Subject: ECOLOG-L Digest - 6 Mar 2003 to 7 Mar 2003 (#2003-64)
There are 14 messages totalling 761 lines in this issue.
Topics of the day:
1. Job: seasonal plover monitor, New Hampshire
2. Ecology labs for urban situations (3)
3. Begon textbooks
4. Ecology Texts
5. Physiology position, SC
6. GW: Squirrels Show Genetic Response to Climate Change
7. Summer field technicians - Forest and Fire ecology, WA
8. MS position-- Ozark Mtns. GLO notes analysis
9. Labs for urban undergraduates in evolution/ecology
10. A request on behalf of all job seekers (3)
----------------------------------------------------------------------
Date: Fri, 7 Mar 2003 08:17:29 -0500
From: Karen Cleveland <kcleveland@WILDLIFE.STATE.NH.US>
Subject: Job: seasonal plover monitor, New Hampshire
Please do not reply to me. See contact information
in the announcement.
-------------------------------------------------------------
Karen T. Cleveland Kcleveland@wildlife.state.nh.us
Data Manager, Wildlife Division phone: (603)271-1122
NH Fish & Game Dept.
2 Hazen Dr.
Concord, NH 03301 http://wildlife.state.nh.us
-------------------------------------------------------------
-------------------------------------------------------------
-------------------------------------------------------------
JOB ANNOUNCEMENT
Piping Plover Monitor
3/6/2003
The NH Fish and Game Department has a temporary
full-time position available to monitor federally
threatened and state endangered Piping Plovers on
New Hampshire beaches. This position will offer
some part-time work beginning in April and full-time
work from early May to approximately July, depending
on plover fledging dates. Additional projects and
funds may be available to extend work until September.
The position involves monitoring bird activity at
nesting sites on the beach, interacting with beachgoers,
coordinating volunteer monitors, and writing required
reports.
This position requires good observation and communication
skills. Applicants should be comfortable approaching
beach visitors to alert them to the presence of piping
plovers and provide them information about the birds.
Ability to identify New Hampshire's coastal bird species
is a plus.
This position will start April 18, 2003 at the estimated
rate of $11.70/hr.
To apply, submit resume and three phone references by
March 21, 2003 to:
John Kanter, Nongame and Endangered Wildlife Program Coordinator
NH Fish and Game Dept., 2 Hazen Drive, Concord, NH 03301
Or by email to abriggaman@wildlife.state.nh.us
Interviews for qualified candidates will be held April 1, 2003.
------------------------------
Date: Fri, 7 Mar 2003 08:34:43 -0600
From: Erica Corbett <ecorbett@SOSU.EDU>
Subject: Ecology labs for urban situations
This has been an interesting discussion.
If it's not too late for me to weigh in, I have a few things to add:
1. I tend to agree with the "ecology is where you find it" statement. I've
done some very basic things (e.g. "how would you estimate how many
different species were here" or "how many different species can you find
evidence for in a 1 square meter area?") with a non-majors, general
biology class by just stepping out the backdoor (It is true that my campus'
lawns aren't as "medicated" as some so we have more diversity, but still
I think most places would not have monoculture lawns).
You also might be able to get permission to set up bird feeders with
different types
of feed and do some basic foraging studies.
You could do an allometry exercise comparing the height of
trees on campus (using a clinometer or angle gauge) and their
diameters. You could have the students test to see if there
is a general pattern or if it differs with species. Stan Rice,
a colleague of mine, has published on this in
American Biology Teacher. He has also involved his systematic
botany students in monitoring bud break dates of different
species, including ornamentals that could be found on a campus
2. There are a lot of simulation type labs that can cover
some ecological principles (natural selection for example) without
having to go out into the field. You can find some activities at
http://www.accessexcellence.org. These are written (mostly)
for high school students but it's possible to "scale them up" for
college students. There is one activity called "The Beaks of the
Finches" that looks intriguing, and there is another exercise
in biodiversity. And, as several other people said, the ESA
"Experiments to teach Ecology" can be a very valuable source
of laboratories that take relatively minimal natural areas.
3. There are also exercises you can do in the laboratory. Deb Neher
at Toledo has developed a laboratory exercise examining the decomposition
rate of cellulose under different conditions (wet vs. dry soil, ambient
vs. cold temperature...) which I have modified to use with my ecology
classes. This can be done using petri plates and soil collected from
wherever you can get it, and you can set it up and run it in a lab. The
specialized equipment you need are a drying oven and a good accurate
balance.
There are also labs out there looking at survivorship of compost worms,
crickets, etc. under different lab microcosm situations.
Another laboratory that I've done (more as an observational lab and
more for developing a species-discovery curve) is to go out and collect
samples of leaf litter and the top 2 to 5 cm of soil from a forested area
(if you have access to one). Then, have the students sort through the
litter using dissecting scopes and have them draw (and ideally, identify)
all the different organisms they find. They can count and graph the number
of new (morpho)species encountered per sample and see the relationship
between sampling effort and new information. (If you do this lab, it is best
to have someone available or a good key to help with identification
of the soil organisms. Students get very excited when they find something
unusual. One semester, a group of students found a pseudoscorpion
and it was a big hit). This could also be adapted to a "how would
you estimate how many soil organisms were in a 1-ha forest based
on your sample?" sort of discussion.
I hope some of these ideas are of interest.
Erica Corbett
------------------------------
Date: Fri, 7 Mar 2003 08:43:32 -0600
From: Dave McNeely <dlmcneely@LUNET.EDU>
Subject: Re: Begon textbooks
I have used both of these texts, teaching primarily biology majors in a
junior level general ecology course.
The bigger book, Begon et al., I used for several years in all 3 editions.
>From an instructor's perspective, and for my purposes, I found no seriou
shortcomings except that average students in my course, in an open
admissions public university, found it very rigorous, and complained. Some
also did not like the reading style and depth, with the author's Australian
and scientific penchant for thorough documentation and detailed explanation.
Begon et al. treat ecosystems and communities as equivalent entities, or
maybe more accurately, they treat energy flow and biogeochemical cycling as
community processes, not differentiating the ecosystem as a separate entity.
I have no problem with that, but I have heard criticism of the approach.
With my students, I simply explained that the processes don't differ because
we use different names, and since most American ecologists consider the
ecosystem as a level of complexity above the community (or at least handle
it that way heuristically with students), I made sure that the students knew
that. My syllabus was organized as a series of treatments, individuals,
populations, communities, and ecosystems.
Some have also criticized the book for its emphasis on population ecology,
and have claimed that its treatment of ecosystems is inadequate. For a
general ecology course, I do not find either criticism legitimate. Most of
community ecology depends on a thorough understanding of populations, and it
is through populations that students most effectively gain their facility
with quantification and modeling in ecology.
I now use the shorter book (Townsend et al.) because I have "caved in" to
student complaints about the intensity of the reading in the bigger one.
But I find that I must supplement in places where I would rather not. I
think the shorter book might be excellent for a non-majors or a mixed majors
and non-majors course. The same criticisms about the treatment of
ecosystems apply -- it really is just an abridged Begon et al.
Dave McNeely
----- Original Message -----
From: "George P. Kraemer" <george.kraemer@PURCHASE.EDU>
To: <ECOLOG-L@LISTSERV.UMD.EDU>
Sent: Thursday, March 06, 2003 12:13 PM
Subject: Begon textbooks
> has anyone got experience using both Ecology (Begon et al.) and Essenti
ls
> of Ecology (Townsend et al.)? If so, could you comment on any signific
nt
> omissions or short-comings in the Essentials book?
>
> thanks,
>
> George Kraemer
> Environmental Sciences
> SUNY Purchase College
------------------------------
Date: Fri, 7 Mar 2003 08:01:55 -0800
From: Charlene D'Avanzo <cdavanzo@HAMPSHIRE.EDU>
Subject: Ecology Texts
Ah, the pros and cons of choosing an Ecology text! It's a good topic
that forces you to think harder about course design and your core
goals.
I agree with both Liane and Jonathan. Like Liane, I have used both
texts and liked "Essentials" because I use a text to supplement over
20 primary articles that students present in class. But, like
Jonathan, in the past I have used more substantial texts for students
going on in ecology to keep. This semester I am using Molles' ecology
text for the first time. It is a thin volume like "Essentials", but
I like his voice and use of many primary articles in detail.
Anyone who wants to see the list of papers I use in class can go to
my Course Website.
Charlene
--
©©©©©©©©©©©©©©©©©©©©
Charlene D'Avanzo
Professor of Ecology
Hampshire College
Phone 413-5595569
FAX 413-5595448
Homepage: http://helios.hampshire.edu/~cdNS/
TIEE: http://www.esa.org/education/
Course website: http://ns.hampshire.edu/ns207/
©©©©©©©©©©©©©©©©©©©©
------------------------------
Date: Fri, 7 Mar 2003 08:50:57 -0500
From: Andrew Dyer <andyd@AIKEN.SC.EDU>
Subject: Physiology position, SC
Please pass this notice along to those who might be interested.
Thanks,
Andy
ASSISTANT PROFESSOR, PHYSIOLOGY, tenure track, Ph.D. required August 16,
2003. The University of South Carolina, Aiken is a predominantly
undergraduate institution with a strong emphasis on teaching and
research. The Department of Biology and Geology has a history of
independent, funded research programs involving undergraduates.
PHYSIOLOGIST. Teaching duties include human physiology, animal
physiology (biology majors), and specialty area. Send letter of
application, curriculum vitae, and contact information for three
references to: Dr. A. R. Dyer, Chair, Search Committee, Department of
Biology and Geology, University of South Carolina-Aiken, Aiken, SC
29801-6309 or submit via e-mail: biogeo@usca.edu
<http://recruit.sciencemag.org/recruitcgi/ad-info.cgi?subject=Science+Car
ers&recipient=biogeo@usca.edu&>
. Complete applications received by April 15, 2003, will receive full
consideration. See website: http://www.usca.edu/biogeo/search.html for
further information.
------------------------------
Date: Fri, 7 Mar 2003 11:05:56 -0500
From: Karen Claxon <kclaxon@EARTHLINK.NET>
Subject: GW: Squirrels Show Genetic Response to Climate Change
----- Original Message -----
From: "Climate Outdoor Listserv"
Sent: Friday, March 07, 2003 9:59 AM
Subject: Squirrels Show Genetic Response to Climate Change
***Squirrels Show Genetic Response to Climate Change
Canadian researchers studying a population of red squirrels in the Yukon
believe they have documented the first evidence of a genetic response to
climate change in a population of wild animals.
Denis Reale of McGill University, Dominique Berteaux of the University
of
Quebec at Rimouski, and Stan Boutin and Andrew McAdam of the University
of
Edmonton recorded squirrel breeding dates, food availability, and
climatic
conditions for a population of approximately 325 squirrels living in
southwest Yukon. During the last 25 years, average spring temperatures
in
the region have risen by nearly 2 degrees C (3.6 degrees F). From 1989
to
2001, food supplies increased by more than 35 percent, and the average
date
that squirrels gave birth in the spring advanced by 18 days.
The researchers found that about 60 percent of the change in breeding
dates
could be explained by the behavioral response of individuals to the
increased food supply (measured here as the abundance of spruce cones).
However, statistical tests indicated that genetics also played a role:
Natural selection was favoring squirrels that bred earlier in response
to
the changing environmental conditions.
"The results of our study clearly demonstrate the ability of a
life-history
trait in a natural population to respond to large changes in
environmental
conditions," the authors conclude. They plan further studies of the
squirrels to see if they can pinpoint the set of genes responsible for
the
changes.
The paper appears in the 22 March 2003 issue of the Proceedings of the
Royal Society, London (vol. 270, pp. 591-596).
To learn about climate change, check out the EPA Global Warming Site at
http://www.epa.gov/globalwarming. The site has up-to-date information on
the climate system; greenhouse gas emissions; impacts of climate change;
and actions that can be taken at the national, state, local, business,
and
individual levels.
EPA's policy is to send listservs only to those who signed up to receive
them. You subscribed to this listserv, but to subscribe to or
unsubscribe
from this or other EPA climate change listservs, please visit
http://www.epa.gov/globalwarming/listservs.
------------------------------
Date: Fri, 7 Mar 2003 13:49:54 -0500
From: David Inouye <inouye@umd.edu>
Subject: Summer field technicians - Forest and Fire ecology, WA
We have four openings for field assistants to work with the Fire and
Mountain Ecology Lab at University of Washington.
Summer Field Work in the Pacific Northwest
Description: Four field assistant positions are available to assist with
data collection in SW Oregon, Washington and Western Montana. Field
assistants will be employed by the Fire and Mountain Ecology Lab at the
University of Washington in Seattle and will participate in two research
projects. The first project is a study of wildland fire severity in
which the field crew will collect data on forest overstory structure and
surface fuels. The second project will focus on tree rings as indicators
of climatic influence on productivity and fire regime in lower elevation
forests of the Pacific Northwest. The often remote location of field
sites and the physical nature of the work include extended periods in
the field (several days to weeks, depending on the project) and
backpacking. Such work also demands irregular travel schedules. For more
information on our research see:
http://www.cfr.washington.edu/research.fme/research/
Qualifications: The ability and willingness to work long hours under
potentially adverse field conditions (steep terrain and inclement
weather), and to work and live cooperatively with others, are the most
important skills for these positions. Applicants must be flexible and
willing to negotiate travel/work schedules. In addition, we seek
individuals who have some previous experience in field sampling and
backpacking in remote locations. Desired qualifications include data
management skills and First Aid / CPR certification.
Salary: Approximately $10/hr -12$/hr depending on experience; travel
expenses related to field work are covered; personal camping gear will
be required. This is a temporary position with no benefits.
Duration: Approximately June 15 - September 30, 2003 with possible
extension into fall.
To Apply: Send cover letter, resume/CV, and contact information for at
least two references, preferably by email, to jlittell@u.washington.edu
or mail to
Jeremy Littell
Fire and Mountain Ecology Lab
University of Washington
Box 352100
Seattle, WA 98195-2100
For more information contact:
Jeremy Littell: jlittell@u.washington.edu, 206-543-9138
Crystal Raymond: clrfire@u.washington.edu, 206-543-9138
~~~~~~~~~~~~~~~~~~~
Jeremy S. Littell
Ph.D. Candidate
College of Forest Resources
University of Washington
Box 352100
Seattle, WA 98195-2100
206 543 9138
http://www.cfr.washington.edu/research.fme/people/jeremy.shtml
~~~~~~~~~~~~~~~~~~~~~
"Objectivity cannot be equated with mental blankness; rather,
objectivity resides in recognizing your preferences and then subjecting
them to especially harsh scrutiny - and also in a willingness to revise
or abandon your theories when the tests fail (as they usually do)."
-Gould, The Lying Stones of Marrakech
------------------------------
Date: Fri, 7 Mar 2003 12:00:22 -0600
From: Dave McNeely <dlmcneely@LUNET.EDU>
Subject: Re: Ecology labs for urban situations
The exercise described below can be quantified simply by using a Berlese
funnel set up to process the samples. Also, and I know I will catch "H" for
this -- though one should have appropriate manuals available, and should
identify organisms as completely and correctly as possible, you might want
to take a look at Owen Lind's (now out of print) lab manual for limnology
for an approach to species richness and diversity that students who are
naive about the taxa involved can take. Basically, it involves a
morpho-species approach, in which students compare each individual in a
sample to the series of individuals previously found. Individuals are added
to a line up of individuals at an appropriate place according to how well
they match. Then the number of individuals in each morpho species is
counted. Without a lengthy description, I'll just refer you to the
manual -- where the approach is applied to stream benthic invertebrates.
I know that I'll catch "H" for this recommendation, because I did several
years ago when I recommended this to someone else on the list, since it does
not involve correct identification. I was accused of teaching less than
properly scientific protocol. I plead guilty to not knowing everything, and
yet trying to get my students beyond the "I don't know anything" stage for
themselves. I think it is a good compromise with students who are
taxonomically naive, yet want to learn something about diversity.
Dave McNeely
From: "Erica Corbett" <ecorbett@SOSU.EDU>
To: <ECOLOG-L@LISTSERV.UMD.EDU>
Sent: Friday, March 07, 2003 8:34 AM
Subject: Ecology labs for urban situations
> Another laboratory that I've done (more as an observational lab and
> more for developing a species-discovery curve) is to go out and collect
> samples of leaf litter and the top 2 to 5 cm of soil from a forested ar
a
> (if you have access to one). Then, have the students sort through the
> litter using dissecting scopes and have them draw (and ideally, identif
)
> all the different organisms they find. They can count and graph the num
er
> of new (morpho)species encountered per sample and see the relationship
> between sampling effort and new information. (If you do this lab, it is
best
> to have someone available or a good key to help with identification
> of the soil organisms. Students get very excited when they find somethi
g
> unusual. One semester, a group of students found a pseudoscorpion
> and it was a big hit). This could also be adapted to a "how would
> you estimate how many soil organisms were in a 1-ha forest based
> on your sample?" sort of discussion.
>
> I hope some of these ideas are of interest.
>
> Erica Corbett
------------------------------
Date: Fri, 7 Mar 2003 13:49:07 -0500
From: Don Bragg <DonCBragg@NETSCAPE.NET>
Subject: MS position-- Ozark Mtns. GLO notes analysis
MS Graduate Assistantship
Reconstruction of Presettlement Conditions in the Ozark Mountains of
Arkansas Using General Land Office Notes
Analyze General Land Office (GLO) surveyors^Ò records from the early 1800s
to reconstruct the pre-European settlement forest conditions of the Ozark
Mountains in northern Arkansas.
Background in forestry/ecology preferred but not required. Assistantship
includes a stipend adjusted for tuition for two years.
Application deadline is May 1; position begins August 2003.
If interested, please contact Eric Heitzman, School of Forest Resources,
University of Arkansas^ÖMonticello, Monticello, AR 71656; (870) 460-1448;
heitzman@uamont.edu; www.afrc.uamont.edu/sfr/.
The University of Arkansas^ÖMonticello is an equal opportunity employer.
------------------------------
Date: Fri, 7 Mar 2003 15:14:54 -0600
From: "Elmer J. Finck" <EFinck@FHSU.EDU>
Subject: Re: Labs for urban undergraduates in evolution/ecology
Liane--Could you put up nest boxes? One of my former graduate students=20
was able to put up nest boxes that attracted eastern screech owls and=20
European starlings. The students built the boxes and monitored them over=20
the past five years. mas tarde, EJF
Elmer J. Finck
Professor and Chair
Department of Biological Sciences
Fort Hays State University
600 Park Street
Hays, KS 67601-4099
e-mail: efinck@fhsu.edu
webpage: http://www.fhsu.edu/biology/finck.htm
phone: (785) 628-4214
fax: (785) 628-4153
"If you're not from the prairie
You don't know the wind
You can't know the wind." David Bouchard.
"D. Liane Cochran-Stafira" <cochran@SXU.EDU>
Sent by: "Ecological Society of America: grants, jobs, news"=20
<ECOLOG-L@LISTSERV.UMD.EDU>
03/05/2003 09:02 AM
Please respond to "D. Liane Cochran-Stafira"
=20
To: ECOLOG-L@LISTSERV.UMD.EDU
cc:=20
Subject: Re: Labs for urban undergraduates in evolution/ecol=
ogy
Hi,
I'll join the discussion, and make the challenge even more difficult. Our
campus is smack in the middle of Chicago, and is landscaped exclusively
with grass that is herbicided and insecticided to death, occasional
"lollypop" trees, and some shrubs around the building perimeters. No
natural areas at all. To top it off, with the West Nile "scare", they=20
spray
so much that the insect population is pretty pathetic. Even though they
complain about the erosion around the small spring fed "lake - read
polluted hole in the ground" they won't plant any shoreline vegetation. No
flowers, except landscaper's roses, no weeds to speak of. Everything that
isn't grass is eucalyptus mulch. It is designed like an office park.
Funny, it gets awards for landscaping - go figure.
So, I'll throw out the challenge to suggest some outdoor meaningful
exercises here. BTW, all of the local natural areas are nature preserves
(none of which are very close) and it requires all sorts of permits to do
anything including off trail transects to simply evaluate plant diversity.
I end up requiring a couple of Saturday field trips to do meaningful data
intensive field labs. Hard to schedule when students work.
Any takers?
Liane
At 09:24 PM 3/3/03 -0600, you wrote:
>Right across from my offie is a narrow strip of vegetation between a
parking lot and a road. It has a small population of Aspleium playtneuron
that I have used to survey for population genetic variation. Our campus=20
has
a lot of those nasty Bradford Pears, whose only redemming quality is the
yellow/pink flower color change that allows students to "discover" the
relationship between flower color and pollinator activity. I have used a
gruesome population of Saggitaria at and old well, Wisteria in a waste=20
area
and a small local nature center for a variety of studies. An old field
about =BD a mile from here has a small population of milkweeds that are
visited by monarchs. Spiders and wasps are quite common around here also,
and their behaviors can be studied. It's just a matter of taking an
inventory of the small nooks and crannies our urban blight allows for
nature and working with what's there.
>
>Rob Hamilton
>
>
>
>"So easy it seemed once found, which yet
>unfound most would have thought impossible"
>
>John Milton
>=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F
=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F
>
>Robert G. Hamilton
>Department of Biological Sciences
>Mississippi College
>P.O. Box 4045
>200 South Capitol Street
>Clinton, MS 39058
>Phone: (601) 925-3872
>FAX (601) 925-3978
>
>>>> e.l.rich@VERIZON.NET 03/03/03 03:40PM >>>
>Hi --
>
>I will be teaching an organismal biology/evolution/ecology class (all in
20
10
>weeks!) to non-major undergraduates in an urban university.=20
Unfortunately,
>we do not have access to transportation to go into the field beyond the
>city, which would be my preference for the labs. Does anyone out there=
0
have
>any suggestions for good labs or sources of labs that would be aimed at=
0
such
>a group? All suggestions would be greatly appreciated!
>
>Betsy
>
>
>Betsy Rich
>erich@drexel.edu
>Bioscience Department
>Drexel University
>Philadelphia, PA 19104
>
>
***************************
Liane Cochran-Stafira, Ph.D.
Assistant Professor
Department of Biology
Saint Xavier University
3700 West 103rd Street
Chicago, Illinois 60655
phone: 773-298-3514
fax: 773-779-9061
email: cochran@sxu.edu
http://www.sxu.edu/science/faculty=5Fstaff/cochran=5Fstafira/
------------------------------
Date: Fri, 7 Mar 2003 14:47:18 -0600
From: MATT BUFFINGTON <MBUFFINGTON@DNRMAIL.STATE.IL.US>
Subject: Re: Ecology labs for urban situations
I haven't followed this thread at all and just decided to read Dave
McNeely's most recent post. I got to thinking that there may be
resources and ideas with some of the large museums. The one that comes
to mind for me is the Field Museum in Chicago. I know they have a
program called UrbanWatch which involves students going to urban green
spaces and documenting the biodiversity present. The program evolved
since I did any work with it but I know it still exists. Info can be
found at http://fm2.fmnh.org/urbanwatch//default.asp
Again, since I haven't read other posts, this may not correspond with
the request of the original post and I apologize if that is the case.
Matt Buffington
IL Department of Natural Resources
One Natural Resources Way
Springfield, IL 62702-1271
ph: 217-524-3743
email: mbuffington@dnrmail.state.il.us
------------------------------
Date: Fri, 7 Mar 2003 16:37:34 -0500
From: David Raikow <david@RAIKOW.COM>
Subject: A request on behalf of all job seekers
Dear those who post job ads,
It is difficult enough to hunt for postdocs and positions without vacancies
and programs being revoked after they have been advertised. I know times are
fiscally tough, but perhaps you could:
WAIT TO ADVERTISE POSITIONS UNTIL AFTER YOU GET THE FUNDING.
Four positions that I applied to in the last year, three advertised on
Ecolog, were revoked because the funding fell through. Why the rush to
advertise? Obviously departments can live without the positions filled.
--
David F. Raikow, Ph. D
------------------------------
Date: Fri, 7 Mar 2003 16:31:44 -0800
From: Amartya Saha <bhoomm@YAHOO.COM>
Subject: Re: A request on behalf of all job seekers
I agree on that one as that happened to 2 out of the 3 places i applied at.
t best its frustrating, what worse is that one uses up one's precious recomm
ndations. That brings me to another point...how often can one ask the same p
ople for recommendations ? I mean, one may know one's professors or referee
well, but still its a chore for them to send out a recommendation, and I'd
estitate if i had to keep on asking repeatedly.
Peace
Amartya
David Raikow <david@RAIKOW.COM> wrote:Dear those who post job ads,
It is difficult enough to hunt for postdocs and positions without vacancies
and programs being revoked after they have been advertised. I know times are
fiscally tough, but perhaps you could:
WAIT TO ADVERTISE POSITIONS UNTIL AFTER YOU GET THE FUNDING.
Four positions that I applied to in the last year, three advertised on
Ecolog, were revoked because the funding fell through. Why the rush to
advertise? Obviously departments can live without the positions filled.
--
David F. Raikow, Ph. D
---------------------------------
Do you Yahoo!?
Yahoo! Tax Center - forms, calculators, tips, and more
------------------------------
Date: Fri, 7 Mar 2003 16:51:44 -0800
From: Cindy Lipp <clipp@PEAK.ORG>
Subject: Re: A request on behalf of all job seekers
Thank you David. I've had the same experience as well as having jobs
filled even though advertised. I spend alot of time sending letters and
bothering all my references to send letters and sending all my school
transcripts for positions that are NEVER AND/OR TOTALLY unavailable.
I think its cruel and inconsiderate particularly in this economic climate.
--------------------------------------------------------
Dear those who post job ads,
It is difficult enough to hunt for postdocs and positions without vacancies
and programs being revoked after they have been advertised. I know times are
fiscally tough, but perhaps you could:
WAIT TO ADVERTISE POSITIONS UNTIL AFTER YOU GET THE FUNDING.
Four positions that I applied to in the last year, three advertised on
Ecolog, were revoked because the funding fell through. Why the rush to
advertise? Obviously departments can live without the positions filled.
--
David F. Raikow, Ph. D
------------------------------
End of ECOLOG-L Digest - 6 Mar 2003 to 7 Mar 2003 (#2003-64)
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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