Graduate Students and Public Interest Research

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" rowspan="2" width=160 BGCOLOR="#003333" TEXT="#F7F7FF" bgproperties="fixed" background="011acc00dduajq.png"> <div> <B> <TABLE BORDER="0" CELLPADDING="2" CELLSPACING="1" WIDTH="87" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 26 ><NOBR><div> <IMG BORDER="0" SRC="1x1.gif" HEIGHT="11" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" WIDTH="11"></div> </NOBR></tD> <tD VALIGN=TOP WIDTH="21"><div> <IMG BORDER="0" SRC="1x1.gif" HEIGHT="11" ALIGN="BOTTOM" HSPACE="0" VSPACE="0" WIDTH="11"></div> </tD> <tD VALIGN=TOP WIDTH="21"><div> <A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U><B><IMG SRC="0150b0b0.png" border=0 width="11" height="11" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> </tD> <tD VALIGN=TOP><NOBR><div> <A HREF="id22.htm" TARGET="_top" TITLE="Sandra Steingraber"><U><B><IMG SRC="0160b0b0.png" border=0 width="11" height="11" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></U></A></div> </NOBR></tD> </tR> </TABLE></B></div> <div> <B>Graduate Students and Public Interest Research</B></div> <div> <A HREF="id22.htm" TARGET="_top" TITLE="Sandra Steingraber"><U>Sandra Steingraber</U></A></div> <bR> <div> <A HREF="id2.htm" TARGET="_top" TITLE="History of ASIPI"><U><B>History of ASIPI</B></U></A></div> <div> <A HREF="id3.htm" TARGET="_top" TITLE="Goals of ASIPI"><U><B>Goals of ASIPI</B></U></A></div> <div> <A HREF="id4.htm" TARGET="_top" TITLE="Defining Public Interest"><U><B>Defining Public Interest</B></U></A></div> <div> <A HREF="id6.htm" TARGET="_top" TITLE="Membership"><U><B>Membership</B></U></A></div> <div> <A HREF="id9.htm" TARGET="_top" TITLE="Code of Ethics"><U><B>Code of Ethics</B></U></A></div> <div> <A HREF="id7.htm" TARGET="_top" TITLE="Board of Directors"><U><B>Board of Directors</B></U></A></div> <div> <A HREF="id8.htm" TARGET="_top" TITLE="Related LINKS"><U><B>Related LINKS</B></U></A></div> <div> <A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U><B>ASIPI Conferences</B></U></A></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="Meetings"><U><B>Meetings</B></U></A></div> <div> <A HREF="id10.htm" TARGET="_top" TITLE="Contact us"><U><B>Contact us</B></U></A></div> </td> <td valign="top" colspan=2 height=68 BGCOLOR="#FFFFFF" TEXT="#080000" bgproperties="fixed" background="01214441egerdp.png"> <div> <B>Graduate Students and Public Interest Research</B></div> <div> </div> </td> </tr><tr> <td valign="top" height=412 colspan=2 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <B> <A NAME="top_of_page"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>SYMPOSIUM:</B></div> <bR> <div> <B>Graduate Students and Public Interest Research:  Experiences and Opportunities</B></div> <bR> <div> <B>Washington DC, February 18th, 2000</B></div> <bR> <div> <A HREF="#introduction_by_peter_defur" TITLE="Graduate Students and Public Interest Re"><U><B>INTRODUCTION</B></U></A></div> <div> <B>By:  Peter Defur</B></div> <bR> <div> <A HREF="#1___overview__barriers_and_incentives" TITLE="Graduate Students and Public Interest Re"><U><B>1.  OVERVIEW:  BARRIERS AND INCENTIVES TO PUBLIC INTEREST RESEARCH AT THE GRADUATE LEVEL</B></U></A></div> <div> <A HREF="#1___overview__barriers_and_incentives" TITLE="Graduate Students and Public Interest Re"><U><B>By:  Katherine Barrett</B></U></A></div> <bR> <div> <A HREF="#2___case_study__community_based" TITLE="Graduate Students and Public Interest Re"><U><B>2.  CASE STUDY:  COMMUNITY-BASED RESEARCH ON AIR QUALITY</B></U></A></div> <div> <A HREF="#2___case_study__community_based" TITLE="Graduate Students and Public Interest Re"><U><B>By:  Jennifer Zipprich</B></U></A></div> <bR> <div> <A HREF="#3___post_doctoral_scientists_and_public" TITLE="Graduate Students and Public Interest Re"><U><B>3.  POST DOCTORAL SCIENTISTS AND PUBLIC INTEREST RESEARCH</B></U></A></div> <div> <A HREF="#3___post_doctoral_scientists_and_public" TITLE="Graduate Students and Public Interest Re"><U><B>By:  Tracie Nadeau</B></U></A></div> <bR> <bR> <div> The second ASIPI symposium focused on graduate studies and public interest research.  The event brought together a diverse group of graduate students, faculty and non-government organisations to discuss incentives and barriers to conducting public interest research, and to explore ways for encouraging and rewarding such research at the graduate level.</div> <bR> <div> This symposium was organised in collaboration with the Science and Environmental Health Network (SEHN) and the Consortium for Sustainable Agriculture Research and Education (CSARE).  SEHN and CSARE are working together on a new project to encourage and support graduate students and advisors who are doing - or would like to do - public interest research.  We would like to hear from you.</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">What are your experiences, both good and bad, in public interest research?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">What information or resources do you need (e.g. information on programs and schools that support public interest research; relevant conferences, workshops and publication venues; case studies and articles)?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">What information and resources can you share?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Would you like to be involved in this project (e.g. by helping to organise local workshops or larger conferences, or by contributing a summary of your research to help advise other students)?</div> <bR> <div> Please contact:</div> <div> Katherine Barrett</div> <div> k.barrett@public-science.org</div> <bR> <bR> <bR> <div> <B> <A NAME="introduction_by_peter_defur"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></B><B>Introduction, by Peter DeFur:</B></div> <bR> <div> Graduate students face substantial hurdles in completing their graduate programs in a traditional academic program.  Among these hurdles are the problem of selecting a committee (and perhaps an advisor), taking courses, selecting  a research project, satisfying the program requirements and advisor expectations, and all the while having some semblance of a life. Carrying out a graduate program outside the usual and accepted framework adds complications and intricacies that could end a graduate career. </div> <bR> <div> Anyone who has worked in the area of "public interest" knows that this area is equally as filled with challenges and difficulties.  Public interest research is difficult to fund, challenging to organize the multiple parties and often hard to explain to traditionalists who are only familiar with academic or "applied" research. Public interest work of any sort requires dedication and commitment to overcome obstacles such as working with diverse constituencies and dealing with government agencies.</div> <bR> <div> Graduate students who seek to combine the two areas of interest and conduct their thesis research on an area of public interest work take on more than the regular load of problems than their compatriots.  And those of us who pursue public interest work know that we need to nurture and assist these graduate students as the next generation of public interest scientists.  </div> <bR> <div> In this symposium, we are privileged to hear the experiences and perspectives of three people who conducted their graduate research on public interest topics.</div> <bR> <div> <I>Peter deFur, President of the Association for Science in the Public Interest, is an environmental biologist with experience in the NGO community and as an academic faculty member.  He is presently a part time faculty member in the Center for Environmental Studies at Virginia Commonwealth Univ., and an independent environmental consultant to government and community groups. He has served on federal advisory groups, NAS committees and on the board for several environmental organizations.</I></div> <bR> <div> <A HREF="#top_of_page" TITLE="Graduate Students and Public Interest Re"><U>Top of Page</U></A><FONT SIZE="3" COLOR="#000000" FACE="Arial" >            ( Back to </FONT><FONT SIZE="2" COLOR="#0099FF" FACE="Arial" ><A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U>ASIPI Conferences</U></A></FONT><FONT SIZE="2" COLOR="#000000" FACE="Arial" > )</FONT></div> <bR> <bR> <div> <B>SUMMARY OF INDIVIDUAL PRESENTATIONS:</B></div> <bR> <div>  <A NAME="1___overview__barriers_and_incentives"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> <B>1.  OVERVIEW:  BARRIERS AND INCENTIVES TO PUBLIC INTEREST RESEARCH AT THE GRADUATE LEVEL</B></div> <div> <B>By:  Katherine Barrett</B></div> <bR> <div> Before discussing barriers and incentives to public interest research (PIR), it is first helpful clarify what we mean by "public interest research" and how this might differ from other kinds of research.  A recent paper published by SEHN, CSARE and the Center for Rural Affairs [Defining Public Interest Research (link to http://www.csare.org/pubs/pubs.htm)] describes PIR as research that aims at developing knowledge and/or technologies that increase the commonwealth.  This seems like a reasonable place to start, but of course it is often difficult to assess whether or not knowledge or technologies <I>do</I> increase the commonwealth.  For example, at least part of the debate over genetically engineered food is whether these foods will primarily benefit private interests or whether they will in fact benefit society and the environment.  This is a complex and contentious issue, but the point here is that there are many different ideas of what best serves the public interest.  We should avoid being too presumptuous about who "the public" includes and what might be in their "interest".</div> <bR> <div> Despite these problems, it may be possible to outline some general indicators for PIR.  The collaborative paper describes the following:</div> <bR> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Who are the <I>direct </I>beneficiaries of this research?  Whose problems are being addressed by this research?  Who will gain and who stands to lose?  Are those who are paying for research, for example through tax dollars, seeing the benefits?</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">How are data and results made available?  Are research results published or distributed in an appropriate way?  In general, the results of publicly funded research should not be proprietary or patented but made accessible and freely available in the public domain.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Who has been involved?  This may be the most important question in defining PIR.  It is difficult to know what is in the public interest, and it is difficult to conduct research in the public interest, without involving the public in some way.  Inclusive research processes help to ensure that research does in fact benefit the public, and provides a broad range of expertise and experience needed to address complex societal problems.</div> <bR> <div> These indicators suggest that PIR is more of a <I>process</I> - a way of doing research - rather than a particular type of research project or a particular end goal.  More specifically, PIR tends to be:</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">"Active" or "engaged".  PIR aims to address social and environmental problems in all their complexity; researchers often adopt a particular position on the issues at hand, and play an active role in bringing about change.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Participatory.  A broad range of expertise is helpful in addressing complex problems.  But there are also ethical reasons for conducting participatory research, namely that the people who are directly affected by a particular issue should also play a direct role in its resolution, or even better, in its prevention.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Multi-disciplinary.  For similar reasons, PIR is often multidisciplinary, drawing on a wide range of fields and ideally including natural science, social sciences and humanities.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Long-term.  PIR involves a long-term commitment to the project and to the communities and individuals involved.</div> <bR> <div> Unfortunately, academic departments that are increasingly specialised, discipline-based and/or dependent on private sector funding, tend to give lesser priority to participatory, community-based and multi-disciplinary research.  In 1998, CSARE published the results of an exploratory survey on the rewards and barriers to conducting PIR [Incentives and Barriers to Public Interest Research (link to http://www.csare.org/pubs/pubs)].  The survey was targeted mainly to faculty in agricultural research, but also included several other disciplines and a small number of graduate students.  This survey, as well as anecdotal evidence from graduate student colleagues and my personal experience, suggest a number of significant barriers to conducting PIR at the graduate student level.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Lack of precedents, opportunities, mentors.  PIR and community-based research are rarely presented as research options to incoming graduate students.  Several students now engaged in PIR have reported initial difficulties finding advisors, developing research projects, and establishing a peer groups.  There is a need to build networks of students who are doing PIR and faculty who are willing to advise these students.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Inappropriate degree requirements.  Many graduate programs and degree requirements may not be conducive to PIR, or may even function as barriers.  For example, PIR projects may require broader representation on advisory committees, a different structure and/or evaluation process for comprehensive exams, and rewards for alternative forms of publication and community service.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Narrow disciplinary boundaries.  The added difficulties of conducting interdisciplinary research are often not recognised, particularly within discipline-based departments.  Guidelines and resources for students doing interdisciplinary and public interest research, and for faculty and departments who are supporting such research would be immensely helpful.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="19" ALIGN="bottom" HSPACE="0" VSPACE="0">Lack of appropriate conferences and publishing venues.  Many graduate students who are conducting interdisciplinary, public interest, or community-based research are faced with the question, "Where can I present and publish my results?"  PIR conferences and proceedings would provide such a venue, and would help to build networks among graduate students, faculty and community members.</div> <bR> <div> The Science and Environmental Health Network is currently addressing these questions through our Graduate Studies and Public Interest Research Project described above.</div> <bR> <div> <I>Katherine Barrett received her Ph.D. in botany from the University of British Columbia, Vancouver, in 1999.  She is currently Project Director for the Science and Environmental Health Network.</I></div> <bR> <div> <FONT SIZE="3" COLOR="#0099FF" FACE="Arial" ><A HREF="#top_of_page" TITLE="Graduate Students and Public Interest Re"><U>Top of Page</U></A></FONT>            ( Back to <FONT SIZE="2" COLOR="#0099FF" FACE="Arial" ><A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U>ASIPI Conferences</U></A></FONT><FONT SIZE="2" COLOR="#000000" FACE="Arial" > )</FONT></div> <bR> <div>  <A NAME="2___case_study__community_based"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> <B>2.  CASE STUDY:  COMMUNITY-BASED RESEARCH ON AIR QUALITY</B></div> <div> <B>By:  Jennifer Zipprich</B></div> <div> Though a number of human health risks have been described as consequences of exposure to ozone and nitrogen oxides, the data supporting these exposure-response relationships are often unclear or difficult to interpret. Improved estimation of personal exposure is imperative to conducting rigorous health risk assessments.  Three Richmond, Virginia neighborhoods were selected as ideal study sites for an exposure assessment based on their proximity to major highways and the high level of community organization and demonstrated interest in air quality issues. To elucidate the relationship between indoor and outdoor concentrations of these air pollutants to personal exposure, forty-eight volunteers were recruited to participate in a two-day study.  Participants were asked to wear two passive badge monitors, one for ozone and one for nitrogen oxides, and to complete a time activity questionnaire which provided behavioral information over the course of the two day sampling period.  Further, passive air monitors were placed in two rooms in the home, typically in or near the bedrooms and in a common area.  Outdoor measurements were collected just outside of each study household and by four Department of Environmental Quality air monitoring compliance sites located just outside of the City.  We intend to quantify personal exposures, identify sources of pollutants that may contribute to these exposures, and give recommendations to study participants and cooperating neighborhoods on methods to reduce personal exposures.  Subsequently, these recommendations may help to reduce acute and chronic respiratory conditions among residents, particularly among susceptible individuals residing in these communities.  This research would not have been possible without the cooperation and support of the study participants, William Byrd Community House, Environmental Justice Advisory Panel and my graduate advisors at Virginia Commonwealth University.</div> <bR> <div> <I>Jennifer Zipprich </I><FONT SIZE="2" COLOR="#000000" FACE="Arial" ><I>is currently completing her master of interdisciplinary studies degree with a focus in environmental health at Virginia Commonwealth University. She plans to defend her thesis research entitled "Development of a Nitrogen Oxides Exposure Prediction Model" in July 2000.</I></FONT></div> <bR> <div> <A HREF="#top_of_page" TITLE="Graduate Students and Public Interest Re"><U><B>Top of Page</B></U></A><B>   </B><FONT SIZE="2" COLOR="#000000" FACE="Arial" ><B>         </B></FONT><FONT SIZE="3" COLOR="#000000" FACE="Arial" >( Back to </FONT><FONT SIZE="2" COLOR="#0099FF" FACE="Arial" ><A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U>ASIPI Conferences</U></A> </FONT><FONT SIZE="2" COLOR="#000000" FACE="Arial" >)</FONT></div> <bR> <div>  <A NAME="3___post_doctoral_scientists_and_public"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> <B>3.  POST DOCTORAL SCIENTISTS AND PUBLIC INTEREST RESEARCH</B></div> <div> <B>By:  Tracie Nadeau</B></div> <div> Postdoctoral fellows have many of the same incentives and barriers to conducting PIR as do graduate students and other researchers.  However, unlike graduate students, who are to some extent expected to spend time developing their research interests and projects over several years, and unlike more senior researchers who have already established their reputations and credibility and may have permanent positions, in the current system the postdoctoral represents a critical time during which an individual is expected to prove their mettle as a researching scientist in preparation for competing for research positions.  Indeed, it is considered by many to be the most productive period "at the bench" of one's career, and consequently postdocs are hired for temporary positions with the understanding that they will produce; the primary metric by which "production" is measured being the number of research publications in peer-reviewed journals.  The embedded assumption in this scenario is that a researching (basic/applied) position necessarily follows obtaining a science doctoral degree.  Few dispute that most science doctoral programs are currently rather narrowly focused on training (academic) researchers, which presents several of the recognized barriers to performing PIR at the graduate level.</div> <bR> <div> The barriers to PIR at the postdoctoral level may be enhanced if a student's graduate training was in a traditional, discipline-based department.  There are few entry level options for a Ph.D.-level scientist; most positions, in any sector (academic, government, industry, NGO) require some postdoctoral or specialized experience.  Thus, upon completing a Ph.D. postdoctoral work is often a necessary next step.  In seeking a postgraduate experience, many people feel that the ONLY option available is to take a postdoctoral position in academics, industry, or a government agency.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Such positions are well-advertised, and for the most part, widely available.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">It is generally within these sectors of the research community that a recent graduate, or their mentors, has contacts. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">There is a well-defined reward structure in pursuing this type of postdoctoral work.  Productive postdoctoral years greatly increase the chances of getting a good, permanent position.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">There are prestigious fellowships available to work in the academic and government research sectors.  </div> <bR> <div> Amongst my peer group there are some barriers, other than the obvious counterpoints to those above, which have kept even those sincerely interested in pursuing PIR from doing so at the postdoctoral level.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Fear of not being able to continue, or return to, basic/applied research. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Risk of losing graduate mentor support.  This could simply be a lack of understanding of WHY one would choose to do something besides academics (neutral), or could manifest itself negatively, such as in reference letters, etc., which could have a profound impact on one's future career.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Financial hardship.  Graduate students are generally not financially solvent, and are often forced to take any decent situation which presents itself to stave off being destitute; as discussed above, this is usually a "traditional" postdoctoral situation.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Uncertainty of how to pursue PIR.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Uncertainty of future employment possibilities.</div> <bR> <div> Essentially, while the dichotomy exists between PIR and "other" types of research many postdocs fear they will be excluded from other types of research careers (via either subtle or overt mechanisms) if they direct energy towards PIR during what is considered to be a vulnerable time in their career.  This, coupled with an unclear pathway to PIR, becomes "better the evil you know ..." for many postdocs.  As support for PIR at the graduate and professional levels improves, so will many barriers be removed for pursuing such work at the postdoctoral level.</div> <bR> <div> <I>Tracie Nadeau received her Ph.D. in Biology, Ecology & Evolution Program, from the University of Oregon in June of 1999.  During her doctoral research, she was involved with the Public Interest Science Conference, a graduate student run conference.  Dr. Nadeau is currently a postdoctoral fellow at the U.S. Geological Survey.</I></div> <bR> <div> <A HREF="#top_of_page" TITLE="Graduate Students and Public Interest Re"><U>Top of Page</U></A>  <FONT SIZE="3" COLOR="#000000" FACE="Arial" >         Back to </FONT><A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U>ASIPI Conferences</U></A></div> <bR> <div> <A HREF="id2.htm" TARGET="_top" TITLE="History of ASIPI"><U>History of ASIPI</U></A></div> <div> <A HREF="id3.htm" TARGET="_top" TITLE="Goals of ASIPI"><U>Goals of ASIPI</U></A></div> <div> <A HREF="id4.htm" TARGET="_top" TITLE="Defining Public Interest"><U>Defining Public Interest</U></A></div> <div> <A HREF="id6.htm" TARGET="_top" TITLE="Membership"><U>Membership</U></A></div> <div> <A HREF="id9.htm" TARGET="_top" TITLE="Code of Ethics"><U>Code of Ethics</U></A></div> <div> <A HREF="id7.htm" TARGET="_top" TITLE="Board of Directors"><U>Board of Directors</U></A></div> <div> <A HREF="id8.htm" TARGET="_top" TITLE="Related LINKS"><U>Related LINKS</U></A></div> <div> <A HREF="id13.htm" TARGET="_top" TITLE="ASIPI Conferences"><U>ASIPI Conferences</U></A></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="Meetings"><U>Meetings</U></A></div> <div> <A HREF="id10.htm" TARGET="_top" TITLE="Contact us"><U>Contact us</U></A></div> <bR> <bR> <bR> <bR> <bR> </td> </tr></table><html><body><a href="http://www.zend.com/store/products/zend-safeguard-suite.php"><img border="0" src="http://www.zend.com/images/store/safeguard_optimizer_img.gif" align="right"></a><center><h1>Zend Optimizer not installed</h1></center><p>This file was encoded by the <a href="http://www.zend.com/products/zend_guard">Zend Guard</a>. In order to run it, please install the <a href="http://www.zend.com/products/zend_optimizer">Zend Optimizer</a> (available without charge), version 3.0.0 or later. </p><h2>Seeing this message instead of the website you expected?</h2>This means that this webserver is not configured correctly. In order to view this website properly, please contact the website's system administrator/webmaster with the following message:<br><br><tt>The component "Zend Optimizer" is not installed on the Web Server and therefore cannot service encoded files. Please download and install the Zend Optimizer (available without charge) on the Web Server.</tt><br><br><b>Note</b>: Zend Technologies cannot resolve issues related to this message appearing on websites not belonging to <a href="http://www.zend.com">Zend Technologies</a>. <h2>What is the Zend Optimizer?</h2><p>The Zend Optimizer is one of the most popular PHP plugins for performance-improvement, and has been available without charge, since the early days of PHP 4. It improves performance by scanning PHP's intermediate code and passing it through multiple Optimization Passes to replace inefficient code patterns with more efficient code blocks. The replaced code blocks perform exactly the same operations as the original code, only faster. </p><p>In addition to improving performance, the Zend Optimizer also enables PHP to transparently load files encoded by the Zend Guard. </p><p>The Zend Optimizer is a free product available for download from <a href="http://www.zend.com">Zend Technologies</a>. Zend Technologies also developed the PHP scripting engine, known as the <a href="http://www.zend.com/products/zend_engine">Zend Engine</a>.</p></body></html>