Subject: ECOLOG-L Digest - 19 May 2003 to 20 May 2003 (#2003-132)
There are 15 messages totalling 1079 lines in this issue.
Topics of the day:
1. Zinc poisoning to plants from galvanised wire mesh? (3)
2. teaching writing in an ecological context (4)
3. stomatal density measurement (2)
4. WILDLIFE POSITIONS
5. Tracking GPS Receiver?
6. Zinc poisoning to plants from galvanised wire mesh? - CORRECTION
7. Teaching writing in an ecological context (2)
8. ECOLOG-L Digest - 16 May 2003 to 19 May 2003 (#2003-131) teaching writi
g
in an ecological context
----------------------------------------------------------------------
Date: Tue, 20 May 2003 07:52:00 +0100
From: Rachel Atkinson <rachel.atkinson@STIR.AC.UK>
Subject: Zinc poisoning to plants from galvanised wire mesh?
We are doing restoration plantings on Round Island, a small volcanic island
off the coast of Mauritius in the Indian Ocean. The soils on the island are
very thin, and much of it is bare rock. The best areas for planting are
those that are also used by shearwaters for nesting in. We have to prevent
them from using these areas as they are experts at digging up plants we have
just planted.
The only viable options available here are to use coir matting (coconut
fibre matting) or galvanised wire mesh. Coir matting is very expensive, has
to be imported and is unlikely to last more than a season. Wire mesh is much
easier but we are worried by potential toxicities associated with zinc
run-off from the wire, especially given the high corrosion rate that happens
in salt-laden air.
Round Island does not receive much rain, when it does it rains heavily and
the steep slopes ensure that most of the water ends up in the sea. The high
temperatures on the island mean very high evaporation rates and as a
consequence the soils are very dry. We will be watering the new plants but
we use inverted plastic bottles sunken into the soil so that the water
permeates the soil and will not come into contact with the wire mesh.
Unfortunately we do not have any time for pilot studies, although we can
monitor after we have put the mesh down. But before we do this I was
wondering if anyone had any thoughts on whether we would be taking a huge
risk by using galvanised wire for this work.
Many thanks for your help
Rachel Atkinson
Dr Rachel Atkinson
Mauritian Wildlife Foundation
Avenue Bois des Billes
La Preneuse
Mauritius
--
The University of Stirling is a university established in Scotland by
charter at Stirling, FK9 4LA. Privileged/Confidential Information may
be contained in this message. If you are not the addressee indicated
in this message (or responsible for delivery of the message to such
person), you may not disclose, copy or deliver this message to anyone
and any action taken or omitted to be taken in reliance on it, is
prohibited and may be unlawful. In such case, you should destroy this
message and kindly notify the sender by reply email. Please advise
immediately if you or your employer do not consent to Internet email
for messages of this kind. Opinions, conclusions and other
information in this message that do not relate to the official
business of the University of Stirling shall be understood as neither
given nor endorsed by it.
------------------------------
Date: Tue, 20 May 2003 11:50:07 -0300
From: Vilis Nams <vnams@NSAC.NS.CA>
Subject: Re: teaching writing in an ecological context
George,
This is not in ecology, but the following is a very good article:
The science of scientific writing, American Scientist, 78:550-558
It discusses what type of structure makes writing easy vs hard to read.
They also cite a writing text that they wrote (I haven't look at it
yet).
Cheers, Vilis Nams
"George P. Kraemer" wrote:
>
> I have reluctantly agreed to teach a college writing course to new fres
men.
> I want to structure the course around an ecological (or, generally
> environmental science) theme.
>
> Does anyone know whether a suitable text exists? There's a push here t
use
> Kathleen McCormick's "Reading our Histories, Understanding Our Cultures
"
> which is fine if you are from one of the humanities or social sciences.
> I've been told my a historian colleague that there is an intro writing
ext
> using readings from that discipline. Is there one for ecology?
>
> Lacking that, is there a collection of readings that would be accessibl
to
> first year students around which I could develop the syllabus?
>
> thanks,
>
> George Kraemer
> Dept. Environmental Sciences
> SUNY Purchase College
------------------------------
Date: Tue, 20 May 2003 09:49:23 -0400
From: Kelly Wolfe-Bellin <kwolfeb@OEB.HARVARD.EDU>
Subject: stomatal density measurement
A colleague and I are attempting to measure the stomatal density of
red maple leaves. We have tried the nail polish method and using
sodium hypochlorite solution, but we are having trouble seeing the
epidermal cells clearly. If anyone has tried this, especially with red
maple, we would appreciate any advice on methods, techniques,
helpful hints, etc. Please respond to me directly at the address listed
below -- I will compile the replies and post them to the list.
Thanks very much!
Kelly
----
Kelly Wolfe-Bellin
Post-Doctoral Fellow
Harvard University
Biological Laboratories 3100
16 Divinity Avenue
Cambridge, MA 02138
kwolfeb@oeb.harvard.edu
------------------------------
Date: Tue, 20 May 2003 09:08:44 -0500
From: Patricia Ott <ottp@MDC.STATE.MO.US>
Subject: WILDLIFE POSITIONS
WILDLIFE MANAGEMENT BIOLOGIST and
WILDLIFE BIOLOGIST
The Missouri Department of Conservation has three Wildlife Management
Biologist positions available; one each located in Bolivar, Lee's
Summit, and Puxico and eight Wildlife Biologist positions available; one
each located in Ashburn, Dexter, Greenfield, Boonville, Eminence, Miami,
Excello and Elsberry.
WILDLIFE MANAGEMENT BIOLOGIST
SALARY RANGE: Annually $32,424 - $57,576
Beginning salary will be $32,424 to
$35,784 depending on qualifications.
DUTIES AND RESPONSIBILITIES: Under the supervision of the Regional
Supervisor, serves as the Wildlife Resources Specialist on an assigned
District Conservation Team; designs and coordinates management,
maintenance and operation of conservation areas; writes wildlife
management plans and habitat proposals; provides general guidelines for
District staff regarding permittee cropping systems and general area
operation and maintenance; prepares annual budget and oversees
accounting of expenditures; conducts wildlife inventories and
management/evaluation projects; makes recommendations to improve
conditions of wildlife populations and habitats by using various tools
including GIS applications and various habitat inventory and assessment
processes; plans and drafts capital improvement requests; coordinates
Farm Service Agency (FSA) programs with permittee farmers; recommends
regulations pertaining to public use, coordinates management of wildlife
areas and supervises staff to accomplish annual plans; meets with
landowners to improve private lands and waters for wildlife; works with
personnel of the Natural Resources Conservation Service, University of
Missouri Extension Service, FSA, Soil and Water Conservation Districts
and other agencies and groups related to agriculture to develop wildlife
habitat as part of a total farming system; acts as liaison with field
trial groups and other public use groups; and performs other duties as
required.
QUALIFICATIONS: Graduation from an accredited college or university
with a Bachelor's Degree in Wildlife, Forestry, Agriculture or closely
related subjects and at least three (3) years of progressively
responsible professional experience in Wildlife, Forestry or Fisheries
work; or an equivalent combination of education and experience.
Approval as Certified Wildlife Biologist by The Wildlife Society is
desired. Experience with GIS preferred.
WILDLIFE BIOLOGIST
SALARY RANGE: Annually $28,224 - $51,120
Beginning salary will be $28,224 to
$31,164 depending on qualifications.
DUTIES AND RESPONSIBILITIES: Under the direction of a Wildlife
Management Biologist, plans, implements and supervises wildlife
management programs on state-owned conservation areas, including upland,
forest and wetland management areas, leased or licensed lands, and
private lands in assigned counties; plans and supervises an agricultural
crop program; establishes and maintains native warm-season and
cool-season grasses, food plots, green browse plots, lespedeza/clover
plots and sunflowers; supervises salaried personnel and hourly
employees; assists with inter-agency coordination to implement the
conservation features of the Federal Farm Program; assists in providing
technical advice and training to landowners on wildlife management
practices through tours, workshops, farm visits and other extension type
initiatives; prepares annual and long-term management plans; monitors
plant and animal communities and management activities; assists with
managed hunts, check stations, and public-use management; assists with
district reports; prepares and coordinates budget and purchasing needs;
represents the Department and Wildlife Division at fairs, exhibits and
local public meetings; participates in Department promotional events,
i.e., Prairie, Eagle and Duck Days; prepares articles for the
Conservationist magazine, local newspaper and other publications;
conducts radio or TV programs upon request; attends Department-sponsored
seminars, workshops and safety meetings; and performs other duties as
required.
QUALIFICATIONS: Graduation from an accredited college or university
with a Bachelor's Degree in Wildlife Management or closely-related
subjects and one (1) year of professional experience in wildlife work. A
Master's Degree in the above area will substitute for the one (1) year
of experience. Approval as Certified Wildlife Biologist by The
Wildlife Society is desired.
CLOSING DATE: May 30, 2003 for both positions.
For an application, contact the Missouri Department of Conservation,
Human Resources Division, 2901 West Truman Blvd., Jefferson City,
Missouri 65102 (573/751 4115). Applications also available on Internet
site at www.Conservation.state.mo.us/about/jobs/.
Equal Opportunity Employer
------------------------------
Date: Tue, 20 May 2003 11:50:07 -0400
From: David M Bryant <dmb@IO.HARVARD.EDU>
Subject: Re: Zinc poisoning to plants from galvanised wire mesh?
Rachel,
Do you have a source for landscape cloth? Its coarse woven polyethelene
which is fairly benign reasonablt durable, if not exposed to sunlight (i.e.
buried), and is water/gas permeable. Any online landscaping supply house
should be able to ship large quantities.
Good luck,
David
At 07:52 AM 5/20/2003 +0100, Rachel Atkinson wrote:
>We are doing restoration plantings on Round Island, a small volcanic isl
nd
>off the coast of Mauritius in the Indian Ocean. The soils on the island
re
>very thin, and much of it is bare rock. The best areas for planting are
>those that are also used by shearwaters for nesting in. We have to preve
t
>them from using these areas as they are experts at digging up plants we
ave
>just planted.
>
>The only viable options available here are to use coir matting (coconut
>fibre matting) or galvanised wire mesh. Coir matting is very expensive,
as
>to be imported and is unlikely to last more than a season. Wire mesh is
uch
>easier but we are worried by potential toxicities associated with zinc
>run-off from the wire, especially given the high corrosion rate that hap
ens
>in salt-laden air.
>
>Round Island does not receive much rain, when it does it rains heavily a
d
>the steep slopes ensure that most of the water ends up in the sea. The h
gh
>temperatures on the island mean very high evaporation rates and as a
>consequence the soils are very dry. We will be watering the new plants b
t
>we use inverted plastic bottles sunken into the soil so that the water
>permeates the soil and will not come into contact with the wire mesh.
>
>Unfortunately we do not have any time for pilot studies, although we can
>monitor after we have put the mesh down. But before we do this I was
>wondering if anyone had any thoughts on whether we would be taking a hug
>risk by using galvanised wire for this work.
>
>Many thanks for your help
>
>Rachel Atkinson
>
>Dr Rachel Atkinson
>Mauritian Wildlife Foundation
>Avenue Bois des Billes
>La Preneuse
>Mauritius
>--
>The University of Stirling is a university established in Scotland by
>charter at Stirling, FK9 4LA. Privileged/Confidential Information may
>be contained in this message. If you are not the addressee indicated
>in this message (or responsible for delivery of the message to such
>person), you may not disclose, copy or deliver this message to anyone
>and any action taken or omitted to be taken in reliance on it, is
>prohibited and may be unlawful. In such case, you should destroy this
>message and kindly notify the sender by reply email. Please advise
>immediately if you or your employer do not consent to Internet email
>for messages of this kind. Opinions, conclusions and other
>information in this message that do not relate to the official
>business of the University of Stirling shall be understood as neither
>given nor endorsed by it.
David M. Bryant
Earth and Planetary Sciences
Harvard University
20 Oxford St
Cambridge, MA 02138
dmb@io.harvard.edu
617-496-6246
------------------------------
Date: Tue, 20 May 2003 11:30:23 -0400
From: "David W. Kerstetter" <bailey@VIMS.EDU>
Subject: Tracking GPS Receiver?
Everyone,
I'm monitoring floating fishing gear for a period ranging from 6-24 hours
and need to also now monitor the location (to <100m) of the floats during
that time. Because I don't need the capabilities - and expenses - of
satellite tags for this component of the project, I was considering just
using marine-grade GPS receivers attached about 3m above the waterline.
Does anyone know of a GPS receiver that automatically takes a location fix
every 5-10 minutes and would have enough battery power to last for the
nightly deployment periods? I've tried calling Magellan, but the rep I
keep talking with insists that there's no way to program their products to
do this type of monitoring.
Thanks for the help!
Dave Kerstetter
****************************************************************************
*
David W. Kerstetter, Graduate Student
Department of Fisheries Science "Never does nature say one
The Virginia Institute of Marine Science thing and wisdom another."
School of Marine Science -Juvenal
Gloucester Point, Va 23062
****************************************************************************
*
------------------------------
Date: Tue, 20 May 2003 09:37:50 -0700
From: Gerry Key <key@NOSC.MIL>
Subject: Re: Zinc poisoning to plants from galvanised wire mesh?
Rachel -
If you have access to it, use galvanized-after wire mesh hardware cloth,
also referred to as Tinsley wire. It corrodes a lot less than hardware
cloth where the wire is galvanized before the mesh is manufactured.
Plastic-coated wire would be better still, but it's even more expensive
and the coating might come off if the birds peck at it.
It sounds as though like your primary concern with zinc toxicity is in
the marine environment due to run-off. The US EPA threshold for
stormwater effluent from industrial sites is 117 ug/L of zinc - which is
about half the threshold for copper. The US EPA marine water quality
criteria for maximum and continuous concentration of zinc are 90 ug/L
and 81 ug/L, respectively:
http://epa.gov/waterscience/pc/1999table.pdf
--Gerry Key
Computer Sciences Corporation
San Diego, CA
key at nosc.mil
gkey at csc.com
-----Original Message-----
From: Ecological Society of America: grants, jobs, news
[mailto:ECOLOG-L@LISTSERV.UMD.EDU] On Behalf Of Rachel Atkinson
Sent: Monday, May 19, 2003 10:52 PM
To: ECOLOG-L@LISTSERV.UMD.EDU
Subject: Zinc poisoning to plants from galvanised wire mesh?
We are doing restoration plantings on Round Island, a small volcanic
island off the coast of Mauritius in the Indian Ocean. The soils on the
island are very thin, and much of it is bare rock. The best areas for
planting are those that are also used by shearwaters for nesting in. We
have to prevent them from using these areas as they are experts at
digging up plants we have just planted.
The only viable options available here are to use coir matting (coconut
fibre matting) or galvanised wire mesh. Coir matting is very expensive,
has to be imported and is unlikely to last more than a season. Wire mesh
is much easier but we are worried by potential toxicities associated
with zinc run-off from the wire, especially given the high corrosion
rate that happens in salt-laden air.
Round Island does not receive much rain, when it does it rains heavily
and the steep slopes ensure that most of the water ends up in the sea.
The high temperatures on the island mean very high evaporation rates and
as a consequence the soils are very dry. We will be watering the new
plants but we use inverted plastic bottles sunken into the soil so that
the water permeates the soil and will not come into contact with the
wire mesh.
Unfortunately we do not have any time for pilot studies, although we can
monitor after we have put the mesh down. But before we do this I was
wondering if anyone had any thoughts on whether we would be taking a
huge risk by using galvanised wire for this work.
Many thanks for your help
Rachel Atkinson
Dr Rachel Atkinson
Mauritian Wildlife Foundation
Avenue Bois des Billes
La Preneuse
Mauritius
--
The University of Stirling is a university established in Scotland by
charter at Stirling, FK9 4LA. Privileged/Confidential Information may
be contained in this message. If you are not the addressee indicated in
this message (or responsible for delivery of the message to such
person), you may not disclose, copy or deliver this message to anyone
and any action taken or omitted to be taken in reliance on it, is
prohibited and may be unlawful. In such case, you should destroy this
message and kindly notify the sender by reply email. Please advise
immediately if you or your employer do not consent to Internet email for
messages of this kind. Opinions, conclusions and other information in
this message that do not relate to the official business of the
University of Stirling shall be understood as neither given nor endorsed
by it.
------------------------------
Date: Tue, 20 May 2003 09:43:40 -0700
From: Gerry Key <key@NOSC.MIL>
Subject: Re: Zinc poisoning to plants from galvanised wire mesh? - CORRECTIO
>The US EPA threshold for stormwater effluent from industrial
>sites is 117 ug/L of zinc - which is about half the threshold for
copper.
Oops ... 117 ug/L of zinc - which is about TWICE the threshold for
copper.
--Gerry Key
Computer Sciences Corporation
San Diego, CA
key at nosc.mil
gkey at csc.com
------------------------------
Date: Tue, 20 May 2003 09:59:37 -0700
From: Charlene D'Avanzo <cdavanzo@HAMPSHIRE.EDU>
Subject: Teaching writing in an ecological context
George -
I wouldn't use a book for this course; I would create a course packet
with various readings including ones on writing science papers. There
are several good ones. I don't think you can use a book because
courses like this are so idiosyncratic. You also did not describe
class size; that would make a big difference.
I would see this is a wonderful opportunity to help "non-science"
students beter appreciate the realities of real science (e.g. that
there is no "truth', why scientists might disagree, how to evaluate
the quality of studies or claims) - in a way that would appeal to a
wide range of students. In addiiton to helping students learn how to
write, this would be one of my main goals for a course like this. You
need to figure out your own primary goals.
What is it you really want to have students learn in this course?
Yes, write better - what? research type articles? Newspaper-type
prose? Nature writing? Since this is the first time you have done
this, I think you should stick to what you know best and are most
comfortable with. This may be scientific writing as in primary
articles. Some people think that first year students cannot
read/write primary papers. This is not true; at Hampshire we do this
rountinely in most of our freshmen science classes.
If you focused at least part of the course on scientitic writing you
could: 1) Have students dissect an approachable and short
ecology/environmental primary paper - the point would be for them to
describe and perhaps outline the purpose of the Introduction, Methods
etc, 2) Do a neat and interesting "research project" in class and
have students write a paper about it - like the termite/bic pen
problem (give students in small groups several termites and a set of
pens; ask them to draw large circles on a peice of paper with the
pens, place their termites in the middle of tha page, observe what
happens, come up with hypotheses and test them, and then write a very
short research paper. When the termites find the bic pen circle they
follow it around and around because it acts as a pheromone), 3) Have
students peer review each others' first drafts, 4) Have students
compare how journalists and scientists report the same study, 5) Have
students rewrite a primary paper in the style of a newspaper article.
There are many ways to teach a course like this but again, you've got
to first figure out what you want to accomplish and then decide on
the best ways to do that - for your students and in ways that fit
your interests and strengths.
Charlene D'Avanzo
School of Natural Science
Hampshire College, Amherst MA
--
Charlene
İİİİİİİİİİİİİİİİİİİİİİİİİİİİ
Charlene D'Avanzo
Professor of Ecology
Hampshire College
Amherst, MA 01002
413-5595569 (P); 413-5595448 (F)
cdavanzo@hampshire.edu
İİİİİİİİİİİİİİİİİİİİİİİİİİİİ
Website
http://helios.hampshire.edu/~cdNS/
------------------------------
Date: Tue, 20 May 2003 09:41:37 -0600
From: Robert Sanford <rsanford@DU.EDU>
Subject: Re: ECOLOG-L Digest - 16 May 2003 to 19 May 2003 (#2003-131) teachi
g
writing in an ecological context
George, the only resource that I'm familiar with is:
Anderson, Chris and Lex Runciman 2000. A Forest of Voices: Conversations in
Ecology (2nd edition). Mayfield Publishing Company, Mountain View, CA. 625
pages.
It's divided into two (unequal) sections; I. Writing to Read, and II.
Reading to Write.
The first section is mostly instruction on topics such as "Patterns for
Essay Structure", "Quoting and Paraphrasing", "Reading to write a summary"
and so forth.
The second section is composed of cuts or entire essays written by ~
0
environmental/ecological writers (John Muir, Bill McKibben, John Dillon,
Terry Tempest Williams etc.) divided into 6 categories. Each essay/cut is
followed with questions for developing critical writing skills.
In addition, it has a concise Intructors Manual (50 page paperback)
I have not used it, but it is one that I considered when I was once asked to
do what you will do.
Robert L. Sanford Jr., Professor
Department of Biological Sciences
University of Denver, Denver, CO 80208
-----------------------------
Date: Mon, 19 May 2003 07:28:06 -0400
From: "George P. Kraemer" <george.kraemer@PURCHASE.EDU>
Subject: teaching writing in an ecological context
I have reluctantly agreed to teach a college writing course to new freshmen.
I want to structure the course around an ecological (or, generally
environmental science) theme.
Does anyone know whether a suitable text exists? There's a push here to use
Kathleen McCormick's "Reading our Histories, Understanding Our Cultures,"
which is fine if you are from one of the humanities or social sciences.
***************************************************************
------------------------------
Date: Tue, 20 May 2003 10:43:41 -0500
From: "D. Liane Cochran-Stafira" <cochran@SXU.EDU>
Subject: Re: stomatal density measurement
Kelly,
I've used the nail polish method on many other species with good success.
I don't use the sodium hypochlorite though. We just paint the undersurface
of the leaf with polish, let it dry, and then apply the tape. I assume you
are using clear tape, not the frosted type. I have found that if the
leaves are very pubescent, the technique doesn't work well because the tape
doesn't make good contact with the epidermal surface.
Liane
At 09:49 AM 5/20/03 -0400, you wrote:
>A colleague and I are attempting to measure the stomatal density of
>red maple leaves. We have tried the nail polish method and using
>sodium hypochlorite solution, but we are having trouble seeing the
>epidermal cells clearly. If anyone has tried this, especially with red
>maple, we would appreciate any advice on methods, techniques,
>helpful hints, etc. Please respond to me directly at the address listed
>below -- I will compile the replies and post them to the list.
>
>Thanks very much!
>Kelly
>
>----
>Kelly Wolfe-Bellin
>Post-Doctoral Fellow
>Harvard University
>Biological Laboratories 3100
>16 Divinity Avenue
>Cambridge, MA 02138
>
>kwolfeb@oeb.harvard.edu
>
>
***************************
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: 773-779-3536
email: cochran@sxu.edu
http://www.sxu.edu/science/faculty_staff/cochran_stafira/
------------------------------
Date: Tue, 20 May 2003 13:00:36 -0500
From: Jason West <westx062@TC.UMN.EDU>
Subject: Re: teaching writing in an ecological context
George,
I would suggest:
Booth, Wayne, Gregory G. Colomb, and Joseph M. Williams The Craft of Researc
.
xii, 294 p., 24 line drawings, 5 tables. 1995 Series:(CGWEP) Chicago Guides
o
Writing, Editing, and Publishing. The University of Chicago Press.
Not necessarily as a textbook for the course, but perhaps a couple chapters
ould
be useful to introduce students to scientific writing. I really enjoy their
writing style and it is packed full of useful information on constructing re
earch
papers.
Jason
Vilis Nams wrote:
> George,
> This is not in ecology, but the following is a very good article:
> The science of scientific writing, American Scientist, 78:550-558
>
> It discusses what type of structure makes writing easy vs hard to read.
> They also cite a writing text that they wrote (I haven't look at it
> yet).
> Cheers, Vilis Nams
>
> "George P. Kraemer" wrote:
> >
> > I have reluctantly agreed to teach a college writing course to new
freshmen.
> > I want to structure the course around an ecological (or, generall
> > environmental science) theme.
> >
> > Does anyone know whether a suitable text exists? There's a push h
re to use
> > Kathleen McCormick's "Reading our Histories, Understanding Our Cul
ures,"
> > which is fine if you are from one of the humanities or social scie
ces.
> > I've been told my a historian colleague that there is an intro wri
ing text
> > using readings from that discipline. Is there one for ecology?
> >
> > Lacking that, is there a collection of readings that would be acce
sible to
> > first year students around which I could develop the syllabus?
> >
> > thanks,
> >
> > George Kraemer
> > Dept. Environmental Sciences
> > SUNY Purchase College
--
______________________________________________
Jason B. West
Postdoctoral Associate
Department of Ecology, Evolution and Behavior
University of Minnesota
St. Paul, MN 55108
Phone: (612) 625-7271
Fax: (612) 624-6777
______________________________________________
------------------------------
Date: Tue, 20 May 2003 10:26:00 -0800
From: Hamachan Hamazaki <hamachan_hamazaki@FISHGAME.STATE.AK.US>
Subject: Re: teaching writing in an ecological context
I use two books for my writing.
The Craft of Research (Chicago Guides to Writing, Editing, and Publishing)
by Wayne C. Booth, Joseph M. Williams, Gregory G. Colomb
and
Style: Ten Lessons in Clarity and Grace
by Joseph M. Williams
The first book is appropriate for freshman. This book covers not only how to
write but also how
to organize a research.
Toshihide Hamazaki / Hamachan
Alaska Department of Fish & Game
Commercial Fisheries Division
333 Raspberry Rd.
Anchorage Alaska 99518
Ph: 907-267-2158
Fax: 907-267-2442
e-mail: toshihide_hamazaki@fishgame.state.ak.us
"George P. Kraemer" wrote:
>
> I have reluctantly agreed to teach a college writing course to new
freshmen.
> I want to structure the course around an ecological (or, generally
> environmental science) theme.
>
> Does anyone know whether a suitable text exists? There's a push here t
use
> Kathleen McCormick's "Reading our Histories, Understanding Our Cultures
"
> which is fine if you are from one of the humanities or social sciences.
> I've been told my a historian colleague that there is an intro writing
text
> using readings from that discipline. Is there one for ecology?
>
> Lacking that, is there a collection of readings that would be accessibl
to
> first year students around which I could develop the syllabus?
>
> thanks,
>
> George Kraemer
> Dept. Environmental Sciences
> SUNY Purchase College
------------------------------
Date: Tue, 20 May 2003 15:11:09 -0500
From: "D. Liane Cochran-Stafira" <cochran@SXU.EDU>
Subject: Re: teaching writing in an ecological context
Hi George,
Just thought I'd pass on this rather tragic article. We experience this
exact problem with our students. Even as seniors, they still can't write a
decent paper. And forget reading primary literature! There is a general
inability to handle articles even at the level of "American Scientist"
review papers. Gentle hand holding followed by gradual apron string
cutting seems to be in order. Unfortunately, one semester is not much time.
I would suggest that before starting out with an assignment that's too
gung-ho, it might be wise to assess at what level the students are writing,
and then build from there. I applaud your effort and would really like to
hear how things work out. We are about to impose writing requirements
within the disciplines, and would like to hear feedback from schools that
have implemented these approaches.
Liane
***************************
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: 773-779-3536
email: cochran@sxu.edu
http://www.sxu.edu/science/faculty_staff/cochran_stafira/
>--------------------
>2 Rs Left in High School
>--------------------
>
>Out of choice or fatigue, many teachers have abandoned the term paper,
leaving a hole in college-bound students' education.
>
>By Erika Hayasaki
>Times Staff Writer
>
>May 19, 2003
>
>High school junior Dominique Houston is a straight-A student enrolled in
honors and Advanced Placement classes at Northview High School in Covina.
She is a candidate for class valedictorian and hopes to double-major in
marine biology and political science in college, preferably UCLA or the
University of San Diego.
>
>But the 17-year-old said she has written only one research paper during
her high school career. It was three pages long, examining the habits of
beluga whales.
>
>Houston frets over whether she will be able to handle assignments for
long, footnoted research papers once she gets to college.
>
>"Bibliographies? We don't really even know how to do those. I don't even
know how I would write a 15-page paper. I don't even know how I would
begin," she said.
>
>Her experience appears to be increasingly common. Across the country, hi
h
school English and social studies teachers have cut back or simply
abandoned the traditional term paper.
>
>Although some students and critics contend that teachers are lazier than
in the past, many educators say they can't grade piles of papers for
overcrowded classes while trying to meet the increased demands of
standardized testing, many of which involve multiple-choice questions.
Other teachers believe that term papers are meaningless exercises, because
the Internet has made plagiarism more common and difficult to spot. And
many say long (10- to 15-page) research papers are pointless, because many
students' basic writing skills are weak and are more likely to improve with
shorter and more frequent assignments.
>
>A report by the National Commission on Writing in America's Schools and
Colleges, a panel of academics gathered by the College Board, found that
75% of high school seniors never receive writing assignments in history or
social studies.
>
>The study also found that a major research and writing project required
n
the senior year of high school "has become an educational curiosity,
something rarely assigned." In addition, the report found that, by the
first year of college, more than 50% of freshmen are unable to analyze or
synthesize information or produce papers free of language errors.
>
>Commission Chairman C. Peter Magrath blamed societal changes. "We don't
write letters anymore, because we use telephone and e-mail and watch
television. We communicate in all kinds of other ways," he said.
>
>Teresa Humphreys, head counselor at Northview, said the school recognize
the problem and will start an intense writing plan next year, requiring
papers in nearly every subject.
>
>"We want them to get back to writing," Humphreys said. "We decided this
will be the focus of our school."
>
>All schools need to refocus that way, said Gary Orfield, a professor of
education at Harvard University. During his public high school days, he
wrote many research papers, including one on Shakespeare. Such assignments
are rare today, he said, because "we're in such an idiotic period in
education that we've simplified it into filling in this bubble."
>
>"If we send students to college without being able to think, synthesize
r
write in a coherent way, students are going to be crippled, no matter what
their test scores are," he said.
>
>The result shows in the awful quality of many college term papers, said
.
Martin Rochester, author of a book on failing education systems and a
professor of political science at the University of Missouri-St. Louis.
>
>"I read every paper line by line," he said of his students' research
projects. "It's one of the most painful ordeals you can ever go through.
Students today cannot write a complete sentence."
>
>Eliana Seja, 18, a freshman at USC, said she rarely had to do research
papers when she was an honors student at Chino High School. The longest
assignment she remembers was three pages. During her senior year, the only
writing assignment she completed was her personal essay required for
college admittance, she said.
>
>She struggled through her first college paper, six pages for her sociolo
y
class examining the role of families in the media.
>
>"When I came here, I was so scared about writing papers, because I didn'
have any experience," Seja said. "It was really a challenge. It was so hard
for me. I had no idea about structure."
>
>Dawn Damron, co-chairwoman of the English department at Chino High, said
that students in almost all grades have to do some research, but that it is
up to each teacher to decide the length and frequency of writing
assignments. Most teachers concentrate on making sure students can
"coherently write a five-paragraph essay," because that is the type of
writing that students must complete on timed standardized tests, she said.
>
>"I wouldn't say research papers have gone out the window," Damron said.
But she said she thinks students "probably do write less because the focus
of what they have to learn has changed. Standardized testing is a big deal.
The scores are published in the paper. People make assumptions about a
school based on one test."
>
>At Roosevelt High School on Los Angeles' Eastside, finding a teacher
willing to assign a long paper would be like "finding a dinosaur," said
Aldo Parral, 32, who teaches social studies and Advanced Placement English.
>
>When he was a student there, more than 15 years ago, he wrote a 12-page
paper on the stock market crash of 1987. But in 10 years as a teacher at
the school, Parral assigned no term papers because he thought journal
entries and short essays provided enough writing experience.
>
>This year, he decided to challenge students in his advanced classes with
a
four- to six-page research paper. He said most were receptive, because they
knew such work would be expected in college. He added that Roosevelt's
English and social studies departments are pushing to include more research
papers next year.
>
>Although many teachers say they have given up on term papers because of
the hundreds of Web sites selling ready-written versions to cheaters, Donna
Garner, an English teacher who taught for 27 years in central Texas public
schools, has fought back.
>
>She created and posted on the Internet a step-by-step process for teache
s
who assign and grade term papers. It requires students to document and
update their research progress continuously, making it nearly impossible to
plagiarize by downloading a research paper the night before class.
>
>According to Garner's instructions, students must gather information fro
a variety of sources, including liberal and conservative magazines,
newspapers and Web sites. They must type a series of informal outlines and
rough drafts supporting each idea with labels and more background. They
edit and re-edit.
>
>Other teachers say plagiarism concerns are secondary to time constraints
>
>As a new teacher three years ago at Granger High School in West Valley
City, Utah, Michelle Harper didn't foresee the stress of classes of 30 to
35 students. In her first year on the job, she assigned her English
students a 10-page research paper.
>
>"Wow, it took me a long time to correct. Every waking moment I had a pap
r
in my hand, so that if I got a second I could read it," she said. "The next
time around I decided that I shouldn't have to give up everything ... for
research papers. We tried it a little smaller: five pages."
>
>Now, they have been whittled down even more: "I don't assign more than a
typewritten page anymore."
>
>Most troublesome were her students' struggles to construct complete
sentences and paragraphs.
>
>"How can I expect a paper, if they can't make the first step?" Harper as
ed.
>
>Some high school students and college professors, however, say the decli
e
is simply a result of the unwillingness of a growing number of teachers to
spend nights and weekends grading papers.
>
>"Some wonderful teachers stay up until midnight grading," said Chester E
Finn Jr., a senior fellow with the Hoover Institution at Stanford
University and a former assistant U.S. secretary of education. "But many
more are told by unions that the school day ends at 2:50, and that's when
they are done."
>
>Kathleen Lyons, a spokeswoman for the National Education Assn. teachers
union, said the average teacher works 48 hours a week, even though their
contracts often require far less time. The decline of the term paper can be
traced to swelling class sizes, she said.
>
>"If a teacher has 30 students in each class and five periods in a day,
that's 150 papers that have to be graded," she said. "That's a monumental
amount of reading."
>
>Stephen Miller, 17, a senior at Santa Monica High School enrolled in
honors and AP classes, says he has never written a long term paper, even
though teachers there say students receive plenty of writing and research
assignments.
>
>Miller, who is active in band, tennis, religious studies and political a
d
youth groups, said there is no time for lengthy writing projects,
especially with all of the required testing.
>
>"To be accepted into a university, you have to be a stellar student,
athletic, musically inclined and involved in the community," he said. "For
students like me, if I was getting term and research papers, it would
hinder my ability to perform well in other classes and continue all of the
extracurricular activities I am involved in."
>
>But Miller, who will attend Duke University next year, said he is not
nervous about parachuting into a college atmosphere where five-, 10- and
15-page papers are due every few weeks.
>
>He said he likes a challenge. Writing a term paper, he said, will "be a
new experience for me."
>Copyright (c) 2003, The Los Angeles Times
>
>--------------------
>Improved archives!
>
>Searching Chicagotribune.com archives back to 1985 is cheaper and easier
than ever. New prices for multiple articles can bring your cost down to as
low as 30 cents an article: http://www.chicagotribune.com/archives
>
>
------------------------------
Date: Wed, 21 May 2003 13:23:36 +1200
From: Ross Thompson <r.thompson@RYDERCONSULTING.CO.NZ>
Subject: Teaching writing in an ecological context
Hi George,
The standard of student's writing (even at graduate level) is often awful,
and it is a nightmare to exhaustively mark essays for grammar, especially
with large classes.
An approach that I have tried (and have had tried on me) is pairing students
off, and requiring them to write a short paper. They then swap papers within
their pair, mark and grade each other's papers, and go over them together.
This has several advantages...
- they discover how much fun grading papers is (!!)
- the best way to learn is to teach!
- it requires relatively little input from you, the teacher.
I (usually) then mark all the papers myself, as a 'quality control' for the
student's marking, but the learning experience is effective even without
that step.
Just a thought....
Ross.
--
Ross Thompson PhD.
Environmental Scientist
Ryder Consulting Ltd 'Specialists in environmental science'
P.O.Box 1023
Dunedin
NEW ZEALAND
Phone: 03 477 2113
Fax: 03 477 3119
Cell: 027 210 4514
AFTER SEPTEMBER 1st, 2003
Centre for Biodiversity Research Post-Doctoral Fellow
University of British Columbia
Vancouver, Canada
E-mail: mayfly1974@hotmail.com
---------------------------------------------------------------------------
This e-mail (and its attachments) are confidential and may contain
privileged information. If you are not the intended recipient please contact
Ryder Consulting Ltd. immediately. The opinions expressed herein are not
necessarily those of Ryder Consulting Ltd.
---------------------------------------------------------------------------
------------------------------
Subject: ECOLOG-L Digest - 16 May 2003 to 19 May 2003 (#2003-131)
There are 7 messages totalling 249 lines in this issue.
Topics of the day:
1. DOC biolability
2. teaching writing in an ecological context
3. effect of moon phases on lizard activity (2)
4. Post-doc Science Fellowship - Everglades Ecological Decision Support
5. Classic book on raccoons again available
6. Post-doctoral position
----------------------------------------------------------------------
Date: Mon, 19 May 2003 07:13:32 -0400
From: Patrick Belmont <pwb3@LEHIGH.EDU>
Subject: DOC biolability
Does anyone have a simple method that estimates biolability of DOC in
freshwater samples? Unfortunately, setting up bioreactors is not an option
given the sampling protocols I will be using.
Thank you,
Patrick Belmont
pwb3@Lehigh.edu
-------------------------------------------------
This mail sent through IMP: http://horde.org/imp/
------------------------------
Date: Mon, 19 May 2003 07:28:06 -0400
From: "George P. Kraemer" <george.kraemer@PURCHASE.EDU>
Subject: teaching writing in an ecological context
I have reluctantly agreed to teach a college writing course to new freshmen.
I want to structure the course around an ecological (or, generally
environmental science) theme.
Does anyone know whether a suitable text exists? There's a push here to use
Kathleen McCormick's "Reading our Histories, Understanding Our Cultures,"
which is fine if you are from one of the humanities or social sciences.
I've been told my a historian colleague that there is an intro writing text
using readings from that discipline. Is there one for ecology?
Lacking that, is there a collection of readings that would be accessible to
first year students around which I could develop the syllabus?
thanks,
George Kraemer
Dept. Environmental Sciences
SUNY Purchase College
------------------------------
Date: Mon, 19 May 2003 16:37:45 +0530
From: shomen@BGUMAIL.BGU.AC.IL
Subject: effect of moon phases on lizard activity
Hi,
I am looking for some references of studies which have looked at the effect
f moon light(phases) on the activity of reptiles.
Thanks a lot in advance.
regards
Shomen
Shomen Mukherjee
Mitrani Dept. of Desert Ecology,
Blaustein Institute for Desert Research,
Ben- Gurion University of the Negev,
Sede Boker Campus, 84990
Israel
Ph: 972-8-6596785
email:shomen@bgumail.bgu.ac.il; shomenm@yahoo.com
------------------------------
Date: Mon, 19 May 2003 10:13:54 -0400
From: Leonard Pearlstine <pearlstn@UFL.EDU>
Subject: Post-doc Science Fellowship - Everglades Ecological Decision Suppor
Science Fellowship in Everglades Restoration Spatial Decision Support =
Systems
Ft Lauderdale Research and Education Center
University of Florida
=20
Salary $35,000.
Duration: two years
=20
The goal of this post-doctoral fellowship is to assist in the synthesis =
of research focused on Everglades restoration with strong emphasis on =
studies conducted under the Critical Ecosystems Studies Initiative =
program (CESI). The fellow will work with research ecologist and GIS =
personnel at the University of Florida, Ft Lauderdale Research and =
Education Center and be part of a multidisciplinary group of specialists =
at the South Florida Natural Resources Center (SFNRC), Everglades =
National Park, Homestead, Florida. Research now underway by the SFNRC =
and their cooperators includes assessing and measuring the relationship =
between water management and the spatial and temporal distribution of =
vegetation, bird, fish, aquatic invertebrate, reptile, mammal, and =
amphibian populations and their habitats. The work encompasses a broad =
area of freshwater wetlands, peat ridge and slough habitats, and coastal =
and marine habitats in Everglades National Park, Big Cypress Preserve, =
and Biscayne National Park. =20
The post-doctoral fellow will be responsible for Design and development =
of GIS based DSS for use by SFNRC assessment staff for synthesis of CESI =
funded research on a specific habitat or species that might be used as =
an indicator species of environmental change following alterations in =
hydrologic management plans, multi-species assessment of biological =
diversity and ecological integrity, analysis of applicability of CESI =
research towards goals of restoration projects, effects of altered water =
regimes on wetland plant and animal communities using a method of rapid =
assessment such as, but not limited to, Habitat Suitability Models, and =
additional analyses that meet the assessment team needs to assist =
Everglades restoration decision-making.=20
Applicant should have a doctorial degree in Ecology, =
Environmental Science, Geography or a related natural resource field and =
experience with GIS and habitat modeling. The incumbent will be required =
to synthesis disparate information across many scales of study making =
that information assessable to policy-makers. A working understanding of =
landscape ecology principles, uncertainty analyses as applied to spatial =
data sets, and decision support analyses is desirable. Demonstrated =
writing skills are required.=20
Please send letter of interest, and CV by mail or e-mail no later than =
July 1, 2003 to (electronic submission is preferred): Dr Leonard =
Pearlstine, University of Florida-IFAS, 3205 College Ave., Ft. =
Lauderdale, Florida, 33314-7799. pearlstn@ufl.edu.
AA/EA/EEO. If an accommodation is needed to apply for this position, =
please call (954) 577-6304.
------------------------------
Date: Mon, 19 May 2003 10:42:06 -0400
From: Andrea Herbert <AHerbert@BLACKBURNPRESS.COM>
Subject: Classic book on raccoons again available
Originally published in 1981, A Natural History of Raccoons is a thorough
study of the characteristics and habits of one of the most fascinating
creatures among our country's wildlife. The Blackburn Press recently
returned this book to print, making it again available to scholars, wildlife
rehabilitators, veterinarians, libraries, researchers and raccoon lovers who
would like to own or replace a copy of this classic book.
Topics covered include: behavioral characteristics (curiosity, raccoons in
motion, winter denning); feeding habits, controlling their numbers (disease,
parasites and predators); mating and cubs; and habitat requirements.
The book includes a chapter on caring for raccoons, which will be especially
helpful for those - like the author - have been called upon to nurture and
orphaned raccoon cub.
For more information, see http://www.blackburnpress.com/wilbiolandma.html or
http://www.amazon.com/exec/obidos/tg/detail/-/1930665679/qid=1051539979/sr=1
-2/ref=sr_1_2/104-9177350-4526327?v=glance&s=books
Andrea Herbert
The Blackburn Press
Publishers of classic scientific and technical books
P.O.Box 287, Caldwell, N.J. 07006
973-228-7077 Fax: 973-228-7276
AHerbert@BlackburnPress.com
Explore the latest additions to our list at http://www.BlackburnPress.com
------------------------------
Date: Mon, 19 May 2003 11:41:23 -0500
From: Mike Sears <msears@MAMA.INDSTATE.EDU>
Subject: Re: effect of moon phases on lizard activity
Here are a few references:
Clarke JA, Chopko JT, Mackessy SP. 1996. The effect of moonlight on activity
patterns of adult and juvenile prairie rattlesnakes (Crotalus viridis
viridis). JOURNAL OF HERPETOLOGY 30: 192-197.
Daltry JC, Ross T, Thorpe RS, Wuster W. 1998. Evidence that humidity
influences snake activity patterns: a field study of the Malayan pit viper
Calloselasma rhodostoma. ECOGRAPHY 21: 25-34.
FRANKENBERG E, WERNER YL 1979. EFFECT OF LUNAR CYCLE ON DAILY ACTIVITY RHYTH
IN A GEKKONID LIZARD, PTYODACTYLUS. ISRAEL JOURNAL OF ZOOLOGY 28: 224-228.
HOUSTON D, SHINE R. 1994. MOVEMENTS AND ACTIVITY PATTERNS OF ARAFURA
FILESNAKES (SERPENTES, ACROCHORDIDAE) IN TROPICAL AUSTRALIA. HERPETOLOGICA
50: 349-357.
------------------------------
Date: Mon, 19 May 2003 16:15:28 -0400
From: Peter Turchin <turchin@UCONN.EDU>
Subject: Post-doctoral position
Post Doctoral Position Available
Beginning in September 2003
University of Connecticut
A Post-Doctoral Research Associate needed for NSF-funded project addressing
(1) how to translate small-scale observations of elk into expected patterns
at landscape and geographic scales, and (2) determining the influence of
spatial heterogeneity on individual movements and population distribution
and dynamics. Project Co-PIs include Drs. Peter Turchin, Monica Turner,
John Fryxell, Mark Boyce and Evelyn Merrill.
Major responsibilities: Coordinate efforts to analyze data on individual
movements of elk using GPS & VHF telemetry. Statistically investigate the
effects of habitat conditions, distribution of resource quantity and
quality, and snow patterns on foraging dynamics within a GIS environment
from remotely sensed data and field sampling. Compile information of
historical elk reintroductions and distribution. Participate in the on-
going effort to model elk movements and population redistribution at
multiple spatial scales.
Experience and skills: PhD in biology/wildlife ecology or applied
mathematics/statistcs is required. The following skills/abilities are
desirable: (1) Strong quantitative and communication skills. (2) Experience
with advanced techniques of data analysis and computer programming. (3)
Demonstrated ability to work at the interface of models and data. (4)
Familiarity with ungulate biology and working knowledge of ARCINFO
technology. (5) Ability to work closely with other post-docs, students,
researchers, and agency personnel in collaborative research.
For more information contact Dr. Peter Turchin (turchin@uconn.edu).
To apply: send letter of interest, detailed resume including 3 references
(address/phone/email), and unofficial transcripts to:
Dr. Peter Turchin
Department of Ecology and Evolutionary Biology
University of Connecticut
Storrs, CT 06269-3043
------------------------------
End of ECOLOG-L Digest - 16 May 2003 to 19 May 2003 (#2003-131)
***************************************************************
˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙
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