected literature. Conduct statistical analysis of data gleaned from
literature and produced by various models. Evaluate conceptual model.
Coordinate activities with cooperators. Prepare quarterly and annual
reports for cooperators. Deliver reports on research plans, activities
and results to cooperators and others at meetings. Draft manuscripts for
publication in peer-reviewed scientific journals, including literature
review and synthesis. Communicate project results and management needs
to cooperators and other. Plan conferences and workshops, give
presentations and prepare posters. Plan meetings, manage budget, respond
to information and assistance requests from cooperators and others,
maintain mailing lists.
Required Qualifications: MS in Silviculture or closely related
discipline. Familiarity with experimental design, experience with
intensive forest management activities. Demonstrated ability to work
independently, utilize library resources, organize information in
bibliographic software such as Endnotes and databases such as ACCESS;
experience running and evaluating output from forest growth and yield
models. Demonstrated ability to analyze complex relationships between
forest management activities and productivity. Demonstrated ability to
construct, organize and manage databases. Demonstrated ability to
communicate results in the form of presentations, scientific reports and
publication in peer-reviewed journals.
Desired Qualifications: Familiarity with meta analysis; demonstrable
commitment to promoting and enhancing diversity.
Employment Conditions: Full-time (1.0 FTE), fixed term faculty position.
Re-appointment is at the discretion of the Dean. Full-time annual salary
is $28,000-$35,000 depending on experience and qualifications. Medical,
dental, and life insurance group plans are available.
For More Information: Contact Klaus Puettmann, Department of Forest
Science, 342 Richardson Hall, Oregon State University, Corvallis,
Oregon, 97331-5752; phone: 541-737-8974; fax: 541-737-1393; email:
Klaus.Puettmann@oregonstate.edu or Doug Maguire, Department of Forest
Science, 312 Richardson Hall, Oregon State University, Corvallis,
Oregon, 97331-5752; phone 541-737-4215; fax 541-737-5814; email:
Doug.Maguire@oregonstate.edu.
To Apply: Send letter of application with statement of interest, vitae
(resume), examples of your publications if available, unofficial copies
of transcripts, and two letters of reference to: Glenda Serpa,
Department of Forest Science, Oregon State University, 321 Richardson
Hall, Corvallis OR 97331-5752. For full consideration send application
materials by March 31, 2004.
Oregon State University is an Affirmative Action/Equal Opportunity
Employer and has a policy of being responsive to the needs of
dual-career couples.
[ Part 5: "Included Message" ]
Date: Sat, 28 Feb 2004 11:17:22 -0500
From: David Inouye <inouye@umd.edu>
Subject: NCSE on EPA STAR and other budget cuts
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Severe Cuts Proposed for EPA STAR Research Grants and Fellowships
Extramural research grants and graduate fellowships administered by the
U.S. Environmental Protection Agency (EPA) would be severely cut under the
President's budget request for FY 2005. EPA's Science to Achieve Results
(STAR) graduate fellowship program would be cut by 33.5 percent relative to
the FY 2004 enacted level. EPA's larger STAR research grants program would
be cut by approximately 30 percent or $36 million. Approximately 93 fewer
STAR research grants would be awarded, according to EPA's budget
justification to Congress. Deep budget cuts in EPA's STAR programs have
been proposed less than one year after the National Academy of Sciences
(NAS) issued a laudatory report entitled The Measure of STAR.
STAR Graduate Fellowships. Funding for STAR graduate fellowships would
decrease by $3.1 million, or 33.5 percent, relative to the FY 2004 enacted
level. STAR is the only federal fellowship program designed exclusively
for students pursuing advanced degrees in environmental
sciences. According to the National Academy of Sciences report, "The STAR
fellowship program is a valuable mechanism for enabling a continuing supply
of graduate students in environmental sciences and engineering to help
build a stronger scientific foundation for the nation's environmental
research and management efforts."
The President's budget request proposed even deeper cuts in the STAR
graduate fellowship program in the past two years. The budget request
would have cut funding for the STAR graduate fellowship program by 50
percent in FY 2004 and by 100 percent in FY 2003. Congress restored full
funding for the EPA STAR graduate fellowship program in both years. NCSE
is working to restore full funding for the program again in FY 2005.
STAR Research Grants. The proposed cuts to EPA's STAR research grants
program are somewhat surprising because the National Academy of Science
judged the program "excellent" in a recent report. Harold Mooney,
Professor of Environmental Biology at Stanford and chair of the NAS
committee, said the STAR program "^Åhas provided EPA with independent
analysis and perspective that has improved the agency's scientific
foundation. By attracting young researchers, this program has also
expanded the nation's environmental science infrastructure." According to
the NAS report, "the STAR program should continue to be an important part
of EPA's research program."
Research programs that would be affected by the proposed cuts in EPA STAR
funding are listed below. Funding cuts are expressed relative to the
Administration's FY 2004 budget request rather than the FY 2004 enacted
funding levels, which are not yet available.
* Ecosystems Protection (-$22.2 million): Approximately 50 STAR grants for
research on ecosystem stressors and effects would be eliminated. Research
that would be discontinued includes development of indicators for regional
estuarine systems, development of genomic water indicators, and research on
invasive species' potential to invade vulnerable ecosystems. According to
the agency's budget documents, "As a result of this reduction, STAR efforts
designed to establish or improve the connection between ecosystem stressors
and effects, serving as input to decisions at the regional, state, and
local levels, will be discontinued."
* Pollution Prevention (-$5 million): Over 20 research grants would not be
funded under the Technology for the Sustainable Environment (TSE) program,
which is a collaborative effort with the National Science Foundation.
* Endocrine Disruptors (-$4.9 million): Approximately 18 STAR research
grants for research on endocrine disrupting chemicals would be
eliminated. According to EPA, grants for research in computational
toxicology, and research on mitigating the effects of endocrine disrupting
chemicals from concentrated animal feeding operations will not be awarded.
* Mercury Research (-$2 million): The approximately 5 STAR grants that
support mercury research would be eliminated. The research supported by
those grants would support understanding of the fate of atmospheric mercury.
* Hazardous Substance Research Centers (-$2.3 million): A five-year
program that awarded grants for hazardous substance research would not be
funded in FY 2005. According to EPA, some multi-year grants would not be
funded in their final year due to this cut.
Other EPA Research Programs. Other EPA research programs would be cut
under the FY 2005 budget request, including the following programs:
* Homeland Security Building Decontamination Research (-$8.3
million): Research on building decontamination for homeland security would
be completely eliminated.
* Environmental Technology Verification (-$1.0 million): One or two
centers for testing the effectiveness of commercial environmental
technologies would be closed.
Environmental Education. All funding for the EPA Office of Environmental
Education, which EPA established to implement the 1990 National
Environmental Education Act, would be eliminated according to the
President's FY 2005 budget request. The office received approximately $10
million in FY 2004.
Overall EPA Budget. EPA's STAR research grants and fellowship programs
would receive more drastic cuts than the total EPA budget, which would
decline by 6.9 percent relative to the FY 2004 enacted level. EPA's
Science and Technology account would be cut by 11.8 percent, $92.5 million,
to $689.2 million in FY 2005. The proposed budget includes increases for a
few research-related programs, including $2.0 million to implement
information quality guidelines.
----------------------------------------------------
Craig Schiffries and Amanda Brewster
National Council for Science and the Environment
1707 H Street, NW, Suite 200
Washington, DC 20006
Tel: 202-530-5810
Web: <http://www.NCSEonline.org>www.NCSEonline.org
The National Council for Science and the Environment (NCSE) is a non-profit
organization working to improve the scientific basis for environmental
decisionmaking. NCSE is supported by nearly 500 academic, scientific,
environmental, government and business organizations.
To unsubscribe from this list, please visit the following web site:
<http://list.ncseonline.org/mailman/listinfo/ncse>http://list.ncseonli
e.org/mailman/listinfo/ncse
----------------------------------------------------
_______________________________________________
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http://list.ncseonline.org/mailman/listinfo/ncse
[ Part 6: "Included Message" ]
Date: Sat, 28 Feb 2004 09:39:51 -0800
From: Patrick Foley <patfoley@CSUS.EDU>
Subject: Return of R(t) versus lambda(t)
Ecologers!
During the Winter holiday, I sent out this message to which I received
_one_ response. I really would like to get some response this time. As a
pedagogical matter and to standardize the methodology for conservation
practice, it really is important.
Patrick Foley patfoley@csus.edu
I would like to see if a consensus can be obtained from this group about
two of the most important terms used in population ecology.
Over the past few years it has become usual in ecological papers and
texts (see Molles for example or the papers in the recent volume on
Wildlife population growth rates) to use the Greek letter lambda as the
symbol to denote a population multiplier. Thus
lambda(t) = N(t+1)/N(t)
This term does not yet have a satisfactory name. It is often called the
"finite population growth rate" or "net fundamental growth rate" or the
like. Perhaps a better term would be "realized population multiplier".
Similarly r(t)= log(lambda(t)) is very poorly named the "intrinsic
population growth rate" since there is very little intrinsic about it. A
better term might be "realized per capita growth rate".
My questions are these:
1) I have almost given up over lambda (t), but the notation is tricky
since it is easily confused with lambdasub1 the dominant eigenvalue of a
population projection matrix. I would prefer to use R(t)=N(t+1)/N(t), an
older, more British convention. Rsub0 is the population multiplier per
generation. R is the multiplier per time year (or other time unit). Is
this still worth fighting over? Has lambda(t) won?
2) Why not call lambda(t) the "realized population multiplier" when it
comes from data, and the "population multiplier" when it arises in
theory. Wat the heck does "finite population growth rate" mean anyway?
3) Why not call r(t) "per capita growth rate"? Please can't we stop
calling it "intrinsic"? Maybe rsubm, the Malthusian parameter is
intrinsic, but certainly not r(t) which is affected by density
dependence, environmental stochasticity, age structure, demographic
stochasticity and dozens more.
Now please note that I am already ruling out Peter Turchin's definition
r(t) = log(N(t)/N(t-1), as creating too much confusion with everybody
else. And I don't even want to get started about Royama's definitions or
the almost random notations used by mathematicians who dabble in
ecological theory. This is day-to-day ecological vocabulary that needs
to be consistent for pedagogical, conservation and even legal reasons.
Patrick Foley
patfoley@csus.edu
From LISTSERV@LISTSERV.UMD.EDU Fri Mar 12 10:33:16 2004
Date: Mon, 1 Mar 2004 00:00:10 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 28 Feb 2004 to 29 Feb 2004 (#2004-56)
[ Part 1: "Included Message" ]
Date: Mon, 1 Mar 2004 00:00:10 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 28 Feb 2004 to 29 Feb 2004 (#2004-56)
There are 5 messages totalling 309 lines in this issue.
Topics of the day:
1. RESEARCH ASSISTANT II [RAI TIDE]
2. RESEARCH ASSISTANT I [RAI PMD]
3. hydroperiod and productivity
4. Looking for field assistant to work in Costa Rica ASAP
5. R references
[ Part 2: "Included Message" ]
Date: Sun, 29 Feb 2004 10:33:55 -0500
From: Carmen in Human Resources <humanres@MBL.EDU>
Subject: RESEARCH ASSISTANT II [RAI TIDE]
POSITION: RESEARCH ASSISTANT I II [RAI II TIDE]
Full-time, Non-exempt
The Ecosystems Center of the Marine Biological Laboratory (MBL) is
accepting applications for a full-time year round Research Assistant I or
II for the TIDE project.
DUTIES: Duties include participating in a large scale field experiment to
determine the interactive effects of nutrients and trophic structure on
salt marsh ecosystems. We will follow the effects of additional nutrients
and the removal of the mummichog on the salt marsh food web and nutrient
cycles. The successful candidate will be expected to take leadership
roles in executing the experiments, coordinating logistics in the field
and in monitoring some aspects of the ecosystem response to the
manipulations, participating in field and laboratory measurements of
chemistry and biology and processing and analyzing project data. Frequent
contact with the public, government agencies, boards and committees will
be required. The successful applicant will work as part of a large multi-
disciplinary team consisting of PIs, post-docs, graduate students and
other research assistants and gain broad experience through field and
laboratory work across interdisciplinary fields including biology,
chemistry and physical oceanography.
EDUCATION/EXPERIENCE: The successful candidate should possess a BS or MS
degree in Ecology, Biology, Chemistry, Ecology or Marine Biology and at
least one year experience in a related field. Attention to detail, strong
organization skills, ability to work as a member of a team and the ability
to communicate positively with the public are required. Experience with
database management, statistical programs and scientific writing are a
plus.
CONDITIONS: This position requires moderately strenuous fieldwork
(lifting, bending, carrying heavy equipment and walking through waist high
marine waters and marsh) in marine environments, primarily intertidal
settings under variable weather conditions. Ability to work with
vertebrate and invertebrate animals and hazardous/harsh chemicals in the
laboratory is needed. Irregular hours may include weekend, early morning
or late evening. Successful candidate will be expected to spend extended
time at the field site in Plum Island Sound (3 hours from Woods Hole).
APPLICATION DEADLINE: Until a suitable candidate is identified.
Apply to, please submit a cover letter, resume, transcripts and the names,
addresses, telephone number and email addresses of 4 references to:
Marine Biological Laboratory, ATTN: Human Resources reference code [RAI II
TIDE], 7 MBL Street, Woods Hole, MA 02543-1015, email resume@mbl.edu.
An Equal Opportunity/Affirmative Action Employer/Non-smoking workplace.
[ Part 3: "Included Message" ]
Date: Sun, 29 Feb 2004 10:34:52 -0500
From: Carmen in Human Resources <humanres@MBL.EDU>
Subject: RESEARCH ASSISTANT I [RAI PMD]
POSITION: RESEARCH ASSISTANT I [RAI PMD]
Full-time, Non-exempt
The Ecosystems Center of the Marine Biological Laboratory (MBL) is
accepting applications for a full-time, year round Research Assistant I to
work on a NSF funded project investigating the physiological and molecular
diversity of atmospheric methane oxidizers in forest soils. This position
is dependent upon grand funding and is currently funded through March,
2005.
DUTIES: The successful candidate will work with a team performing field
and laboratory incubations of control and nitrogen amended forest soils
collected from Harvard Forest LTER site. She/he will work with the lead
PI to oversee and coordinate activities with cooperating investigators on
the project. Responsibilities will include field measurements, initiation
and maintenance of laboratory experiments on CH4 uptake kinetics, CH4
enrichment and starvation, physiological inhibitors, enzymological
characteristics and preparation of samples for molecular studies.
EDUCATION/EXPERIENCE: A bachelors degree in ecological science or
environmental chemistry. The successful candidate should have strong
computer and writing skills, attention to detail and some previous
independent research experience.
CONDITIONS: This position is dependent upon grand funding and is
currently funded through March, 2005.
APPLICATION DEADLINE: Until a suitable candidate is identified.
Apply to, please submit a cover letter describing how this position
addressees your long-term goals, a curriculum vitae, college transcript
and the names and addresses (postal and email) and telephone numbers of
three people willing to provide a recommendation for you to: Marine
Biological Laboratory, ATTN: Human Resources reference code [RAI PMD], 7
MBL Street, Woods Hole, MA 02543-1015, email resume@mbl.edu.
An Equal Opportunity/Affirmative Action Employer/Non-smoking workplace.
[ Part 4: "Included Message" ]
Date: Sun, 29 Feb 2004 19:14:30 -0500
From: {Luis Schiesari} <lschiesa@UMICH.EDU>
Subject: hydroperiod and productivity
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Dear colleagues,
I am interested in understanding the relationship between hydroperiod (water
body duration) and primary productivity. Are there any general, consistent
patterns?
A common hypothesis is that periodic drying accelerates decomposition and
mineralization rates, which should increase nutrient availability for
primary producers. However, to my knowledge there is mixed support for this
hypothesis, as the relationship may depend on dissolved oxygen
concentrations in the water body. Periodic drying might increase
mineralization rates if ponds become anoxic, but not if have consistently
high DO levels (by the way, how low DO has to be for a water body to be
considered ^Ñanoxic^Ò for decomposing microorganisms?).
I am studying anuran larvae distributed across a hydroperiod gradient, and
thus I am more interested in smaller water bodies (lentic; ponds and
wetlands ranging from ephemeral to permanent), rather than big lakes. Also,
I am more interested in algal productivity, but macrophyte productivity is
also relevant for its contribution to detrital food webs.
Any input and suggestions of literature are greatly appreciated.
Luis Schiesari.
Department of Ecology and Evolutionary Biology
University of Michigan
[ Part 5: "Included Message" ]
Date: Sun, 29 Feb 2004 18:10:14 -0500
From: Sybil G. Gotsch <sggotsch@LIFE.BIO.SUNYSB.EDU>
Subject: Looking for field assistant to work in Costa Rica ASAP
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Field assistant needed immediately to aid graduate student in Costa Rica.
This project addresses plant responses to stress at both an ecological and
evolutionary scale. The position is for 2 months starting ASAP. Flight,
housing and food will be covered but no stipend will be paid. Candidate
must be prepared to work long hours in the field and lab. Lab work will
entail leaf trait measurements (staining and microscopy), while field work
will consist of phenological measures (in wet and dry forest), as well as
leaf and insect sample collections. We will also be establishing a nursery
and rearing insects. No experience is necessary although individuals must
be independent, resourceful, and hardworking. Please send CV^Òs to
sggotsch@life.bio.sunysb.edu
[ Part 6: "Included Message" ]
Date: Sun, 29 Feb 2004 20:52:48 -0500
From: "Landis, R Matthew" <rlandis@MIDDLEBURY.EDU>
Subject: Re: R references
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Another new text:
Data Analysis and Graphics Using R by Maindonald and Braun
also looks very promising. BAsed on a brief look, it seems to be very well
ritten and referenced, and written at about the same level as Dalgaard and C
awley's texts (i.e., assumes only basic knowledge of statistics, and none of
R/S-Plus). Depth of coverage is about the same as Dalgaard, but not as deep
as Crawley. Definitely worth a look.
Matthew Landis
R. Matthew Landis, Ph.D.
Dept. Biology
Middlebury College
Middlebury VT 05753
tel. 802/443.3484
fax.802/443.2072
> -----Original Message-----
> From: Patrick Foley [mailto:patfoley@CSUS.EDU]
> Sent: Friday, February 27, 2004 5:46 PM
> To: ECOLOG-L@LISTSERV.UMD.EDU
> Subject: R references
>
>
> Dear Ecologers,
>
> Sorry not to reply earlier. Electrical storm in CA this week took my
> home network down, where I get most of my email. New router, more fun
> with Windows networking. The moment I tried to establish a
> new internet
> connection without my old Linux firewalls, I got the Blaster virus.
> Fixed that. and so on.
>
> Alberto has given you an R link (http://www.r-project.org).
> Some people
> wanted the Ellner and Crawley references. Here they are plus a couple
> more. There are tutorials and other R resource links at the CRAN site.
>
>
> --Chambers, J. M., and T. J. Hastie (Editors) 1992. Statistical Models
> in S. Wadsworth & Brooks, Pacific Grove, California. This
> book gives you
> the real flavor of the language. ANd of how to model
> statistical problems.
> -- M J Crawley 2002. Statistical Computing: an introduction to data
> analysis using Splus. Wiley. Modern biostats text by a British plant
> ecologist. Quite readable on ANOVA and several other topics. No
> multivariate stats. Applies well to both R and Splus.
> -- Peter Dalgaard 2002. Introductory Statistics with R. I almost used
> this as a biostats text. Used Crawley instead. And my own
> developing text.
> --Selvin, S. 1998. Modern applied biostatistical methods using S-Plus.
> Oxford University Press, New York.
> -- Venables, W. N. and B. D. Ripley 2002. Modern Applied
> Statistics with
> S-plus. Ripley is not only an expert on spatial statistics
> and an Oxford
> professor, but is part of the R Development Core Team and answers
> questions on the r-help list. This book is very clear about R/S, but
> assumes a high level of statistical knowledge.
> -- William N. Venables & David M. Smith 2002. An Introduction to R.
> Cheap, and available free at CRAN.
> --Venables, W. N., and B. D. Ripley 2000. S programming.
> Springer, New York.
>
> Stephen P. Ellner of Cornell University reviewed R favorably in the
> April 2001 issue of Bulletin of the Ecological Society of America 82:
> 127-128. He points out that R does the work of both Minitab
> (stats) and
> Matlab (matrix work used in ecology). And unlike Minitab, its graphics
> are publishable.
>
> www.ci.tuwien.ac.at/R/ The Comprehensive R Archive Network CRAN.
> r-help@stat.math.ethz.ch The Rhelp mailing list. This
> has lots of
> activity by newcomers and R core development members alike.
>
> Patrick Foley
> patfoley@csus.edu
>
> Alberto Murta wrote:
>
> > Regarding R (http://www.r-project.org), I just would like
> to add some
> > comments:
> > 1) Explicit 'for' loops are not that slow anymore
> > 2) The learning curve is really steep, meaning one learns a
> lot in a short
> > time (but then, there's a lot to learn)
> > 3) R users and supporters can only be considered zealots in
> the sense that
> > they are convinced that they use the most powerful software
> for data analysis
> > that exists. Not that i am a zealot, but I agree with them :)
> > But the greatest advantage of R and similar software over
> point-and-click
> > software is that with R the user has to understand what it is doin
.
> >
> >
> > > -----Original Message-----
> > > From: Jeremy Lundholm [mailto:jeremy.lundholm@SMU.CA]
> > > Sent: Wednesday, February 25, 2004 9:44 AM
> > > Subject: statistical packages
> > >
> > >
> > > Hello,
> > > I am new to the list and I realize that this has probably
> > > been discussed to death... I am being forced to switch from
> > > SAS (which I have used for the last 6
> > > years) because my current employer does not support it and
> > > SAS will no longer sell individual user licences. I relied o
> > > SAS for its flexibility, the wide variety of tests, and its
> > > ability to analyze large data sets. What commercially
> > > available packages are comparable? I have heard varying
> > > reports about S+, SPSS and SYSTAT. My university supports
> > > SPSS, but if I could purchase a single licence for a better
> > > program, I would be happy to do that. I am a community
> > > ecologist and I used SAS for regressions, ANOVA, MANOVA,
> > > general linear models, repeated-measures, discriminant
> > > analysis, PCA, etc.
> > >
> > > If anyone has archived previous discussions on this topic, I
> > > would be grateful to see those as well. thanks in advance,
> > > Jeremy Lundholm
> > >
> > > --
> > > Jeremy Lundholm
> > > Assistant Professor
> > > Biology/Environmental Studies
> > > Saint Mary's University
> > > Halifax, NS
> > > B3H 3C3 Canada
> > > 902-420-5506
> >
> > --
> > Alberto G. Murta
> > Institute for Agriculture and Fisheries Research (INIAP-IPIMAR)
> > Av. Brasilia, 1449-006 Lisboa, Portugal | Phone: +351 213027062
> > Fax:+351 213015948 | http://ipimar-iniap.ipimar.pt/pelagicos/
> >
>
From LISTSERV@LISTSERV.UMD.EDU Fri Mar 12 10:33:25 2004
Date: Tue, 2 Mar 2004 00:00:33 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 29 Feb 2004 to 1 Mar 2004 (#2004-57)
[ Part 1: "Included Message" ]
Date: Tue, 2 Mar 2004 00:00:33 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 29 Feb 2004 to 1 Mar 2004 (#2004-57)
There are 11 messages totalling 841 lines in this issue.
Topics of the day:
1. Poor pay for ecologists? Was golden rules.
2. R references
3. Return of R(t) versus lambda(t) (2)
4. Buffalo meat questions
5. Tourism and Large Mammals ?
6. Job announcement: Field Technician
7. Summary of off-list responses to my request for R references
8. Ecology Field Technician Position
9. Postdoc or Ph.D. Student Position
10. Visiting Assistant Professor - Ecology & Environmental Studies
[ Part 2: "Included Message" ]
Date: Mon, 1 Mar 2004 09:17:44 -0500
From: "Karpa-Wilson, Douglas" <dkarpawi@INDIANA.EDU>
Subject: Re: Poor pay for ecologists? Was golden rules.
Uh, yeah, I did leave out that critical word "than". Travel is the
number one drawback in consulting. Consultants, particularly to start,
are often on the road Monday through Thursday, although in some kinds of
firms it's substantially less than that. In some cases, it may not
matter to the firm where you actually live. For others, like strategy
consulting, being near the home base is important since a lot of the
work involves research and modeling, rather than work at the client
site.
Thanks for catching that!
Doug Karpa-Wilson.
-----Original Message-----
From: Ecological Society of America: grants, jobs, news
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Dave McNeely
Sent: Friday, February 27, 2004 4:39 PM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: Re: Poor pay for ecologists? Was golden rules.
You confused me on one point below, where you said that travel
requirements "are a lot less for consultants," relative to academicians.
Did you leave out the word "than"? I think that consultants must travel
a lot more than do academicians. Of course, a good many academicians
are also consultants. But generally, most of us in academia may travel
for field work or not, depending on our research, and usually attend
only a small number of meetings a year.
David L. McNeely, Ph.D.
Professor of Biology
P.O. Box 1500
Langston University
Langston, OK 73050
Telephone (405) 466-6025
Email dlmcneely@lunet.edu
Web page http://www.lunet.edu/mcneely
FAX (405) 466-3271
"Are we there yet?"
Source unknown
----- Original Message -----
From: "Karpa-Wilson, Douglas" <dkarpawi@INDIANA.EDU>
To: <ECOLOG-L@LISTSERV.UMD.EDU>
Sent: Friday, February 27, 2004 10:30 AM
Subject: Re: [ECOLOG-L] Poor pay for ecologists? Was golden rules.
> As a mostly former ecologist with an eye on entrepreneurship, I find
> this one to be an interesting debate. In the case of the BioAdvance
> fund, they seem to be a health sciences niche fund, so they probably
> wouldn't fund an ecological company any more than they would fund a IT
> security start up. Thus, they really wouldn't have a need for an
> ecologist on their board, either. That having been said, though, there
> are people out there who would in principle fund an "ecological real
> estate developer" if it could be shown that such a thing would fly.
> There aren't many venture funds interested in companies that will not
> have customers (especially in the post dot.com bust era!) However, in
> my time hanging out at the business school and talking with venture
> capitalists about a green business plan (to market wind-hydrogen
> energy generation systems for homeowners), I found that there are a
> LOT of people in the entrepreneurial community who are interested in
> such things, and would very much like to see them work. At this
> point, the barriers aren't so much the cultural ones in the business
> community (at least in certain parts of it), but rather in the culture
> at large in that there just aren't that many people who are willing to
> pay much extra for environmentally friendly options or for services
> that ecologists might provide. So the short answer is: "in principle
> yes, although getting a sustainable business off the ground isn't
> easy" Will people be willing to pay more for services ecologist
> provide in future. Time will tell, I suppose.
>
> As far as money is concerned, it bears pointing out that those who
> head into academia will find that these days science faculty are
> pretty well paid, actually. I also compared the typical salary track
> of tenure track faculty post postdoc and that of management
> consultants, and they track surprisingly closely, with the faculty
> salaries lower by a margin. Of course, that's after 10 years of work
> previous to landing the academic job, but then the travel requirements
> are a lot less for the consultants. Clearly that's not typical of all
> professional ecologists though.
>
>
> Doug Karpa-Wilson, Ph.D.
> Indiana University
>
[ Part 3: "Included Message" ]
Date: Mon, 1 Mar 2004 08:45:04 -0700
From: Andy Bunn <abunn@MONTANA.EDU>
Subject: Re: R references
Some other great R references for those wishing to go easy on the Visa
bill are:
simpleR: Using R for Introductory Statistics
http://www.math.csi.cuny.edu/Statistics/R/simpleR/index.html
S Poetry
http://www.burns-stat.com/pages/spoetry.html
Kickstarting R
http://cran.r-project.org/doc/contrib/Lemon-kickstart/index.html
The R language - a short companion
http://cran.r-project.org/doc/contrib/R_language.pdf
Also, the documentation for the contributed packages always contain
examples with code that executes. Here are a few of the contributed
packages useful to ecologists on top of the core R functions:
The ade4 Package (Analysis of Environmental Data : Exploratory and
Euclidean methods in Environmental sciences)
The ape Package (Analyses of Phylogenetics and Evolution)
The CoCoAn Package (Constrained Correspondence Analysis)
The vegan Package (Community Ecology Package)
The pastecs Package (Analysis of Space-Time Ecological Series)
Finally, R News had an excellent article on using R for simulation
models in Ecology that covers differential equations, individual based
models, cellular automata, and particle diffusion models:
R as a Simulation Platform in Ecological Modelling - Thomas Petzoldt
http://cran.r-project.org/doc/Rnews/Rnews_2003-3.pdf
My two cents, Andy
[ Part 4: "Included Message" ]
Date: Mon, 1 Mar 2004 09:29:51 -0800
From: Charles Welden <welden@SOU.EDU>
Subject: Re: Return of R(t) versus lambda(t)
OK, since you want a response, here's one from a naive (mis)user of
these terms.
I use R as the dicrete-time analog of r, as in
N(t+1)=N(t)+rN(t) (continuous-time, exponential growth)
N(t+1)=N(t)+RN(t) (discrete-time, geometric growth)
which makes N(t+1)/N(t)=1+R=lambda.
I don't know if that makes matters better or worse. It would be nice if
R and Rsub0 were closer in meaning - that does create unending confusion
among my students. The matter of eigenvalues does not arise for me, as I
teach mainly undergraduates and a few grads w/ little or no math
background.
I agree completely that the nomenclature for these symbols is
inconsistent and confusing. But I don't know what we can do about it at
this point. The literature is already full of these terms. I try to wean
my students from the words (and symbols), in an attempt to get them to
understand the concepts, but I have to admit it's not a very effective
strategy.
I use Molles in my Intro Ecology course, and I find his treatment of
population growth difficult to teach. It seems backward to me. I prefer
to teach simple, non-age-structured models first, and show their
implications, applications, and limitations. Then I show how the age
(stage, size) structured models improve on them. For what it's worth, I
also prefer the dicrete-time models because then I can avoid the
calculus (which few of my students have had), and because I can get
chaos easily and naturally, which is kinda fun.
Another area of confusion, which you don't really address, is the
distinction between model parameters (assumed to be constants) versus
real-world values, which obviously vary. I try to deal with this by
using time subscripts for varying values, and leaving the subscripts off
of constants.
Charles
Charles W. Welden
Department of Biology
Southern Oregon University
welden@sou.edu
(541) 552-6868 (voice)
(541) 552-6415 (fax)
>>> Patrick Foley <patfoley@CSUS.EDU> 02/28/04 9:39 AM >>
>
Ecologers!
During the Winter holiday, I sent out this message to which I received
_one_ response. I really would like to get some response this time. As a
pedagogical matter and to standardize the methodology for conservation
practice, it really is important.
Patrick Foley patfoley@csus.edu
I would like to see if a consensus can be obtained from this group about
two of the most important terms used in population ecology.
Over the past few years it has become usual in ecological papers and
texts (see Molles for example or the papers in the recent volume on
Wildlife population growth rates) to use the Greek letter lambda as the
symbol to denote a population multiplier. Thus
lambda(t) = N(t+1)/N(t)
This term does not yet have a satisfactory name. It is often called the
"finite population growth rate" or "net fundamental growth rate" or the
like. Perhaps a better term would be "realized population multiplier".
Similarly r(t)= log(lambda(t)) is very poorly named the "intrinsic
population growth rate" since there is very little intrinsic about it. A
better term might be "realized per capita growth rate".
My questions are these:
1) I have almost given up over lambda (t), but the notation is tricky
since it is easily confused with lambdasub1 the dominant eigenvalue of a
population projection matrix. I would prefer to use R(t)=N(t+1)/N(t), an
older, more British convention. Rsub0 is the population multiplier per
generation. R is the multiplier per time year (or other time unit). Is
this still worth fighting over? Has lambda(t) won?
2) Why not call lambda(t) the "realized population multiplier" when it
comes from data, and the "population multiplier" when it arises in
theory. Wat the heck does "finite population growth rate" mean anyway?
3) Why not call r(t) "per capita growth rate"? Please can't we stop
calling it "intrinsic"? Maybe rsubm, the Malthusian parameter is
intrinsic, but certainly not r(t) which is affected by density
dependence, environmental stochasticity, age structure, demographic
stochasticity and dozens more.
Now please note that I am already ruling out Peter Turchin's definition
r(t) = log(N(t)/N(t-1), as creating too much confusion with everybody
else. And I don't even want to get started about Royama's definitions or
the almost random notations used by mathematicians who dabble in
ecological theory. This is day-to-day ecological vocabulary that needs
to be consistent for pedagogical, conservation and even legal reasons.
Patrick Foley
patfoley@csus.edu
[ Part 5: "Included Message" ]
Date: Mon, 1 Mar 2004 11:43:49 -0800
From: patrick foley <patfoley@CSUS.EDU>
Subject: Re: Return of R(t) versus lambda(t)
Charles and everyone,
I also use Molles, and I also prefer to start with discrete single
population- no age structyuire models. So I start with N(t+1) = R(t)
N(t) and treat R(t) as a variable that can be estimated from a time
series. I show them a real data time series. I also estimate r(t) =
log(R(t).
Then I point out that if r(t) is constant we get exponential growth N(t)
= N(0) exp(rt). Then we look at population doubling, examples from
frogs, humans etc.
After that I immediately plunge into Molles Chapter 10 on Age structure.
But I can now connect the r to the R0 using r=log(R0)/generation time.
And only after these linear models for population growth do I introduce
density dependence.
To be clear, I am willing to teach lambda(t) instead of R(t) since it is
so commonly done in conservation biology. But I wish the ecological
community would commit themselves to it (or to R(t) which I think more
advantageous). Sooner or later we will wish we had meaningful standard
terms and notations for the most obvious concepts.
Patrick Foley
patfoley@csus.edu
Charles Welden wrote:
> OK, since you want a response, here's one from a naive (mis)user of
> these terms.
> I use R as the dicrete-time analog of r, as in
> N(t+1)=N(t)+rN(t) (continuous-time, exponential growth)
> N(t+1)=N(t)+RN(t) (discrete-time, geometric growth)
> which makes N(t+1)/N(t)=1+R=lambda.
> I don't know if that makes matters better or worse. It would be nice if
> R and Rsub0 were closer in meaning - that does create unending confusio
> among my students. The matter of eigenvalues does not arise for me, as
> teach mainly undergraduates and a few grads w/ little or no math
> background.
> I agree completely that the nomenclature for these symbols is
> inconsistent and confusing. But I don't know what we can do about it at
> this point. The literature is already full of these terms. I try to wea
> my students from the words (and symbols), in an attempt to get them to
> understand the concepts, but I have to admit it's not a very effective
> strategy.
> I use Molles in my Intro Ecology course, and I find his treatment of
> population growth difficult to teach. It seems backward to me. I prefer
> to teach simple, non-age-structured models first, and show their
> implications, applications, and limitations. Then I show how the age
> (stage, size) structured models improve on them. For what it's worth, I
> also prefer the dicrete-time models because then I can avoid the
> calculus (which few of my students have had), and because I can get
> chaos easily and naturally, which is kinda fun.
> Another area of confusion, which you don't really address, is the
> distinction between model parameters (assumed to be constants) versus
> real-world values, which obviously vary. I try to deal with this by
> using time subscripts for varying values, and leaving the subscripts of
> of constants.
> Charles
>
>
> Charles W. Welden
> Department of Biology
> Southern Oregon University
> welden@sou.edu
> (541) 552-6868 (voice)
> (541) 552-6415 (fax)
>
>
>>>>Patrick Foley <patfoley@CSUS.EDU> 02/28/04 9:39 AM >
>>
>
> Ecologers!
>
> During the Winter holiday, I sent out this message to which I received
> _one_ response. I really would like to get some response this time. As
> pedagogical matter and to standardize the methodology for conservation
> practice, it really is important.
>
> Patrick Foley patfoley@csus.edu
>
>
>
> I would like to see if a consensus can be obtained from this group abou
> two of the most important terms used in population ecology.
>
> Over the past few years it has become usual in ecological papers and
> texts (see Molles for example or the papers in the recent volume on
> Wildlife population growth rates) to use the Greek letter lambda as the
> symbol to denote a population multiplier. Thus
>
> lambda(t) = N(t+1)/N(t)
>
> This term does not yet have a satisfactory name. It is often called the
> "finite population growth rate" or "net fundamental growth rate" or the
> like. Perhaps a better term would be "realized population multiplier".
> Similarly r(t)= log(lambda(t)) is very poorly named the "intrinsic
> population growth rate" since there is very little intrinsic about it.
> better term might be "realized per capita growth rate".
>
> My questions are these:
> 1) I have almost given up over lambda (t), but the notation is tricky
> since it is easily confused with lambdasub1 the dominant eigenvalue of
> population projection matrix. I would prefer to use R(t)=N(t+1)/N(t), a
> older, more British convention. Rsub0 is the population multiplier per
> generation. R is the multiplier per time year (or other time unit). Is
> this still worth fighting over? Has lambda(t) won?
>
> 2) Why not call lambda(t) the "realized population multiplier" when it
> comes from data, and the "population multiplier" when it arises in
> theory. Wat the heck does "finite population growth rate" mean anyway?
>
> 3) Why not call r(t) "per capita growth rate"? Please can't we stop
> calling it "intrinsic"? Maybe rsubm, the Malthusian parameter is
> intrinsic, but certainly not r(t) which is affected by density
> dependence, environmental stochasticity, age structure, demographic
> stochasticity and dozens more.
>
> Now please note that I am already ruling out Peter Turchin's definition
> r(t) = log(N(t)/N(t-1), as creating too much confusion with everybody
> else. And I don't even want to get started about Royama's definitions o
> the almost random notations used by mathematicians who dabble in
> ecological theory. This is day-to-day ecological vocabulary that needs
> to be consistent for pedagogical, conservation and even legal reasons.
>
> Patrick Foley
> patfoley@csus.edu
>
[ Part 6: "Included Message" ]
Date: Mon, 1 Mar 2004 14:06:18 -0600
From: Wendee Holtcamp <ecowriter@EV1.NET>
Subject: Buffalo meat questions
I have a writer colleague who desperately (and quickly -- asap today)
needs some info on nutrition of buffalo meat, and also whether they ever
can transmit or carry diseases like mad cow (virus?). She thinks they
can't because they eat grain - is this correct? This is for an article
for "Low Carb Energy" magazine.
I know this may not be the best forum to ask but I figure maybe there's
a buffalo biologist on list or two. Feel free to forward!
Her name is Sharon Wren, and her email is swren1@msn.com - you can
contact her directly.
Thanks!!
Wendee
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Wendee Holtcamp ~~ ecowriter@ev1.net
Freelance Writer & Photographer ~~ www.greendzn.com
<http://www.greendzn.com/>
Ph.D. Student, Rice University, Ecology & Evolutionary Biology
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
[ Part 7: "Included Message" ]
Date: Mon, 1 Mar 2004 18:12:15 -0300
From: VOLTOLINI <jcvoltol@UOL.COM.BR>
Subject: Tourism and Large Mammals ?
[ The following text is in the "iso-8859-1" character set. ]
[ Your display is set for the "US-ASCII" character set. ]
[ Some characters may be displayed incorrectly. ]
Hi,
I am supervising a projetc about monitoring large mammals movements in the
Brazilian Atlantic rainforest in a site with tourists using trails and...
I would like to contact people working in the same subject to discuss about
literature and to change information.
Thanks for any help !!
Voltolini
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Prof. J. C. VOLTOLINI
Grupo de Estudos em Ecologia de Mamiferos (ECOMAM)
Universidade de Taubate - Departamento de Biologia
Taubate, SP. 12030-010.
E-Mail: jcvoltol@uol.com.br
Website: http://jcvoltol.sites.uol.com.br/
Currículo Lattes: http://lattes.cnpq.br/buscaoperacional/
Fotos: http://jcvoltol.fotoblog.uol.com.br/
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
"Siamo tutti angeli con un'ala e possiamo volare soltanto se ci abbracciamo"
[ Part 8: "Included Message" ]
Date: Mon, 1 Mar 2004 14:20:59 -0800
From: Paula S Winningham <paula_winningham@USGS.GOV>
Subject: Job announcement: Field Technician
[ The following text is in the "iso-8859-1" character set. ]
[ Your display is set for the "US-ASCII" character set. ]
[ Some characters may be displayed incorrectly. ]
PLEASE DO NOT RESPOND TO ME:
Send resumes and questions to:
stephanie_galvan@usgs.gov
Stephanie Galvan
Phone: 541-758-8806
RESUMES MUST BE RECEIVED BY: MARCH 16, 2004
____________________________________________________________________________
____________________________
United States Department of the Interior
U. S. GEOLOGICAL SURVEY
Biological Resources Division
Forest & Rangeland Ecosystem Science Center
3200 SW Jefferson Way, Corvallis, Oregon, 97331
Boise, ID 83706
Student Services Contract: Field Technician
Submit resume and attachments to the address above, Attn: Stephanie Galvan
Resumes may also be faxed to: (541) 758-8806
Resumes must be received by: March 16, 2004
Principal Duty Station:
United States Geological Survey, Forest and Rangeland Ecosystem Science
Center, 3200 SW Jefferson Way, Corvallis, OR 97331.
Type of service required:
Season extends from April 5th through October 8th, 2004, but dates of
employment are flexible. Duties include utilizing established techniques
to locate, identify, and record information on amphibian/reptile
populations and abundance. Student will conduct pre-designed field and/or
laboratory experiments dealing with amphibian/reptile population biology
and survival, including mark/recapture and habitat surveys. Student will
also be responsible for entering data into a database.
Description of Working Conditions:
The study area includes the Willamette Valley in western Oregon, the high
desert located east of the Cascade Mountains, and the Wallowa-Whitman
National Forest in northeastern Oregon. Study sites are located on a wide
range of terrain including mountainous areas, basalt uplifts, dry sagebrush
flats, rivers, and large isolated wetlands. The student will participate
as a field crewmember in multiple studies of amphibian populations across
Oregon. This position requires physical exertion on a daily basis and a
high degree of safety awareness at remote field sites. Physical exertion
will take the form of heavy lifting/bending, wading in small streams and
ponds, and working in difficult terrain under extreme weather conditions
sometimes for long hours. Student will also be required to drive
government vehicles over rough terrain, often using four-wheel drive.
Survey trips may include camping under primitive conditions. Survey
methods training will be provided. The work schedule (full time, 80 hours
per two-week pay period) will typically be eight days on and six days off.
Required expertise/skills:
Required: Must be 21 years of age or older (to comply with government
regulations regarding off-road use of official vehicles), valid driver's
license and ability to drive off-road; academic training in biology;
sleeping bag and other personal camping gear (we provide tents and camp
stove); ability to work in a small group or with one other individual for
several days at a time; willingness to learn marking techniques (including
toe-clipping and PIT tagging); ability to use or willingness to learn
electronic data collection gear (including but not limited to GPS units,
data loggers, and PDA units).
Desired: experience with amphibians (including identification of larval
amphibians) and experience with Pacific Northwest ecosystems (including
strong background in wetland ecology and biota); experience with
identification of aquatic/terrestrial plant and invertebrates; ability to
drive manual transmission.
Compensation:
This is a contract position. Compensation is commensurate with the level
of education and experience, ranging from $9.67 to $16.55/hr. For example,
an individual with at least two years of college but no degree will be paid
$11.95/hr. Transportation will be provided while student is on field
trips. USGS will pay the student a modest per diem in accordance with the
Government Travel Regulations during field work to defray the costs of
meals.
How to apply:
Student should provide a 1-2 page resume or statement of qualification
including student's full legal name, mailing address, telephone number,
email address (if any), date and place of birth, citizenship and, if not a
US citizen, immigration/visa status, education including descriptions of
relevant classes, and work or volunteer experience related to biology.
Note: student will be required to provide his/her social security number
before any award can be made but need not include it in their resume.
Other documentation:
Transcript listing courses taken and the student's overall GPA. For
application purposes, the transcript can be unofficial. However, if
selected for the position, the student must provide an official transcript,
either stamped/signed by the registrar's office or in a sealed envelope.
Student must have been enrolled in college within the past 12 months.
Proof of enrollment is required and must be an original document from the
registrar's office with an original signature and/or embossment of the
university. Alternatively, some universities are directing students to the
National Student Clearinghouse (NSC) for proof of enrollment. For a small
fee, the student can print an Enrollment Verification Certificate from
www.studentclearinghouse.org. It is the student's responsibility to prove
enrollment.
Special Terms:
For all legal purposes, student is regarded as an independent contractor.
Payments for services are reportable and taxable as earned income. No
Federal, State, or Local income taxes will be deducted. No Social Security
or Medicare taxes will be deducted. Student is responsible for payment of
all taxes as a result of income received under this order. The U.S.
Geological Survey (USGS) will report the total amount paid under this order
to the Internal Revenue Service on a Standard form 1099. The student is
not considered an employee and will not receive a W-2 form.
For payment, student must have a checking or savings account at a financial
institution that will accept direct deposits of Federal funds.
Student will be required to complete computer security awareness training,
First Aid/CPR, and additional safety training related to fieldwork.
Training will be provided by the USGS.
The USGS is an Equal Opportunity Employer. Selection for this position
will be based solely on merit, fitness, and qualifications without regard
to race, sex, color, religion, age, marital status, national origin,
non-disqualifying handicap conditions, sexual orientation, or any other
non-merit factors. This agency provides reasonable accommodation to
applicants with disabilities.
Contact Information:
Contact Stephanie Galvan if you have questions related to the job at (541)
750-7277.
[ Part 9: "Included Message" ]
Date: Mon, 1 Mar 2004 16:38:44 -0800
From: Jim Milks <jrmilks@YAHOO.COM>
Subject: Summary of off-list responses to my request for R references
For those who are interested, here is summary of
off-list replies I received from my request for R
references. Thanks to all who gave information.
Jim Milks
***************************************
From: "Andy Bunn" <abunn@montana.edu>
Try Peter Dalgaard's book Intro Statistics with R.
That and Veneables and Ripley Modern Applied Stats
with S+ are very good.
***************************************
From: "Colleen Grant" <psorothamnus@yahoo.com>
Michael Crawley Statistical Computing
http://www.wiley.com
additional material listed on website
http://nitro.biosci.arizona.edu/r/r.html
***************************************
From: "Dr. C. Hobart Perry" <chp1@humboldt.edu>
Here is the author's (Michael Crawley) website:
http://www.bio.ic.ac.uk/research/mjcraw/statcomp/
__________________________________
Do you Yahoo!?
Get better spam protection with Yahoo! Mail.
http://antispam.yahoo.com/tools
[ Part 10: "Included Message" ]
Date: Mon, 1 Mar 2004 16:12:19 -0800
From: Sara Leininger <sleining@DARKWING.UOREGON.EDU>
Subject: Ecology Field Technician Position
[ The following text is in the "iso-8859-1" character set. ]
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Ecology Field Technician
Center for Ecology and Evolutionary Biology
Posting: 4027
Closes: Open Until Filled
ECOLOGY FIELD TECHNICIAN: A part-time field technician position is available
immediately through September 2004. Longer term is possible depending on fun
ing.
LOCATION: Santa Margarita Ecological Reserve (Fallbrook, CA) and Elliot Chap
rral Reserve (San Diego, CA).
DUTIES: Assist with field and laboratory studies, data collection, and data
anagement in an NSF-funded study of how the specialized mutualism between yu
cas and yucca moths responds to the recent fires in southern California. Est
blish permanent quadrats and monitor populations at two (or more) study site
. Research topics include fire ecology, demographic studies of moth and yucc
s, and pollination biology of yuccas.
Most time will be spent in the field, or in the laboratory facilities associ
ted with the Santa Margarita field station.
QUALIFICATIONS: Attention to details, ability to manage multiple tasks, work
independently and as a team. Ability to work irregular hours under sometimes
harsh environmental conditions. A bachelors degree in the sciences and some
elevant previous field experience is required. Computer skills, including ex
erience with MS Excel are highly desirable Background in ecology, plant biol
gy, and/or entomology is strongly preferred.
SALARY: Commensurate with experience for 0.75 time. Lodging is available at
he Santa Margarita field station at a modest cost.
APPLICATION: Submit cover letter, resume, and three letters of recommendatio
to the below address. Submit electronic applications as a single pdf docume
t, letters may be sent via separate email. For full consideration submit app
ication materials by March 15. Position open until filled.
Fire Ecology Position
C/O Daniel Udovic
Center for Ecology and Evolutionary Biology
5289 University of Oregon
Eugene, OR 97403-5289
Email: udovic@uoregon.edu
----------------------------------------------------------------------------
---
An equal opportunity, affirmative action institution committed to cultural d
versity and compliance with the Americans with Disabilities Act
[ Part 11: "Included Message" ]
Date: Mon, 1 Mar 2004 20:11:02 -0500
From: Jianguo Liu <jliu@PANDA.MSU.EDU>
Subject: Postdoc or Ph.D. Student Position
Dear Colleague:
Please share the following announcement with potential applicants. Many
thanks.
************* Position in "Pandas, People, and Policies" ***************
A postdoctoral fellow or Ph.D. student is sought to join an
interdisciplinary and international team on biocomplexity. The major goal
of this NSF-funded project is to study complex interactions among panda
habitat, people, and policies. We are looking for applicants with
backgrounds and interests in various fields, such as ecology,
forestry, wildlife biology, biodiversity conservation, geography,
human-environment interactions, remote sensing, geographic
information systems, computer modeling, sociology, economics, human
demography, human behavior, and/or policy analysis. Applicants must be
highly self-motivated, must be an outstanding team player, and must be
able to work well in a different culture and sometimes isolated, remote
and physically challenging environment during field seasons. The position
will be based at Michigan State University and the successful candidate
will have opportunities to collect data and have field experiences in
Wolong Nature Reserve (one of the largest reserves for giant pandas) in
southwestern China. Stipends/salaries and benefits are competitive. The
position is available now but starting date could be sometime in the
summer of 2004.
Some additional information related to this project is available from the
following sources:
Liu et al. 2001. Science 292:98-101.
Liu (guest editor), 2001. Ecological Modelling 140:1-192
(special issue on "Integration of Ecology with Human Demography,
Behavior, and Socioeconomics")
Liu et al. 2003. Science 300:1240-1241.
Liu et al. 2003. Nature 421:530-533.
http://www.fw.msu.edu/people/liu/
Reviews of applications will be conducted on an ongoing basis and will
continue until the position is filled. Interested and qualified
individuals are encouraged to provide the following materials as soon as
possible: (1) cover letter describing general and specific research
interests/experiences, (2) statement of professional goals (e.g., plans
after finishing the postdoc or graduate training), (3) resume,
(4) transcripts, (5) list of three references (names, email addresses,
phone numbers, and postal addresses), and (6) GRE and TOEFL scores. (GRE
scores are needed for the Ph.D. student position. TOEFL scores are
required for applicants whose native language is not English. Photocopies
of transcripts and GRE/TOEFL scores are okay initially.) Please email
(preferred), mail, or fax all application materials to:
Jianguo (Jack) Liu, Professor
Dept. of Fisheries and Wildlife
Michigan State University
13 Natural Resources Building
East Lansing, MI 48824
517-355-1810 (phone)
517-432-1699 (fax)
jliu@panda.msu.edu (email)
[ Part 12: "Included Message" ]
Date: Mon, 1 Mar 2004 20:29:01 -0600
From: Mark Davis <davis@MACALESTER.EDU>
Subject: Visiting Assistant Professor - Ecology & Environmental Studies
Visiting ASSISTANT PROFESSOR in Ecology and Environmental Studies
Macalester College
Two-year position (2004/05 - 2005/06)
The Biology & Environmental Studies Departments of Macalester College
invite applicants for a two-year, non tenure-track assistant
professorship in ecology & environmental studies beginning September 1,
2004. The successful candidate will teach four courses per year
including introductory ecology with laboratory, an intermediate level
ecology course with laboratory in the person's specialty, and
environmental science twice per year. The Biology
(www.macalester.edu/biology/ <http://www.macalester.edu/biology/> ) an
Environmental Studies (www.macalester.edu/environmentalstudies/
<http://www.macalester.edu/environmentalstudies/> ) Departments are
committed to engaging students in active research as well as providing
an excellent curriculum. Research laboratory space is available in
biology if the candidate chooses to establish an active research program
at Macalester. The Biology Department is housed in a newly
renovated/expanded science building with state of the art laboratory
facilities. In addition, the College maintains the Katharine Ordway
Natural History Study Area (www.macalester.edu/biology/ordway/
<http://www.macalester.edu/biology/ordway/>), which is located 17 mile
from the Macalester College campus. This area has numerous natural
habitats including tall grass prairie, oak savannah and woodlands, aspen
and birch forests, seasonal and permanent ponds and springs, and a
backwater lake, adjacent to the Mississippi River. The most qualified
candidates will have teaching experience and interdisciplinary interests
and training and must have a Ph.D. in a related field. To apply, send a
letter, curriculum vitae, statement of teaching philosophy, and 3
letters of reference to: Dr. Lin Aanonsen, Chair, Department of Biology,
Macalester College, St. Paul, MN 55105. E-mail:
aanonsen@macalester.edu. Review of applications will begin on March
31, 2004 and will continue until the position is filled.
Macalester College is a selective, private liberal arts college in the
vibrant Minneapolis-St. Paul metropolitan area. The College enrolls
1800 students from almost all 50 states and approximately 80 countries.
Macalester is an Equal Opportunity/Affirmative Action employer that
prides itself on providing support for excellence in teaching and in
faculty scholarship. We are especially interested in candidates
committed to working with students of diverse backgrounds.
--
Mark A. Davis Ph.D. 651-696-6102
Department of Biology fax: 651-696-6443
Macalester College email: davis@macalester.edu
Saint Paul, MN 55105 webpage: www.macalester.edu/~davis
From LISTSERV@LISTSERV.UMD.EDU Fri Mar 12 10:33:37 2004
Date: Wed, 3 Mar 2004 00:00:38 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 1 Mar 2004 to 2 Mar 2004 (#2004-58)
[ Part 1: "Included Message" ]
Date: Wed, 3 Mar 2004 00:00:38 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 1 Mar 2004 to 2 Mar 2004 (#2004-58)
There are 9 messages totalling 574 lines in this issue.
Topics of the day:
1. Free pdf copy available Conservation status of live U.S. nonmarine turt
es
in domestic and international trade
2. Recycled Nest Cameras
3. Seriously!: Textbook suggestions for biochemical ecology course (3)
4. Forest Ecology Field Technician Position; early May - mid to late Aug.
2004
5. Aquatic Ecologist Vacancy - National Park Service
6. Smithsonian Advanced Conservation GIS/RS Course
7. Smithsonian Conservation GIS/RS Course
[ Part 2: "Included Message" ]
Date: Tue, 2 Mar 2004 09:42:03 -0500
From: Allen Salzberg <asalzberg@NYC.RR.COM>
Subject: Free pdf copy available Conservation status of live U.S. nonmarine
turtles in domestic and international trade
[ The following text is in the "ISO-8859-1" character set. ]
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Send request to asalzbeg@herpdigest.org
Full title
____________________________________________________
Conservation status of live U.S. nonmarine turtles in domestic and
international trade
A report to:
U.S. Department of the Interior
U.S. Fish and Wildlife Service
Prepared by:
Robert N. Reed, PhD 1,2
J. Whitfield Gibbons, PhD 1
1 Savannah River Ecology Laboratory
Drawer E
Aiken SC 29802
2 (present address)
Department of Biology
Southern Utah University
Cedar City UT 84720
To whom correspondence should be addressed: reed@suu.edu
________________________________________________________
Table of contents
Introduction
3
Domestic trade
6
Overview
6
Retail pet stores
7
Multi-vendor ^Ñherp expositions^Ò
8
The online animal trade
9
International trade
11
Overview
11
Summary of LEMIS export data
11
Origins of exported turtles
12
Predicting future trade
13
Life history and demographic analyses
15
Geographic range area of U.S. turtles: Implications for conservation
23
Commercial turtle farming operations
26
Relative suitability of native turtles as farmed species
26
Sustainability of commercial turtle farming operations
28
Synthesis: Quantifying relative vulnerability to harvest
33
Recommendations and priorities for future research
33
Acknowledgments
36
Literature cited
37
Appendices
43
Tables
62
Figures
85
[ Part 3: "Included Message" ]
Date: Tue, 2 Mar 2004 10:44:11 -0500
From: David LaPuma <lapuma@EDEN.RUTGERS.EDU>
Subject: Recycled Nest Cameras
Hello Ecofriends
I'm writing you because I'm trying to pull together a research plan for
my upcoming field season and I think someone (maybe even YOU!) could
really help me out. I'm currently studying the effects of fire on the
demography of the Cape Sable seaside sparrow (Ammodramus maritimus
mirabilis), in Everglades National Park. Currently I'm trying to
identify the nest predators within my study area. I've devised a
methodology that I'm confident will work, using a combination of fake
nests, finch eggs, and 24 hour time-lapse video. The literature is full
of similar studies and my hope is that some of you have also used a
similar methodology in your own work. In fact, I'm hoping that somewhere
in the corner of your lab, there lies a heap of cameras and vcr's that
are just begging to be used in another field experiment. Unfortunately
for us to reach our required sample size, purchasing new equipment would
be entirely cost-prohibitive. So, I'm asking you if I can borrow or
purchase your working-condition video equipment in order to complete my
research. Terms and conditions are definitely negotiable, so please
don't hesitate to contact me and discuss the matter.
Specifically, I'm looking for miniature black-and-white (or color)
electronic-board cameras in waterproof housing with infrared
light-emitting diodes around the lens to produce cryptic illumination
for night-viewing. For time-lapse recording, I'm looking for either
DC-powered time-lapse vcr's, or some other comparable product, also with
a waterproof case. An interface box and portable monitor to check camera
placement would be ideal. Of course, if you can provide any part of this
equipment, that would be fantastic. Again, feel free to contact me to
discuss further.
Sincerest Regards
David
--
_____________________________________________________
David A. LaPuma
Dept. of Ecology, Evolution, & Natural Resources
Plant Physiology Building
1 College Farm Road
Rutgers University
New Brunswick, NJ 08901-1582
Phone: 732-932-3313
email: lapuma@eden.rutgers.edu
web: http://www.eden.rutgers.edu/~lapuma
[ Part 4: "Included Message" ]
Date: Tue, 2 Mar 2004 08:58:48 -0800
From: Jim Biardi <jebiardi@UCDAVIS.EDU>
Subject: Seriously!: Textbook suggestions for biochemical ecology course
Well, it's been more than a week, and I've got zero responses about the
topic (except for two folks who are interested in hearing what others
have to say).
Is this no longer a topic of interest to ecologists? I find that hard
to believe, with the continued strong body of papers on induced
defenses, etc...published in the journals.
Do most ecologists let chemists and/or biochemists teach this topic for
us?
What gives?
Any feedback appreciated!
Jim
--
James E. Biardi, Ph. D.
PROF Postdoctoral Fellow
353 Chemistry
University of California
Davis, CA 95616
(530) 754-5632 ph
(530) 752-8995 fax
Begin forwarded message:
> From: Jim Biardi <jebiardi@ucdavis.edu>
> Date: Mon Feb 23, 2004 10:24:35 AM US/Pacific
> To: ECOLOG-L@LISTSERV.UMD.EDU
> Subject: Textbook suggestions for biochemical ecology course
>
> Hi all-
>
> I'm developing a course to cover a broad range of topics in
> biochemical ecology (i.e. plant toxins/insect defense, insect and vert
> feeding preferences, animal defensive compounds, pollination, plant
> detoxification of soil contaminants, etc...)
>
> The course will bring together upper division/grad students from
> biology and chemistry backgrounds.
>
> I'm thinking of using Harborne's Introduction to Ecological
> Biochemistry, 4th ed. (1993), but I'd be happy to hear suggestions
> from others on the list!
>
> Thanks,
> Jim
[ Part 5: "Included Message" ]
Date: Tue, 2 Mar 2004 11:19:14 -0500
From: Alejandro A. Royo <aroyo@PITT.EDU>
Subject: Forest Ecology Field Technician Position; early May - mid to late
Aug. 2004
JOB DESCRIPTION - We seek one highly motivated individual interested in
ecological field experience to fill our research assistant position from
early May to middle or late August 2004. Our USDA-Forest Service funded
research project investigates the extent to which herbivory, competition,
and seed predation alter tree regeneration, and consequently, successional
trajectories in northern hardwood forests. Specifically, we are examining
the role that herbivory by white-tailed deer (Odocoileus virginianus), the
direct competitive impact by the native invasive hay-scented fern
(Dennstaedtia punctilobula), and small-mammal seed- and seedling predation
interact to alter juvenile tree species composition in the understory.
LOCATION - The project is collaboration between the USDA Forest Service,
Forestry Sciences Laboratory and the University of Pittsburgh. The research
is located in the area surrounding the Kane Experimental Forest, in
northwestern Pennsylvania. The Kane Experimental Forest is located within
the Allegheny National Forest and is part of the Forest Service's
Northeastern Experimental Station
RESPONSIBILITIES - Primary responsibilities include: censusing tree
seedlings, measuring hay-scented fern densities, transplanting tree
seedlings and hay-scented fern rhizomes, collecting light measurements,
small mammal trapping, and maintenance of experimental exclosures. Some
computer work is required. Early mornings and long days occasionally
required.
QUALIFICATIONS - Successful applicant should be hard-working, conscientious,
have good attention to detail, and be able to tolerate rugged conditions. A
background in biology/ecology/botany as well as field experience,
particularly in eastern deciduous forests, is desirable, but not necessary.
PAY - $9.99-11.22/hr depending on experience, 40hrs/week. Housing available
at the Kane Experimental Forest.
APPLY NOW - Position will be filled by first qualified applicant - so apply
now.
TO APPLY - Send a brief letter of interest, a CV or resume, and names,
addresses, phone numbers and email addresses of three references to:
Alejandro A. Royo
via email (preferred) aroyo@fs.fed.us
-or-
Alejandro A. Royo
USDA NERS, Forestry Sciences Lab
P.O. Box 267
Irvine, PA 16329
[ Part 6: "Included Message" ]
Date: Tue, 2 Mar 2004 15:01:04 -0500
From: Don Cipollini <don.cipollini@WRIGHT.EDU>
Subject: Re: Seriously!: Textbook suggestions for biochemical ecology course
I've taught these sorts of courses a few times, typically as
an upper-level special topics or graduate seminar class. I
typically rely on the primary literature because there are
no recent comprehensive titles in this area. There are some
edited volumes that focus on particular aspects of chemical
ecology, like Induced Responses to Herbivory, Karban and
Baldwin, Univ. of Chicago Press, 1997, or The Ecology and
Evolution of Inducible Defenses, Tollrian and Harvell,
Princeton Univ. Press, 1999. You would have to supplement
these books with the primary literature to round out the
course.
Good luck,
Don
Jim Biardi wrote:
>
> Well, it's been more than a week, and I've got zero responses about the
> topic (except for two folks who are interested in hearing what others
> have to say).
>
> Is this no longer a topic of interest to ecologists? I find that hard
> to believe, with the continued strong body of papers on induced
> defenses, etc...published in the journals.
>
> Do most ecologists let chemists and/or biochemists teach this topic for
> us?
>
> What gives?
>
> Any feedback appreciated!
>
> Jim
> --
> James E. Biardi, Ph. D.
> PROF Postdoctoral Fellow
> 353 Chemistry
> University of California
> Davis, CA 95616
> (530) 754-5632 ph
> (530) 752-8995 fax
> Begin forwarded message:
>
> > From: Jim Biardi <jebiardi@ucdavis.edu>
> > Date: Mon Feb 23, 2004 10:24:35 AM US/Pacific
> > To: ECOLOG-L@LISTSERV.UMD.EDU
> > Subject: Textbook suggestions for biochemical ecology course
> >
> > Hi all-
> >
> > I'm developing a course to cover a broad range of topics in
> > biochemical ecology (i.e. plant toxins/insect defense, insect and
ert
> > feeding preferences, animal defensive compounds, pollination, plan
> > detoxification of soil contaminants, etc...)
> >
> > The course will bring together upper division/grad students from
> > biology and chemistry backgrounds.
> >
> > I'm thinking of using Harborne's Introduction to Ecological
> > Biochemistry, 4th ed. (1993), but I'd be happy to hear suggestions
> > from others on the list!
> >
> > Thanks,
> > Jim
--
***********************************
Don Cipollini, Ph.D.
Assistant Professor
Department of Biological Sciences
Wright State University
3640 Colonel Glenn Highway
Dayton, Ohio 45435-0001
(937) 775-3805
FAX (937) 775-3320
email: don.cipollini@wright.edu
Lab Page: http://www.wright.edu/~don.cipollini
[ Part 7: "Included Message" ]
Date: Tue, 2 Mar 2004 13:46:32 -0600
From: Mike DeBacker <Mike_DeBacker@NPS.GOV>
Subject: Aquatic Ecologist Vacancy - National Park Service
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National Park Service Job Announcement
Posted on USAJobs (CK188032YR & CK188037YR)
Ecologist â^À^Ó Aquatic Resources Monitoring Leader
The Heartland Network and Prairie Cluster Prototype Programs of the
National Park Service seek an Ecologist for the Inventory and Monitoring
Program. This is a permanent, full-time position (GS-11/12), with an
annual salary between $48,022 - $74,826 depending on qualifications. The
incumbent will be an employee of Wilsonâ^À^Ùs Creek National Battlefield in
Republic, MO. The incumbentâ^À^Ùs duty station will be with the Department o
Biology, Southwest Missouri State University in nearby Springfield MO, the
third largest city of the state. Springfield offers numerous health,
university and cultural amenities, and an inexpensive cost of living.
Extensive travel and work in hot, humid weather is expected.
The Ecologist will be the lead person in developing and managing an aquatic
monitoring program for the network, including planning yearly budgets,
hiring and supervising program staff, and making sure that monitoring
objectives are met. The Ecologist will ensure that the indicators of
ecosystem integrity selected for monitoring are scientifically credible and
theoretically linked to important aspects of ecosystem function. The
Ecologist will oversee implementation of aquatic resource monitoring
including development of sample designs and monitoring protocols. The
Ecologist will oversee inventory and monitoring projects within his/her
subject matter expertise, including the drafting and oversight of projects
performed through contract, interagency or cooperative agreement. The
Ecologist will ensure that high-quality monitoring results are routinely
provided to park managers to aid in decision-making and are also made
available to relevant NPS and professional audiences.
Background:
To carry out its mission, the National Park Service (NPS) serves as a
steward for the preservation of America's national parks and their
resources. The NPS has initiated a service-wide, network-based natural
resource inventory and monitoring program to address the lack of credible
scientific information available to parks. The purpose of the program is to
design and implement long-term ecological monitoring and provide
information for park managers to evaluate the integrity of park ecosystems
and better understand ecosystem processes. The Heartland Network and
Prairie Cluster Prototype Inventory and Monitoring (I&M) Program is
composed of fifteen parks in eight Midwestern states, and includes
tallgrass prairie, Ozark highlands and eastern deciduous forest
eco-regions. For more information about the program:
http://www1.nature.nps.gov/im/units/htln/index.htm.
How to apply:
The application period is March 3 - 24, 2004. Application forms and
detailed application instructions are available at the USAJobs web site (
www.USAJOBS.opm.gov); vacancy announcement CK188032YR (open, competitive)
and CK188037YR (merit promotion). Carefully follow instructions in the
job announcement â^À^Ó written responses to the Knowledge Skills and Abiliti
s
questions (KSAs) are required.
[ Part 8: "Included Message" ]
Date: Tue, 2 Mar 2004 15:44:25 -0600
From: Dave McNeely <dlmcneely@LUNET.EDU>
Subject: Re: Seriously!: Textbook suggestions for biochemical ecology course
[ The following text is in the "iso-8859-1" character set. ]
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This is not my area of expertise, so I don't know what books are available.
But specialized topics, usually offered only at the graduate level, are
often taught without a textbook, of course, so none may be available. I do
remember years ago (ah, just found it on my shelf!) a text by Harborne,
_Introduction to Ecological Biochemistry_. Publication date is 1982 from
Academic Press. I don't know if there has been a more recent edition.
Good luck, Dave
David L. McNeely, Ph.D.
Professor of Biology
P.O. Box 1500
Langston University
Langston, OK 73050
Telephone (405) 466-6025
Email dlmcneely@lunet.edu
Web page http://www.lunet.edu/mcneely
FAX (405) 466-3271
"Are we there yet?"
Source unknown
----- Original Message -----
From: "Jim Biardi" <jebiardi@UCDAVIS.EDU>
To: <ECOLOG-L@LISTSERV.UMD.EDU>
Sent: Tuesday, March 02, 2004 10:58 AM
Subject: [ECOLOG-L] Seriously!: Textbook suggestions for biochemical ecology
course
> Well, it's been more than a week, and I've got zero responses about the
> topic (except for two folks who are interested in hearing what others
> have to say).
>
> Is this no longer a topic of interest to ecologists? I find that hard
> to believe, with the continued strong body of papers on induced
> defenses, etc...published in the journals.
>
> Do most ecologists let chemists and/or biochemists teach this topic for
> us?
>
> What gives?
>
> Any feedback appreciated!
>
> Jim
> --
> James E. Biardi, Ph. D.
> PROF Postdoctoral Fellow
> 353 Chemistry
> University of California
> Davis, CA 95616
> (530) 754-5632 ph
> (530) 752-8995 fax
> Begin forwarded message:
>
> > From: Jim Biardi <jebiardi@ucdavis.edu>
> > Date: Mon Feb 23, 2004 10:24:35 AM US/Pacific
> > To: ECOLOG-L@LISTSERV.UMD.EDU
> > Subject: Textbook suggestions for biochemical ecology course
> >
> > Hi all-
> >
> > I'm developing a course to cover a broad range of topics in
> > biochemical ecology (i.e. plant toxins/insect defense, insect and
ert
> > feeding preferences, animal defensive compounds, pollination, plan
> > detoxification of soil contaminants, etc...)
> >
> > The course will bring together upper division/grad students from
> > biology and chemistry backgrounds.
> >
> > I'm thinking of using Harborne's Introduction to Ecological
> > Biochemistry, 4th ed. (1993), but I'd be happy to hear suggestions
> > from others on the list!
> >
> > Thanks,
> > Jim
[ Part 9: "Included Message" ]
Date: Tue, 2 Mar 2004 17:07:11 -0500
From: GISCourse GISCourse <GISCourse@CRC.SI.EDU>
Subject: Smithsonian Advanced Conservation GIS/RS Course
The Smithsonian Conservation and Research Center is offering the following a
vanced GIS and remote sensing course:
Measuring Landcover Change and its Impact on Endangered Species
April 19-23, 2004
PROGRAM DESCRIPTION:
This one-week advanced GIS and remote sensing course provides conservationis
s with an opportunity to learn how GIS and remote sensing can be used to ass
ss the conservation status of endangered species. Each participant will be p
ovided with their own desktop computer for all lab exercises. During the han
s-on exercises participants will use the Internet, ArcView, ArcView Spatial
nalyst, ERDAS Imagine, Fragstats, and other spatial analysis programs. Instr
ctors will lead participants step-by-step through the process of:
* conduct a regional conservation assessment using GIS to determine critical
conservation areas for an endangered species
* acquiring multi-date satellite imagery to quantify land cover change and t
map the extent of the remaining habitat
* using landscape analysis to determine optimal landscape configurations for
conserving the endangered species.
Visit the following web address for more details and registration informatio
.
http://www.nationalzoo.si.edu/ConservationAndScience/ConservationGIS/GIS_tra
ning/advanced_GIS/
Contact:
David Zaks
giscourse@si.edu
1500 Remount Road
Front Royal, VA 22630
540-635-6535 (GIS Lab)
540-635-6506 (FAX)
To request accessibility services, please contact David Zaks at least two we
ks before the beginning date of the course.
[ Part 10: "Included Message" ]
Date: Tue, 2 Mar 2004 17:04:35 -0500
From: GISCourse GISCourse <GISCourse@CRC.SI.EDU>
Subject: Smithsonian Conservation GIS/RS Course
The Smithsonian Conservation and Research Center is offering the following n
w course:
GIS & REMOTE SENSING FOR WILDLIFE MANAGERS USING THE NEW ESRI SOFTWARE ARCGI
An Introduction to the use of Geographic Information Systems &
Remote Sensing in Conservation and Wildlife Management
April 12-16, 2004
Increasingly, Geographic Information Systems (GIS) and Remote Sensing - the
apping of features using imagery acquired either from an aircraft or a satel
ite - have become important tools for decision-making and the applied manage
ent of natural resources. Many federal agencies and NGO's rely on GIS and s
tellite data for their work and are starting to produce their own spatial da
abases. However, there are few training opportunities for wildlife managers
to learn the application of GIS in everyday management situations. We are o
fering a course for wildlife managers that will provide hands-on experience
or the collection of data, GIS analysis of the data, and map-making using th
latest ESRI and ERDAS software.
PROGRAM DESCRIPTION
This short course will provide wildlife managers with a working knowledge ab
ut the application of Geographic Information Systems (GIS) and Remote Sensin
to the monitoring and management of wildlife and forest vegetation. Exerci
es in establishing locations with a Global Positioning System (GPS), data in
ut into a GIS, and spatial analysis techniques for GIS will provide hands-on
and real world experience during the course. Based on examples about habita
selection in songbirds and white-tailed deer, course participants will lear
how to:
* Collect GIS data in the field using survey techniques and GPS.
* Differentially correct GPS data.
* Input GPS data into GIS.
* Input field data into GIS.
* Use GIS for management of large data sets from multiple sources.
* Design and perform analysis using GIS data and spatial analysis techniques
* Integrate data with ancillary data, such as satellite imagery, aerial phot
graphy, and State Agency databases.
Visit the following web address for more details and registration informatio
:
http://www.nationalzoo.si.edu/ConservationAndScience/ConservationGIS/GIS_tra
ning/introduction/
The CRC will also be offering an Advanced Course in Conservation GIS and Rem
te Sensing April 19-23.
http://www.nationalzoo.si.edu/ConservationAndScience/ConservationGIS/GIS_tra
ning/advanced_GIS/
contact:
David Zaks
1500 Remount Road
Front Royal, VA 22630
540-635-6535 (GIS Lab)
540-635-6506 (FAX)
giscourse@si.edu
To request accessibility services, please contact David Zaks at least two we
ks before the beginning date of the course.
From LISTSERV@LISTSERV.UMD.EDU Fri Mar 12 10:33:50 2004
Date: Thu, 4 Mar 2004 00:00:22 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 2 Mar 2004 to 3 Mar 2004 (#2004-59)
[ Part 1: "Included Message" ]
Date: Thu, 4 Mar 2004 00:00:22 -0500
From: Automatic digest processor <LISTSERV@LISTSERV.UMD.EDU>
Reply-To: "Ecological Society of America: grants, jobs, news"
<ECOLOG-L@LISTSERV.UMD.EDU>
To: Recipients of ECOLOG-L digests <ECOLOG-L@LISTSERV.UMD.EDU>
Subject: ECOLOG-L Digest - 2 Mar 2004 to 3 Mar 2004 (#2004-59)
There are 14 messages totalling 849 lines in this issue.
Topics of the day:
1. Conservation Status NorthEastern US Turtles
2. Palynological Inquiry
3. Postdoc/Research Fellow Positions Available
4. R references etc.
5. Compiled responses for forest ecology textbook recommendations
6. Research Internship
7. web address for new course for teachers
8. Student Poster Contest - Coastal Restoration Conference - New Entry
Deadline
9. Fwd: Sustainability Competition Closing on March 25
10. "Essentials of Ecology" vs "Ecology and Field Biology"
11. Seriously!: Textbook suggestions for biochemical ecology course
12. Position: Forest Landscape Model Programmer
13. New/Old Books: Your Suggestions Wanted
14. Effects of noise on bird detectability in point counts
[ Part 2: "Included Message" ]
Date: Wed, 3 Mar 2004 05:53:35 -0500
From: Allen Salzberg <asalzberg@NYC.RR.COM>
Subject: Conservation Status NorthEastern US Turtles
[ The following text is in the "ISO-8859-1" character set. ]
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Status and Conservation of Turtles of the Northeastern United States: A
Symposium, edited by Thomas F. Tyning. Copyright 1997.
HerpDigest has purchased copies of the above rare publication, a
collection of articles elaborating on the reports specialists in each
turtle species found in the Northeastern US made at the Symposium.
The book is separated into ^ÓRegional Status Reports,^Ô and ^ÓConservation,
Issues, and Life History Papers.^Ô
The states covered are Maine, New Hampshire, Vermont, New York,
Massachusetts, Connecticut and New Jersey. Authors include Al Breisch,
Michael Klemens, Anders Rhodin, Terry Graham, Robert Bartlett, Robert T.
Zappalorti, Tom Tyning, Carl Ernst and more.
It is, I believe, the only such attempt at an overview of the turtles in
this area in one book. And a first printing
All for only $10.00, which includes S&H, (the book will be sent via media
mail, safe but slow, expect 2-4 weeks within the US, depending how far you
are from NYC.) If you wish it sent first class please add $4.00.
To send it to Canada costs $13.00. Elsewhere please contact me first.
You can order one of three ways:
1) Send me your credit card number, expiration date, shipping and
billing address
via email or snail mail. (see mail address below)
(If you are unconformable using your credit card on the net, people are
separating the information into two emails.)
2) Use HerpDigest^Òs Paypal account.
https://www.paypal.com/xclick/business=asalzberg%40herpdigest.org
3) Or write out a check for the full amount to HerpDigest and mail it
to
HerpDigest/ c/o Allen Salzberg/67-87 Booth Street ^Ö5B/Forest Hills, NY
11375.
Please spread news of this offer around,
Tell your friends. Post it on herp and conservation related listservs,
newsgroups, and mailing lists.
All profits go to help keep HerpDigest a free publication, and also enable
it to send out hard to find papers, via the net, such as, building herp
tunnels, atrazine and frogs, and SREL^Òs report on the turtle trade and
conservation in the U.S -- for free.
Thanks
Allen Salzberg
Publisher/Editor
HerpDigest www.herpdigest.org
Non-Profit, For Free, Weekly Electronic Newsletter reporting on the Latest
Conservation and Science News on Reptiles and Amphibians
[ Part 3: "Included Message" ]
Date: Wed, 3 Mar 2004 09:58:49 -0500
From: Jose Valdes <jvaldes@SFWMD.GOV>
Subject: Palynological Inquiry
Dear colleagues:
I am a geologist working on the sedimentology/geomorphology component of
the Kissimmee River Restoration Evaluation Project in south-central
Florida. As part
of this work, a potential application of palynological techniques has
been suggested about which I would like to solicit input from those
among you with expertise in
this field.
To put the matter in context, here is as brief overview of the
restoration project. Between 1962 and 1971, the meandering Kissimmee
River was channelized for
flood control and bisected by a 56-mile-long canal. For about 40 years,
little or no flow occurred in remnant river channels, resulting in
vegetation encroachment
and deposition of organic matter on the river bed. The restoration, the
first phase of which was completed in 1999, consists of backfilling the
canal, reconnecting the
remnant river channels, and reestablishing historic flows in the latter.
One of the restoration expectations is that accumulated organic deposits
will be flushed out of
remnant river channels, or covered with sand, and that the substrate of
the riverbed will return to (what is assumed to have been) predominantly
sand.
The dating of the layers cored from the river bottom is an issue of
ongoing debate. It has been suggested that relative pollen counts could
offer a relatively
inexpensive way (vs. radiometric dating) of distinguishing among layers
deposited during the pre-channelization, post-channelization, and
post-restoration periods.
Although the historic (pre-channelization) floodplain flora, dominated
by broadleaf marsh/wet prairie species, transitioned into upland
pastures during the ~40-year
post-channelization period, there has not been a substantial change in
the suite of species present although the relative abundance of those
species changed (i.e.,
overall the same species are present but in different abundances). In
the post-restoration phase (the last 3 years), a succession back to the
historic plant
communities is occurring.
So here are my questions:
(1) Is is feasible that relative pollen counts or some other
palynological technique could be applied to distinguishing at least
pre-channelization vs. post-chanelization
deposition? Could one distinguish between pollen deposition due to
"pollen rain" vs. pollen from vegetation that decayed in situ?
(2) If we limited sampling to lithologically distinct layers, how much
of a subsample (i..e, interval thickness) would be needed from core
layers for palynological
analysis and would it be best to obtain such subsamples from just below
and above inter-layer contacts or randomly within layers?
(2) What would the cost per sample of such analysis? Can anyone refer me
to researchers who have done work of this kind or might be interested in
bidding on a
contract to do such work? What commercial palynology labs in Florida or
elsewhere are available to do this type of analysis?
Thank you very much in advance for any feedback that you can provide.
Jose Valdes
[ Part 4: "Included Message" ]
Date: Tue, 2 Mar 2004 14:06:56 -0600
From: Shufen Pan <panshuf@AUBURN.EDU>
Subject: Postdoc/Research Fellow Positions Available
Postdoc/Research Fellow Positions are available at Auburn University.
For details, see website below:
http://www.sfws.auburn.edu/employment.htm
1) Postdoctoral Fellow in Integrated Regional Studies
2) Research Fellow in Large-scale Ecology and Modeling
----------------------------------------------------------
Susan(Shufen) Pan, Director
The IDS Project Office
School of Forestry and Wildlife Sciences
108 M. White Smith Hall
Auburn University
Auburn, AL 36849, USA.
Phone: (334) 844-1015
Fax: (334) 844-1084
e-mail: panshuf@auburn.edu
----------------------------------------------------------
[ Part 5: "Included Message" ]
Date: Wed, 3 Mar 2004 10:01:46 -0500
From: Stephen Ellner <spe2@CORNELL.EDU>
Subject: R references etc.
As long as there's a flurry of interest here in R, let me add a couple of
things:
1. I teach my Theoretical Ecology course using R, and the lab notes can be
downloaded from my web page:
www.eeb.cornell.edu/Ellner/TheoreticalEcology/RIntro.pdf
The notes teach R from scratch with an emphasis on simulation and
programming, and complement documents like SimpleR that emphasize
statistics.
1. A recent post mentioned my old review of R in the ESA bulletin. A lot
has changed since then. Notably, there is now a generalized additive models
function (written by ecologist Simon Wood) that is much better than the one
in Splus, and the speed difference between R and Matlab has been overcome.
For some tasks where you would expect Matlab to shine (e.g. iterating a
large matrix model) R is actually faster, sometimes by a lot.
Steve Ellner
Ecology and Evolutionary Biology, Cornell
spe2@cornell.edu
[ Part 6: "Included Message" ]
Date: Wed, 3 Mar 2004 09:27:38 -0800
From: "Fiala, Anne" <fialaa@EVERGREEN.EDU>
Subject: Compiled responses for forest ecology textbook recommendations
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Hi,
I want to thank everyone who provided suggestions and comments related to
forest ecology textbooks and lab ideas. I've compiled the responses and am
listing them here for others interested in knowing what is out there and
recommended.
Thanks again!
Anne
"Barnes, B.V., D.R. Zak, S.R. Denton, and S.H. Spurr 1998. 4th ed. John
Wiley & Sons. NY.
It emphasizes the ecosystem concept and an ecosystem approach to forest
ecology. The chapter 21 on landscape ecology has sections about the PNW as
well as various other examples in the book. It has lots of references! "
"Possibly dave perrys book, forest ecosystems. somewhat less clinical than
Barnes it draws examples from tropical to boreal latitudes, emphasizing
forest structure and other forest organism groups in addition to trees.
There is also relevant material in franklin and dyrness's natural vegetation
of oregon and washington. little's the dying of the trees might also
interest students as it documents how soil acidification, ozone, fungi, and
other factors have altered u.s. forest structure.
while your emphasis is pacific northwest forests another book I like very
much for its approach to forest analysis is 'tropical forest ecology' by
leigh of the smithsonian. this book does a good job, for example, of
explaining leaf organization and divergence angle.
I cannot recommend either of kimmins earlier books. while kimmins claims to
be balanced his pro forestry philosophy underlies the books structure and
some sections are logically questionable. for example, his treatment of
plant alleochemicals, and his conclusion in earlier books that short
rotations increase or maintain carbon sequestration relative to old forests
is simply inaccurate (except in special cases). ive not seen his new book
so possibly these sections have been corrected."
"I am using Barnes et al. (1998) book in my
undergraduate forest ecology course and I am very
satisfied with it. Contrary to Kimmins' book, it
concentrates on forest ecology and it covers many
aspects of forest ecosystems. I believe this is the
best book for biology students. If I were teaching to
forest engeneer students, I would reconsider very
seriously Kimmins' book. Please note that Kimmins
publishes a new book for the 2004 spring term."
"Kimmins J. P. 2004. Forest ecology: a foundation for sustainable
management. 3rd edition. Prentice Hall, Upper Saddle River, NJ."
"I'd recommend both of these texts:
Kimmins, J.P. 1997. Forest ecology. 2nd ed. Prentice Hall, Upper
Saddle River, NJ.
Barnes, B.V., Zak, D.R., Denton, S.R., and Spurr, S.H. 1998. Forest
ecology. 4th ed. John Wiley & Sons, New York.
For labs, the following general ecology field methods book is pretty good:
Brower, Zar & von Ende. 1998. Field & laboratory methods for
general ecology. 4th ed. WCB/McGraw-Hill, Boston.
Also check out ESA resources <http://www.esa.org/education/>,
especially Teaching Issues & Experiments in Ecology (TIEE) at
<http://www.ecoed.net/tiee/>."
""Forest Ecology" by Barnes, Zak, Denton, and Spurr is an excellent textbook
that
was revised in 1999 or 2000. Burt Barnes was my Forest Ecology professor at
Michigan and Don Zak was my Soils professor; both excellent ecologist with a
substantial research and publication record. Both are from the Great Lakes
Basin, so the methodology and examples in the book may be more suited to mid
western deciduous forests than northwest pine/fir ecosystems, but the
general principles should still hold true. Anyway, that is my
recommendation. It would be worth while for you to get ahold of a copy and
check it out for yourself."
"Readings were drawn from a number of scattered sources rather than a
textbook. For text-requiring issues (like forest soils), we readexerpts from
Forest Ecosystems, by David A. Perry (of Oregon State) (about $55 from Johns
Hopkins Press, 2001?). I like this book, and it is very relevant to your
region and to the sorts of issues (e..g., nutrient cycling) that are
important at the Canopy project. Alternative potential texts worth looking
into: Barnes, B.V. Forest Ecology 4th ed. (1998, John Wiley); Kimmins, J.P.
Forest Ecology (2004, Prentice-Hall) Other useful sources included: (1)Arno,
Stephen and Hammerly, Ramona. 1999. Northwest Trees. The Mountaineers Press,
Seattle; (2) Norse, Elliott. 1990. Ancient Forests of the Pacific Northwest.
Island Press. (out of print); (3) Pojar, Jim, and Mackinnon, Andy. 1994.
Plants of the Pacific Northwest Coast. Lone Pine Publishing. [the best plant
guide to the wet PNW]."
"We have a web-based resource that may be of use in your course. It is
called the Pacific Northwest Assessment and is available at:
<http://www.consbio.org/cbi/pacnw_assess/assess-main.htm>
It is organized by ecoregion with detailed reports for each of the 41
ecoregions in the area from Alaska down to northern California."
"One of the books is also used in the junior level ecology class - I covered
~half the book, and the ecology class covered the other half. This book is
"Forest Ecology, 4th Edition" by BV Barnes, DR Zak, SR Denton, and SH Spurr.
I think it is a really good book to tie everything together from plant
physiology to landscape ecology.
But, my students found it to be "hard to understand". Still, as a
reference, I like it, and I didn't think it was too hard to understand. The
book I used this past fall is "Terrestrial Ecosystems, 2nd Edition" by JD
Aber and JM Melillo. This book is easier to understand, but covers material
in less depth. It didn't work well for my class as I focus on tree
physiology, but it has lots of ecology with examples from around the world.
I think both of them could be good references for your class."
"Depending on how far north you want to go, a great and very comprehensive
resource is the "Katchemak Bay Ecological Characterization" at:
<http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/ht
l/
welcome.htm>
The site goes well beyond forest ecology, and really gives a detailed and
integrated account of the from a very detailed perspective. Lots of great
learning resources here. Check it out."
"I found the following book quite useful when I took a Forest Ecology course
at Western Washington University, taught by David Wallin
(http://www.ac.wwu.edu/~wallin/). The link for his Forest Ecolgy /
Terrestrial Ecology syllabus appears to be down, but it would be worthwhile
to contact him for a copy of the syllabus or textbook recommendations. He
has taught this class for several years and would also have good insights as
to what are successful and appropriate field labs within PNW forests.
While I am sure that you have a good set of ideas concerning the concepts to
incorporate into your labs, here are a few ideas that I have from my
experience (a few years ago) as an upper-level science nerd of an
undergraduate in the PNW:
1. Introduction to some of the tools used to measure various attributes of
forest ecology in the PNW. This could involve students learning how to use
things like DBH tapes and stem corers - then collecting and analyzing the
data with respect to larger issues or datasets (for one lab we compared stem
radial growth to measures of local climate for mountain hemlocks on Mt.
Baker).
2. Exploration of how historical land use and landscape processes interact
with site-level forest ecological dynamics (I am a landscape ecologist with
a penchant for interactions with land use dynamics at present, hence the
bias). Off the top of my head, I remember doing a 3-lab comparison of
forest structure and carbon storage between an old growth and a young
even-aged stand (2 labs in field, 1 in computer lab doing quantitative
analyses) - this could be appropriate for your class, as I seem to remember
an old growth stand not too far from your area, and even-aged stands are
easy to find. A few labs that draw together issues surrounding PNW forests
as carbon storage areas - compared to the carbon output of a typical
automobile during 1 year of typical use - would be especially pertinent
considering the intensity of research and debate within this topic at
present. There are some very interesting interactions with other landscape
processes besides harvest that you could certainly explore in that area,
including things like successional dynamics with respect to fire or debris
flow.
3. Cross-ecosystem interactions, such as the interaction between forest
structure and salminoid habitat. For example, it would be interesting to
explore relationships between forest structure & stream
temperature/nutrient-loading/CWD-loading.
4. Forest structural dynamics and interations with plant/animal population
and metapopulation dynamics.
Here's the book reference:
Waring, R.H. and S.W. Running. 1998. Forest Ecosystems: Analysis at
Multiple Scales. San Diego, CA: Academic Press."
"as I'm sure you'll hear, Kimmins "Forest Ecology" has been the
standard in the field. I've liked it for its emphasis on the ecosystem
approach. I have loved using Jon Luoma's THe Hidden Forest", about the
research at H.J. Andrews, as a supplementary reading. My students enjoy it
for the insight it gives them into what drives researchers in ecology, and
how ecosystem ecologists think. It is out of print, but my bookstore was
able to find used copies. If you want to expand your approach a little,
Chapin et al's Principles of Terrestrial Ecosystem Ecology is good and
current.
Labs are hard - folks usually end up designing things that work in their own
area. I use a decomposition study - have the students set out litterbags in
the forest during their first lab, and collect them near the end of the
semester. I have leaves collected beforehand ( senessed (can't spell)
leaves) and I have the bags already made. They set them out in a pine and a
hardwood system and compare the amount of decomp at the end of the semester.
You could also use two different species - maybe a maple and a conifer and
compare their rates of decomp.
If you know anything about microarthropods, you could extract the
litterbags for microarths or take soil cores from those sites, and compare
the mites, collembola, etc from the two sites and encourage the students to
learn about the roles of microarthropods in decomposition.
If you have a forest where you can set up dendrometer bands, you could do
that as a lab exercise and have future classes take readings and compare the
data to earlier classes. ETc Also collect litterfall and weigh it -
giving data on productivity.
There are two important processes: decomposition and productivity. If you
have access to a chemistry lab, you might try nutrient cycling - collect
stream flow and compare nutrients to those in local precipitation. Or in
the soil samples from your different forest communities. etc."
"Kimmins' Forest Ecology is absolutely the best basic reference for the PNW.
I used it primarily, but supplemented it with Perry's Forest Ecosystems and
Waring and Schlessinger Forest Ecosystems - Concepts and Management. Because
Kimmins is a tough read for undergrads, you may want to provide a reading
guide for the chapters. Another less challenging textbook is Terrestrial
Plant Ecology by Barbour, Burk, and Pitts. I often used this book as a
supplement (especially graphics) for lecture material - sometimes I needed
aids to simplification. This textbook however lacks the PNW anchoring the
other books provide.
Of course there are many good papers to supplement an ecology class reading
list, but I always found such a challenge in covering ecology in a ten week
term, that I frequently relied on chapters in the book for much of the
reading, and supplemented lectures with info from journal articles.
A fascinating paper for many students was Distinctive Features of the
Northwestern Coniferous Forest: Development, Structure, and Function by
Franklin and Waring 1979. In Forests: Fresh perspectives from ecosystem
analysis, R.H. Waring, ed. pp. 59-86. I think students learned more from
that one paper than many of their other assignments."
"I am a big fan of "Forest Ecology" by JP Kimmins. The Rainforests of Home
(edited by Schoonmaker) is also excellent and more focused on the forests
west of the Cascade Crest in Canada and the US. You can supplement with
Franklin and Dyrness (Natural Vegetation of Oregon and Washington), Plant
Association Guides from National Forests, Atlas of the Pacific Northwest
(author is Loy?), Silvics of Forest Trees (Forest Service publications
available on-line), Creating Forests for the 21st Century (edited by
Franklin and Kohm), Forest Stand Dynamics by Oliver and Larson.
As for field-oriented labs, a transect across the Cascade crest is fairly
standard. Successional sequences in different vegetation communities -
after fire, after logging, after volcanic disturbance, after windthrow,
after insect/disease and the differences and similarities among those
disturbances and their effects. Measurement of common forest indicators -
relative density of trees, canopy closure, light transmission into the
understory, leaf area index, snags, downed wood, tree size distribution,
etc. in different forests. "
"Personally, I'm fond of J.P. Kimmins text, "Forest Ecology" (ISBN
0130662585). His examples are more often related to the PNW than others
I've come across. He's bright and I believe very objective about his
science, but he's not shy of the idea of using forests to meet human needs."
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Anne Fiala, MS
Research Associate - Canopy Database Project
Evergreen State College
Olympia, WA 98505
360-867-6788
http://academic.evergreen.edu/f/fialaa
[ Part 7: "Included Message" ]
Date: Wed, 3 Mar 2004 10:20:25 -0800
From: Jennifer Reithel <jreithel@STANFORD.EDU>
Subject: Research Internship
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RESEARCH INTERNSHIP IN THE ROCKY MOUNTAINS
Intern needed to assist with research on an ant-homopteran mutualism in a
rustic field setting in the Rocky Mountains. Dates: mid-June to mid-Aug.,
2004. Expenses paid in part. Interested students/graduates should contact
Dr. Jennifer Reithel (jreithel@stanford.edu) by March 16, 2004.
[ Part 8: "Included Message" ]
Date: Wed, 3 Mar 2004 10:40:36 -0500
From: Leslie Mertz <LMERTZ@NASW.ORG>
Subject: web address for new course for teachers
The correct web address for the course is
http://bio.wayne.edu/fishlake/.
Original message:
The Fish Lake Biological Program in Michigan is offering a new,
one-week course called Herpetology for Teachers, which is designed for
in-service science teachers and science-education students. Students
will explore the world of reptiles and amphibians -- in the places
where they live. Field sessions predominate this course, so students
will spend considerable time outdoors exploring the hundreds of acres
of lakes, wetlands, forests and meadows of the Fish Lake grounds and
adjacent state game area, and conducting team field projects. At the
Fish Lake site, students will spend some time in lectures (which are
punctuated with videos of field herpetologists in action and current
research findings) and doing labwork to enhance their understanding of
the animals we will see in the field. The course also features several
field trips to sites of special interest where students can find some
of Michigan's less common amphibians and reptiles.=20
A dormitory and cafeteria are available for students who wish those
services. The Fish Lake biological station is located in Lapeer, Mich.,
about 60 miles north of Detroit.
For information about the course, which is offered through Wayne State
University, see http://bio.wayne.edu/fishlake/ or contact the
instructor, Leslie Mertz, at ab2530@wayne.edu.
[ Part 9: "Included Message" ]
Date: Wed, 3 Mar 2004 16:27:47 -0500
From: Nicole Maylett <nmaylett@ESTUARIES.ORG>
Subject: Student Poster Contest - Coastal Restoration Conference - New
Entry Deadline
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Restore America's Estuaries has EXTENDED the due date for the Student Poster
Contest to Monday, May 3, 2004!
We invite you to present your projects and research in a Student Poster
Contest at our 2nd National Conference on Coastal and Estuarine Habitat
Restoration. Cash Prizes will be awarded in these categories:
*planning and priority-setting;
*best practices in restoration;
*science and technology;
*monitoring and evaluation;
*community involvement;
*policy and funding.
The Conference will be held September 12-15, at the Washington State
Convention & Trade Center and the Grand Hyatt Seattle in Seattle,
Washington. This is the premiere nationwide forum focused solely on
advancing the knowledge, pace, practice and success of coastal and estuarine
habitat restoration. Incorporating the non-profit, government, business,
tribes and academic sectors, the Conference will enable networking and
communication throughout this growing movement.
For more contest details, visit
http://www.estuaries.org/Student%20Poster%20Contest.php.
The Student Poster Contest is supported in part by Oregon Sea Grant.
General conference information can be found at
http://www.estuaries.org/2ndnationalconference.php.
Questions? Please contact Suzanne Giles at Restore America's Estuaries,
suzannegiles@estuaries.org, 703-524-0248.
[ Part 10: "Included Message" ]
Date: Wed, 3 Mar 2004 14:42:59 -0500
From: Clifford Duke <CSDuke@ESA.ORG>
Subject: Fwd: Sustainability Competition Closing on March 25
>>> <ncer-listserver@sdc-moses.com> 2/26/2004 9:40:14 AM >>
>
Sustainability Competition Closing on March 25
P3 Award Will Help Developed and Developing Countries
The P3 competition will be closing on March 25, 2004. EPA's Assistant
Administrator for Research and Development Paul Gilman and National
Academy
of Engineering President William Wulf launched the P3 Award on December
10, 2003,
to respond to the technical needs of the developed and developing world
in moving
toward sustainability. This national student design competition will
enable
college students to research,develop and design sustainable solutions
to
environmental and human health challenges. Support for the competition
includes
more than 30 partners in the federal government,industry, and
scientific and
professional societies. Sustainability has become an increasingly
important issue
that has drawn the attention of two United Nations conferences, as well
as many
science and engineering societies, cities and towns,businesses, etc.
For more information about the competition and how to apply, see:
http://www.epa.gov/p3
-----------------------------------------------
Members of this list are encouraged to use the Web interface at:
http://cfpub.epa.gov/ncer_list/elists to unsubscribe to this list or
subscribe to other lists available on NCER.
[ Part 11: "Included Message" ]
Date: Wed, 3 Mar 2004 16:47:23 -0500
From: "Chalcraft, David" <CHALCRAFTD@MAIL.ECU.EDU>
Subject: "Essentials of Ecology" vs "Ecology and Field Biology"
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Hi all,
I will be teaching an introductory course in Ecology in the fall and I am
contemplating which text to use. Ecology is offered at the sophmore level
and is required for all biology majors. For a variety of reasons I prefer
the texts by Townsend et al (Essentials of Ecology) and Smith and Smith
(Ecology & Field Biology) but I am having a tougher time deciding which of
these two would be better. I would appreciate hearing any comments that
fellow ecologgers may have on these two texts.
Dave
David R. Chalcraft
Dept. of Biology
East Carolina University
27858
Office phone: 252-328-2797
FAX:252-328-4178
http://www.personal.ecu.edu/chalcraftd/
<http://www.personal.ecu.edu/chalcraftd/>
chalcraftd@mail.ecu.edu
[ Part 12: "Included Message" ]
Date: Wed, 3 Mar 2004 15:17:24 -0700
From: Lewis Stringer <ltiptons@HOTMAIL.COM>
Subject: Re: Seriously!: Textbook suggestions for biochemical ecology course
While I have not read this, my former lab is currently enjoying:
Ecological Stoichiometry : The Biology of Elements from Molecules to the
Biosphere
by Authors: Robert W. Sterner , James J. Elser
>From: Dave McNeely
>Reply-To: Dave McNeely
>To: ECOLOG-L@LISTSERV.UMD.EDU
>Subject: Re: Seriously!: Textbook suggestions for biochemical
ecology course
>Date: Tue, 2 Mar 2004 15:44:25 -0600
>
>This is not my area of expertise, so I don't know what books are
available.
>But specialized topics, usually offered only at the graduate level, are
>often taught without a textbook, of course, so none may be available. I
do
>remember years ago (ah, just found it on my shelf!) a text by Harborne,
>_Introduction to Ecological Biochemistry_. Publication date is 1982
from
>Academic Press. I don't know if there has been a more recent edition.
>
>Good luck, Dave
>
>David L. McNeely, Ph.D.
>Professor of Biology
>P.O. Box 1500
>Langston University
>Langston, OK 73050
>
>Telephone (405) 466-6025
>Email dlmcneely@lunet.edu
>Web page http://www.lunet.edu/mcneely
>FAX (405) 466-3271
>
>"Are we there yet?"
>Source unknown
>
>
>----- Original Message -----
>From: "Jim Biardi"
>To:
>Sent: Tuesday, March 02, 2004 10:58 AM
>Subject: [ECOLOG-L] Seriously!: Textbook suggestions for biochemical
ecology
>course
>
>
> > Well, it's been more than a week, and I've got zero responses abou
the
> > topic (except for two folks who are interested in hearing what oth
rs
> > have to say).
> >
> > Is this no longer a topic of interest to ecologists? I find that
hard
> > to believe, with the continued strong body of papers on induced
> > defenses, etc...published in the journals.
> >
> > Do most ecologists let chemists and/or biochemists teach this topi
for
> > us?
> >
> > What gives?
> >
> > Any feedback appreciated!
> >
> > Jim
> > --
> > James E. Biardi, Ph. D.
> > PROF Postdoctoral Fellow
> > 353 Chemistry
> > University of California
> > Davis, CA 95616
> > (530) 754-5632 ph
> > (530) 752-8995 fax
> > Begin forwarded message:
> >
> > > From: Jim Biardi
> > > Date: Mon Feb 23, 2004 10:24:35 AM US/Pacific
> > > To: ECOLOG-L@LISTSERV.UMD.EDU
> > > Subject: Textbook suggestions for biochemical ecology course
> > >
> > > Hi all-
> > >
> > > I'm developing a course to cover a broad range of topics in
> > > biochemical ecology (i.e. plant toxins/insect defense, insect
and
vert
> > > feeding preferences, animal defensive compounds, pollination,
plant
> > > detoxification of soil contaminants, etc...)
> > >
> > > The course will bring together upper division/grad students f
om
> > > biology and chemistry backgrounds.
> > >
> > > I'm thinking of using Harborne's Introduction to Ecological
> > > Biochemistry, 4th ed. (1993), but I'd be happy to hear sugges
ions
> > > from others on the list!
> > >
> > > Thanks,
> > > Jim
>
____________________________________________________________________________
___
Fast. Reliable. Get MSN 9 Dial-up - 3 months for the price of 1!
(Limited-time Offer)
[ Part 13: "Included Message" ]
Date: Wed, 3 Mar 2004 09:53:38 -0600
From: "Scheller, Robert M." <rmscheller@WISC.EDU>
Subject: Position: Forest Landscape Model Programmer
We are seeking a highly motivated programmer to assist with new development
and application of LANDIS, a forest landscape simulation model. The
programmer will join the Forest Landscape Ecology Laboratory
(http://landscape.forest.wisc.edu/) at the University of
Wisconsin-Madison. The start date is May 2004 and the project is funded
for a minimum of 1.5 years.
Complete information and application procedures are available at
http://www.ohr.wisc.edu/pvl/pv_046999.html
Requirements:
Degree in computer science or a degree in ecology with strong computer
programming experience.
Good written and verbal communication skills.
Ability to work with a team of scientists to develop a high quality product.
An interest in simulation modeling and forest ecology.
Familiarity with Unified Process Model or similar software development tools
Microsoft .NET and dll experience preferred.
Description:
The model, LANDIS-II, will be used to examine the effects of forest fires,
logging, and climate change on large forested landscapes throughout the
U.S. and world wide. The programmer will work with scientists and staff at
the University of Wisconsin-Madison and the U.S. Forest Service. The
programmer will assist scientists with model design, model testing, and
programming, using a standardized protocol for establishing program
requirements. The programmer must be able to operate within a dynamic and
rigorous academic environment; good written and verbal communication skills
are a must. An interest in scientific computing is highly
recommended. Presentations at scientific meetings will be frequent.
Planned features of LANDIS-II will include: a fully implemented object
oriented design and programming; designed to use dynamic linkable libraries
(dlls) from the ground up; programmed in the Microsoft .NET framework,
allowing a variety of languages and platforms to be used and the ability to
utilize parallel processors, when available. An intuitive model interface
will allow for rapid implementation by new users. Publication of dlls and
dll interfaces on the web will allow other developers and users to
substitute alternative implementations of every model component.
Robert M. Scheller
Dept. Forest Ecology & Management
University of Wisconsin-Madison
1630 Linden Dr., Madison, WI 53706
608-265-6321
Forest Landscape Ecology Lab http://landscape.forest.wisc.edu
Webpage and C.V. http://landscape.forest.wisc.edu/staff/rob/
[ Part 14: "Included Message" ]
Date: Wed, 3 Mar 2004 15:30:16 -0500
From: Andrea Herbert <AHerbert@BLACKBURNPRESS.COM>
Subject: New/Old Books: Your Suggestions Wanted
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The Blackburn Press is dedicated to keeping in print and available for
purchase book titles which other publishers have lost interest in and have
declared "out of print". See www.blackburnpress.com for a flavor of our
publishing activities and the titles of the many classic books in plant and
wildlife biology, ecology and natural resources management we have already
brought back into print.
We are especially interested in titles in science and technology, and much
of what we publish finds upper-level textbook and reference use. If you are
an author whose book is out of print, or if you are aware of an undeservedly
out-of-print book which has value and should be returned to print, we'd like
to hear from you.
Our primary focus is out-of-print titles, but we are also interested in
reviewing proposals for new book projects and journals.
Please contact:
Frances Reed, Publisher
freed@blackburnpress.com
The Blackburn Press
Publishers of classic scientific and technical books
P.O.Box 287, Caldwell, N.J., 07006 U.S.A.
973-228-7077 Fax: 973-228-7276
Explore the latest additions to our list at http://www.BlackburnPress.com
[ Part 15: "Included Message" ]
Date: Wed, 3 Mar 2004 15:45:34 -0800
From: "Schlesinger, Matthew" <mdschlesinger@UCDAVIS.EDU>
Subject: Effects of noise on bird detectability in point counts
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Hello -- I'm studying birds along an urban to forest gradient, and have seve
al sample sites near noisy roads. I am interested in determining whether th
diversity and composition of birds I'm getting in my point counts reflect t
e actual diversity of birds, or rather the detectability of songs and calls
elated to the level of ambient noise during the count. I am aware that coun
s are often not conducted in noisy wind, for example, but this is not an opt
on near roads that always have traffic. I have two main questions:
1) Is anyone aware of research efforts to determine the effects of ambient n
ise on bird detectability (by humans, not the ability of birds to hear each
thers' vocalizations), or papers that tangentially address this in some way?
(That is, apart from "birds are hard to hear when it's noisy"); and
2) Potentially, I would be interested in purchasing a sound meter to enable
easuring the decibel level at point counts and seeing whether repeated count
at the same sites with different noise levels yield different estimates of
iversity/composition. Does anyone out there have experience using (inexpens
ve, say below $100) sound meters? Ideally, I could find one that would repo
t average sound levels over a 10-min count period, as I'd prefer not to have
to take multiple readings during a survey.
Thanks for any advice.
Matt
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Matthew Schlesinger
Department of Environmental Science and Policy
University of California, Davis
mdschlesinger@ucdavis.edu
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ
Thanks to discussion with TVR, I have decided to put a link to back files of the discussion group. This months back files.
The link to complete archives is available elsewhere.
This text was originally an e-mail. It was converted using a program
RUPANTAR- a simple e-mail-to-html converter.
(c)Kolatkar Milind. kmilind@ces.iisc.ernet.in