COVER PHOTO: The ant Camponotus planatus feeding on an extrafloral nectary on the red bracts of Costus scaber in the Los Tuxtlas Biosphere Reserve, Veracruz, Mexico. In a study published in Ecology (https://doi.org/10.1002/ecy.70186), Novais et al. compiled a comprehensive dataset of ants feeding directly on extrafloral nectaries, as well as the ecological outcomes of these interactions. Photo credit: Armando Aguirre Jaimes.
Since its introduction in 2018, the Four-Dimensional Ecology Education (4DEE) Framework has advanced ecology education. Yet, ecology educators have had different understandings of aspects of the Framework. Here, we describe the updates to the original Framework that aim to provide more clarity. Specifically, we describe higher-level changes in how the Framework is presented on the 4DEE website, changes to some of the elements within the dimensions, mostly in the Human–Environment Interactions dimension, and perhaps most substantively, replacing the lists of subelements with more descriptive paragraphs that explain the intent of the elements. We hope that these updates will promote the advancement of ecology education such that students are learning about the full range of knowledge and practices in contemporary ecology.
Researchers who wish to engage in policy processes to help address the biodiversity crisis are often hindered by fear of the potential drawbacks to doing so. The complexity of political systems, the necessity to interact with policymakers or politicians outside of the work environment, the potential professional risks that may arise from engagement, advocacy, or activism, and the lack of institutional recognition and support for engaging in the science–policy interface may be daunting. Following the negotiation and adoption of the Kunming-Montreal Global Biodiversity Framework, a reflection on how biodiversity researchers may engage more in policy processes is timely. Here, we introduce and reflect on some of the tools that can empower researchers who would like to engage in (1) changing policies, (2) multidirectional communication, (3) building networks, (4) activism and advocacy, and (5) securing institutional support.
These photographs illustrate the article “Pyrosomes, Pyrosoma atlanticum: Highlighting plankton as an important food source for coral reefs in Timor-Leste” by Kim, C. J. S. and R. Kelley published in Ecology. https://doi.org/10.1002/ecy.70095
No data were collected for this study (i.e., theoretical, review, opinion, editorial papers).
These photographs illustrate the article “An introduced ant enhances pollination in the non-photosynthetic plant Balanophora fungosa” by Suetsugu, published in Ecology: https://doi.org/10.1002/ecy.70228.
Speaker Provete Presiding; meeting called to order at 1:32 PM EST
VII. Conclusion (Provete & O’Riordan)
Meeting adjourned at 4:02 PM EST.
Respectfully submitted by Rachel Bowes, Council Speaker-Elect.
These photographs illustrate the article “Ants and extrafloral nectary-bearing plants: A dataset of interactions and outcomes” by Novais et al. published in Ecology. https://doi.org/10.1002/ecy.70186
Graduate school is a rewarding experience that will further your career. The most important decision that all prospective graduate students will make is determining which laboratory to join. While there is no “correct” laboratory for all students, different students will prosper under different conditions and lab cultures. Choosing the “right” laboratory for you will influence the direction of your career, while reducing the number of aches and pains that come along with the natural challenges of developing as a scientist.
Although there are many types of graduate programs, the following is meant to aid students interested in a funded, research-based program in ecology, environmental science, or natural resources. The following 15 questions helped us and our colleagues choose an advisor. All of these can be useful in helping identify whether a laboratory will be a good fit for you. They are meant to be asked after you have an advisor and their lab in mind.
At the end of your interview, you may have decided that the laboratory fits your personal interests and matches your expectations for work and lifestyle. However, your relationship with your advisor, and their ability to guide and support you, will be fundamental to your experience. Remember: most prospective graduate advisors landed their current positions based on research success. Strong interpersonal and organizational skills, not to mention interest in mentoring, are not prerequisites for taking on a graduate student.
Graduate school is rarely a lucrative venture. Although you may earn a higher salary after earning an advanced degree, most graduate students undergo temporary financial strain to attend school. Pay is increasing at many institutions, especially where graduate students are unionized, but your own personal financial situation will influence what you consider affordable. The following questions may help you determine whether the laboratory is a good fit financially.
No data were collected for this study.
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