This is one of those posts of a molecule whose very structure is interesting enough to merit a picture and a 3D model. The study[cite]10.1126/science.aal1619[/cite] reports a molecular knot with the remarkable number of eight crossings.

Last week Zack Brym and I formally announced a semester long Data Carpentry course that we’ve have been building over the last year. One of the things I’m most excited about in this effort is our attempt to support collaborative lesson development for university/college coursework.

This is post is co-authored by Zack Brym and Ethan White Over the last year and a half we have been actively developing a semester-long Data Carpentry course designed to be easily customized and integrated into existing graduate and undergraduate curricula. Data Carpentry for Biologists contains course materials for teaching scientists how to work more effectively with data.

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With our focus on large-scale biological data, mass spectrometry has been one area of particular interest and attention. Metabolomics involves the detection and quantification of small molecules (metabolites) in living organisms using mass spectrometers.

I’m looking for one or more graduate students to join my group next fall. In addition to the official add (below) I’d like to add a few extra thoughts. As Morgan Ernest noted in her recent ad, we have a relatively unique setup at Weecology in that we interact actively with members of the Ernest Lab. We share space, have joint lab meetings, and generally maintain a very close intellectual relationship.

As we all know, University libraries have to pay expensive subscription fees to scholarly publishers such as Elsevier, Springer, Wiley and Informa, so that their researchers can read articles written by their colleagues and donated to those publishers.

I started teaching fifteen years ago, as a graduate student at the University of Oklahoma in the spring of 1998. This document is a summary of everything I’ve learned about how students learn from then up until now. I’m setting it down in print because I found myself giving the same advice over and over again to students in one-on-one sessions—and at least for some of them, it’s made a difference. Here’s the summary.

I was astonished yesterday to read Understanding and addressing research misconduct, written by Linda Lavelle, Elsevier’s General Counsel, and apparently a specialist in publication ethics: So here (right in the first paragraph of Lavelle’s article) we see copyright infringement equated with plagiarism.

This is a guest post by Elita Baldridge (@elitabaldridge), a graduate student in Ethan White’s lab in the Ecology Center at Utah State University. As a budding macroecologist, I have thought a lot about what skills I need to acquire during my Ph.D. This is my model of the four basic attributes for a macroecologist, although I think it is more generally applicable to many ecologists as well: Data Statistics Math