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Long-Term Studies in Ecology

Overview of attention for book
Cover of 'Long-Term Studies in Ecology'

Table of Contents

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    Book Overview
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    Chapter 1 Importance and Justification of Long-Term Studies in Ecology
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    Chapter 2 Objective and Experiment in Long-Term Research
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    Chapter 3 Retrospective Studies
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    Chapter 4 The Role of Ecological Models in Long-Term Ecological Studies
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    Chapter 5 Space-for-Time Substitution as an Alternative to Long-Term Studies
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    Chapter 6 Ecological Experimentation: Strengths and Conceptual Problems
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    Chapter 7 Additional Views
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    Chapter 8 What Questions, Systems, or Phenomena Warrant Long-Term Ecological Study?
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    Chapter 9 How Can the Various Approaches to Studying Long-Term Ecological Phenomena Be Integrated to Maximize Understanding?
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    Chapter 10 What Are the Difficulties in Establishing and Interpreting the Results from a Long-Term Manipulation?
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    Chapter 11 How Far in Space and Time Can the Results from a Single Long-Term Study be Extrapolated?
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    Chapter 12 Are Currently Available Statistical Methods Adequate for Long-Term Studies?
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    Chapter 13 How Can We Improve the Reception of Long-Term Studies in Ecology?
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    Chapter 14 What Are the Tradeoffs Between the Immediacy of Management Needs and the Longer Process of Scientific Discovery?
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    Chapter 15 Concluding Remarks
Attention for Chapter 12: Are Currently Available Statistical Methods Adequate for Long-Term Studies?
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Citations

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Chapter title
Are Currently Available Statistical Methods Adequate for Long-Term Studies?
Chapter number 12
Book title
Long-Term Studies in Ecology
Published by
Springer, New York, NY, January 1989
DOI 10.1007/978-1-4615-7358-6_12
Book ISBNs
978-1-4615-7360-9, 978-1-4615-7358-6
Authors

Geoffrey G. Parker, Parker, Geoffrey G.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 7 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 7 100%

Demographic breakdown

Readers by professional status Count As %
Professor 3 43%
Researcher 3 43%
Student > Ph. D. Student 1 14%
Readers by discipline Count As %
Environmental Science 3 43%
Agricultural and Biological Sciences 3 43%
Engineering 1 14%

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