A number of my students have already played this game, so I've decided to join in.
Lets see...
On the right side of my desk are the normal desk accoutrements - letter organizer, inbox, Navy recruiting cup (Life, Liberty, and the pursuit of all who threaten it) with pens and scissors. There is also an automatic stirring and heating mug, which one of my lab mates at Texas A&M bought me for a "Secret Santa" gift after I kept leaving lukewarm cups of tea lost in the microwave.
To the left of my desk are the 3-hole punch, various cups of lukewarm, several-day old tea (did you know mold will grow in tea?), a bottle of mint Chloroseptic from my desperate battle with the canker sore, and my newly acquired "Project Learning Tree" manual and other science education paraphernalia. Also to my left is my monitor.
Directly in front of me is a black kitten (6-8 months old) purring madly and trying to dig his way into the 1-gallon aquarium also residing in the back center of my desk. Said aquarium contains two freshwater mussels, two crayfish, and one giant water beetle. It also contains one pond snail and a zillion zoo and phytoplankton. Next to the aquarium is the mason jar, containing yet another pond snail (it did have one of the mussels in it previously) who likes to amuse itself (and me) by doing its "snail buoyancy trick." Seriously. It makes a controlled floating ascent to the top of the water and then just as controlled, descends back to the gravel. Love it.
Behind my monitor is my latest piece de resistance, the decomposition chamber. Fashioned out of two 2-liter soda bottles according (roughly) to the Bottle Biology website, I have been filling it with random bits of food and other decomposable material from my working meals. Now I decompose things on purpose on my desk.
I should also mention that not far from my desk is the new mealworm breeding facility. I find this all very exciting, much to the dismay of my husband. He is currently still insisting that I label the Magic Bullet container I used to make the spinach-cat food-yeast puree for the mussels since I used aquarium water to help mix it instead of tap water (tap water has chlorine). He is convinced the dish washer will never eradicate the "fish fecal matter" that surely made it into the cup.
Sigh...
Thursday, November 17, 2011
Saturday, November 5, 2011
Earthquake in OK
Well at about 10:54ish we had an earthquake here in Norman, OK. Naturally, the whole house shook - you could hear our stuff rattling. Our cats were not pleased, they ran about while I made my husband join me in a doorway - he's pretty impressed. This is only the second earthquake he's experienced.
This earthquake was the sliding kind - I could feel the house shake north-south maybe 4 or 5 times. I suppose it was an aftershock from the 4.7 in Prague, OK early this morning. Friends of mine not too far east of us felt that one around 3ish this morning.
So strange.... I've heard some talk that frakking is causing increased earthquake activity in the midwest. Silly me, I thought I left earthquakes back in the Pacific Rim (California and Japan).
This earthquake was the sliding kind - I could feel the house shake north-south maybe 4 or 5 times. I suppose it was an aftershock from the 4.7 in Prague, OK early this morning. Friends of mine not too far east of us felt that one around 3ish this morning.
So strange.... I've heard some talk that frakking is causing increased earthquake activity in the midwest. Silly me, I thought I left earthquakes back in the Pacific Rim (California and Japan).
Friday, November 4, 2011
Aquatic Ecology and High School in 50 minutes
Monday I go to two high school Ecology classrooms to present on freshwater and saltwater ecology. Once again, I am nearly overwhelmed by the possibilities of what I can do with these students. There are so many cool things out there - I wish teachers knew how to narrow down their request for my classroom visits!
Anyway, given the strict time limit, I have decided to plan ahead this time. Here's the modification I think I'm going to make to what I did with the 8th graders.
1) First 10 minutes of class: introduction (who I am, what I do, why I do it) and short discussion on what aquatic habitats entail. I am hoping for a list of various aspects of habitat including food sources and water forces (flow).
2) Three stations, 5-10 minutes each. Students make observations and sketches. Perhaps some guiding questions based on the list we generate during the discussion.
Station 1: flotsam and jetsam from the beach
Station 2: live aquatic inverts (note to self: get aquatic inverts Sunday. Wear old shoes. Better yet, wear boots.)
Station 3: comparison of freshwater and saltwater organisms (maybe - I'm ambivalent on this station at this point...)
Hmmm... 14 students... I'm re-thinking this. Perhaps instead of moving students, I can have four trays: 2 freshwater and 2 saltwater. We can then shuffle the trays throughout 4 groups (instead of three stations) so that groups are limited to 3 and 4 students. I think I'm going to go with this option. This might also be easier to transport. I think I'm going to pre-separate the aquatic inverts into shallow plastic containers as well. Bingo!
3) Discussion and application: Talk about observations (again, focus on feeding and body shape). Show students OK limpet-like fossil. Ask them where this fossil came from and how they think it ate. Reveal that the fossil is from OK (shallow sea).
Ba-daaa!!!
I'll let you know if this goes as smoothly as its planned in my mind.
Anyway, given the strict time limit, I have decided to plan ahead this time. Here's the modification I think I'm going to make to what I did with the 8th graders.
1) First 10 minutes of class: introduction (who I am, what I do, why I do it) and short discussion on what aquatic habitats entail. I am hoping for a list of various aspects of habitat including food sources and water forces (flow).
2) Three stations, 5-10 minutes each. Students make observations and sketches. Perhaps some guiding questions based on the list we generate during the discussion.
Station 1: flotsam and jetsam from the beach
Station 2: live aquatic inverts (note to self: get aquatic inverts Sunday. Wear old shoes. Better yet, wear boots.)
Station 3: comparison of freshwater and saltwater organisms (maybe - I'm ambivalent on this station at this point...)
Hmmm... 14 students... I'm re-thinking this. Perhaps instead of moving students, I can have four trays: 2 freshwater and 2 saltwater. We can then shuffle the trays throughout 4 groups (instead of three stations) so that groups are limited to 3 and 4 students. I think I'm going to go with this option. This might also be easier to transport. I think I'm going to pre-separate the aquatic inverts into shallow plastic containers as well. Bingo!
3) Discussion and application: Talk about observations (again, focus on feeding and body shape). Show students OK limpet-like fossil. Ask them where this fossil came from and how they think it ate. Reveal that the fossil is from OK (shallow sea).
Ba-daaa!!!
I'll let you know if this goes as smoothly as its planned in my mind.
Monday, October 24, 2011
Finally... How I introduced 8th graders to aquatic ecology
In my last post, I talked about my trip to the pond in preparation for outreach to a group of students. I wasn't completely sure what to do with them (they were learning about biomes and habitat) since their teacher gave me a really broad idea of what she wanted.
So, with a few loose ideas in mind, I loaded a lot of show-and-tell type stuff into my car and headed off on a 90 minute journey to a very small town in Oklahoma (so small that I passed the school completely the first time around).
The science classroom was fairly well equipped - they had a separate "lab room" with sturdy lab benches and microscopes. Once I saw the space and the number of students, I decided to set up learning stations (for the uninitiated, I do not recommend going in without a firm plan).
Anyway, the six learning stations were as follows (no particular order):
Flotsam and Jetsam: Here I put out random things from the ocean - some mermaid's purses (skate egg cases), a weird isopod molt from Japan, a couple of deceased hermit crabs (one in shell and one out of shell), various shells and barnacles. I also put out a number of tide pool books and golden guides to the seashore, seashells, etc. Believe it or not, the students were very excited to identify the miscellanea using said books.
Freshwater/Saltwater: I set out various clam/mussel shells from the seashore alongside freshwater mussel shells (clams) so that students could make comparisons among the different shells from organisms that have similar function (filter feeding) in different habitats.
Ancient Aquatic Habitats: This station allowed students to compare modern clam and limpet shells (both marine) with fossils from Calvert Cliffs, MD and Southeastern OK. Since OK was once covered by a shallow sea, the forms of the fossil shells are very similar to the fossils from Calvert Cliffs and modern oceans.
Microscopic Life: This is my specialty. We set up three microscopes where students were able to view living plant tissue, live rotifers, and a cladoceran (which was fortunately stuck in place for some reason).
Macroscopic Life: This is where the pond water mentioned in the last post comes into play. Students were able to isolate aquatic invertebrates on styrofoam plates (it gives just enough water for the invert to move around, while allowing the students an opportunity to observe them rather closely).
Constructing a Habitat: With my giant water bug, "Buggy" (so named by another group of students) as an example, students set up their own aquatic habitats with mud, gravel, plants, pond water, and aquatic inverts.
Afterwards, we chatted about things they noticed and I pointed out form and function (grazers, shredders, predators, filterers). We also talked about animal shape and how water flow (rivers, waves, tides) can influence shape.
They asked some really great questions too - like why there are zebra mussels in the lakes. They were a very mature group as well. We were talking about how mussels feed, which involved talking about the location of the mouth and anus, strategically located such that mussels do not end up eating their own feces. The only one who giggled was their teacher, who was chastised by her own class! I think my most interesting question came from a student who wanted to know how mussels "do it" (we were talking about life cycle in response to the zebra mussel question).
I feel like I passed some sort of test with that one. "Explain mussel sex to eighth graders... check."
So, with a few loose ideas in mind, I loaded a lot of show-and-tell type stuff into my car and headed off on a 90 minute journey to a very small town in Oklahoma (so small that I passed the school completely the first time around).
The science classroom was fairly well equipped - they had a separate "lab room" with sturdy lab benches and microscopes. Once I saw the space and the number of students, I decided to set up learning stations (for the uninitiated, I do not recommend going in without a firm plan).
Anyway, the six learning stations were as follows (no particular order):
Flotsam and Jetsam: Here I put out random things from the ocean - some mermaid's purses (skate egg cases), a weird isopod molt from Japan, a couple of deceased hermit crabs (one in shell and one out of shell), various shells and barnacles. I also put out a number of tide pool books and golden guides to the seashore, seashells, etc. Believe it or not, the students were very excited to identify the miscellanea using said books.
Freshwater/Saltwater: I set out various clam/mussel shells from the seashore alongside freshwater mussel shells (clams) so that students could make comparisons among the different shells from organisms that have similar function (filter feeding) in different habitats.
Ancient Aquatic Habitats: This station allowed students to compare modern clam and limpet shells (both marine) with fossils from Calvert Cliffs, MD and Southeastern OK. Since OK was once covered by a shallow sea, the forms of the fossil shells are very similar to the fossils from Calvert Cliffs and modern oceans.
Microscopic Life: This is my specialty. We set up three microscopes where students were able to view living plant tissue, live rotifers, and a cladoceran (which was fortunately stuck in place for some reason).
Macroscopic Life: This is where the pond water mentioned in the last post comes into play. Students were able to isolate aquatic invertebrates on styrofoam plates (it gives just enough water for the invert to move around, while allowing the students an opportunity to observe them rather closely).
Constructing a Habitat: With my giant water bug, "Buggy" (so named by another group of students) as an example, students set up their own aquatic habitats with mud, gravel, plants, pond water, and aquatic inverts.
Afterwards, we chatted about things they noticed and I pointed out form and function (grazers, shredders, predators, filterers). We also talked about animal shape and how water flow (rivers, waves, tides) can influence shape.
They asked some really great questions too - like why there are zebra mussels in the lakes. They were a very mature group as well. We were talking about how mussels feed, which involved talking about the location of the mouth and anus, strategically located such that mussels do not end up eating their own feces. The only one who giggled was their teacher, who was chastised by her own class! I think my most interesting question came from a student who wanted to know how mussels "do it" (we were talking about life cycle in response to the zebra mussel question).
I feel like I passed some sort of test with that one. "Explain mussel sex to eighth graders... check."
Tuesday, October 11, 2011
No really, I'll just run out to the pond quick.
Let me start by saying there is no such thing as running out to the pond quick. Instead, I was there for a little over an hour and got muddier than a dog in the rain. Okay, maybe not that muddy, but I was expecting to stay clean (don't ask me why...).
I ran out to the pond in the first place because I needed aquatic insects for a classroom visit in Asher tomorrow. Most of what's out there was water beetles and snails, but I did get a few crayfish too. The lake level is pretty darn low, which made it a little difficult not to get wet and muddy.
I love going to the pond over different seasons. There is definitely a fall-feeling to the vegetation that's up - purple thistles and hardy plants staking their claim over the fragile flowers from the spring.
Seeing the pond in its context made me think a lot about habitat, though nothing specific. That's what I'm talking about tomorrow - aquatic habitats, both freshwater and marine. I'm thinking of going the feeding route: i.e., shredders, grazers, filterers, and predators. We'll be able to talk about examples of those in both marine and freshwater systems. I think it will go well. I do need to get all of my "stuff" together tonight (besides the live guys, which I sacrificed my new sneakers to get - stupid, stupid aquatic ecologist!).
I ran out to the pond in the first place because I needed aquatic insects for a classroom visit in Asher tomorrow. Most of what's out there was water beetles and snails, but I did get a few crayfish too. The lake level is pretty darn low, which made it a little difficult not to get wet and muddy.
I love going to the pond over different seasons. There is definitely a fall-feeling to the vegetation that's up - purple thistles and hardy plants staking their claim over the fragile flowers from the spring.
Seeing the pond in its context made me think a lot about habitat, though nothing specific. That's what I'm talking about tomorrow - aquatic habitats, both freshwater and marine. I'm thinking of going the feeding route: i.e., shredders, grazers, filterers, and predators. We'll be able to talk about examples of those in both marine and freshwater systems. I think it will go well. I do need to get all of my "stuff" together tonight (besides the live guys, which I sacrificed my new sneakers to get - stupid, stupid aquatic ecologist!).
Saturday, October 8, 2011
Jack is Back!
Jack and Fey are littermates by farm cats in Nebraska and had never been apart. They were the first cats my husband brought home after his beloved Kaos died of an infection after having been lost for three weeks. Needless to say, Jack slipping out one Sunday was cause for concern.
Jack and our other cats are indoors-only. On average, indoor cats live three times longer than outdoor cats. Jack loves a roll around on a sunny sidewalk, and this time we didn't see him slip out.
When we realized he was gone, we went into desperate cat-finding mode. I posted on craigslist and lost-pet websites. My husband biked around the neighborhood for hours. We drove around at all hours, staring at houses, calling for Jack, and clanging dishes. We printed over 500 fliers and distributed them door-to-door throughout our neighborhood. We called the animal shelter and went over every 2-3 days to make sure Jack wasn't among the adoptable.
What we found, for six days wasn't Jack, but rather a caring community. We received several phone calls letting us know of possible Jack sightings. People stopped to talk with us, to give encouragement, and to promise to be on the lookout for our Mr. Jack.
We learned that we have a unique community of families and students just like us. Did you know that within our area there is a bookbinder, a paranormal investigator, and a storm-chaser? We also ran into three other families that have lost their cats. Keep your eyes peeled - without our community looking, we would have never found Jack.
Speaking of finding Jack, our favorite storm-chasing neighbor was coming in from a night of paintball and saw Jack sitting on one of the fence columns around our apartment complex. He called us several times in the wee hours and finally coaxed Jack inside, waiting for us to wake up and get his messages.
Jack is home! We've learned several things and made some changes around the house. All five of our cats wear collars with tags now and on October 29, the Norman shelter is holding a low-cost clinic. They're offering microchipping for $20 - so you better believe we'll be there!
Once again, I want to thank our entire community. All of you kept us uplifted - without your words of encouragement and phone calls, we would have certainly lost hope. Thank you.
I'm including a photo of all of our Jack sightings. The pink areas are where we posted fliers. If anyone needs to borrow our live traps to try and catch their kitties, well, you know how to contact us!
Jack and our other cats are indoors-only. On average, indoor cats live three times longer than outdoor cats. Jack loves a roll around on a sunny sidewalk, and this time we didn't see him slip out.
When we realized he was gone, we went into desperate cat-finding mode. I posted on craigslist and lost-pet websites. My husband biked around the neighborhood for hours. We drove around at all hours, staring at houses, calling for Jack, and clanging dishes. We printed over 500 fliers and distributed them door-to-door throughout our neighborhood. We called the animal shelter and went over every 2-3 days to make sure Jack wasn't among the adoptable.
What we found, for six days wasn't Jack, but rather a caring community. We received several phone calls letting us know of possible Jack sightings. People stopped to talk with us, to give encouragement, and to promise to be on the lookout for our Mr. Jack.
We learned that we have a unique community of families and students just like us. Did you know that within our area there is a bookbinder, a paranormal investigator, and a storm-chaser? We also ran into three other families that have lost their cats. Keep your eyes peeled - without our community looking, we would have never found Jack.
Speaking of finding Jack, our favorite storm-chasing neighbor was coming in from a night of paintball and saw Jack sitting on one of the fence columns around our apartment complex. He called us several times in the wee hours and finally coaxed Jack inside, waiting for us to wake up and get his messages.
Jack is home! We've learned several things and made some changes around the house. All five of our cats wear collars with tags now and on October 29, the Norman shelter is holding a low-cost clinic. They're offering microchipping for $20 - so you better believe we'll be there!
Once again, I want to thank our entire community. All of you kept us uplifted - without your words of encouragement and phone calls, we would have certainly lost hope. Thank you.
I'm including a photo of all of our Jack sightings. The pink areas are where we posted fliers. If anyone needs to borrow our live traps to try and catch their kitties, well, you know how to contact us!
Playing Possum
Our cat Jack has been missing for nearly a week now. We've posted on lost pet websites, craigslist, etc and physically delivered 500-600 flyers around our neighborhood. As sightings came in, we decided to purchase a couple live traps and bait them with tuna.
One of these traps we put at the edge of a neighborhood "wilderness area." The other is at the back of our apartment complex property. Both are places where a large, black cat has been seen and the two locations are perhaps within half a mile of each other.
For two days now, I have gotten nothing in the trap in our complex. After one night on the edge of the wilderness area.... possum. The poor little guy (he really wasn't very big) was waiting patiently, having finished off the can of tuna. My husband was concerned. In his days as a paperboy, he was once chased by a possum "the size of a dog." He brought the Maglite along just in case things got ugly.
Of course, everything was fine. Naturally, friend possum hissed and growled at me, but after I convinced him the trap door was open (this required some upending of the cage and shaking) he trotted off.
At least it wasn't a skunk.
One of these traps we put at the edge of a neighborhood "wilderness area." The other is at the back of our apartment complex property. Both are places where a large, black cat has been seen and the two locations are perhaps within half a mile of each other.
For two days now, I have gotten nothing in the trap in our complex. After one night on the edge of the wilderness area.... possum. The poor little guy (he really wasn't very big) was waiting patiently, having finished off the can of tuna. My husband was concerned. In his days as a paperboy, he was once chased by a possum "the size of a dog." He brought the Maglite along just in case things got ugly.
Of course, everything was fine. Naturally, friend possum hissed and growled at me, but after I convinced him the trap door was open (this required some upending of the cage and shaking) he trotted off.
At least it wasn't a skunk.
Monday, October 3, 2011
The Philosophy of Anime
My husband and I enjoy Anime, which is a style of Japanese cartoon. Anime is more of an adult cartoon (in my mind), just because of the complex and often dark storylines. I could be totally wrong though... I was a fairly sheltered child twenty-some odd years ago. Who can say what kids are used to these days? Maybe I'm just a Victorian prude.
Anyway, what I wanted to talk about today was the philosophy that is woven into the Anime shows we watch. Two of my favorites are Ghost in the Shell and recently, Full Metal Alchemist.
Ghost in the Shell constantly addresses the concept of consciousness. The story takes place in a modern world with highly intelligent automatons (programs) and the ability to transfer human consciousnesses (as programs) into artificial bodies. Do the automatons form a consciousness in time? Are the human consciousnesses transferred completely, or is there a spark that is lost when the mind is transformed from biological to mechanical data? This question of dualism of mind and body (i.e. a consciousness separate from physical being) hearkens back to Renee Descarte, who titled this "Ghost in the Machine." I often think about this when considering the ethics of human cloning. What determines consciousness, and do we as humans have the power or right to grant or deny that to a clone?
Full Metal Alchemist brings up thoughts of scientism. The main characters are always talking about the scientific objectivity of alchemy. In some ways, this is really kind of funny, because alchemy is an ancient and debunked "science" if it ever was one in the first place. In this show, the characters are able to mentally restructure atoms, affecting the form and function of existing items.. It addresses the concept of ethics and human limitation in the context of equivalent exchange. Again, the thread of humanity weaves its way through the story as the two main characters tried to bring back their dead mother by transmuting the major elements that make up an average adult human. Unfortunately for them, there is nothing of equivalent value to a human soul.
Anyway, what I wanted to talk about today was the philosophy that is woven into the Anime shows we watch. Two of my favorites are Ghost in the Shell and recently, Full Metal Alchemist.
Ghost in the Shell constantly addresses the concept of consciousness. The story takes place in a modern world with highly intelligent automatons (programs) and the ability to transfer human consciousnesses (as programs) into artificial bodies. Do the automatons form a consciousness in time? Are the human consciousnesses transferred completely, or is there a spark that is lost when the mind is transformed from biological to mechanical data? This question of dualism of mind and body (i.e. a consciousness separate from physical being) hearkens back to Renee Descarte, who titled this "Ghost in the Machine." I often think about this when considering the ethics of human cloning. What determines consciousness, and do we as humans have the power or right to grant or deny that to a clone?
Full Metal Alchemist brings up thoughts of scientism. The main characters are always talking about the scientific objectivity of alchemy. In some ways, this is really kind of funny, because alchemy is an ancient and debunked "science" if it ever was one in the first place. In this show, the characters are able to mentally restructure atoms, affecting the form and function of existing items.. It addresses the concept of ethics and human limitation in the context of equivalent exchange. Again, the thread of humanity weaves its way through the story as the two main characters tried to bring back their dead mother by transmuting the major elements that make up an average adult human. Unfortunately for them, there is nothing of equivalent value to a human soul.
Wednesday, September 28, 2011
Out of this world
I touched a piece of the oldest rock on Earth today. It is 4.6 billion years old and is a piece of the rock used as a standard for radiometric dating.
Is that not crazy? I also held pieces of another planet in my hand, a piece of the meteorite that formed Meteor Crater, and a piece of the core-mantle boundary. The core-mantle boundary was by far my favorite; it was beautiful.
I know I've been subjecting my students to a little more geology than they would like this semester, but this stuff is just as interesting as biology. There's something about rocks that feel like time travel. They are a little piece of an environment long gone. It is from those environments that the world we know today sprang. There were organisms with an ecology similar to, yet alien from what we as biologists study and understand.
Chemistry is a little the same way for me. Since matter is neither created nor destroyed, the very air molecules we breathe in today, the compounds that form our cells, the ground under our feet - these things existed in some fashion over eons. Its like Charlie Brown says to Frieda regarding Pigpen: "Don't think of it as dust. Think of it as maybe the soil of some great past civilization. Maybe the soil of ancient Babylon. It staggers the imagination. He may be carrying soil that was trod upon by Solomon, or even Nebuchudnezzar."
Is that not crazy? I also held pieces of another planet in my hand, a piece of the meteorite that formed Meteor Crater, and a piece of the core-mantle boundary. The core-mantle boundary was by far my favorite; it was beautiful.
I know I've been subjecting my students to a little more geology than they would like this semester, but this stuff is just as interesting as biology. There's something about rocks that feel like time travel. They are a little piece of an environment long gone. It is from those environments that the world we know today sprang. There were organisms with an ecology similar to, yet alien from what we as biologists study and understand.
Chemistry is a little the same way for me. Since matter is neither created nor destroyed, the very air molecules we breathe in today, the compounds that form our cells, the ground under our feet - these things existed in some fashion over eons. Its like Charlie Brown says to Frieda regarding Pigpen: "Don't think of it as dust. Think of it as maybe the soil of some great past civilization. Maybe the soil of ancient Babylon. It staggers the imagination. He may be carrying soil that was trod upon by Solomon, or even Nebuchudnezzar."
Tuesday, September 27, 2011
Practical Seismic Petrophysics
Tad Smith is a petrophysicist working in the oil and gas industry. Chosen as a 2011 Honored Speaker, Smith came to OU to discuss how petrophysicists analyze geological information to reduce the risks associated with drilling for oil and gas.
One of the problems that petrophysicists face is error and noise in the data. As with any model, simplifying assumptions exist that are not necessarily met in the real world. Additionally, data collected under field conditions are rarely perfect. Therefore, petrophysicists have to find ways to deal with these inconsistencies, including working closely with geologists and geophysicists.
Smith delivered this central message to a broad audience that included specialists and non-specialists alike. He encouraged confidence in his message through a forthright and relaxed demeanor. Smith presented himself as the professional he is, and so won the trust of the audience. This professionalism was compounded by Smith's knowledge of his topic. His Power Point included mostly images and few bullet points to emphasize integral evidence for his audience. Anything that existed on the slide, Smith explained using analogies and examples.
The main detractor from Smith's message was a confusing message towards the end of his presentation. Smith began to summarize his main points, both verbally and visually, only to continue presenting new information for an additional fifteen minutes afterward. This was the moment he lost the audience. What had been a brilliant performance geared toward a general audience suddenly became a tedious and overbearing waste of time.
After speaking with several of my students, I agree - Smith should have focused his message more narrowly. The amount of information presented overwhelmed some lower-level students and the inability to finish on time alienated a previously receptive audience. Had Smith managed his time more effectively, his clear message of collaboration among professionals to properly assess drilling locations to save time, money, and lives would have stuck more firmly in the minds of students and specialists alike.
One of the problems that petrophysicists face is error and noise in the data. As with any model, simplifying assumptions exist that are not necessarily met in the real world. Additionally, data collected under field conditions are rarely perfect. Therefore, petrophysicists have to find ways to deal with these inconsistencies, including working closely with geologists and geophysicists.
Smith delivered this central message to a broad audience that included specialists and non-specialists alike. He encouraged confidence in his message through a forthright and relaxed demeanor. Smith presented himself as the professional he is, and so won the trust of the audience. This professionalism was compounded by Smith's knowledge of his topic. His Power Point included mostly images and few bullet points to emphasize integral evidence for his audience. Anything that existed on the slide, Smith explained using analogies and examples.
The main detractor from Smith's message was a confusing message towards the end of his presentation. Smith began to summarize his main points, both verbally and visually, only to continue presenting new information for an additional fifteen minutes afterward. This was the moment he lost the audience. What had been a brilliant performance geared toward a general audience suddenly became a tedious and overbearing waste of time.
After speaking with several of my students, I agree - Smith should have focused his message more narrowly. The amount of information presented overwhelmed some lower-level students and the inability to finish on time alienated a previously receptive audience. Had Smith managed his time more effectively, his clear message of collaboration among professionals to properly assess drilling locations to save time, money, and lives would have stuck more firmly in the minds of students and specialists alike.
Monday, September 26, 2011
Professorial Guilt
Let us take a moment to consider time management and prioritization. This topic is on my mind, because for the second time, I will not post four times during the week. To my students, whose grade is (in part) contingent on doing the same, I apologize.
Life happens. Recently, I have started to move out of my self-centric position to understand that life happens to all of us, and I am just not that special. Many of you are thinking, "no kidding jerkface." I know. I hear you. Let me just say that martyrdom is a genetic condition among the women of my family. I'm not sure its even that rare a condition.
The question is, what do you do about "failure?" To be honest, I am not entirely sure - but this is what I'm learning.
First, you must consider your priorities and life goals. In this regard, you can judge activities and opportunities that arise and decide where they fit into your already busy life.
Second, you do your very best to plan ahead and not overwhelm yourself.
Third, you face dilemmas squarely in the eye, recognize the consequences for "failure" and make the best decision you can.
Finally, you recognize your humanity, your good intentions, and move on with your life. Learn from failures.
Like I said, I'm still learning in this area. In fact, its probably really hypocritical of me to even make this post, but hey - work in progress. It is what was on my mind. Maybe I'll revisit and refine some other time.
Life happens. Recently, I have started to move out of my self-centric position to understand that life happens to all of us, and I am just not that special. Many of you are thinking, "no kidding jerkface." I know. I hear you. Let me just say that martyrdom is a genetic condition among the women of my family. I'm not sure its even that rare a condition.
The question is, what do you do about "failure?" To be honest, I am not entirely sure - but this is what I'm learning.
First, you must consider your priorities and life goals. In this regard, you can judge activities and opportunities that arise and decide where they fit into your already busy life.
Second, you do your very best to plan ahead and not overwhelm yourself.
Third, you face dilemmas squarely in the eye, recognize the consequences for "failure" and make the best decision you can.
Finally, you recognize your humanity, your good intentions, and move on with your life. Learn from failures.
Like I said, I'm still learning in this area. In fact, its probably really hypocritical of me to even make this post, but hey - work in progress. It is what was on my mind. Maybe I'll revisit and refine some other time.
Saturday, September 24, 2011
Isms and the Science Disenfranchised
Throughout this past week, I have been distracted by an ongoing mental conversation about "isms." This all started when I thought I could involve myself in (what I thought) was a semi-political conversation online. Apparently I failed.
The thing that bothers me the most however, is the prevalence of "isms." An "ism" is any ideology that is completely closed to the possibility or discussion of another framework of thinking. Most scientists are very familiar, therefore, with "fundamentalism." Understandably.
However, I am distressed to find that many who argue for scientific reasoning (explanation of observable natural phenomena using observable means) completely shut down those who agree, from a different viewpoint.
For example, there was a recent blog post on attacks against female reproductive health by the religious right, i.e. fundamentalists. There is however, a large community of those who accept and trust scientific reasoning and also maintain a faith background. In trying to act as bridges, a number of individuals responded to the arguments of the religious right using phrasing common to a belief culture. I was dismayed to see two things: 1) the blog poster went and asked others to end the apparently religious part of the conversation, and 2) one of those requested responders answered with "don't argue against science with the Bible and your no-show God."
First of all, that is not what was happening. All of those using belief-based phraseology were arguing FOR science, not against it. They were complaining equally about the misrepresentation of the religious right. As to his argument, it is clearly his prerogative to hold his own belief system and I by no means am trying to degrade his point of view. However, I felt that he was hypocritical as he answered not with scientific reasoning, but his own belief-based arguments.
I had the opportunity to meet with science writer Deborah Blum this week, author of The Poisoner's Handbook and Ghost Hunters. She is an extremely intelligent woman with a strong grasp on how to reach the public to increase science literacy. In talking about the prevalent subculture of people who believe they have experienced the paranormal, she criticized science for shutting these people down. She termed them the "science disenfranchised" and feels that they are more reachable (in terms of science literacy) than fundamentalists.
I would add to the list of science disenfranchised faith based/spiritual individuals (Muslim, Christian, Jewish, Hindi, etc.) who are often marginalized directly or indirectly even when they are in support of science.
The thing that bothers me the most however, is the prevalence of "isms." An "ism" is any ideology that is completely closed to the possibility or discussion of another framework of thinking. Most scientists are very familiar, therefore, with "fundamentalism." Understandably.
However, I am distressed to find that many who argue for scientific reasoning (explanation of observable natural phenomena using observable means) completely shut down those who agree, from a different viewpoint.
For example, there was a recent blog post on attacks against female reproductive health by the religious right, i.e. fundamentalists. There is however, a large community of those who accept and trust scientific reasoning and also maintain a faith background. In trying to act as bridges, a number of individuals responded to the arguments of the religious right using phrasing common to a belief culture. I was dismayed to see two things: 1) the blog poster went and asked others to end the apparently religious part of the conversation, and 2) one of those requested responders answered with "don't argue against science with the Bible and your no-show God."
First of all, that is not what was happening. All of those using belief-based phraseology were arguing FOR science, not against it. They were complaining equally about the misrepresentation of the religious right. As to his argument, it is clearly his prerogative to hold his own belief system and I by no means am trying to degrade his point of view. However, I felt that he was hypocritical as he answered not with scientific reasoning, but his own belief-based arguments.
I had the opportunity to meet with science writer Deborah Blum this week, author of The Poisoner's Handbook and Ghost Hunters. She is an extremely intelligent woman with a strong grasp on how to reach the public to increase science literacy. In talking about the prevalent subculture of people who believe they have experienced the paranormal, she criticized science for shutting these people down. She termed them the "science disenfranchised" and feels that they are more reachable (in terms of science literacy) than fundamentalists.
I would add to the list of science disenfranchised faith based/spiritual individuals (Muslim, Christian, Jewish, Hindi, etc.) who are often marginalized directly or indirectly even when they are in support of science.
Sunday, September 18, 2011
My kitten smells like pumpkin pie
Its the all-natural cat shampoo we used on him when we took him in. That stuff really lingers!
You know, last time I checked, I don't think anyone knows how cats purr. As I currently have said cat purring on my lap, I won't actually go through the trouble of trying to find the textbook of which I am thinking, but the author of said textbook postulated that it had to do with air flow.
The book itself was about fluid dynamics in nature - i.e. the adaptations of biology (leaf shapes, arteries, body shape) to deal with fluid forces (movement of air and water). I think my favorite memory of that book was the description of experiments on flea body shape... the researchers used spring guns to literally shoot the fleas into the air. Go figure.
You know, last time I checked, I don't think anyone knows how cats purr. As I currently have said cat purring on my lap, I won't actually go through the trouble of trying to find the textbook of which I am thinking, but the author of said textbook postulated that it had to do with air flow.
The book itself was about fluid dynamics in nature - i.e. the adaptations of biology (leaf shapes, arteries, body shape) to deal with fluid forces (movement of air and water). I think my favorite memory of that book was the description of experiments on flea body shape... the researchers used spring guns to literally shoot the fleas into the air. Go figure.
Saturday, September 17, 2011
You know what I want?
A microscope. Preferably two - one dissecting and one compound. Nothing fancy; just like the ones we use with our students.
I actually have several microscopes, however, they are not high-quality. The best is one that I bought at Hobby Lobby; however, it has no condenser, which I think is actually a real problem. Don't get me wrong - you can see stuff in it, but the image is very low quality.
I do use it on occasion. I took a look at the zooplankton that live in my fish tank - they're some sort of ostracod, I think (I told you, the image is not high-quality). I also looked at the buildup from the kitten's ear to check for mites... nothing. The little dude just has dirty ears.
I have a couple of other microscopes. One is at my parent's house and is an early antique microscope kit, likely for children.
Speaking of children, I also have my husband's Fisher Price microscope kit, which I naturally stole (with her knowledge) from my mother-in-law's house as we were redding out.
(Note: "redding out" is a Pennsylvania Dutch phrase roughly equivalent to the idea of intense cleaning and organization. "Red up" is more along the lines of cleaning your room. As a child, my room typically needed redding out as I never really made time to red up. The whole concept of Pennsylvania Dutch makes my husband crazy, especially when I ask, "Is it all?" This is shorthand for "Is it all gone, is that the last of it?")
Anyway...
I actually have several microscopes, however, they are not high-quality. The best is one that I bought at Hobby Lobby; however, it has no condenser, which I think is actually a real problem. Don't get me wrong - you can see stuff in it, but the image is very low quality.
I do use it on occasion. I took a look at the zooplankton that live in my fish tank - they're some sort of ostracod, I think (I told you, the image is not high-quality). I also looked at the buildup from the kitten's ear to check for mites... nothing. The little dude just has dirty ears.
I have a couple of other microscopes. One is at my parent's house and is an early antique microscope kit, likely for children.
Speaking of children, I also have my husband's Fisher Price microscope kit, which I naturally stole (with her knowledge) from my mother-in-law's house as we were redding out.
(Note: "redding out" is a Pennsylvania Dutch phrase roughly equivalent to the idea of intense cleaning and organization. "Red up" is more along the lines of cleaning your room. As a child, my room typically needed redding out as I never really made time to red up. The whole concept of Pennsylvania Dutch makes my husband crazy, especially when I ask, "Is it all?" This is shorthand for "Is it all gone, is that the last of it?")
Anyway...
Friday, September 16, 2011
Charting What's Already Here
I was putting together a presentation today and came upon this xkcd comic.
I tried to actually post the artwork on here, but was unable and didn't want to infringe any copyrights doing technological calisthenics. So, go take a look. It is a really beautiful thing.
If you scroll over the comic with your mouse, there is an extensive comment from the author/artist on charting what's already here. I thought this was profound for several reasons; first, we can become trapped in our own little bubbles of despair, where we look out and think excitement and novelty have left us. In addition, we can be overwhelmed by a vast ocean of experience and observation and dismiss it as being to big and broad to understand, when in reality there is depth and specificity to be found in that ocean.
Science is one of those areas that revels in looking at the things underlying the surface. While it seems that everything has been done and published, this is untrue. The universe, our own planet, is vast in both size and scope. The diversity of phenomena is nigh endless. Beauty resides in all things, from the ecosystem level on down to within individual cells. So exciting!
I tried to actually post the artwork on here, but was unable and didn't want to infringe any copyrights doing technological calisthenics. So, go take a look. It is a really beautiful thing.
If you scroll over the comic with your mouse, there is an extensive comment from the author/artist on charting what's already here. I thought this was profound for several reasons; first, we can become trapped in our own little bubbles of despair, where we look out and think excitement and novelty have left us. In addition, we can be overwhelmed by a vast ocean of experience and observation and dismiss it as being to big and broad to understand, when in reality there is depth and specificity to be found in that ocean.
Science is one of those areas that revels in looking at the things underlying the surface. While it seems that everything has been done and published, this is untrue. The universe, our own planet, is vast in both size and scope. The diversity of phenomena is nigh endless. Beauty resides in all things, from the ecosystem level on down to within individual cells. So exciting!
Monday, September 12, 2011
Science and The Learning Cycle
Tonight was our first meeting of the 2011-2012 Graduate Teaching Academy! This is year two of the program, and likely one of the reasons I get fifty emails a day.
However, I did not pop on here to whine, but to share with you an insight about science and the learning cycle. I believe the Learning Cycle comes from an educational theorist named Kolb. This theory posits the following relationship: the learner has a concrete experience on which they reflect and form a working hypothesis. This hypothesis is tested through application to new situations which lead to new concrete experiences.
This led me to thinking about the scientific process (scientific method for you old-school rule followers) wherein we as scientists observe a phenomenon, on which we reflect by asking questions. We develop hypotheses, which we test, leading to further observation and data collection. We continue to reflect and explain and "test" our new findings by comparing them to other experiences in the literature.
In other words, science is all about the learning cycle. This brings me to two points: 1) everyone can do science and 2) science itself is a collective learning cycle.
First, everyone can do science. The learning cycle was not developed to explain how a specific population learns, but to explain the learning process for all ages in all places. This meshes with constructivism, something I am learning more about now. Very simply, constructivism explains how we build knowledge as individuals.My overarching point is this: scientists are regular people too. There really is nothing superhuman or extraordinary about them compared to artists or economists or authors. We all operate using the learning cycle in our own special way.
Second is this idea of science as a collective learning cycle (I know, it sounds like the Borg). In my mind, this collective learning cycle looks like a learning spiral, much like nutrient cycles in a stream. One scientist picks up an idea and takes it through the learning cycle, publishing her work. The next scientist then reads her work and builds on her theories, taking the information/phenomenon in a slightly different direction through another learning cycle. Thus, science builds on itself through the learning of individual researchers!
However, I did not pop on here to whine, but to share with you an insight about science and the learning cycle. I believe the Learning Cycle comes from an educational theorist named Kolb. This theory posits the following relationship: the learner has a concrete experience on which they reflect and form a working hypothesis. This hypothesis is tested through application to new situations which lead to new concrete experiences.
This led me to thinking about the scientific process (scientific method for you old-school rule followers) wherein we as scientists observe a phenomenon, on which we reflect by asking questions. We develop hypotheses, which we test, leading to further observation and data collection. We continue to reflect and explain and "test" our new findings by comparing them to other experiences in the literature.
In other words, science is all about the learning cycle. This brings me to two points: 1) everyone can do science and 2) science itself is a collective learning cycle.
First, everyone can do science. The learning cycle was not developed to explain how a specific population learns, but to explain the learning process for all ages in all places. This meshes with constructivism, something I am learning more about now. Very simply, constructivism explains how we build knowledge as individuals.My overarching point is this: scientists are regular people too. There really is nothing superhuman or extraordinary about them compared to artists or economists or authors. We all operate using the learning cycle in our own special way.
Second is this idea of science as a collective learning cycle (I know, it sounds like the Borg). In my mind, this collective learning cycle looks like a learning spiral, much like nutrient cycles in a stream. One scientist picks up an idea and takes it through the learning cycle, publishing her work. The next scientist then reads her work and builds on her theories, taking the information/phenomenon in a slightly different direction through another learning cycle. Thus, science builds on itself through the learning of individual researchers!
Sunday, September 11, 2011
Diel Migration
So, many times I use this blog as a space to "warm up" as a writer. Tonight I have to put together a proposal for an upcoming panel on integrating research and teaching. This made me think of diel migration.
Plankton is a word that means "drifter." In other words, any plankton, from tiny microscopic guys to huge things like jellyfish are at the mercy of the current. The horizontal current, that is. As long as there are no strong vertical currents, plankton have limited control over their place in the water column.
This control is important because fish that eat plankton are usually visual predators. This means that zooplankton (tiny animal plankton) need to stay out of the top of the water column during the day, when its light and fish can see them in the water. However, because phytoplankton (tiny plant plankton) need light to photosynthesize, they are at the top of the water column also. This is problematic, because zooplankton eat phytoplankton. The solution? The zooplankton stay at depth, where its dark, during the day, and migrate up closer to the surface at night to eat. There are some special circumstances (other predator types) where this migration pattern is reversed, but we don't need to worry about that right now.
The reason I bring this up, is that years ago while I taught the ecology of lakes laboratory, we set up two or three major projects, rather than isolated weekly labs. One project was always on phytoplankton, which we did in a lab setting, and the other was on zooplankton, which we did in the field.
The first year I was a TA, we actually monitored zooplankton populations at various depths for 24 hours. The second time I taught this class, we broke the class into groups and each group came with me out to Lake Somerville at a different phase of the moon.
See, the zooplankton respond not to "time" per say, but to light levels. Therefore, our expectation was that during the full moon, we would see less zooplankton at surface levels than during other phases of the moon.
I have to say, I don't particularly remember our results. It was a memorable experience though, especially the night that I couldn't get the boat started. See, ecology of lakes was a course taught in the Wildlife and Fisheries Sciences Department, which some refer to as the "hooks and bullets" kids.
This means, that I was out in the middle of Lake Somerville at 2:00 am, with male students who grew up fishing and hunting. Not being able to start the boat (who do you call to come haul you off the lake at 2 am?) does not increase your ethos when you're a small woman who neither hunts nor fishes (not that I'm against either... I just didn't grow up hunting or fishing). I did get the boat started, after a few muttered pleas for deliverance, but it certainly left an impression in my mind!
Well, that's the end of my story for tonight. Looks like I'm off to write that panel proposal!
Plankton is a word that means "drifter." In other words, any plankton, from tiny microscopic guys to huge things like jellyfish are at the mercy of the current. The horizontal current, that is. As long as there are no strong vertical currents, plankton have limited control over their place in the water column.
This control is important because fish that eat plankton are usually visual predators. This means that zooplankton (tiny animal plankton) need to stay out of the top of the water column during the day, when its light and fish can see them in the water. However, because phytoplankton (tiny plant plankton) need light to photosynthesize, they are at the top of the water column also. This is problematic, because zooplankton eat phytoplankton. The solution? The zooplankton stay at depth, where its dark, during the day, and migrate up closer to the surface at night to eat. There are some special circumstances (other predator types) where this migration pattern is reversed, but we don't need to worry about that right now.
The reason I bring this up, is that years ago while I taught the ecology of lakes laboratory, we set up two or three major projects, rather than isolated weekly labs. One project was always on phytoplankton, which we did in a lab setting, and the other was on zooplankton, which we did in the field.
The first year I was a TA, we actually monitored zooplankton populations at various depths for 24 hours. The second time I taught this class, we broke the class into groups and each group came with me out to Lake Somerville at a different phase of the moon.
See, the zooplankton respond not to "time" per say, but to light levels. Therefore, our expectation was that during the full moon, we would see less zooplankton at surface levels than during other phases of the moon.
I have to say, I don't particularly remember our results. It was a memorable experience though, especially the night that I couldn't get the boat started. See, ecology of lakes was a course taught in the Wildlife and Fisheries Sciences Department, which some refer to as the "hooks and bullets" kids.
This means, that I was out in the middle of Lake Somerville at 2:00 am, with male students who grew up fishing and hunting. Not being able to start the boat (who do you call to come haul you off the lake at 2 am?) does not increase your ethos when you're a small woman who neither hunts nor fishes (not that I'm against either... I just didn't grow up hunting or fishing). I did get the boat started, after a few muttered pleas for deliverance, but it certainly left an impression in my mind!
Well, that's the end of my story for tonight. Looks like I'm off to write that panel proposal!
Friday, September 9, 2011
Why Go to College?
This summer, Gary Trudeau published this Doonesbury Comic Strip.
Since then, I've been mulling over the thoughts presented in the strip: What does it mean to be a student? Why go to college?
These are excellent questions. A friend of mine believes that in the near future, humans will be physically melded with technology. In other words, you could access the internet just by thinking about it. I'm a little doubtful, but like the characters in the cartoon strip, we already have a wealth of information right at our fingertips.
Through happy circumstance, in 2006 I happened to observe a classroom at Texas A&M "taught" by award-winning professor, Dr. Hill. I say "taught" because I left with the distinct impression that Dr. Hill was more guide and less guru.
In what was initially one of the strangest lectures I had seen in my entire life, Dr. Hill presented on the very same issue touched upon in the Doonesbury strip. Why go to college? What was really great was not only did he project into the future, but took us through a tour of the past reactions of teachers to new technology. Believe it or not, based on the quotes shared, issues of ball point pens vs. inkwells and paper vs. slate apparently nearly derailed the education system.
So, what is the point? While the stereotypical student may agree with the Doonesbury characters, I hope the real student gives this some thought. Throughout life, we run up against unfamiliar situations all the time. We are presented with and must sort through mountains of information each and every day. In college, these mountains may threaten to overwhelm us. In the end, however, it all comes down to two basic tenets:
Since then, I've been mulling over the thoughts presented in the strip: What does it mean to be a student? Why go to college?
These are excellent questions. A friend of mine believes that in the near future, humans will be physically melded with technology. In other words, you could access the internet just by thinking about it. I'm a little doubtful, but like the characters in the cartoon strip, we already have a wealth of information right at our fingertips.
Through happy circumstance, in 2006 I happened to observe a classroom at Texas A&M "taught" by award-winning professor, Dr. Hill. I say "taught" because I left with the distinct impression that Dr. Hill was more guide and less guru.
In what was initially one of the strangest lectures I had seen in my entire life, Dr. Hill presented on the very same issue touched upon in the Doonesbury strip. Why go to college? What was really great was not only did he project into the future, but took us through a tour of the past reactions of teachers to new technology. Believe it or not, based on the quotes shared, issues of ball point pens vs. inkwells and paper vs. slate apparently nearly derailed the education system.
So, what is the point? While the stereotypical student may agree with the Doonesbury characters, I hope the real student gives this some thought. Throughout life, we run up against unfamiliar situations all the time. We are presented with and must sort through mountains of information each and every day. In college, these mountains may threaten to overwhelm us. In the end, however, it all comes down to two basic tenets:
How do we think? and What do we think?
The words, "critical thinking skills" get tossed around in education all the time. Really, what professors are saying is, "I want my students to process and analyze the material in order to gain deeper and more personal understanding of the topic." The sequence of processing and analyzing is the how we think. That deeper and more personal understanding eventually becomes the what we think. College doesn't exist merely to fill your head with facts like some sort of time capsule. Information is vibrant and ever growing (think of all the researchers just at OU... they generate new information every day); there is no way we can memorize it all. College exists to help guide students through the thinking process so that by the time a student graduates, he or she has the skill to find, evaluate, process and analyze information to develop his or her own ideas and opinions.
And that, Charlie Brown, is what college is all about.
Wednesday, September 7, 2011
Too Tired... Can't Post...
I am barely holding on this evening and may fall out of the chair at any moment. Wednesdays are long. Thus, I would like to say something profound and wonderful about science, but cannot. Lucky for you, I will share this wonderful gem instead from one of my favorite bloggers, "The Dragonfly Woman". Go read, "From the Literature: Oxygen, Temperature, and Giant Insects." She does a wonderful job of explaining and critiquing a recent article in ways grandma can understand without being patronizing about it.
Dragonfly Woman is my science blogging inspiration. She is a Deadly Ninja of Science Communication Master.
Dragonfly Woman is my science blogging inspiration. She is a Deadly Ninja of Science Communication Master.
Monday, September 5, 2011
Think Science
Today is Labor Day. It is also my birthday! To help celebrate, my parents came to town from Maryland. My dad has been in Oklahoma before, but mostly to help me move and do important dad stuff at my wedding. Like, cut grass (Outside wedding. Oklahoma. August.).
Anyway, to give him a chance to enjoy Oklahoma, we drove down to Witchita Mountains Wildlife Refuge, most of which was on fire. However, we did see a lot of awesome nature and I got a sunburn. I was overconfident in the absolutely BEAUTIFUL day - while it was pleasantly cool, the sun still emitted UV rays.
Our first stop was Crater Lake, near the Cache entrance. This is where today's title comes from, as there was a young girl, perhaps 10-12 wearing an awesome t-shirt that read "Think Science." My kind of child.
We did eventually drive over to Medicine Park and up Mt. Scott, which had a lovely view, as usual. I saw some cool (dry) rock pools in some of the boulders. When it finally rains, these will fill with water and contain their own unique plankton community. This is where we can study questions on chaos in nature - i.e. if a butterfly flaps its wings in Brazil, are there tornadoes in Texas? Those are some really interesting questions, as it only takes a tiny tiny difference in starting conditions to wind up with two totally different endpoints.
Anyway, after Mt. Scott, we went down to the edge of one of the reservoirs where a herd of free-range longhorns were hanging out with a herd of bison. Both had young with them and it was neat to see the gangly "little" bison with their tiny horns just sprouting from their heads. The longhorn calves were cute too; we stuck around long enough to see them start feeding from their mothers.
Finally, before heading back for my birthday dinner, I saw this really funky little bee. It was all fuzzy yellow with really long legs and a long proboscis, almost like a mosquito. You can see my picture below. Like a true science nerd, I took about ten or so shots of the little guy. I thought it was really cool.
Anyway, to give him a chance to enjoy Oklahoma, we drove down to Witchita Mountains Wildlife Refuge, most of which was on fire. However, we did see a lot of awesome nature and I got a sunburn. I was overconfident in the absolutely BEAUTIFUL day - while it was pleasantly cool, the sun still emitted UV rays.
Our first stop was Crater Lake, near the Cache entrance. This is where today's title comes from, as there was a young girl, perhaps 10-12 wearing an awesome t-shirt that read "Think Science." My kind of child.
We did eventually drive over to Medicine Park and up Mt. Scott, which had a lovely view, as usual. I saw some cool (dry) rock pools in some of the boulders. When it finally rains, these will fill with water and contain their own unique plankton community. This is where we can study questions on chaos in nature - i.e. if a butterfly flaps its wings in Brazil, are there tornadoes in Texas? Those are some really interesting questions, as it only takes a tiny tiny difference in starting conditions to wind up with two totally different endpoints.
Anyway, after Mt. Scott, we went down to the edge of one of the reservoirs where a herd of free-range longhorns were hanging out with a herd of bison. Both had young with them and it was neat to see the gangly "little" bison with their tiny horns just sprouting from their heads. The longhorn calves were cute too; we stuck around long enough to see them start feeding from their mothers.
Finally, before heading back for my birthday dinner, I saw this really funky little bee. It was all fuzzy yellow with really long legs and a long proboscis, almost like a mosquito. You can see my picture below. Like a true science nerd, I took about ten or so shots of the little guy. I thought it was really cool.
Vacuum update: My parents bought me a DYSON for my birthday. I vacuumed the entire house last night and threw away enough dust and hair to construct another cat. That vacuum is awesome!
Saturday, September 3, 2011
National Merit Scholars and Athletics
So, I think it is no secret that I am currently at the University of Oklahoma, which is a very big football school. Now, the football gene skipped me in my family, leading some to wonder if I am adopted. Contrary to the lack of the football gene, I do enjoy being with my family and so when my parents come to visit, I am more than happy to join them in the thin atmosphere of the "actually affordable" seats.
Tonight was one of those nights, and so I sat in the upper end zone of OU's first 2011 season game against Tulsa. (If there's someone out there who can explain to me why Tulsa is the "Golden Hurricanes, I would be appreciative.) We did win, by a large margin, and I enjoyed dragging my husband into the action by texting him a "smootch" every time we made a touchdown. (Yes, that is a Texas A&M thing - that's where I got my masters...)
Anyway, the whole point of this post is that during the pregame, OU brought the two hundred plus 2011 National Merit Scholars out onto the field. I thought this was awesome, although the fans around me looked askance when I yelled out, "Go academics!" Because I don't have the football gene, I have a really hard time appreciating the athletics program hoopla that surrounds life at a Big Twelve University. In fact, it often annoys me.
I watched Extraordinary Measures (2010) the other night. This is a movie based on a true story where a father works with a research scientist to develop a treatment for Pompe's disease. Early in the film, the research scientist makes this comment: "the university pays its football coach more than his entire research budget." That is the biggest thing that bothers me about athletics.
Now, I know that athletics pays for itself and more; I just wish that academic accomplishments got fancy video introductions and theme songs and "Think Like a Champion" banners too. That would be awesome. That's why I was so pleased to see the National Merit Scholars out on the field. Next year maybe they'll get theme music.
I swear though - I am making my own fancy video introduction for when I defend my dissertation. There is only one Oklahoma.
Tonight was one of those nights, and so I sat in the upper end zone of OU's first 2011 season game against Tulsa. (If there's someone out there who can explain to me why Tulsa is the "Golden Hurricanes, I would be appreciative.) We did win, by a large margin, and I enjoyed dragging my husband into the action by texting him a "smootch" every time we made a touchdown. (Yes, that is a Texas A&M thing - that's where I got my masters...)
Anyway, the whole point of this post is that during the pregame, OU brought the two hundred plus 2011 National Merit Scholars out onto the field. I thought this was awesome, although the fans around me looked askance when I yelled out, "Go academics!" Because I don't have the football gene, I have a really hard time appreciating the athletics program hoopla that surrounds life at a Big Twelve University. In fact, it often annoys me.
I watched Extraordinary Measures (2010) the other night. This is a movie based on a true story where a father works with a research scientist to develop a treatment for Pompe's disease. Early in the film, the research scientist makes this comment: "the university pays its football coach more than his entire research budget." That is the biggest thing that bothers me about athletics.
Now, I know that athletics pays for itself and more; I just wish that academic accomplishments got fancy video introductions and theme songs and "Think Like a Champion" banners too. That would be awesome. That's why I was so pleased to see the National Merit Scholars out on the field. Next year maybe they'll get theme music.
I swear though - I am making my own fancy video introduction for when I defend my dissertation. There is only one Oklahoma.
Thursday, September 1, 2011
This is not normal.
You know what's not awesome? Five cats and a broken vacuum cleaner. My floor looks like a shag rug in a grain silo (we use corn cat litter; smells better, less dust). My parents arrive for a visit Saturday and I'm torn between guilt over the condition of the floor and hope that they'll buy me a new vacuum.
I know what you're thinking too - the cat hair killed the vacuum in the first place. You would be WRONG. My husband's hair (he's long haired), my hair, and likely a few cat toys, killed the vacuum. So there.
My husband and I continued our periodic conversation on sound. We have one fundamental difference in sound preference - I like total quiet most of the time and he can't live without constant music. He is good about headphones though - this I sincerely appreciate.
I am growing accustomed to constant music except for two times: 1) in the morning and 2) right after a really long day of interaction with people. This morning our discussion was on whether or not this is a learned or inherent (i.e., genetic) behavior.
My mom couldn't stand noise at those two times either. We never had the TV on in the morning and any time she taught kids for awhile (Girl Scouts, Sunday School, etc.) we played the quiet game. Now I understand; as a child I was slightly baffled. This might indicate that my response is learned.
However, I wonder if both her response and mine are genetically based in (let's say) a propensity for headaches/migraines. She never mentioned migraines, but I (on occasion) have threatened to unplug the refrigerator. Usually the reason I can't tolerate the sound (in this case, music) is because I have a headache and I can't process all of the sensory input assailing my senses - it's like I need to boot up (in the morning) or wind down and recover (after prolonged social interaction).
I haven't quite decided which of these hypotheses makes more sense... anyone want to weigh in on the matter?
I know what you're thinking too - the cat hair killed the vacuum in the first place. You would be WRONG. My husband's hair (he's long haired), my hair, and likely a few cat toys, killed the vacuum. So there.
My husband and I continued our periodic conversation on sound. We have one fundamental difference in sound preference - I like total quiet most of the time and he can't live without constant music. He is good about headphones though - this I sincerely appreciate.
I am growing accustomed to constant music except for two times: 1) in the morning and 2) right after a really long day of interaction with people. This morning our discussion was on whether or not this is a learned or inherent (i.e., genetic) behavior.
My mom couldn't stand noise at those two times either. We never had the TV on in the morning and any time she taught kids for awhile (Girl Scouts, Sunday School, etc.) we played the quiet game. Now I understand; as a child I was slightly baffled. This might indicate that my response is learned.
However, I wonder if both her response and mine are genetically based in (let's say) a propensity for headaches/migraines. She never mentioned migraines, but I (on occasion) have threatened to unplug the refrigerator. Usually the reason I can't tolerate the sound (in this case, music) is because I have a headache and I can't process all of the sensory input assailing my senses - it's like I need to boot up (in the morning) or wind down and recover (after prolonged social interaction).
I haven't quite decided which of these hypotheses makes more sense... anyone want to weigh in on the matter?
Monday, August 29, 2011
Platelets
So, I just got back from donating platelets at our local blood donation center. This actually always makes me feel ill for awhile afterward - the anti-clotting factor doesn't really agree with me. For one thing, it acts as a calcium blocker, which means that I feel all tingly until things return to normal.. Also, I feel nauseous - also I am sure from the anti-clotting.
On a positive note, today was my one gallon donation day. Given the nature of this semester however, I think it will be a span before I hit that two gallon mark. This is a little too bad, because in September they have a new Sooner shirt coming out.
Currently, I am using this time to recover without taking my usual several-hour post donation nap. I have a committee meeting tomorrow and I feel there are a few things I need to strengthen. One of those things is the interdisciplinary nature of being a Deadly Ninja of Science Communication.
Granted, this is not the actual proposed title of my degree, although a rebel nerd part of me really wishes I had the courage to go ahead with this degree name. While it would be awesome, it does not, however, have the professional ring to it that I think will actually land me a successful position in my future career.
For now however, let me elucidate the nature of Deadly Ninja-hood.
As a Deadly Ninja of Science Communication, I am at heart, a scientist. I have been extensively trained in the natural sciences and it is nature that quickens my pulse. Were I communicating anything else, I would be less excited.
However, my love of biological sciences is not one that can be contained, and as such, I want to "shout it from the highest hills and even tell those crazy daffodils" (this is from a Righteous Brothers song). Thus, I must understand basic principles of communication that will allow me to describe my passion to non-scientists in ways they will understand and be convinced as to how exciting and useful is science.
One of the primary means of communication in the realm of science is writing. Thus, I must have a decent grasp of rhetoric in general as well as demonstrate proficiency in technical, discipline-specific writing forms. Being able to communicate and write personally, I feel, is not enough. I wish to become a Ninja Master so that I may create a Ninja Army. Thus, principles of education come into play. This is also helpful in creating outreach programs that actually make a difference.
Finally, one cannot transform the present without understanding the past. Thus, principles of History of Science are essential to being a balanced Ninja. We're not the first ones to think of this communicating science to laypersons thing, you know.
Now I just need to write this so my committee will agree wholeheartedly!
On a positive note, today was my one gallon donation day. Given the nature of this semester however, I think it will be a span before I hit that two gallon mark. This is a little too bad, because in September they have a new Sooner shirt coming out.
Currently, I am using this time to recover without taking my usual several-hour post donation nap. I have a committee meeting tomorrow and I feel there are a few things I need to strengthen. One of those things is the interdisciplinary nature of being a Deadly Ninja of Science Communication.
Granted, this is not the actual proposed title of my degree, although a rebel nerd part of me really wishes I had the courage to go ahead with this degree name. While it would be awesome, it does not, however, have the professional ring to it that I think will actually land me a successful position in my future career.
For now however, let me elucidate the nature of Deadly Ninja-hood.
As a Deadly Ninja of Science Communication, I am at heart, a scientist. I have been extensively trained in the natural sciences and it is nature that quickens my pulse. Were I communicating anything else, I would be less excited.
However, my love of biological sciences is not one that can be contained, and as such, I want to "shout it from the highest hills and even tell those crazy daffodils" (this is from a Righteous Brothers song). Thus, I must understand basic principles of communication that will allow me to describe my passion to non-scientists in ways they will understand and be convinced as to how exciting and useful is science.
One of the primary means of communication in the realm of science is writing. Thus, I must have a decent grasp of rhetoric in general as well as demonstrate proficiency in technical, discipline-specific writing forms. Being able to communicate and write personally, I feel, is not enough. I wish to become a Ninja Master so that I may create a Ninja Army. Thus, principles of education come into play. This is also helpful in creating outreach programs that actually make a difference.
Finally, one cannot transform the present without understanding the past. Thus, principles of History of Science are essential to being a balanced Ninja. We're not the first ones to think of this communicating science to laypersons thing, you know.
Now I just need to write this so my committee will agree wholeheartedly!
Sunday, August 28, 2011
Balance of Power
"The power of a scientific theory may be measured as a ratio: the number of facts that it explains divided by the number of assumptions it needs to postulate in order to do the explaining."
The above is from a recent article by Richard Dawkins, in response to comments made by Governor Rick Perry of Texas. Dr. Dawkins often comes on a little strong, but what he mentions here is an interesting guideline.
In truth, Occam's razor postulates much the same, i.e., "simpler explanations are, other things being equal, generally better than more complex ones". (This is directly from the Wikipedia article Occam's razor, which is actually a very detailed and interesting read, if you are so inclined.)
However, Dr. Dawkins' restatement of Occam's razor is put forth in a way I can better understand. What he's saying, more or less, is that the explanation should not be more complex than the phenomenon.
Dr. Dawkins' line of reasoning also protects against oversimplification, in accordance with Einstein, who put forth that, "Everything should be made as simple as possible, but not simpler."
So, what is it that I want to say?
First, let me tell you a story about my general exams in Ecology and Evolutionary Biology.
I was actually presented with and asked to reconcile Occam's razor with Einstein's thoughts on simplicity. I did pass my generals, but never really felt like I had addressed that question to my (or anyone else's) satisfaction. Richard Dawkins does so in a single sentence. Needless to say, I am impressed.
Above this, stands a clarifying moment. This week, I helped a business student who needed her research paper to sound more like a research paper. After piddling around with some sentence structure and word choices, I realized something very important. Her thesis statement was too broad. In fact, it was so broad that I really had no idea as to what her paper was actually about.
This is a problem that I have with my research. Problems and phenomena are so big, its hard to begin simplifying down to a manageable question. The question however, is where simplicity starts such that, by the end of the research, there is one powerful segment of theory.
These segments are how we build science. Subsequent research will strengthen, repair, or demolish prior theories as appropriate. That is what it means to make an original contribution. Not to chaotically build some towering work from duct tape and Popsicle sticks, but to look at the bits and pieces of questions, theory, and phenomena that already exist and finding a way to make our mark on that world.
Science is so often extremely competitive, which is strange, because in the end, the whole of what we create really is collaborative.
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Thursday, August 25, 2011
If there is magic...
Loren Eiseley once wrote, "If there is magic on this planet, it is contained in water." Dr. Eiseley was an incredible man and merely reading the Wikipedia entry on his life makes me feel inadequate. However, as his writing was accessible, readable, and downright inspiring to the lay audience, I am going to assume that Dr. Eiseley's thinking is more in line with Galileo than Newton. Newton would have called me a "little smatterer" in natural science, I am sure. Jerk.
Truly I did not start this post to call Sir Isaac Newton names. I was having trouble thinking of something to say and my eyes fell upon the framed poster on my wall that highlights Dr. Eiseley's words.
I am going to reveal something to you now - my heart hopes for magic. Not card tricks and distraction games, but a magic made of the beautiful complexity of this world; something beyond that which we initially see. Doesn't everyone? I think that's why some people are so upset by science. They are afraid that investigation into the beautiful magic of our world will destroy the spark that is there. If we look too close, if we pry too forcefully, we will be left holding the broken pieces, wishing we could undo what was done. That is a sad thought... it makes me sad just to write the words down and see them on this screen.
But let me tell you something. I don't believe for a minute that we will lose the beauty, lose the magic. I think that the deeper we look the more we will stand amazed. To think that we, tiny individuals that we are, could somehow do something that would reveal this world as a sham, that would uncover the Great Oz as just a man behind a curtain cheapens that beauty, that magic. Science does not destroy, it explains. With each explanation, we may find a little piece of the puzzle, but we also find a new trail of questions to follow. There is no bottom of the bucket. There is no sidewalk's end. There is no edge of the map where we tumble into nothingness. The beauty and mystery of this world are nigh infinite.
I think King Solomon captured this thought perfectly over 2000 years ago. A great scholar and wise man of his time, he wrote (and I'm paraphrasing here) that it is the nature or glory of God to conceal a matter and that it is the nature of royalty (some people update this to "scientists") to discover. That is why I do what I do - why I love science and respect what we can do as scientists. This is also why I value communication. I want to help scientists communicate this delicate beauty to other people in ways that allow those people to see the beauty in investigating the magic that exists in our world.
Truly I did not start this post to call Sir Isaac Newton names. I was having trouble thinking of something to say and my eyes fell upon the framed poster on my wall that highlights Dr. Eiseley's words.
I am going to reveal something to you now - my heart hopes for magic. Not card tricks and distraction games, but a magic made of the beautiful complexity of this world; something beyond that which we initially see. Doesn't everyone? I think that's why some people are so upset by science. They are afraid that investigation into the beautiful magic of our world will destroy the spark that is there. If we look too close, if we pry too forcefully, we will be left holding the broken pieces, wishing we could undo what was done. That is a sad thought... it makes me sad just to write the words down and see them on this screen.
But let me tell you something. I don't believe for a minute that we will lose the beauty, lose the magic. I think that the deeper we look the more we will stand amazed. To think that we, tiny individuals that we are, could somehow do something that would reveal this world as a sham, that would uncover the Great Oz as just a man behind a curtain cheapens that beauty, that magic. Science does not destroy, it explains. With each explanation, we may find a little piece of the puzzle, but we also find a new trail of questions to follow. There is no bottom of the bucket. There is no sidewalk's end. There is no edge of the map where we tumble into nothingness. The beauty and mystery of this world are nigh infinite.
I think King Solomon captured this thought perfectly over 2000 years ago. A great scholar and wise man of his time, he wrote (and I'm paraphrasing here) that it is the nature or glory of God to conceal a matter and that it is the nature of royalty (some people update this to "scientists") to discover. That is why I do what I do - why I love science and respect what we can do as scientists. This is also why I value communication. I want to help scientists communicate this delicate beauty to other people in ways that allow those people to see the beauty in investigating the magic that exists in our world.
Wednesday, August 24, 2011
Like a maelstrom, hits the new semester
The start of the new semester reminds me of a physics problem. "Student A is already skating on thin ice (assume no friction). If semester hits with velocity x, and student A is traveling at velocity y, at what point will student A either gain momentum or fall flat on her face?"
I'm shooting for the first option.
I will say that its going to be an exciting semester. BioWriting is off to a good start and I expect the same from GeoWriting. I'm actually taking classes again, so that's adding a little intensity - I'm doing selected readings with my adviser and working through Education Research. Also, I have signed up for a mid-semester course, Project Wet, Wild, and Learning Tree. This is exciting and will be lots of fun. I do a lot of outreach activity, so these training sessions will not only give me credit, but will also be a really great resource. I went through Project Wild in Texas, so I expect good things from Wet and Learning Tree.
On the outskirts of my periphery (I wish - everything seems front and center these days) is GTA, which is going strong. We're up to 56 applicants, meaning I will have to tell six hopeful people that they'll have to wait until next year to participate. Yarg. I also need to apply to OSTA - the science coordinator for our local school district wants me to give a presentation on science writing. As a Deadly Ninja of Science Communication, how can I refuse? Exactly - I can't! Plus, I see promoting authentic science and authentic science writing in our school systems as essential to college preparation and development of critical thinking skills.
Well, good deal. I feel a little more centered this morning now that I have that out of my system. Best to get started on the day, although I am hiding out in the Writing Center this morning with the assumption that no one will be coming to my office hours during this first week of classes!
I'm shooting for the first option.
I will say that its going to be an exciting semester. BioWriting is off to a good start and I expect the same from GeoWriting. I'm actually taking classes again, so that's adding a little intensity - I'm doing selected readings with my adviser and working through Education Research. Also, I have signed up for a mid-semester course, Project Wet, Wild, and Learning Tree. This is exciting and will be lots of fun. I do a lot of outreach activity, so these training sessions will not only give me credit, but will also be a really great resource. I went through Project Wild in Texas, so I expect good things from Wet and Learning Tree.
On the outskirts of my periphery (I wish - everything seems front and center these days) is GTA, which is going strong. We're up to 56 applicants, meaning I will have to tell six hopeful people that they'll have to wait until next year to participate. Yarg. I also need to apply to OSTA - the science coordinator for our local school district wants me to give a presentation on science writing. As a Deadly Ninja of Science Communication, how can I refuse? Exactly - I can't! Plus, I see promoting authentic science and authentic science writing in our school systems as essential to college preparation and development of critical thinking skills.
Well, good deal. I feel a little more centered this morning now that I have that out of my system. Best to get started on the day, although I am hiding out in the Writing Center this morning with the assumption that no one will be coming to my office hours during this first week of classes!
Monday, August 22, 2011
There is a kitten locked in my bathroom.
Again.
Also, the thing with the women went great. Some of them had their kids there and the giant water beetle performed on cue. One of the kids named him "Buggy" for me.
Also, the thing with the women went great. Some of them had their kids there and the giant water beetle performed on cue. One of the kids named him "Buggy" for me.
Hello. I am a woman scientist.
Today I get to speak to a group of women who could use a little encouragement in their lives. I have to say, being asked to talk to this group about what it is like to be a "woman scientist" puts on the pressure. How do I reach out to these women whose problems I can't even begin to understand?
I've been thinking about this on and off for about the past week. This is what I think I am going to do: talk about science as a mystery. Nature is accessible to everyone. That's my plan.
I'm taking with me the "ducky boxes". These are little baby shower favor boxes in which I've placed various small items - marbles, paperclips, cotton balls, etc. The whole point of this exercise is to take my participants through the process of thinking like a scientist. We'll use our senses to try and figure out what's in the box.
Then I think I'll talk about how it was observation and using my senses that drew me into science. When I was a little girl, we lived near the ocean - I loved to just sit and watch tidal pools. Tidal pools really aren't too far from ducky boxes.
I'll try and bring this back around to where we are (in a landlocked state). I have some "stuff" - snake skins, snails, fossils, mussel shells, etc. from our state. I also have some information on a Master Naturalist program fairly nearby and I have a story about a woman who went back for her degree after going through a similar situation to theirs. She started by getting her associates at a community college and eventually came away with a master's degree.
So, that's my plan. I hope it works out - I think it will.
I've been thinking about this on and off for about the past week. This is what I think I am going to do: talk about science as a mystery. Nature is accessible to everyone. That's my plan.
I'm taking with me the "ducky boxes". These are little baby shower favor boxes in which I've placed various small items - marbles, paperclips, cotton balls, etc. The whole point of this exercise is to take my participants through the process of thinking like a scientist. We'll use our senses to try and figure out what's in the box.
Then I think I'll talk about how it was observation and using my senses that drew me into science. When I was a little girl, we lived near the ocean - I loved to just sit and watch tidal pools. Tidal pools really aren't too far from ducky boxes.
I'll try and bring this back around to where we are (in a landlocked state). I have some "stuff" - snake skins, snails, fossils, mussel shells, etc. from our state. I also have some information on a Master Naturalist program fairly nearby and I have a story about a woman who went back for her degree after going through a similar situation to theirs. She started by getting her associates at a community college and eventually came away with a master's degree.
So, that's my plan. I hope it works out - I think it will.
Friday, August 19, 2011
I have the crazies
This semester is going to be truly exciting. I have since abandoned my quest to be a pure scientist pursuing scientific research. This means I have entered the realm of teaching, communication, and outreach. I cannot tell you how fun this is.
Fun notwithstanding, the extensive "to do" list at the beginning of the semester is threatening to rise up against me, hence the crazies. Nothing serious of course, just the realization that the past 4 or 5 hours of my life have been spent sending emails pertaining to about 3 or 4 different activities. Once this tidal wave of organization has passed me by, life should return to its normal hum.
Until then, I have a better understanding of how my kitten feels when he's racing up and down the hallways with his back arched, ears pinned back, and eyes fully dilated. He is the ultimate personification of the crazies. Currently, this may actually result in a kamikaze kitten attack to the back of my desk chair from the top of the bookshelf. If that happens, I think I may join him in his running.
Fun notwithstanding, the extensive "to do" list at the beginning of the semester is threatening to rise up against me, hence the crazies. Nothing serious of course, just the realization that the past 4 or 5 hours of my life have been spent sending emails pertaining to about 3 or 4 different activities. Once this tidal wave of organization has passed me by, life should return to its normal hum.
Until then, I have a better understanding of how my kitten feels when he's racing up and down the hallways with his back arched, ears pinned back, and eyes fully dilated. He is the ultimate personification of the crazies. Currently, this may actually result in a kamikaze kitten attack to the back of my desk chair from the top of the bookshelf. If that happens, I think I may join him in his running.
Wednesday, August 17, 2011
The nature of "To do" lists
Have you ever noticed that the "to do" list is self-populating? Task growth rate far exceeds death rate. My lists also clone themselves. I often find several around the house containing much the same information, with enough mutation to have evolved.
I am not against such tasks and their preferred list habitat, but at times what had been one simple task divides itself into several complex tasks, something that I find inherently disturbing, but in line with the chaotic nature of the universe.
The various Odums, ecological gurus that they are/were, mulled over the pulsed nature of ecosystems, remarking that while we like to believe that the world is heading toward a "stable state", we never actually reach that state. As such, the state of change, or "Nature's Pulsing Paradigm," becomes the stable state. Perhaps I should just accept this premise as the driver of my "to do" lists and stop fretting about them in general.
I suppose if there were nothing on my "to do" list, I would eventually fuss about being bored.
I am not against such tasks and their preferred list habitat, but at times what had been one simple task divides itself into several complex tasks, something that I find inherently disturbing, but in line with the chaotic nature of the universe.
The various Odums, ecological gurus that they are/were, mulled over the pulsed nature of ecosystems, remarking that while we like to believe that the world is heading toward a "stable state", we never actually reach that state. As such, the state of change, or "Nature's Pulsing Paradigm," becomes the stable state. Perhaps I should just accept this premise as the driver of my "to do" lists and stop fretting about them in general.
I suppose if there were nothing on my "to do" list, I would eventually fuss about being bored.
Tuesday, August 16, 2011
Testing... one two three testing...
Well, it is entirely terrifying to start a blog on Blogger. This is not because it is not ridiculously simple, but because some of my favorite and most respected posters are on Blogger. Truly I feel like pond scum next to charismatic megafauna.
All in the name of science, communication, and education!
All in the name of science, communication, and education!
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