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Introduction, Overview, and Tentative Schedule
A new class with a new outlook taught in a new medium has to be a new thing and fraught with problems and uncertainty. Be assured that I am aware of the nervousness of students (and faculty) about any course, especially one about which there is no intelligence. It is important to me that I enhance, support, or change your behavior in ways that you will uncover as we progress in the course. We have to stay in touch by e-mail. The phoneline is always open but I am aware of the costs. There is no textbook, however, so costs may be reconsidered. This is not a memory course but that denial means different things to different people. We have to know things to use them for building concepts; we have to know the language so that we can work efficiently together. I know you are busy but we have a contract and I'll try to deliver...to change your behavior in a positive way (my notion of teaching). We need to discuss things, but you need to try to stand where I do so that you can see the same things that I do. This is in large measure a course about a perspective; it definitely has one. You do not have to accept it to get a good grade in the course, just see it clearly.
You can complete the assignments quickly - read rapidly and turn in stuff. That will not serve you well. I want you to read the assigned material, click around to read the related materials, think about the validity of the ideas, reject or re-formulate them for the future, write your own "lectures" for some future group that may need to hear what we have to say together. I'm willing to answer questions; don't get "stuck". That is inefficient and a behavior I do not wish to encourage. Other students in the class may help clarify some ideas and you are encouraged to correspond with them as well. E-mail addresses will be provided.
Make little graphs, relating x to y. What is the relationship between abundance of black bears and human benefits? may be an example of a question or an idea you may ponder as you read. Sketch x, the bears along the horizontal or x axis (the usual place for the independent variable) and the benefits (start out grossly, then define them as specifically as you can) along the vertical axis (the dependent variable's usual place). The line that you draw is not likely to be a straight one. It is likely to curve...too many bears may not be such a good idea! Then generalize...too many wild turkeys may not be such a good idea either! Why? At what point will there be losses or costs? How can I tell? How could I measure it. As a manager, I must be able to move the population to a high level...but not too high...thoughts, all because you graphed a question or an idea. When I suggest reading and thinking about what you have read, graphing may be a practical way to begin doing that (evidence that some thought has occurred). Later you will learn that I think most things in the wildlands are "non-linear" and then graphs and graphing may take on a special new meaning.
I'll provide some comments on submitted materials. Most will be corrective or encouraging. Take great praise from small comments; I'll not overload you with praise. If it is OK, it is OK. Usually many words are needed to fix what is not OK. Let me know if you feel deprived of praise; I can fix that too.
Within the text material (reading assignments) are sample questions, the Star Lights. Click to them. Use them as representative of questions that are likely to appear on quizzes and the final exam. They are multiple choice and I'll use that format for the final exam, partially for efficiency, partially because of vastly different writing ability among students (that cannot be overcome within this course).
Major problems with other students in your situations have been with their reluctance to "keep up." School, work, projects, illness, families, etc. make keeping up difficult. I understand, but we have a contract; me not making you learn may be a valid comment in the elementary grades, but not here. I'm only willing to ponder delays related to medical problems.
Except for medical excuses, there will be no INCOMPLETE (I) grade assigned. All work must be submitted within the semester and turned in on or before the last hour of the final exam period.
Make all submissions by e-mail.
The Assignments were made for a distance-learning course for graduate students by R.H. Giles in 1999 taught throught the Northern Virginia Graduate Center. The course was called Gamma Theory: Advanced Wildlife Resource Management. Assignments change each year in response to changing knowledge, teaching strategies, and student needs.
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Giles, Jr.
Last revision January 17, 2000.