Myths in funding ocean research at the National Science Foundation

NASA Astrophysics Data System (ADS)

Duce, Robert A.; Benoit-Bird, Kelly J.; Ortiz, Joseph; Woodgate, Rebecca A.; Bontempi, Paula; Delaney, Margaret; Gaines, Steven D.; Harper, Scott; Jones, Brandon; White, Lisa D.

2012-12-01

Every 3 years the U.S. National Science Foundation (NSF), through its Advisory Committee on Geosciences, forms a Committee of Visitors (COV) to review different aspects of the Directorate for Geosciences (GEO). This year a COV was formed to review the Biological Oceanography (BO), Chemical Oceanography (CO), and Physical Oceanography (PO) programs in the Ocean Section; the Marine Geology and Geophysics (MGG) and Integrated Ocean Drilling Program (IODP) science programs in the Marine Geosciences Section; and the Ocean Education and Ocean Technology and Interdisciplinary Coordination (OTIC) programs in the Integrative Programs Section of the Ocean Sciences Division (OCE). The 2012 COV assessed the proposal review process for fiscal year (FY) 2009-2011, when 3843 proposal actions were considered, resulting in 1141 awards. To do this, COV evaluated the documents associated with 206 projects that were randomly selected from the following categories: low-rated proposals that were funded, high-rated proposals that were funded, low-rated proposals that were declined, high-rated proposals that were declined, some in the middle (53 awarded, 106 declined), and all (47) proposals submitted to the Rapid Response Research (RAPID) funding mechanism. NSF provided additional data as requested by the COV in the form of graphs and tables. The full COV report, including graphs and tables, is available at http://www.nsf.gov/geo/acgeo_cov.jsp.

Japan signs Ocean Agreement

NASA Astrophysics Data System (ADS)

The Ocean Research Institute of the University of Tokyo and the National Science Foundation (NSF) have signed a Memorandum of Understanding for cooperation in the Ocean Drilling Program (ODP). The agreement calls for Japanese participation in ODP and an annual contribution of $2.5 million in U.S. currency for the project's 9 remaining years, according to NSF.ODP is an international project whose mission is to learn more about the formation and development of the earth through the collection and examination of core samples from beneath the ocean. The program uses the drillship JOIDES Resolution, which is equipped with laboratories and computer facilities. The Joint Oceanographic Institutions for Deep Earth Sampling (JOIDES), an international group of scientists, provides overall science planning and program advice regarding ODP's science goals and objectives.

OceanGLOBE: an Outdoor Research and Environmental Education Program for K-12 Students

NASA Astrophysics Data System (ADS)

Perry, R. B.; Hamner, W. M.

2006-12-01

OceanGLOBE is an outdoor environmental research and education program for upper elementary, middle and high school students, supplemented by online instructional materials that are available without charge to any educator. OceanGLOBE was piloted in 1995 with support from a National Science Foundation Teacher Enhancement project, "Leadership in Marine Science" (award no.ESI-9454413 to UCLA). Continuing support by a second NSF Teacher Enhancement project (award no. ESI-9819424 to UCLA) and by COSEE-West (NSF awards OCE-215506 to UCLA and OCE-0215497 to USC) has enabled OceanGLOBE to expand to a growing number of schools and to provide an increasingly robust collection of marine science instructional materials on its website, http://www.msc.ucla.edu/oceanglobe/ OceanGLOBE provides a mechanism for students to conduct inquiry-based, hands-on marine science research, providing experiences that anchor the national and state science content standards learned in the classroom. Students regularly collect environmental and biological data from a beach site over an extended period of time. In the classroom they organize, graph and analyze their data, which can lead to a variety of student-created science products. Beach research is supported by instructional marine science materials on the OceanGLOBE website. These online materials also can be used in the classroom independent of the field component. Annotated PowerPoint slide shows explain research protocols and provide marine science content. Field guides and photographs of marine organisms (with emphasis on the Southern California Bight) and a growing collection of classroom investigations (applicable to any ocean location) support the science content presented in the beach research program and slide shows. In summary, OceanGLOBE is a comprehensive learning package grounded in hands-on, outdoor marine science research project in which students are the principal investigators. By doing scientific work repetitively over an extended time period students learn about how science is done as much as they learn science content.

Communicating Ocean & Climate Science: Promoting Knowledge, Responsible Decision-making and Interest in Geoscience Careers

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Hsia, M.; Wiener, C.

2012-12-01

Climate change is not just an atmospheric phenomenon. It has serious impacts on the ocean, such as sea level rise, ocean acidification, and coral bleaching. Ocean FEST (Families Exploring Science Together) aims to educate participants about how increasing carbon dioxide is affecting our oceans, and to inspire students to pursue ocean, earth and environmental science careers. Throughout the program, participants examine their everyday decisions and the impact of their choices on the planet's climate and oceans. Ocean FEST is a two-hour program that explores the ocean and relevant environmental topics through six hands-on science activities. Activities are designed so students can see how globally important issues (e.g., climate change and ocean acidification) have local effects (e.g., sea level rise, coastal erosion, coral bleaching). The program ends with a career component, drawing parallels between the program activities and the activities done by "real scientists" in their jobs. Over the past three years, we have conducted over 60 Ocean FEST events. Evaluations are conducted at selected events using electronic surveys, which students and parents complete immediately prior to (pre-survey) and following (post-survey) the program. Survey items were developed and cognitively tested in collaboration with professional evaluators from the American Institute of Research. The nine-item survey includes items on science content knowledge, personal responsibility, and career interest. For each survey item, participants are asked to indicate agreement (coded as 2.0), disagreement (1.0) or don't know (1.5). By comparing the pre- and post-survey results, we can evaluate program efficacy. For example, one survey item is: "I can do something every day to help fight global climate change." Student mean data moved from 1.78 pre-survey to 1.89 post-survey, which is a statistically significant gain at p<.000. Mean parent data for this same item moved from 1.90 pre-survey to 1.96 post-survey, which is again a statistically significant gain at p<.000. In summary, we have found positive statistically significant gains on all survey items for students, and on all but one survey item for parents. These results strongly indicate program efficacy. For more information, please visit our web site: oceanfest.soest.hawaii.edu

Only One Ocean: Marine Science Activities for Grades 5-8. Teacher's Guide.

ERIC Educational Resources Information Center

Halversen, Catherine; Strang, Craig

This guide was designed by the Marine Activities, Resources & Education (MARE) Program through the Great Explorations in Math and Science (GEMS) ongoing curriculum development program for middle school students. This GEMS guide addresses the concepts of the interconnectedness of the ocean basins, respect for organisms, oceanography, physical…

Ocean Sciences as a Foundation for Curriculum Design

NASA Astrophysics Data System (ADS)

Rakhmenkulova, I.; Gorshkalev, S.; Odriozola, A.; Dominguez, A.; Greely, T.; Pyrtle, A.; Keiper, T.; Watkins, J.

2005-05-01

The GK-12 OCEANS program is an initiative of the National Science Foundation (NSF). This program provides marine science graduate students within the College of Marine Science, USF, weekly interactions with K-12 teachers and students in Pinellas County schools with the overall purpose of enhancing the quality and effectiveness of science teaching. The GK-12 OCEANS program provides hands-on and minds-on ocean science learning inquiries. Campbell Park Elementary is a Marine Science attractor school designed to provide a child-centered approach to learning that integrates marine science activities into the daily curriculum while meeting the required state education standards. In 2003-04 a GK-12 Fellow helped third and fourth grade teachers design new teaching curricula that integrated ocean sciences. The current 2004-04 Fellow and teachers are implementing the new curriculum, assessing feasibility and impact on students' learning. One characteristic of the new curriculum includes several field trips to local natural settings during which students have the opportunity to collect data the way scientists do, and use real scientific instruments and approaches. The information collected is then used in different activities within the classroom. These activities encourage the students to use inquiry as the basis of their learning experience, in which the application of scientific thinking and methods are keys. This process also requires the students to apply skills from other disciplines such as writing, reading, and math. Towards the end of the school year the students have the opportunity to highlight their accomplishments through two projects, 1) a hall display of different ocean zones, which includes habitat characteristics and species adaptations, and 2) a marine science experiment presented at the school science fair. The results and accomplishments from the implementation of these new curricula will be presented at the conference.

Ocean FEST (Families Exploring Science Together)

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Wiener, C. S.

2009-12-01

Ocean FEST (Families Exploring Science Together) exposes families to cutting-edge ocean science research and technology in a fun, engaging way. Research has shown that family involvement in science education adds significant value to the experience. Our overarching goal is to attract underrepresented students (including Native Hawaiians, Pacific Islanders and girls) to geoscience careers. A second goal is to communicate to diverse audiences that geoscience is directly relevant and applicable to their lives, and critical in solving challenges related to global climate change. Ocean FEST engages elementary school students, parents, teachers, and administrators in family science nights based on a proven model developed by Art and Rene Kimura of the Hawaii Space Grant Consortium. Our content focuses on the role of the oceans in climate change, and is based on the transformative research of the NSF Center for Microbial Oceanography: Research and Education (C-MORE) and the Hawaii Institute of Marine Biology (HIMB). Through Ocean FEST, underrepresented students and their parents and teachers learn about new knowledge being generated at Hawaii’s world-renowned ocean research institutes. In the process, they learn about fundamental geoscience concepts and career opportunities. This project is aligned with C-MORE’s goal of increasing the number of underrepresented students pursuing careers in the ocean and earth sciences, and related disciplines. Following a successful round of pilot events at elementary schools on Oahu, funding was obtained through NSF Opportunities for Enhancing Diversity in the Geosciences to implement a three-year program at minority-serving elementary schools in Hawaii. Deliverables include 20 Ocean FEST events per year (each preceded by teacher professional development training), a standards-based program that will be disseminated locally and nationally, three workshops to train educators in program delivery, and an Ocean FEST science kit. In addition, we are currently conducting a series of pilot events at the middle school level at underserved schools at neighbor islands, funded through the Hawaii Innovation Initiative (Act 111). Themes addressed include community outreach, capacity building, teacher preparation, and use of technology.

NOAA's Ocean Acidification Program - Funding Studies of Species' Responses to Ocean Acidification Since 2012

NASA Astrophysics Data System (ADS)

Ombres, E. H.

2016-02-01

NOAA's Ocean Acidification Program (OAP) was created as a mandate of the 2009 Federal Ocean Acidification Research and Monitoring (FOARAM) Act and has been directly funding species response research since 2012. Although OA species response is a relatively young field of science, this program built on research already underway across NOAA. That research platform included experimental facilities in the Fishery Sciences Centers of the National Marine Fishery Service (NMFS), `wet' labs of Oceanic and Atmospheric Research (OAR), and the coral reef monitoring studies within the National Ocean Service (NOS). The diversity of research across NOAA allows the program to make interdisciplinary connections among chemists, biologists and oceanographers and creates a more comprehensive and robust approach to understanding species response to this change in the carbon cycle. To date, the program has studied a range of taxa including phytoplankton, molluscs, crustaceans, and fish. This poster describes representative results from the collection of OAP-funded species at nationwide NOAA facilities.

A Research Experiences for Undergraduates program (REU) Program Designed to Recruit, Engage and Prepare a Diverse Student Population for Careers in Ocean Sciences.

NASA Astrophysics Data System (ADS)

Clarkston, B. E.; Garza, C.

2016-02-01

The problem of improving diversity within the Ocean Sciences workforce—still underperforming relative to other scientific disciplines—can only be addressed by first recruiting and engaging a more diverse student population into the discipline, then retaining them in the workforce. California State University, Monterey Bay (CSUMB) is home to the Monterey Bay Regional Ocean Science Research Experiences for Undergraduates (REU) program. As an HSI with strong ties to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system, the Monterey Bay REU is uniquely positioned to address the crucial recruitment and engagement of a diverse student body. Eleven sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students develop scientific self-efficacy and literacy skills through rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two cohorts (2014, 2015) and here we present successes, challenges and lessons learned for an innovative program designed to recruit, engage and prepare students for Ocean Science careers.

Collaborative, Early-undergraduate-focused REU Programs at Savannah State University have been Vital to Growing a Demographically Diverse Ocean Science Community

NASA Astrophysics Data System (ADS)

Gilligan, M. R.; Cox, T. M.; Hintz, C. J.

2011-12-01

Formal support for undergraduates to participate in marine/ocean science research at Savannah State University (SSU), a historically-Black unit of the University System of Georgia, began in 1989 with funding from the National Science Foundation for an unsolicited proposal (OCE-8919102, 34,935). Today SSU, which has offered B.S degrees since 1979 and M.S. degrees since 2001 in Marine Sciences, is making major contributions nationally to demographic diversity in ocean sciences. 33% of Master's degrees in marine/ocean sciences earned by African Americans in the U.S. from 2004-2007 were earned at SSU. 10% of African American Master's and Doctoral students in marine/ ocean sciences in 2007 were either enrolled in the Master's program at SSU or were former SSU students enrolled in Doctoral programs elsewhere. Collaborative REU programs that focus on early (freshman and sophomore) undergraduate students have been a consistent and vital part of that success. In the most recent iteration of our summer REU program we used six of the best practices outlined in the literature to increase success and retention of underrepresented minority students in STEM fields: early intervention, strong mentoring, research experience, career counseling, financial support, workshops and seminars. The early intervention with strong mentoring has proven successful in several metrics: retention in STEM majors (96%), progression to graduate school (50%), and continuation to later research experiences (75%). Research mentors include faculty at staff at SSU, the Skidaway Institute of Oceanography, Gray's Reef National Marine Sanctuary and Georgia Tech-Savannah. Formal collaborative and cooperative agreements, externally-funded grants, and contracts in support of student research training have proven to be critical in providing resources for growth and improvement marine science curricular options at the University. Since 1981 the program has had four formal partnerships and 36 funded grant awards and contracts totaling 11.7 million. HBCUs are disproportionately more effective in training significant numbers of African American students in the sciences. Although they enrolled only 11.1% of African-American undergraduates and 9.4% of African American graduate students in fall 2007 in the U.S., they awarded 33.3% of undergraduate and 24% of master's degrees earned by African-Americans in Biological, biomedical and, physical sciences, and science technologies in 2006 and 2007. Commitments to the development of non-traditional academic and research programs at HBCUs and other minority serving institutions should be expanded to increase demographic diversity in the ocean sciences.

Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

NASA Astrophysics Data System (ADS)

Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

2004-12-01

The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the school's third grade ocean science education curriculum, and 3) foster dialog between students at Madeira Beach Elementary School and Escuela de la Comunidad Juana Rodriguez Mundo, via exchange of pictures, video recordings, letters and emails related to environment-focused learning activities being undertaken at the two schools. In addition to these objectives, during the 2004-2005 academic year several ocean science-focused activities, the majority of which were adapted and/or identified from either the UMET GK-12 or USF OCEAN GK-12 Programs, will be utilized to further stimulate Madeira Beach Elementary School third graders' critical thinking skills. Examples of such activities, including hands-on exercises, case studies, games and field trips are highlighted in this presentation.

The National Ocean Sciences Bowl: An Effective Model for Engaging High School Students in Ocean Science

NASA Astrophysics Data System (ADS)

Holloway, A. E.

2016-02-01

The National Ocean Sciences Bowl (NOSB) is an informal high school education program that engages students in ocean and environmental science and exposes them to the breadth of ocean-related careers. The NOSB strives to train the next generation of interdisciplinary capable scientists and build a STEM-literate society that harnesses the power of ocean and climate science to address environmental, economic, and societal issues. Through the NOSB, students not only learn scientific principles, but also apply them to compelling real-world problems. The NOSB provides a richer STEM education and exposes students to ocean science topics they may not otherwise study through classroom curriculum. A longitudinal study that began in 2007 has shown that NOSB participants have an enhanced interest in ocean-related hobbies and environmental stewardship and an increasing number of these students have remained in the STEM pipeline and workforce.While the NOSB is primarily an academic competition, it has evolved since its creation in 1998 to include a variety of practical and professional development components. One of the program enhancements, the Scientific Expert Briefing (SEB), gives students the opportunity to apply what they have studied and think critically about current and ongoing ocean science challenges. The SEB helps students connect their knowledge of ocean science with current and proposed policy initiatives. Students gain significant research, writing, and presentation skills, while enhancing their ability for collaboration and consensus building, all vital workforce skills. Ultimately, the SEB teaches students how to communicate complex scientific research into digestible information for decision-makers and the general public.This poster will examine the impact of the NOSB and its role in strengthening the workforce pipeline through a combination of independent learning, competition, and opportunities for communication skills development.

Ocean FEST and TECH: Inspiring Hawaii's Students to Pursue Ocean, Earth and Environmental Science Careers

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Wren, J. L.; Ayau, J. F.

2013-12-01

Ocean TECH (Technology Expands Career Horizons) is a new initiative funded by NSF/GeoEd to stimulate interest in ocean, earth and environmental science careers - and the college majors that lead to such careers - among Hawaii's underrepresented students in grades 6-14. The Ocean TECH project features hands-on ocean science and technology and interactions with career professionals. Ocean TECH builds upon Ocean FEST (Families Exploring Science Together), a previous NSF/OEDG project aimed at teaching fun hands-on science in culturally and locally relevant ways to Hawaii's elementary school students and their families. Ocean FEST was rigorously evaluated (including cognitive pre-testing developed in partnership with external evaluators) and shown to be successful both in teaching science content and changing attitudes toward ocean, earth and environmental science careers. Over the course of the four-year grant, Ocean FEST reached 20,99 students and adults, including 636 classroom teachers and other volunteers who assisted with program delivery, most of whom were from underrepresented groups. For more info on Ocean FEST: http://oceanfest.soest.hawaii.edu/ Ocean TECH events have various formats, but common themes include: (1) Using technology as a hook to engage students in ocean, earth and environmental science. (2) Bringing middle school through community college students to college campuses, where they engage in hands-on science activities and learn about college majors. (3) Drawing direct links between the students' hands-on science activities and the research currently occurring at the UH Manoa's School of Ocean and Earth Science and Technology (SOEST), such as C-MORE and HOT research. (4) Respecting and valuing students' local knowledge and experiences. (5) Explicitly showing, through concrete examples, how becoming an ocean, earth or environmental scientist addresses would beneit Hawaii (6) Having graduate students from diverse backgrounds serve as instructors and undergraduates from diverse backgrounds serve as teaching assistants. Pre-college and community college students can more easily relate to these young role models, which can make pursuing an ocean or earth science career seem more attainable. (7) Organizing career fairs and informal career mixers, to promote one-on-one interactions between students of all ages and diverse career professionals in a range of ocean, earth and environmental science occupations. (8) Forming relationships with minority-serving recruiting organizations and programs to ensure we reach our intended audience. Through such partnerships, we have reached students from underrepresented communities in Hawai';i and throughout the Pacific.

Lindstrom Receives 2013 Ocean Sciences Award: Citation

NASA Astrophysics Data System (ADS)

Gordon, Arnold L.; Lagerloef, Gary S. E.

2014-09-01

Eric J. Lindstrom's record over the last 3 decades exemplifies both leadership and service to the ocean science community. Advancement of ocean science not only depends on innovative research but is enabled by support of government agencies. As NASA program scientist for physical oceanography for the last 15 years, Eric combined his proven scientific knowledge and skilled leadership abilities with understanding the inner workings of our government bureaucracy, for the betterment of all. He is a four-time NASA headquarters medalist for his achievements in developing a unified physical oceanography program that is well integrated with those of other federal agencies.

Exploring the Oceans With OOI and IODP: A New Partnership in Education and Outreach

NASA Astrophysics Data System (ADS)

Gröschel, H.; Robigou, V.; Whitman, J.; Jagoda, S. K.; Randle, D.

2003-12-01

The Ocean Observatories Initiative (OOI), a new program supported by the National Science Foundation (NSF), will investigate ocean and Earth processes using deep-sea and coastal observatories, as well as a lithospheric plate-scale cabled observatory that spans most of the geological and oceanographic processes of our planet. October 2003 marked the beginning of the Integrated Ocean Drilling Program (IODP), the third phase of a scientific ocean drilling effort known for its international cooperation, multidisciplinary research, and technological innovation. A workshop exploring the scientific, technical, and educational linkages between OOI and IODP was held in July 2003. Four scientific thematic groups discussed and prioritized common goals of the two programs, and identified experiments and technologies needed to achieve these objectives. The Education and Outreach (E&O) group attended the science sessions and presented seed ideas on activities for all participants to discuss and evaluate. A multidisciplinary dialogue between E&O facilitators, research scientists, and technology specialists was initiated. OOI/IODP participants support the recommendation of the IODP Education Workshop (May 2003) that the IODP and US Science Support Program (USSSP)-successor program have clear commitments to education and outreach. Specific organizational recommendations for OOI/IODP are: (1) E&O should have equal status with science and engineering in the OOI management/planning structure, and enjoy adequate staffing at a US program office; (2) an E&O Advisory Committee of scientists, engineers, technology experts, and educators should be established to develop and implement a viable, vibrant E&O plan; (3) E&O staff and advisors should (a) provide assistance to researchers in fulfilling E&O proposal requirements from preparation to review stages, (b) promote submittal of proposals to government agencies specifically for OOI/IODP-related E&O activities, and (c) identify and foster partners, networks, and funding opportunities. Specific E&O strategies include: (1) present observatory science and ocean drilling content, and the sense of discovery and international cooperation unique to OOI/IODP, to a broad audience; (2) develop and maintain an effective website with distinct resources for K-20 educators, students, and the public; (3) provide pre-service, in-service, and in-residence programs for K-12 teachers that are synergistic with national and local education standards; (4) focus K-12 education efforts on middle school students in grades 5-8; (5) continue and expand existing, successful Ocean Drilling Program activities for undergraduate and graduate students and educators; and (6) try to avoid redundancy with existing E&O efforts within the ocean sciences community by adopting successful models and exploring partnership opportunities with other NSF-funded ocean science education centers and initiatives.

The Marine Language Exchange Program: an International Approach to Ocean Sciences

NASA Astrophysics Data System (ADS)

Nowell, A.; Robigou, V.

2004-12-01

The ability of scientists to communicate across cultural and linguistic barriers is crucial for the global economic sustainability and protection of the world's oceans. Yet students with majors in the sciences and engineering constitute less than 2% of those who study abroad each year. And even fewer are students who study in countries where English is not the first language. The Marine Language Exchange program is a case study of an international and interdisciplinary collaboration between faculties in the languages and the sciences that address this gap. A consortium of U.S. and European institutions including University of Washington (Washington), Eckerd College (Florida), University of Hilo (Hawaii), Université de la Rochelle (France), Université de Liège (Belgium), and Universidad de Las Palmas (Spain) is developing a multilingual, marine sciences exchange program in an effort to internationalize their ocean sciences departments. The program includes a three-week, intensive "bridge" course designed to reinforce second language skills in the context of marine sciences, and prepare undergraduate students for the cultural and educational differences of their host country. Following this preparatory immersion experience students from each institution enroll in courses abroad for 6 to 12 months to study marine sciences for full academic credit. Different disciplinary approaches -Second Language Acquisition, English as a Second Language and Marine Science- prepare science students to contribute to the study and the management of the world\\'{}s oceans with an awareness of the cultural issues reflected by national marine policies.

78 FR 55064 - Solicitation for Members of the NOAA Science Advisory Board (SAB) Gulf Coast Ecosystem...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-09

.../index.html . Dated: September 3, 2013. Jason Donaldson, Chief Financial Officer/Chief Administrative Officer, Office of Oceanic and Atmospheric Research, National Oceanic and Atmospheric Administration... Act Science Program's roles within the context of NOAA's ocean missions and policies. They should be...

Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.

NASA Astrophysics Data System (ADS)

Cowles, S.; Collier, R.; Torres, M. K.

2004-12-01

Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing learning activities that link ocean sciences with real-life issues relevant to employment, environment and economic concerns.

Facing Climate Change: Connecting Coastal Communities with Place-Based Ocean Science

NASA Astrophysics Data System (ADS)

Pelz, M.; Dewey, R. K.; Hoeberechts, M.; McLean, M. A.; Brown, J. C.; Ewing, N.; Riddell, D. J.

2016-12-01

As coastal communities face a wide range of environmental changes, including threats from climate change, real-time data from cabled observatories can be used to support community members in making informed decisions about their coast and marine resources. Ocean Networks Canada (ONC) deploys and operates an expanding network of community observatories in the Arctic and coastal British Columbia, which enable communities to monitor real-time and historical data from the local marine environment. Community observatories comprise an underwater cabled seafloor platform and shore station equipped with a variety of sensors that collect environmental data 24/7. It is essential that data being collected by ONC instruments are relevant to community members and can contribute to priorities identified within the community. Using a community-based science approach, ONC is engaging local parties at all stages of each project from location planning, to instrument deployment, to data analysis. Alongside the science objectives, place-based educational programming is being developed with local educators and students. As coastal populations continue to grow and our use of and impacts on the ocean increase, it is vital that global citizens develop an understanding that the health of the ocean reflects the health of the planet. This presentation will focus on programs developed by ONC emphasizing the connection to place and local relevance with an emphasis on Indigenous knowledge. Building programs which embrace multiple perspectives is effective both in making ocean science more relevant to Indigenous students and in linking place-based knowledge to ocean science. The inclusion of Indigenous Knowledge into science-based monitoring programs also helps develop a more complete understanding of local conditions. We present a case study from the Canadian Arctic, in which ONC is working with Inuit community members to develop a snow and ice monitoring program to assist with predictions and modelling of sea-ice.

Successes, Challenges and Lessons Learned for Recruiting, Engaging and Preparing a Diverse Student Population for 21st Century Careers in Ocean Sciences.

NASA Astrophysics Data System (ADS)

Clarkston, B. E.; Garza, C.

2015-12-01

Diversity within the Ocean Sciences workforce is still underperforming relative to other scientific disciplines, a problem that will be only be solved by recruiting, engaging and retaining a more diverse student population. The Monterey Bay Regional Ocean Science Research Experiences for Undergraduates program is housed at California State University, Monterey Bay (CSUMB), an HSI with strong connections to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system. From this unique position, 11 sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students engage in rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two cohorts (2014, 2015) and here we present successes, challenges and lessons learned for a program designed to prepare students for 21st century Ocean Science careers.

Ocean Literacy Alliance-Hawaii (OLA-HI) Resource Guide

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Rivera, M.; Hicks Johnson, T.; Baumgartner, E.; Davidson, K.

2008-05-01

The Ocean Literacy Alliance-Hawaii (OLA-HI) was founded in 2007 to establish a framework for collaboration in ocean science education in Hawaii. OLA-HI is supported by the federal Interagency Working Group-Ocean Education (IWG-OE) and funded through NSF and NOAA. Hawaii support is provided through the organizations listed above in the authors' block. Our inaugural workshop was attended by 55 key stakeholders, including scientists, educators, legislators, and representatives of federal, state, and private organizations and projects in Hawaii. Participants reviewed ongoing efforts, strengthened existing collaborations, and developed strategies to build new partnerships. Evaluations showed high satisfaction with the workshop, with 100% of respondents ranking the overall quality as `good' or `excellent'. Expected outcomes include a calendar of events, a website (www.soest.hawaii.edu/OLAHawaii), a list serve, and a resource guide for ocean science education in Hawaii. These products are all designed to facilitate online and offline networking and collaboration among Hawaii's ocean science educators. The OLA-HI resource guide covers a gamut of marine resources and opportunities, including K-12 curriculum, community outreach programs, museum exhibits and lecture series, internships and scholarships, undergraduate and graduate degree programs, and teacher professional development workshops. This guide is designed to share existing activities and products, minimize duplication of efforts, and help provide gap analysis to steer the direction of future ocean science projects and programs in Hawaii. We ultimately plan on using the resource guide to develop pathways to guide Hawaii's students toward ocean-related careers. We are especially interested in developing pathways for under-represented students in the sciences, particularly Native Hawaiians and Pacific Islanders, and will focus on this topic at a future OLA-HI workshop.

QuikSCience: Effective Linkage of Competitive, Cooperative, and Service Learning in Science Education

ERIC Educational Resources Information Center

Lemus, Judith D.; Bishop, Kristina; Walters, Howard

2010-01-01

The QuikSCience Challenge science education program combines a cooperative team project emphasizing community service with an academic competition for middle and high school students. The program aims to develop leadership abilities, motivate interest in ocean sciences, engage students in community service and environmental stewardship, and…

Scientists and Educators: Joining Forces to Enhance Ocean Science Literacy

NASA Astrophysics Data System (ADS)

Keener-Chavis, P.

2004-12-01

The need for scientists to work with educators to enhance the general public's understanding of science has been addressed for years in reports like Science for All Americans (1990), NSF in a Changing World (1995), Turning to the Sea: America's Ocean Future (1999), Discovering the Earth's Final Frontier, A U.S. Strategy for Ocean Exploration (2000), and most recently, the U.S. Commission on Ocean Policy Report (2004). As reported in The National Science Foundation's Center for Ocean Science Education Excellence (COSEE) Workshop Report (2000), "The Ocean Sciences community did not answer (this) call, even though their discovery that the ocean was a more critical driving force in the natural environment than previously thought possessed great educational significance." It has been further acknowledged that "rapid and extensive improvement of science education is unlikely to occur until it becomes clear to scientists that they have an obligation to become involved in elementary- and secondary-level science (The Role of Scientists in the Professional Development of Science Teachers, National Research Council, 1996.) This presentation will focus on teachers' perceptions of how scientists conduct research, scientists' perceptions of how teachers should teach, and some misconceptions between the two groups. Criteria for high-quality professional development for teachers working with scientists will also be presented, along with a brief overview of the National Oceanic and Atmospheric Administration's Ocean Exploration program efforts to bring teachers and ocean scientists together to further ocean science literacy at the national level through recommendations put forth in the U.S. Commission on Ocean Policy Report (2004).

Enhancing Graduate Education and Research in Ocean Sciences at the Universidad de Concepcion (UDEC) and in Chile: Cooperation Between UDEC and Woods Hole Oceanographic Institution.

NASA Astrophysics Data System (ADS)

Farrington, J.; Pantoja, S.

2007-05-01

The Woods Hole Oceanographic Institution, USA (WHOI) and the University of Concepcion, Chile (UDEC) entered into an MOU to enhance graduate education and research in ocean sciences in Chile and enhance research for understanding the Southeastern Pacific Ocean. The MOU was drafted and signed after exchange visits of faculty. The formulation of a five year program of activities included: exchange of faculty for purposes of enhancing research, teaching and advising; visits of Chilean graduate students to WHOI for several months of supplemental study and research in the area of their thesis research; participation of Chilean faculty and graduate students in WHOI faculty led cruises off Chile and Peru (with Peruvian colleagues); a postdoctoral fellowship program for Chilean ocean scientists at WHOI; and the establishment of an Austral Summer Institute of advanced undergraduate and graduate level intensive two to three week courses on diverse topics at the cutting edge of ocean science research co-sponsored by WHOI and UDEC for Chilean and South American students with faculty drawn from WHOI and other U.S. universities with ocean sciences graduate schools and departments, e.g. Scripps Institution of Oceanography, University of Delaware. The program has been evaluated by external review and received excellent comments. The success of the program has been due mainly to: (1) the cooperative attitude and enthusiasm of the faculty colleagues of both Chilean Universities (especially UDEC) and WHOI, students and postdoctoral fellows, and (2) a generous grant from the Fundacion Andes- Chile enabling these activities.

75 FR 13537 - Clean Water Act Section 303(d): Notice of Call for Public Comment on 303(d) Program and Ocean...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-22

...), Joint Subcommittee on Ocean Science and Technology (JSOST), National Research Council report on Marine p... ideas for effective strategies for Federal, State, and local officials to use to address the potential... particularly suited to gathering information about acidification of ocean waters? ii. Are there new programs...

National Science Foundation Grants and Awards for Fiscal Year 1982.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Provided is a listing of all National Science Foundation (NSF) program grants and contracts awarded in Fiscal Year 1982. The listing is organized by specific NSF programs within these areas: (1) mathematical and physical sciences; (2) engineering; (3) biological, behavioral, and social sciences; (4) astronomical, earth, and ocean sciences…

Agreements/subagreements Applicable to Wallops, 12 Nov. 1991

NASA Technical Reports Server (NTRS)

1991-01-01

The status of space science agreements are noted. A general overview of the Wallops Flight Facility (WFF) is given. The geography, history, and mission of the facility are briefly surveyed. Brief accounts are given of NASA earth science activities at the WFF, including atmospheric dynamics, atmospheric optics, ocean physics, microwave altimetry, ocean color research, wind-wave-current interaction, flight support activities, the Sounding Rocket Program, and the NASA Balloon Program. Also discussed are the WFF launch range, the research airport, aircraft airborne science, telemetry, data systems, communications, and command and control.

A Strategy to Learn How to Build Scientific-Education and Outreach Partnerships in the Ocean Sciences: COSEE Ocean Learning Communities.

NASA Astrophysics Data System (ADS)

Keil, R. G.; Bell, P. L.; Bittner, M. S.; Robigou, V.; Sider, K.

2005-12-01

The College of Ocean and Fishery Sciences and the College of Education at the University of Washington, the Seattle Aquarium, and the California Maritime Academy formed a partnership to establish a Center for Ocean Sciences Education Excellence (COSEE) labeled "Ocean Learning Communities." The COSEE-OLC will join the national network of NSF-funded centers that provide a catalytic environment in which partnerships between ocean researchers and educators flourish. The COSEE network contributes to the national advancement of ocean science education by sharing high-quality K-12 or informal education programs, best practices and methodologies, and offering exemplary courses through the network and at national professional meetings. Building on the successes and lessons of the existing COSEE centers, the COSEE-OLC will foster collaborations among the oceanography research community, the science of learning community, informal and formal educators, the general public, and the maritime industry in the Northwest region and the West coast. The concept for this partnership is based on reaching out to traditionally underserved populations (from the businesses that use the sea or for which economic success depends on the oceans to the united native tribes), listening to their concerns and needs and how these can be addressed within the context of ocean-based research. The challenges of integrating education and outreach with scientific research programs are addressed by the center's main catalytic activity to create Ocean Learning Communities. These communities will be gatherings of traditionally disparate stakeholders including scientists, educators, representatives of businesses with a connection to the oceans, and citizens who derive economic or recreational sustenance from the oceans. The center's principal goal is to, through time and structured learning activities, support various communities 1) to develop a common language and 2) to make a commitment to creating collaborations that will improve ocean research and public awareness at the regional scale. Researchers in the science of learning will evaluate and study the successes and challenges of these regional approaches to better understand the development and sustainability of productive partnerships and to develop learning models to share and apply at the national level.

Township of Ocean School District Contemporary Science. Program Description, September 1989.

ERIC Educational Resources Information Center

Truex, Ronald T.

This report describes a program that was designed to provide non-academic disaffected students as well as college-bound high school students with a meaningful and positive educational experience in science in order to bridge the gap between science and the citizen in a technological world. The program, designed as a full year elective course,…

How can we make Science Education and Careers more attractive for Young People?

NASA Astrophysics Data System (ADS)

Knickmeier, K.; Kruse, K.

2016-02-01

The Kiel Science Factory (Kieler Forschungswerkstatt) is a school and teaching laboratory, which breaches the gap between school education and university research. Since opening in October 2012, 3.430 pupils worked at the Kiel Science Factory, and joined the different programs (ocean:lab, nano:lab, geo:lab), the numbers of visitors are increasing. The combination of experts in research and experts in education is very effective to attract young peoplés interest for a scientific career, to communicate science and to increase interest of teachers in current science. The biggest lab is the ocean:lab, it is jointly offered by Kiel University, Cluster of Excellence "Future Ocean" and Leibniz Institute for Science and Mathematics Education at Kiel University (IPN). The ocean:lab is addressing to school classes from grade 3 to 13, and it is strongly involved in pre-service teacher education. Appropriate to their respective level of study, pupils and students get fascinating insights into marine sciences and the working methods of real scientists. Furthermore teacher trainings and summer schools are producing an enthusiasm, which affects as well teachers as their students. The visiting pupils are mainly from Northern Germany, but also from e.g. Austria, Poland and Japan. Topics are the ocean as an ecosystem and how it is affected by anthropogenic impacts. The program offers an integrated investigation of the ecosystem "ocean" (from Plankton to marine mammals) with an interdisciplinary focus on biological aspects and abiotic factors of the habitat. In addition to pollution of the ocean through plastic waste and noise, the effects of climate change and eutrophication plays a role in discussions and tasks. New formats (e.g. an international Citizen Science Project and Expeditionary Learning) are carried out. The developed material is part of expedition boxes, which can be borrowed for project work in schools and science centers. http://www.forschungs-werkstatt.de/

Advancing Ocean Science Through Coordination, Community Building, and Outreach

NASA Astrophysics Data System (ADS)

Benway, H. M.

2016-02-01

The US Ocean Carbon and Biogeochemistry (OCB) Program (www.us-ocb.org) is a dynamic network of scientists working across disciplines to understand the ocean's role in the global carbon cycle and how marine ecosystems and biogeochemical cycles are responding to environmental change. The OCB Project Office, which is based at the Woods Hole Oceanographic Institution (WHOI), serves as a central information hub for this network, bringing different scientific disciplines together and cultivating partnerships with complementary US and international programs to address high-priority research questions. The OCB Project Office plays multiple important support roles, such as hosting and co-sponsoring workshops, short courses, working groups, and synthesis activities on emerging research issues; engaging with relevant national and international science planning initiatives; and developing education and outreach activities and products with the goal of promoting ocean carbon science to broader audiences. Current scientific focus areas of OCB include ocean observations (shipboard, autonomous, satellite, etc.); changing ocean chemistry (acidification, expanding low-oxygen conditions, etc.); ocean carbon uptake and storage; estuarine and coastal carbon cycling; biological pump and associated biological and biogeochemical processes and carbon fluxes; and marine ecosystem response to environmental and evolutionary changes, including physiological and molecular-level responses of individual organisms, as well as shifts in community structure and function. OCB is a bottom-up organization that responds to the continually evolving priorities and needs of its network and engages marine scientists at all career stages. The scientific leadership of OCB includes a scientific steering committee and subcommittees on ocean time-series, ocean acidification, and ocean fertilization. This presentation will highlight recent OCB activities and products of interest to the ocean science community.

Ocean Tracks: Investigating Marine Migrations in a Changing Ocean

NASA Astrophysics Data System (ADS)

Krumhansl, R.; Kochevar, R. E.; Aluwihare, L.; Bardar, E. W.; Hirsch, L.; Hoyle, C.; Krumhansl, K.; Louie, J.; Madura, J.; Mueller-Northcott, J.; Peach, C. L.; Trujillo, A.; Winney, B.; Zetterlind, V.; Busey, A.

2015-12-01

The availability of scientific data sets online opens up exciting new opportunities to raise students' understanding of the worlds' oceans and the potential impacts of climate change. The Oceans of Data Institute at EDC; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring marine science data sets into high school and undergraduate classrooms. These efforts have culminated in the development of a web-based student interface to data from the Tagging of Pacific Predators (TOPP) program, NOAA's Global Drifter Program, and NASA Earth-orbiting satellites through a student-friendly Web interface, customized data analysis tools, multimedia supports, and course modules. Ocean Tracks (http://oceantracks.org), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education and learning science, focuses on optimizing students' opportunities to focus their cognitive resources on viewing and comparing data to test hypotheses, while minimizing the time spent on downloading, filtering and creating displays. Ocean Tracks allows students to display the tracks of elephant seals, white sharks, Bluefin tuna, albatross, and drifting buoys along with sea surface temperature, chlorophyll-A, bathymetry, ocean currents, and human impacts overlays. A graphing tool allows students to dynamically display parameters associated with the track such as speed, deepest daily dive and track tortuosity (curviness). These interface features allow students to engage in investigations that mirror those currently being conducted by scientists to understand the broad-scale effects of changes in climate and other human activities on ocean ecosystems. In addition to supporting the teaching of the Ocean and Climate Literacy principles, high school curriculum modules facilitate the teaching of content, practices and cross-cutting concepts in the Framework for K-12 Science Education. Undergraduate modules currently under development support the teaching of content related to marine productivity, ocean circulation and upwelling, animal-environment interactions, ocean ecosystems, and human impacts.

Township of Ocean School District Contemporary Science. Student Enrichment Materials.

ERIC Educational Resources Information Center

Truex, Ronald T.

Contemporary Science is a program designed to provide non-academic disaffected students as well as college-bound high school students with a meaningful and positive educational experience in science in order to bridge the gap between science and the citizen in a technological world. The program, designed as a full year elective course, involves…

Hundreds of Cruises, Thousands of People, Endless Discoveries - Education and Outreach in the Integrated Ocean Drilling Program

NASA Astrophysics Data System (ADS)

Peart, L.; Niemitz, M.; Boa, S.; Corsiglia, J.; Klaus, A.; Petronotis, K.; Iturrino, G.

2005-12-01

For 37 years, scientific ocean drilling programs have sponsored hundreds of expeditions, drilled at over 1,800 sites and recovered over 200 miles of core. The discoveries of these programs have led to important realizations of how our earth works. Past expeditions have validated the theory of plate tectonics, provided unparalleled ancient climate records and recovered evidence of the asteroid impact that wiped out the dinosaurs 65 million years ago - and new discoveries occur with every expedition. By producing education materials and programs and encouraging mass media journalists' interest in our news, we strive to fulfill our commitment to communicate our programs' scientific discoveries to the public, in a way that people - not just other scientists - understand. With the advent of the Integrated Ocean Drilling Program (IODP), education and outreach efforts have expanded to pursue new opportunities and engage wider audiences. Through our strategy of Teaching for Science, Learning for LifeTM, our education efforts seek to utilize the interdisciplinary nature of scientific ocean drilling to teach career awareness, scientific methods, teamwork, and problem solving techniques for a lifetime of learning, decision making and good citizenship. In pursuit of this goal, we have implemented professional and resource development programs and expanded our outreach at education-focused conferences to help teachers use IODP science to satiate the student's need to learn the methods of science that apply to everyday life. We believe that this message also applies to life-long learners and thus we have focused our efforts on news media outreach and education opportunities surrounding ports of call of the JOIDES Resolution, permanent and traveling museum exhibits. In addition, our outreach to undergraduate and graduate audiences, through a lecture series, research fellowships and internships, helps to create future generations of science leaders.

C-MORE Scholars Program: Encouraging Hawaii`s Undergraduates to Explore the Ocean and Earth Sciences

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Gibson, B.

2008-05-01

Hawaii residents make up 60% of the undergraduate student body at the University of Hawaii at Manoa (UHM), but they are not studying ocean and earth science. The UHM School of Ocean and Earth Science and Technology offers four undergraduate majors: Geology (22%), Geology & Geophysics (19%), Meteorology (16%), and Global Environmental Science (23%). The numbers in parentheses show the proportion of Hawaii residents in each major, based on 2006 data obtained from the UHM Institutional Research Office. The numbers of Native Hawaiians and Pacific Islanders (NHPI) are considerably smaller. The primary goal of the C-MORE Scholars Program, which will launch in Summer 2008, is to recruit and retain local Hawaii students (esp. NHPI) into earth and ocean science majors. To achieve this goal, the C-MORE Scholars Program will: 1. Actively recruit local students, partly by introducing them and their families to job opportunities in their community. Recruiting will be done in partnership with organizations that have successful track records in working with NHPI students; 2. Retain existing students through proactive counseling and course tutoring. Math and physics courses are stumbling blocks for many ocean and earth science majors, often delaying or even preventing graduation. By offering individual and group tutoring, we hope to help local students succeed in these courses; 3. Provide closely mentored, paid undergraduate research experiences at three different academic levels (trainee, intern, and fellow). This research is the cornerstone of the C-MORE Scholars Program. As students progress through the levels, they conduct higher level research with less supervision. Fellows (the highest level) may serve as peer advisors and tutors to underclassmen and assist with recruitment-related activities; and 4. Create a sense of community among the cohort of C-MORE scholars. A two-day summer residential experience will be instrumental in developing a strong cohort, emphasizing links between Hawaiian culture and science, and establishing pathways towards a science career. During the academic year, cohort-building activities will be scheduled each month or so, and will include career-oriented activities.

MOBI: a marine and earth science interpretation and qualification program for out-of-school environment and natural heritage interpreters and other science communicators in Germany

NASA Astrophysics Data System (ADS)

Schneider, S.; Ellger, C.

2017-12-01

As a contribution to Germany's "Science Year 2016*17 - Seas and Oceans", a large science outreach program organized and financed by the National Ministry for Education and Research, GeoUnion, the umbrella organization of Earth science associations and institutions in Germany, has conducted a series of advance level workshops for out-of-school educators and interpreters in Germany. The workshops were organized in co-operation with geoparks, biosphere reserve areas and other environmental management institutions all over Germany. The goal was to convey various perspectives of modern marine sciences to inland venues, linking important present-day marine themes with the presentation of marine phases in the geological history of the host region. The workshops were designed for park rangers, museum educationalists and other science communicators, initiating a broader impact on target groups such as school classes, (geo-)tourists and stakeholder groups. Our approach has been to combine lectures by top-level scientists (on both ocean literacy aspects and regional geology) with discussions and an on-the-spot learning-and-presenting module based on prepared text and visual material. Beyond earth science issues we have integrated economy, ecology, social sciences as well as arts and humanities aspects. One central topic was the role of the world ocean in climate change; other themes highlighted sea level rise, the thermohaline circulation, sea-floor spreading, coral reefs, over-fishing, various marine species and the problem of plastic waste in the ocean. We had anticipated that marine issues are actually very rarely discussed in inland Germany. A structured presentation of ocean literacy elements has proved to be a new range of topical issues from earth and environmental sciences highly appreciated by the participants.

Ocean Tracks: College Edition - Promoting Data Literacy in Science Education at the Undergraduate Level

NASA Astrophysics Data System (ADS)

Kochevar, R. E.; Krumhansl, R.; Louie, J.; Aluwihare, L.; Bardar, E. W.; Hirsch, L.; Hoyle, C.; Krumhansl, K.; Madura, J.; Mueller-Northcott, J.; Peach, C. L.; Trujillo, A.; Winney, B.; Zetterlind, V.

2015-12-01

Ocean Tracks is a Web-based interactive learning experience which allows users to explore the migrations of marine apex predators, and the way their behaviors relate to the physical and chemical environment surrounding them. Ocean Tracks provides access to data from the Tagging of Pelagic Predators (TOPP) program, NOAA's Global Drifter Program, and Earth-orbiting satellites via the Ocean Tracks interactive map interface; customized data analysis tools; multimedia supports; along with laboratory modules customized for undergraduate student use. It is part of a broader portfolio of projects comprising the Oceans of Data Institute, dedicated to transforming education to prepare citizens for a data-intensive world. Although originally developed for use in high school science classrooms, the Ocean Tracks interface and associated curriculum has generated interest among instructors at the undergraduate level, who wanted to engage their students in hands-on work with real scientific datasets. In 2014, EDC and the Scripps Institution of Oceanography received funding from NSF's IUSE program for Ocean Tracks: College Edition, to investigate how a learning model that includes a data interface, set of analysis tools, and curricula can be used to motivate students to learn and do science with real data; bringing opportunities to engage broad student populations, including both in-classroom and remote, on-line participants, in scientific practice. Phase 1, completed in the summer of 2015, was a needs assessment, consisting of a survey and interviews with students in oceanography classes at the Scripps Institution of Oceanography and Palomar Community College; a document review of course syllabi and primary textbooks used in current college marine science courses across the country; and interviews and a national survey of marine science faculty. We will present the results of this work, and will discuss new curriculum materials that are being classroom tested in the fall of 2015.

What Aims, what Motives? Determining Research Priorities in the International Indian Ocean Expedition, 1960-1965

NASA Astrophysics Data System (ADS)

Doel, R.

2016-12-01

Fundamental tensions affected planning for United States involvement in the International Indian Ocean Expedition (IIOE). At the highest levels of the US state, science advisors and State Department officials praised the proposed Indian Ocean research plan—loosely modeled on the recently completed International Geophysical Year of 1957-58—as a way of promoting scientific internationalism, seeing this undertaking as a way to help bring India more firmly within the Western sphere amid Cold War East-West conflicts. Dwight D. Eisenhower's presidential science advisor, George Kistiakowsky, had the IIOE in mind when he advised the National Security Council that a key role science could play in American foreign relations lay "in relation with the neutral and less-developed countries." At the same time, American scientists invited to take part in the Indian Ocean Expedition—while generally sympathetic with U.S. foreign policy aims—prioritized research programs in the physical branches of the environmental sciences. While policy-makers hoped to encourage biological research, with the aim of encouraging fisheries and protein production to aid Indian citizens, earth scientists—better-funded, better-organized, supported by military agencies because their studies were crucial to national security—came to dominate the IIOE. While the IIOE was later judged a success, for it extended long-running research programs in physical and chemical oceanography into a less-explored ocean, hopes to advance biological programs on an equal footing proved premature.

Computer Programs in Marine Science

DTIC Science & Technology

1976-04-01

AD-A279 795 U.S. DEPARTMENT OF COMMERCE National Technical Information Service PB-258 082 Computer Programs in Marine Science National Ocearncgraphic...NO. 5 fo r- Computer nPrograms in ’StlrSO " Marine Science U.S. DEPARTMENT OF COMMERCE National Oceanic and AtmosPheric AdmInistration Environmental...N0,AA?76062212 I I 4. TITLE A?.’D.UBTITLE S. REPORT DATE Comnuter Progrims in Marine Science April 1976 Koy tc Oceanographic Records Documentation No

Using Deep-Sea Scientific Drilling to Enhance Ocean Science Literacy

NASA Astrophysics Data System (ADS)

Passow, Michael; Cooper, Sharon; Kurtz, Nicole; Burgio, Marion; Cicconi, Alessia

2017-04-01

Beginning with confirmation of sea floor spreading in Leg 3 of the Deep Sea Drilling Project in 1968, scientific ocean drilling has provided much of the evidence supporting modern understanding of the Earth System, global climate changes, and many other important concepts. But for more than three decades, results of discoveries were published primarily in scientific journals and cruise volumes. On occasion, science journalists would write articles for the general public, but organized educational outreach efforts were rare. Starting about a decade ago, educators were included in the scientific party aboard the JOIDES Resolution. These "teachers-at-sea" developed formats to translate the technical and scientific activities into language understandable to students, teachers, and the public. Several "Schools of Rock" have enabled groups of teachers and informal science educators to experience what happens aboard the JOIDES Resolution. Over the past few years, educational outreach efforts based on scientific drilling expanded to create a large body of resources that promote Ocean Science Literacy. Partnerships between scientists and educators have produced a searchable database of inquiry-centered classroom and informal science activities. These are available for free through the JOIDES Resolution website, joidesresolution.org. Activities are aligned with the Ocean Literacy Principles (http://oceanliteracy.wp2.coexploration.org/) and Science Education Standards. In addition to a suite of lessons based on the science behind scientific drilling, participants have developed a range of educational resources that include graphic novels ("Tales of the Resolution" (http://joidesresolution.org/node/263) ; children's books ("Uncovering Earth's Secrets" and "Where the Wild Microbes Grow" http://joidesresolution.org/node/2998); posters, videos, and other materials. Cooper and Kurtz are currently overseeing improvements and revisions to the JR education website pages. The International Ocean Discovery Program continues to offer annual School of Rock professional development workshops to which educators can apply for participation. During these all-expense paid experiences, they learn about IODP science and develop new activities for their audiences. Cicconi and Passow will describe their experiences during some of these programs. European teachers have also participated in "teacher-at-sea" programs sponsored by ECORD aboard the JOIDES Resolution. Burgio participated in Expedition 360 from December 2015 to the end of January 2016 (http://joidesresolution.org/node/4253). This cruise focused on the global effort to drill to the Moho through the Southwest Indian Ridge. As they drilled down to the Moho, scientists obtained new discoveries about life in the crust, interactions between water and rocks, and magmatic processes that build the oceanic crust at very slow spreading ridges. The Education Officers team used a panel of strategies to communicate during the efforts during their two months onboard. She used social media and live-streaming to share the last discoveries about the oceanic crust with students all over the world. Additional materials have been created by teachers and other non-science participants from many countries across the globe. Educational outreach programs associated with scientific ocean drilling provide effective opportunities to enhance Ocean Science Literacy.

Bringing an Ocean to School.

ERIC Educational Resources Information Center

MacMillan, Mark W.

1997-01-01

Describes a school program in which two sixth-grade science classes researched, created, and put together an ocean museum targeted at kindergarten through eighth graders who are geographically distanced from the ocean. Details the process for investigating topical areas, organizing teams of students, researching, writing, creating displays, and…

15 CFR 922.93 - Permit procedures and criteria.

Code of Federal Regulations, 2011 CFR

2011-01-01

...) NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE OCEAN AND COASTAL RESOURCE... Director, National Marine Sanctuary Program, ATTN: Manager, Gray's Reef National Marine Sanctuary, 10 Ocean Science Circle, Savannah, GA 31411. (c) The Director, at his or her discretion may issue a permit, subject...

Centre of Excellence in Observational Oceanography: Nippon Foundation and POGO Supported Programme at the Bermuda Institute of Ocean Sciences

NASA Astrophysics Data System (ADS)

Plumley, F. G.; Sathyendranath, S.; Frouin, R.; Knap, T.

2008-05-01

Building on previous experience in capacity building for ocean observations, the Nippon Foundation (NF) and the Partnership for Observations of the Global Oceans (POGO) have announced a new Centre of Excellence (C of E) at the Bermuda Institute of Ocean Sciences (BIOS). The goals of the C of E are to expand the world-wide capacity and expertise to observe the oceans and to expand capacity-building projects and promote international collaboration and networking in ocean sciences. Over the past 104 years, BIOS has built a global reputation in blue-water oceanography, coral reef ecology, and the relationships between ocean health and human health coupled with high quality education programmes that provide direct, hands-on experience with BIOS-based research. The C of E at BIOS will build upon this model to establish a new, graduate-level education and training programme in operational oceanography. The 10 month Programme will offer course modules in ocean disciplines with a focus on observatory sciences complemented by hands-on training in observational methods and techniques based on the multi-disciplinary expertise of BIOS and BIOS-affiliated scientists who direct ongoing, ocean observational programmes such as: - Hydrostation S, since 1954; - Bermuda Atlantic Time-series Study, since 1988; - Oceanic Flux Program sediment trap time-series, since 1978; - Bermuda Test-Bed and Science Mooring, since 1994; - Bermuda Microbial Observatory, since 1997; - Bermuda Bio-Optics Program, since 1992; - Atmospheric chemistry and air-sea fluxes, since 1990 Additional areas of BIOS research expertise will be incorporated in the C of E to broaden the scope of education and training. These include the nearshore observational network of the BIOS Marine Environmental Program and the environmental air-water chemistry network of the Bermuda Environmental Quality Program. A key resource of the C of E is the newly acquired 168 ft. research vessel, the RV Atlantic Explorer, which was specifically designed to provide for ocean research and education (e.g., sufficient berths for scientists and the NF- POGO Scholars; an education-specific classroom). The Atlantic Explorer will serve as a unique platform for the NF-POGO Scholars to gain hands-on, at-sea experience as participants on all scheduled research cruises. The NF-POGO Scholars will take courses that focus on the theoretical and policy side of observational oceanography and participate in a Core Skills module that emphasizes numeracy, data analysis, science management, and written and oral scientific communication. There will be one Regional Training Programme for a Developing Country each year, focused on local issues and how to resolve them. The course is open to 10 participants from developing countries (or countries with economies in transition). NF- POGO Scholars must have at least a first degree in science. Preference will be given to applicants who currently hold a position in a research or academic institution in a developing country and anticipate returning to the country after the training period. Candidates must demonstrate immediate relevance of their training to on-going or planned ocean observations in their home country.

Using Interdisciplinary research to enrich teachers and classrooms

NASA Astrophysics Data System (ADS)

Warburton, J.; Timm, K.; Huffman, L. T.; Peart, L. W.; Hammond, J.; McMahon, E.

2011-12-01

Imagine being on the stern of a ship in the Atlantic Ocean off the coast of New England as the crew dumps thousands of scallops on the deck, searching the Greenland ice sheet for a remote weather station, or uncovering secrets to past climates as you join an ocean sediment drilling team in Antarctica. So you ask yourself, what would you be doing in all of these places? What you would be doing is what hundreds of educators from around the world have done for over 20 years, participating in field-based Teacher Research Experience (TRE) programs. Teacher Research Experiences involve educators from varying grade levels and backgrounds in hands-on research as a member of a scientific research team. The teacher works side by side with actual research scientists, often on tasks similar to a field assistant or graduate student. As an important member of the research team teachers learn more about science content and the process of science. Subsequently, the educators play a key role in digesting and communicating the science to their students and the general public. TRE programs vary in many ways. Programs take place in a variety of settings-from laboratories to field camps, and from university campuses to aircraft or ships. The primary commonality of the TRE programs in this presentation-PolarTREC (Teachers and Researchers Exploring and Collaborating), ANDRILL (ANtarctic geological DRILLing) Research Immersion for Science Educators (ARISE); Integrated Ocean Drilling Program (IODP) School of Rock (SOR); and the National Oceanic and Atmospheric Administration Teacher at Sea (TAS) program-is that these programs provide an authentic field-based research experience for teachers outside of a laboratory setting, frequently in harsh, remote, or unusual settings. In addition, each of these programs is federally funded, possess dedicated program management staff, leverage existing scientific and programmatic resources, and are usually national, and sometimes international, in scope. Sharing their unique lessons learned and program results, authors will describe how TRE's improve and enrich interdisciplinary science education by connecting teachers, researchers, students, and the public around the globe for involvement in scientific research and global issues.

A perspective on the history and evolution of an Oceans and Human Health "metadiscipline" in the USA.

PubMed

Sandifer, Paul A; Trtanj, Juli M; Collier, Tracy K

2013-05-01

We review recent history and evolution of Oceans and Human Health programs and related activities in the USA from a perspective within the Federal government. As a result of about a decade of support by the US Congress and through a few Federal agencies, notably the National Science Foundation, National Institute of Environmental Health Sciences, and National Ocean and Atmospheric Administration, robust Oceans and Human Health (OHH) research and application activities are now relatively widespread, although still small, in a number of agencies and academic institutions. OHH themes and issues have been incorporated into comprehensive federal ocean research plans and are reflected in the new National Ocean Policy enunciated by Executive Order 13547. In just a decade, OHH has matured into a recognized "metadiscipline," with development of a small, but robust and diverse community of science and practice, incorporation into academic educational programs, regular participation in ocean and coastal science and public health societies, and active engagement with public health decision makers. In addition to substantial increases in scientific information, the OHH community has demonstrated ability to respond rapidly and effectively to emergency situations such as those associated with extreme weather events (e.g., hurricanes, floods) and human-caused disasters (e.g., the Deep Water Horizon oil spill). Among many other things, next steps include development and implementation of agency health strategies and provision of specific services, such as ecological forecasts to provide routine early warnings for ocean health threats and opportunities for prevention and mitigation of these risks.

Near-Inertial and Thermal Upper Ocean Response to Atmospheric Forcing in the North Atlantic Ocean

DTIC Science & Technology

2010-06-01

meridional transport of heat (Hoskins and Valdes, 1990). Formation of North Atlantic Subtropical Mode Water is thought to take place during the...North Atlantic Ocean MIT/WHOI Joint Program in Oceanography/ Applied Ocean Science and Engineering Massachusetts Institute of Technology Woods Hole...Oceanographic Institution MITIWHOI 2010-16 Near-inertial and Thermal Upper Ocean Response to Atmospheric Forcing in the North Atlantic Ocean by

Community Observatories: Fostering Ideas that STEM From Ocean Sense: Local Observations. Global Connections.

NASA Astrophysics Data System (ADS)

Pelz, M. S.; Ewing, N.; Hoeberechts, M.; Riddell, D. J.; McLean, M. A.; Brown, J. C. K.

2015-12-01

Ocean Networks Canada (ONC) uses education and communication to inspire, engage and educate via innovative "meet them where they are, and take them where they need to go" programs. ONC data are accessible via the internet allowing for the promotion of programs wherever the learners are located. We use technologies such as web portals, mobile apps and citizen science to share ocean science data with many different audiences. Here we focus specifically on one of ONC's most innovative programs: community observatories and the accompanying Ocean Sense program. The approach is based on equipping communities with the same technology enabled on ONC's large cabled observatories. ONC operates the world-leading NEPTUNE and VENUS cabled ocean observatories and they collect data on physical, chemical, biological, and geological aspects of the ocean over long time periods, supporting research on complex Earth processes in ways not previously possible. Community observatories allow for similar monitoring on a smaller scale, and support STEM efforts via a teacher-led program: Ocean Sense. This program, based on local observations and global connections improves data-rich teaching and learning via visualization tools, interactive plotting interfaces and lesson plans for teachers that focus on student inquiry and exploration. For example, students use all aspects of STEM by accessing, selecting, and interpreting data in multiple dimensions, from their local community observatories to the larger VENUS and NEPTUNE networks. The students make local observations and global connections in all STEM areas. The first year of the program with teachers and students who use this innovative technology is described. Future community observatories and their technological applications in education, communication and STEM efforts are also described.

Communicating Ocean Acidification

ERIC Educational Resources Information Center

Pope, Aaron; Selna, Elizabeth

2013-01-01

Participation in a study circle through the National Network of Ocean and Climate Change Interpretation (NNOCCI) project enabled staff at the California Academy of Sciences to effectively engage visitors on climate change and ocean acidification topics. Strategic framing tactics were used as staff revised the scripted Coral Reef Dive program,…

Center of Microbial Oceanography Research and Education (C-MORE) Initiatives Toward Promoting Diversity in the Ocean Sciences

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2007-05-01

The ocean sciences suffer from a lack of diversity, particularly among indigenous peoples, despite the fact that indigenous peoples often have deep, cultural knowledge about the marine environment. Nowhere is this inequity more glaring than in Hawaii. Traditional knowledge in marine science enabled Native Hawaiians and Pacific Islanders (NHPI) to become world leaders in transpacific canoe voyaging, aquaculture, and fisheries. Yet today, NHPI are severely underrepresented in the ocean sciences (and in STEM fields in general) at all levels of education and employment. When compared to other ethnic and racial groups in Hawaii, NHPI students as a group have among the poorest educational performance, indicated in part by underrepresentation in college enrolment and pre-college gifted and talented programs, as well as overrepresentation in eligibility for special education and free and reduced lunch programs. The Center of Microbial Oceanography Research and Education (C-MORE), a NSF-funded, multi-institutional Science and Technology Center based at the University of Hawai (UH), is determined to address this inequity. C- MORE is committed to increasing diversity in the ocean sciences, particularly among NHPI, at all levels of education and research. Our approach is to work with existing programs with a track record of increasing diversity among NHPI. We are currently developing culturally relevant materials including educational games for K-12 students, mentorships for high school and community college students, and laboratory and shipboard experiences for teachers and undergraduates in partnership with minority-serving organizations. Some of our main partners are EPSCoR (Experimental Program to Stimulate Competitive Research), Ka `Imi `Ike (an NSF- funded program to recruit and retain NHPI undergraduates in geosciences), Upward Bound (an enrichment program for economically disadvantaged high school students which includes intensive summer courses), the UH Center on Disability Studies (which is developing culturally relevant curriculum to address the overrepresentation of NHPI in special education classes) and the UH Louis Stokes Program (which we plan to use as a model). For more information, please refer to: http:cmore.soest.hawaii.edu

Bringing cutting-edge Earth and ocean sciences to under-served and rural audiences through informal science education

NASA Astrophysics Data System (ADS)

Cooper, S. K.; Petronotis, K. E.; Ferraro, C.; Johnson, K. T. M.; Yarincik, K.

2017-12-01

The International Ocean Discovery Program (IODP) is an international marine research collaboration that explores Earth's history and dynamics using ocean-going research platforms to recover data recorded in seafloor sediments and rocks and to monitor subseafloor environments. The JOIDES Resolution is the flagship vessel of IODP and is operated by the National Science Foundation. It is an inspirational hook for STEM Earth and ocean topics for children and the general public of all ages, but is not easily accessible due to its international travels and infrequent U.S. port calls. In response, a consortium of partners has created the Pop-Up/Drill Down Science project. The multi-year project, funded by NSF's Advancing Informal Science Learning program, aims to bring the JR and its science to under-served and rural populations throughout the country. Consisting of an inflatable walk-through ship, a multi-media experience, a giant interactive seafloor map and a series of interactive exhibit kiosks, the exhibit, entitled, In Search of Earth's Secrets: A Pop-Up Science Encounter, will travel to 12 communities throughout the next four years. In each community, the project will partner with local institutions like public libraries and small museums as hosts and to train local Girl Scouts to serve as exhibit facilitators. By working with local communities to select events and venues for pop-up events, the project hopes to bring cutting edge Earth and ocean science in creative new ways to underserved populations and inspire diverse audiences to explore further. This presentation will provide details of the project's goals, objectives and development and provide avenues to become involved.

Township of Ocean School District Contemporary Science. Curriculum Guide, September 1987.

ERIC Educational Resources Information Center

Truex, Ronald T.

This guide was prepared for a program designed to provide non-academic disaffected students as well as college-bound high school students with a meaningful and positive educational experience in science in order to bridge the gap between science and the citizen in a technological world. The program, designed as a full year elective course,…

76 FR 51353 - Nominations for Membership on the Ocean Research Advisory Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-18

... Leadership Council (NORLC), the governing body of the National Oceanographic Partnership Program (NOPP... extended expertise and experience in the field of ocean science and/or ocean resource management... balance a range of geographic and sector representation and experience. Applicants must be U.S. citizens...

78 FR 9891 - Extension of Nominations for Membership on the Ocean Research Advisory Panel

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-12

... Leadership Council (NORLC), the governing body of the National Oceanographic Partnership Program (NOPP... experience in the field of ocean science and/or ocean resource management. Nominations should be identified... set of nominees will seek to balance a range of geographic and sector representation and experience...

Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers

NASA Astrophysics Data System (ADS)

Baldauf, J.; Denton, J.

2003-12-01

In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history, sea level change and geological time). This objective will be achieved by correctly answering 8 of 10 multiple choice items on course posttest on science themes of ODP/IODP. 2. Describe the technical tools and processes for determining sea level history by preparing and presenting a multimedia presentation on coring. 3. Describe the processes for describing a drill core and apply those processes to core samples from Leg 194 by developing a laboratory analysis report on core samples based on protocol for analyzing cores. 4. Explain the distinguishing features of scientific from industrial coring processes by developing a paper that contrasts scientific from industrial coring processes. 5. Describe the substructure of the ocean basin and the scientific tools (equipment and processes) used to explore this substructure by preparing and presenting a multimedia presentation on bore hole data interpretation. 6. Analyze and interpret data sets from a bore hole by developing a laboratory analysis report on bore-hole data. Student performance data for objectives indicate a 16% average positive change on the science themes addressed in instruction related to objective one occurred. Similarly, a 12% average positive change occurred on science education topics related to earth science among the students in this class. Ongoing contact between faculty members during the academic year is planned as these summer participants engage in implementing IT interventions and professional development experiences based on ocean science data experienced in the summer experience.

Tides, Krill, Penguins, Oh My!: Scientists and Teachers Partner in Project CONVERGE to Bring Collaborative Antarctic Research, Authentic Data, and Scientific Inquiry into the Hands of NJ and NY Students

NASA Astrophysics Data System (ADS)

Hunter-thomson, K. I.; Kohut, J. T.; Florio, K.; McDonnell, J. D.; Ferraro, C.; Clark, H.; Gardner, K.; Oliver, M. J.

2016-02-01

How do you get middle and high school students excited about scientific inquiry? Have them join a collaborative research team in Antarctica! A comprehensive education program brought ocean science, marine ecology, and climate change impact research to more than 950 students in 2014-15 to increase their exposure to and excitement of current research. The program was integrated into a collaborative research project, involving five universities, that worked to characterize the connection between ocean circulation, plankton distribution, penguin foraging behavior, and climate change around Palmer Station, Antarctica. The scientists and education team co-led a weeklong workshop to expose 22 teachers to the research science, build relationships among the teachers and scientists, and refine the program to most effectively communicate the research to their students. In the fall, teachers taught NGSS-aligned, hands-on, data-focused classroom lessons to provide their students the necessary content to understand the project hypotheses using multiple science practices. Through a professional science blog and live video calls from Antarctica, students followed and discussed the science teams work while they were in the field. To apply the science practices the students had learned about, they designed, conducted, and analyzed their own ocean-related, inquiry-based research investigation as the culminating component of the program (results were presented at a Student Research Symposium attended by the science team). Of their own choosing, roughly half of the students used raw data from the CONVERGE research (including krill, CODAR, penguin, and glider data) for their investigations. This presentation will focus on the evaluation results of the education program to identify the aspects that successfully engaged teachers and students with scientific inquiry, science practices, and authentic data as well as the replicability of this integrated scientist-teacher partnership and education program.

GOCI Level-2 Processing Improvements and Cloud Motion Analysis

NASA Technical Reports Server (NTRS)

Robinson, Wayne D.

2015-01-01

The Ocean Biology Processing Group has been working with the Korean Institute of Ocean Science and Technology (KIOST) to process geosynchronous ocean color data from the GOCI (Geostationary Ocean Color Instrument) aboard the COMS (Communications, Ocean and Meteorological Satellite). The level-2 processing program, l2gen has GOCI processing as an option. Improvements made to that processing are discussed here as well as a discussion about cloud motion effects.

Ocean Drilling Program: Privacy Policy

Science.gov Websites

and products Drilling services and tools Online Janus database Search the ODP/TAMU web site ODP's main web site ODP/TAMU Science Operator Home Ocean Drilling Program Privacy Policy The following is the privacy policy for the www-odp.tamu.edu web site. 1. Cookies are used in the Database portion of the web

76 FR 23331 - Outer Continental Shelf (OCS) Scientific Committee (SC); Announcement of Plenary Session

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-26

...., biology/ecology, physical sciences, and social sciences) to review the specific studies plans of the... Studies Program, Environmental Division, Bureau of Ocean Energy Management, Regulation and Enforcement... feasibility, appropriateness, and scientific value of the OCS Environmental Studies Program to the Secretary...

Needs, opportunities and strategies for a long-term oceanic sciences satellite program

NASA Technical Reports Server (NTRS)

Ruttenberg, S. (Editor)

1981-01-01

Several areas of the National Oceanic Satellite System are addressed including Satellite-borne communication systems, subsurface remote sensing, data coordination, color scanners, formatting important historical data sets, and sea surface temperature observations.

The Citizen Science Program "H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change" teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. This is a continuation of the Program presented last year at the Poster Session.

NASA Astrophysics Data System (ADS)

Weiss, N. K.; Wood, J. H.

2017-12-01

TThe Citizen Science Program H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to Ocean Quest where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by Ocean Quest.

Building diversity in REU programs through MIMSUP at the Shannon Point Marine Center

NASA Astrophysics Data System (ADS)

Bingham, B. L.; Sulkin, S.

2011-12-01

The road to a career in the ocean sciences can be long and challenging, particularly for students from racial/ethnic groups underrepresented in the field. For the past 21 years, faculty and staff at the Shannon Point Marine Center, Western Washington University have annually administered the NSF-funded Multicultural Initiative in the Marine Sciences: Undergraduate Participation (MIMSUP) program. The goal of MIMSUP is to increase diversity in the ocean sciences by moving students though their undergraduate programs into advanced education and leadership positions in the field. Helping students find positions in REU and other focused research programs is an important step along this path. Primary obstacles for the students include 1) a lack of knowledge about opportunities available to them, 2) a lack of experience preparing quality applications and 3) a lack of confidence in their ability to compete for positions. Focused mentoring, with an emphasis on skills development is important in helping outstanding, though inexperienced, students find and excel in REU programs.

Ocean Literacy: Tools for Scientists and Educators to use in the Development of Education and Outreach Programs About the Ocean

NASA Astrophysics Data System (ADS)

Strang, C.; Lemus, J.; Schoedinger, S.

2006-12-01

Ocean sciences were idiosyncratically left out of the National Science Education Standards and most state standards, resulting in a decline in the public's attention to ocean issues. Concepts about the ocean are hardly taught in K-12 schools, and hardly appear in K-12 curriculum materials, textbooks, assessments or standards. NGS, COSEE, NMEA, NOAA, the US Commission on Ocean Policy, the Pew Ocean Commission have all urgently called for inclusion of the ocean in science standards as a means to increase ocean literacy nationwide. There has never been consensus, however, about what ocean literacy is or what concepts should be included in future standards. Scientists interested in education and outreach activities have not had a framework to guide them in prioritizing the content they present or in determining how that content fits into the context of what K-12 students and the public need to know about science in general. In 2004, an on-line workshop on Ocean Literacy Through Science Standards began the process of developing consensus about what that framework should include. Approximately 100 ocean scientists and educators participated in the workshop, followed by a series of meetings and extensive review by leading scientists, resulting in a series of draft documents and statements. The importance of community-wide involvement and consensus was reinforced through circulation of the draft documents for public comment April -May, 2005. The community agreed on an Ocean Literacy definition, tagline, seven ocean principles, 44 concepts and a matrix aligning the concepts to the National Science Education Standards (NSES). The elements are described in more detail in the final Ocean Literacy brochure. Broad ownership of the resulting documents is a tribute to the inclusiveness of the process used to develop them. The emerging consensus on Ocean Literacy has become an instrument for change, and has served as an important tool guiding the ocean sciences education efforts of scientists, educators, and most importantly, has provided a common language for scientists and educators working together. In this past year, a similar community-wide effort has been mounted to develop an "Ocean Literacy Scope and Sequence" to serve as a critical companion to "Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12." The Scope and Sequence shows how the principles and concepts develop and build in logical and developmentally sound learning progressions across grade spans K-12. This document will provide further guidance to teachers, curriculum developers, textbook writers, and ocean scientists, as to what concepts about the ocean are appropriate to introduce at various grade spans. It will show the relationship between the new discoveries of cutting edge science and the basic science concepts on which they are built and which students are accountable to understand. Those concerned about science education and about the future health of the ocean must be poised to influence the development of science standards by local educational agencies, state departments of education and professional societies and associations. In order to be effective, we must have tools, products, documents, web sites that contain agreed upon science content and processes related to the ocean.

SCUBAnauts International: Exploration and Discovery in the Ocean Sciences

NASA Astrophysics Data System (ADS)

Moses, C. S.; Palandro, D.; Coble, P.; Hu, C.

2007-12-01

The SCUBAnauts International program originated in 2001, as a 501(c)(3) non-profit organization designed to increase the attraction to science and technology careers in today's youth. SCUBAnauts International (SNI) consists of a diverse group of 12 to 18 year-old young men and women mentored by academic, federal, and state research scientists in an informal education environment. The program's mission is to promote interest in science and technology topics and careers by involving secondary education students as young explorers in the marine sciences and research activities, such as special environmental and undersea conservation projects that educate, promote active citizenship, and develop effective leadership skills. With help from mentors, SNI students collect and interpret research-quality data to meet the needs of ocean scientists, maintaining direct interaction between the scientists and the young men and women in the program. The science component of the program includes collection of benthic habitat, water quality, optics, and coral reef health data. During the school year, the SCUBAnauts are tasked with sharing their experiences to raise the environmental awareness of a larger audience by providing education outreach in formal and informal venues. Here we highlight results from recent SNI activities including data collection and program methodologies, and discuss future plans for the program.

Metric Selection for Ecosystem Restoration

DTIC Science & Technology

2013-06-01

focus on wetlands, submerged aquatic vegetation, oyster reefs, riparian forest, and wet prairie (Miner 2005). The objective of these Corps...of coastal habitats, Volume Two: Tools for monitoring coastal habitats. NOAA Coastal Ocean Program Decision Analysis Series No. 23. Silver Spring, MD...NOAA National Centers for Coastal Ocean Science. Thom, R. M., and K. F. Wellman. 1996. Planning aquatic ecosystem restoration monitoring programs

In Brief: Climate Change Science Program comment period; Ocean Commission comment period; Fine-tuning particulate matter research

NASA Astrophysics Data System (ADS)

Showstack, Randy

2004-04-01

Public comments on the draft guidelines for the synthesis and assessment products being prepared by the U.S. Climate Change Science Program are being accepted through 7 May; The long-anticipated preliminary report of the U.S. Commission on Ocean Policy is being released on 20 April. The comment period extends through 21 May; Determining the most hazardous chemical components and other characteristics of aerosol particulate matter should be a focus of research by the U.S. Environmental Protection Agency, according to a 24 March report by the National Academies' National Research Council.

The REVEL Project: Long-Term Investment in K-12 Education at a RIDGE 2000 Integrated Study Site

NASA Astrophysics Data System (ADS)

Robigou, V.

2005-12-01

The REVEL Project has provided dozens of science teachers from throughout the U.S. an opportunity to explore the links between mid-ocean ridge processes and life along the RIDGE 2000 Juan de Fuca Ridge Integrated Study Site. In turn, these educators have facilitated deep-sea, research-based teaching and learning in hundreds of classrooms, contributed to mid-ocean ridge curriculum and programs development ranging from IMAX movies and museum exhibits to the R2K-SEAS (Student Experiment At Sea) program. In addition, the REVEL educators take on the mission to champion the importance of science in education and to bring ocean sciences into their local and regional communities. For the scientific community, research in an environment as large, dynamic and remote as the ocean intrinsically requires long-term investment to advance the understanding of the interactions between the processes shaping our planet. Similarly, research-based education requires long-term investment to incrementally change the way science is taught in schools, informal settings or even at home. It takes even longer to perceptibly measure the result of new teaching methods on students' learning and the impact of these methods on citizens' scientific literacy. Research-based education involving teachers practicing research in the field, and collaborating with scientists to experience and understand the process of science is still in its infancy - despite 20 years of NSF's efforts in teachers' professional development. This poster reports on strategies that the REVEL Project has designed over 9 years to help teachers that adopt research-based education transform their way of teaching in the classroom and bring cutting-edge, exciting science into schools through rigorous science learning. Their teaching approaches encourage students' interest in science, and engage students in the life-long skills of reasoning and decision making through the practice of science. Evaluation results of how the research-based teacher development program REVEL contributes to changing the way teachers view the scientific process once they have 'done' science and how the program supports teachers to change their teaching methods will be presented. The REVEL Project is funded by the National Science Foundation and receives additional support from the University of Washington and private donors. REVEL - Research and Education: Volcanoes-Exploration-Life.

Ocean Science for Decision-Making: Current Activities of the National Research Council's Ocean Studies Board

NASA Astrophysics Data System (ADS)

Roberts, S.; Glickson, D.; Mengelt, C.; Forrest, S.; Waddell, K.

2012-12-01

The National Research Council is a private, nonprofit organization chartered by Congress in 1916 as an expansion of the U.S. National Academy of Sciences. Its mission is to improve the use of science in government decision making and public policy, increase public understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. Within the National Research Council, the Ocean Studies Board (OSB) mission is to explore the science, policies, and infrastructure needed to understand, manage, and conserve coastal and marine environments and resources. OSB undertakes studies and workshops on emerging scientific and policy issues at the request of federal agencies, Congress, and others; provides program reviews and guidance; and facilitates communication on oceanographic issues among different sectors. OSB also serves as the U.S. National Committee to the international, nongovernmental Scientific Committee on Oceanic Research (SCOR). OSB has produced reports on a wide range of topics of interest to researchers and educators, the federal government, the non-profit sector, and industry. Recent reports have focused on ecosystem services in the Gulf of Mexico after the Deepwater Horizon oil spill, sea level rise on the U.S. west coast, scientific ocean drilling needs and accomplishments, requirements for sustained ocean color measurements, critical infrastructure for ocean research, tsunami warning and preparedness, ocean acidification, and marine and hydrokinetic power resource assessments. Studies that are currently underway include responding to oil spills in the Arctic, evaluating the effectiveness of fishery stock rebuilding plans, and reviewing the National Ocean Acidification Research Plan. OSB plays an important role in helping create policy decisions and disseminating important information regarding various aspects of ocean science.

Partner-built ecosystem science - The National Ocean Partnership Program as a builder of EBM Tools and Data

NASA Astrophysics Data System (ADS)

Hoffman, P. L.; Green, R. E.; Kohanowich, K. M.

2016-02-01

The National Ocean Partnership Program (NOPP) was created in 1997 by federal public law to identify "and carry out partnerships among federal agencies, academia, industry, and other members of the oceanographic scientific community in the areas of data, resources, education, and communications." Since that time, numerous federal agencies have pooled talent, funding, and scientific resources (e.g. ships, aircraft, remote sensors and computing capability) to address pressing ocean science needs which no one entity can manage alone. In this presentation, we will address the ways the National Ocean Policy identifies ecosystem-based management (EBM) as a foundation for providing sound science-based and adaptable management to maintain the health, productivity, and resilience of U.S. ocean, coastal, and Great Lakes ecosystems. Because EBM is an important approach for efficient and effective interagency, multi-jurisdictional, and cross-sectoral marine planning and management, ocean science partnerships such as those provided by NOPP create a pool of regionally-pertinent, nationally-available data from which EBM decision makers can draw to address critical management issues. Specifically, we will provide examples drawn from the last five years of funding to illustrate how the NOPP process works, how it is managed by a federal Interagency Working Group (IWG-OP), and how EBM practitioners can both partner with others through the NOPP and offer guidance on the implementation of projects beneficial to the regional needs of the EBM community. Projects to be discussed have been carried out under the following themes: Arctic Cumulative Impacts: Marine Arctic Ecosystem Study (MARES) - Ecosystem Dynamics and Monitoring of the Beaufort Sea: An Integrated Science Approach. Biodiversity Indicators: Demonstration of a U.S. Marine Biodiversity Observation Network (Marine BON) Long-Term Observations: Coordinated Regional Efforts That Further the U.S. Integrated Ocean Observing System (IOOS) Best Practices: Developing Environmental Protocols and Monitoring to Support Ocean Renewable Energy and Stewardship. We intend to leave the EBM community with a recognition that the NOPP already serves as a valuable partner source for science to inform EBM and to encourage participation in the process.

Partner-built ecosystem science - The National Ocean Partnership Program as a builder of EBM Tools and Data

NASA Astrophysics Data System (ADS)

Hoffman, P. L.; Green, R. E.; Kohanowich, K. M.

2016-12-01

The National Ocean Partnership Program (NOPP) was created in 1997 by federal public law to identify "and carry out partnerships among federal agencies, academia, industry, and other members of the oceanographic scientific community in the areas of data, resources, education, and communications." Since that time, numerous federal agencies have pooled talent, funding, and scientific resources (e.g. ships, aircraft, remote sensors and computing capability) to address pressing ocean science needs which no one entity can manage alone. In this presentation, we will address the ways the National Ocean Policy identifies ecosystem-based management (EBM) as a foundation for providing sound science-based and adaptable management to maintain the health, productivity, and resilience of U.S. ocean, coastal, and Great Lakes ecosystems. Because EBM is an important approach for efficient and effective interagency, multi-jurisdictional, and cross-sectoral marine planning and management, ocean science partnerships such as those provided by NOPP create a pool of regionally-pertinent, nationally-available data from which EBM decision makers can draw to address critical management issues. Specifically, we will provide examples drawn from the last five years of funding to illustrate how the NOPP process works, how it is managed by a federal Interagency Working Group (IWG-OP), and how EBM practitioners can both partner with others through the NOPP and offer guidance on the implementation of projects beneficial to the regional needs of the EBM community. Projects to be discussed have been carried out under the following themes: Arctic Cumulative Impacts: Marine Arctic Ecosystem Study (MARES) - Ecosystem Dynamics and Monitoring of the Beaufort Sea: An Integrated Science Approach. Biodiversity Indicators: Demonstration of a U.S. Marine Biodiversity Observation Network (Marine BON) Long-Term Observations: Coordinated Regional Efforts That Further the U.S. Integrated Ocean Observing System (IOOS) Best Practices: Developing Environmental Protocols and Monitoring to Support Ocean Renewable Energy and Stewardship. We intend to leave the EBM community with a recognition that the NOPP already serves as a valuable partner source for science to inform EBM and to encourage participation in the process.

How To Promote Data Quality And Access? Publish It!

NASA Astrophysics Data System (ADS)

Carlson, D. J.; Pfeiffenberger, H.

2011-12-01

Started during IPY 2007-2008, the Earth System Science Data journal (Copernicus) has now 'tested the waters' of earth system data publishing for approximately 2 years with some success. The journal has published more than 30 data sets, of remarkable breadth and variety, all under a Creative Commons Attribution license. Users can now find well-described, quality-controlled and freely accessible data on soils, permafrost, sediment transport, ice sheets, surface radiation, ocean-atmosphere fluxes, ocean chemistry, gravity fields, and combined radar and web cam observations of the Eyjafjallajökull eruption plume. Several of the data sets derive specifically from IPY or from polar regions, but a large portion, including a substantial special issue on ocean carbon, cover broad temporal and geographic domains; the contributors themselves come from leading science institutions around the world. ESSD has attracted the particular interest of international research teams, particularly those who, as in the case of ocean carbon data, have spent many years gathering, collating and calibrating global data sets under long-term named programs, but who lack within those programs the mechanisms to distribute those data sets widely outside their specialist teams and to ensure proper citation credit for those remarkable collaborative data processing efforts. An in-progress special issue on global ocean plankton function types, again representing years of international data collaboration, provides a further example of ESSD utility to large research programs. We anticipate an interesting test case of parallel special issues with companion science journals - data sets in ESSD to accompany science publications in a prominent research journal. We see the ESSD practices and products as useful steps to increase quality of and access to important data sets.

Examining the effects of technology-infused issue investigations on high school students' environmental and ocean literacies

NASA Astrophysics Data System (ADS)

Plankis, Brian J.

The purpose of the study was to examine the effects of technology-infused issue investigations on high school students' environmental and ocean literacies. This study explored the effects of a new educational enrichment program termed Connecting the Ocean, Reefs, Aquariums, Literacy, and Stewardship (CORALS) on high school science students. The study utilized a mixed methods approach combining a quantitative quasi-experimental pre-post test design with qualitative case studies. The CORALS program is a new educational program that combines materials based on the Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum program with the digital storytelling process. Over an 18-week period four high school science teachers and their approximately 169 students investigated environmental issues impacting coral reefs through the IEEIA framework. An additional approximately 224 students, taught by the same teachers, were the control group exposed to standard curriculum. Students' environmental literacy was measured through the Secondary School Environmental Literacy Instrument (SSELI) and students' ocean literacy was measured through the Students' Ocean Literacy Viewpoints and Engagement (SOLVE) instrument. Two classrooms were selected as case studies and examined through classroom observations and student and teacher interviews. The results indicated the CORALS program increased the knowledge of ecological principles, knowledge of environmental problems/issues, and environmental attitudes components of environmental literacy for the experimental group students. For ocean literacy, the experimental group students' scores increased for knowledge of ocean literacy principles, ability to identify oceanic environmental problems, and attitudes concerning the ocean. The SSELI measure of Responsible Environmental Behaviors (REB) was found to be significant for the interaction of teacher and class type (experimental or control). The students for Teachers A and B reported a statistically significant increase in the self-reported REB subscales of ecomanagement and consumer/economic action. This indicates the students reported an increase in the REBs they could change within their lifestyles. This study provides baseline data in an area where few quality studies exist to date. Recommendations for practice and administration of the research study instruments are explored. Recommendations for further research include CORALS program modifications, revising the instruments utilized, and what areas of students' environmental and ocean literacies warrant further exploration.

Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

ERIC Educational Resources Information Center

Young, Victoria Jewel

2017-01-01

Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…

Educational Experiences in Oceanography through Hands-On Involvement with Surface Drifters: an Introduction to Ocean Currents, Engineering, Data Collection, and Computer Science

NASA Astrophysics Data System (ADS)

Anderson, T.

2015-12-01

The Northeast Fisheries Science Center's (NEFSC) Student Drifters Program is providing education opportunities for students of all ages. Using GPS-tracked ocean drifters, various educational institutions can provide students with hands-on experience in physical oceanography, engineering, and computer science. In building drifters many high school and undergraduate students may focus on drifter construction, sometimes designing their own drifter or attempting to improve current NEFSC models. While learning basic oceanography younger students can build drifters with the help of an educator and directions available on the studentdrifters.org website. Once drifters are deployed, often by a local mariner or oceanographic partner, drifter tracks can be visualised on maps provided at http://nefsc.noaa.gov/drifter. With the lesson plans available for those interested in computer science, students may download, process, and plot the drifter position data with basic Python code provided. Drifter tracks help students to visualize ocean currents, and also allow them to understand real particle tracking applications such as in search and rescue, oil spill dispersion, larval transport, and the movement of injured sea animals. Additionally, ocean circulation modelers can use student drifter paths to validate their models. The Student Drifters Program has worked with over 100 schools, several of them having deployed drifters on the West Coast. Funding for the program often comes from individual schools and small grants but in the future will preferably come from larger government grants. NSF, Sea-Grant, NOAA, and EPA are all possible sources of funding, especially with the support of multiple schools and large marine education associations. The Student Drifters Program is a unique resource for educators, students, and scientists alike.

Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

NASA Astrophysics Data System (ADS)

Young, Victoria Jewel

Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields.

Beyond 2013 - The Future of European Scientific Drilling Research - An introduction.

NASA Astrophysics Data System (ADS)

Camoin, G.; Stein, R.

2009-04-01

The Integrated Ocean Drilling Program (IODP) is funded for the period 2003-2013, and is now starting to plan the future of ocean drilling beyond 2013, including the development of new technologies, new emerging research fields as and the societal relevance of this programme. In this context an interdisciplinary and multinational (USA, Europe, Japan, Asian and Oceanian countries), key conference - INVEST IODP New Ventures in Exploring Scientific Targets - addressing all international IODP partners is therefore planned for September 23rd-25th 2009 in Bremen, Germany (more information at http://www.iodp.org and http://marum.de/iodp-invest.html) to discuss future directions of ocean drilling research and related aspects such as ventures with related programmes or with industry. The first critical step of INVEST is to define the scientific research goals of the second phase of the Integrated Ocean Drilling Program (IODP), which is expected to begin in late 2013. INVEST will be open to all interested scientists and students and will be the principal opportunity for the international science community to help shape the future of scientific ocean drilling. The outcome of the conference will be the base to draft a science plan in 2010 and to define new goals and strategies to effectively meet the challenges of society and future ocean drilling. The current EGU Session and the related two days workshop which will be held at the University of Vienna will specifically address the future of European scientific drilling research. The major objectives of those two events are to sharpen the European interests in the future IODP and to prepare the INVEST Conference and are therefore of prime importance to give weight to the European propositions in the program renewal processes, both on science, technology and management, and to provide the participants with information about the status/process of ongoing discussions and negotiations regarding program structure, and provide them with the expected framework (available drilling platforms and anticipated funding levels). The key items that should be addressed during the EGU Session and the workshop will especially include : (1) The future of ECORD (science, technology, management). (2) New research initiatives and emerging fields in scientific drilling (3) Relationships between IODP and other programs (e.g. ICDP, IMAGES etc). (4) Collaboration between academia and industry. (5) New technologies and the Mission Specific Platform approach.

Integrating the Earth, Atmospheric, and Ocean Sciences at Millersville University

NASA Astrophysics Data System (ADS)

Clark, R. D.

2005-12-01

For nearly 40 years, the Department of Earth Sciences at Millersville University (MU-DES) of Pennsylvania has been preparing students for careers in the earth, atmospheric, and ocean sciences by providing a rigorous and comprehensive curricula leading to B.S. degrees in geology, meteorology, and oceanography. Undergraduate research is a hallmark of these earth sciences programs with over 30 students participating in some form of meritorious research each year. These programs are rich in applied physics, couched in mathematics, and steeped in technical computing and computer languages. Our success is measured by the number of students that find meaningful careers or go on to earn graduate degrees in their respective fields, as well as the high quality of faculty that the department has retained over the years. Student retention rates in the major have steadily increased with the introduction of a formal learning community and peer mentoring initiatives, and the number of new incoming freshmen and transfer students stands at an all-time high. Yet until recently, the disciplines have remained largely disparate with only minor inroads made into integrating courses that seek to address the Earth as a system. This is soon to change as the MU-DES unveils a new program leading to a B.S. in Integrated Earth Systems. The B.S. in Integrated Earth Systems (ISS) is not a reorganization of existing courses to form a marketable program. Instead, it is a fully integrated program two years in development that borrows from the multi-disciplinary backgrounds and experiences of faculty, while bringing in resources that are tailored to visualizing and modeling the Earth system. The result is the creation of a cross-cutting curriculum designed to prepare the 21st century student for the challenges and opportunities attending the holistic study of the Earth as a system. MU-DES will continue to offer programs leading to degrees in geology, meteorology, and ocean science, but in addition, the B.S. in Integrated Earth Systems will serve those students who find excitement at the boundaries of these disciplines, and prepare them for careers in this emerging field. The ISS program will target high school students of the highest caliber who demonstrate strong aptitude in mathematics and the physical sciences, who will need a minimum amount of remedial work. These select students will be exposed to courses in Earth Systems: Cycles and Interactions, Geophysical Fluid Dynamics, Air-Sea Interaction, Boundary Layers and Turbulence, Climate Variability and Global Change, Atmosphere-Ocean Modeling, Solar-Terrestrial Interactions, Weather Systems Science, Earth Observing Systems, Remote Sensing and more, as part of the ISS curriculum. This paper will highlight the MU-DES programs and learning initiatives and expand and elaborate on the new program in ISS.

Marine Language Exchange Program: A 21st Century International and Interdisciplinary Partnership

NASA Astrophysics Data System (ADS)

Robigou, V.; Nichols-Pecceu, M.

2001-12-01

The ability of scientists to communicate across cultural and linguistic barriers is crucial for the global economic sustainability and protection of the world\\'{}s oceans. Yet students with majors in the sciences and engineering constitute less than 2% of those who study abroad each year. And even rarer are students who study in countries where English is not the first language. The Marine Language Exchange program is a case study of an international and interdisciplinary collaboration between faculties in the languages and the sciences who address this gap. A consortium of U.S. and European institutions including Eckerd College (Florida), University of Washington (Washington), University of Hilo (Hawaii), Université de la Rochelle (France), Université de Liège (Belgium), and Universidad de Las Palmas (Spain) is developing a multilingual, marine sciences exchange program in an effort to internationalize their Marine Sciences departments. The program includes a three-week, intensive "bridge" course designed to reinforce second language skills in the context of marine sciences, and prepare undergraduate students for the cultural and educational differences of their host country. Following this immersion experience students from each institution enroll in courses abroad including marine sciences specialization for full academic credit. This session will review the Marine Language Exchange program activities since 2000 and will discuss the ideological and practical aspects of the program. The program successes, difficulties and future directions will also be presented. Different disciplinary approaches -Second Language Acquisition, English as a Second Language and Marine Science- prepare science students to contribute to the study and the management of the world\\'{}s oceans with an awareness of the cultural issues reflected by national marine policies. Based on this case study, other universities could initiate their own international and interdisciplinary collaboration to facilitate a better understanding of other planetary issues.

Ocean Drilling Program: Related Sites

Science.gov Websites

) 306-0390 Web site: www.nsf.gov Joint Oceanographic Institutions for Deep Earth Sampling (JOIDES) US Members: Columbia University, Lamont-Doherty Earth Observatory Florida State University Oregon State University, College of Oceanic and Atmospheric Sciences Pennsylvania State University, College of Earth and

Recognizing Excellence: Pinging--Sound at Work

ERIC Educational Resources Information Center

Lindquist, William; Forsberg, Britt

2014-01-01

One author shares the unique opportunity to be immersed in the science of "sound at work" through participation in NOAA's (National Oceanic and Atmospheric Administration) Teacher at Sea Program. A third- through fifth-grade learning outcome within the Nature of Science section of the "Next Generation Science Standards"…

NOAA seeks healthy budget

NASA Astrophysics Data System (ADS)

Bush, Susan

The small, crowded room of the House side of the U.S. Capitol building belied the large budget of $1,611,991,000 requested for Fiscal Year 1992 by the National Oceanic and Atmospheric Administration. John A. Knauss, Undersecretary for Oceans and Atmosphere, U.S. Department of Commerce, delivered his testimony on February 28 before the House Appropriations Subcommittee on Commerce, Justice, and State, the Judiciary and Related Agencies. He told the subcommittee that the budget “attempts to balance the two goals of maintaining NOAA's position as an important science agency and addressing the serious budget problems that the government continues to face.”Climate and global change, modernization of the National Weather Service, and the Coastal Ocean Science program are NOAA's three ongoing, high-priority initiatives that the budget addresses. Also, three additional initiatives—a NOAA-wide program to improve environmental data management, President Bush's multiagency Coastal America initiative, and a seafood safety program administered jointly by NOAA and the Food and Drug Administration—are addressed.

Telling Your Story: Ocean Scientists in the K-12 Classroom

NASA Astrophysics Data System (ADS)

McWilliams, H.

2006-12-01

Most scientists and engineers are accustomed to presenting their research to colleagues or lecturing college or graduate students. But if asked to speak in front of a classroom full of elementary school or junior high school students, many feel less comfortable. TERC, as part of its work with The Center for Ocean Sciences Education Excellence-New England (COSEE-NE) has designed a workshop to help ocean scientists and engineers develop skills for working with K-12 teachers and students. We call this program: Telling Your Story (TYS). TYS has been offered 4 times over 18 months for a total audience of approximately 50 ocean scientists. We will discuss the rationale for the program, the program outline, outcomes, and what we have learned. ne.net/edu_project_3/index.php

The Biological and Chemical Oceanography Data Management Office

NASA Astrophysics Data System (ADS)

Allison, M. D.; Chandler, C. L.; Groman, R. C.; Wiebe, P. H.; Glover, D. M.; Gegg, S. R.

2011-12-01

Oceanography and marine ecosystem research are inherently interdisciplinary fields of study that generate and require access to a wide variety of measurements. In late 2006 the Biological and Chemical Oceanography Sections of the National Science Foundation (NSF) Geosciences Directorate Division of Ocean Sciences (OCE) funded the Biological and Chemical Oceanography Data Management Office (BCO-DMO). In late 2010 additional funding was contributed to support management of research data from the NSF Office of Polar Programs Antarctic Organisms & Ecosystems Program. The BCO-DMO is recognized in the 2011 Division of Ocean Sciences Sample and Data Policy as one of several program specific data offices that support NSF OCE funded researchers. BCO-DMO staff members offer data management support throughout the project life cycle to investigators from large national programs and medium-sized collaborative research projects, as well as researchers from single investigator awards. The office manages and serves all types of oceanographic data and information generated during the research process and contributed by the originating investigators. BCO-DMO has built a data system that includes the legacy data from several large ocean research programs (e.g. United States Joint Global Ocean Flux Study and United States GLOBal Ocean ECosystems Dynamics), to which data have been contributed from recently granted NSF OCE and OPP awards. The BCO-DMO data system can accommodate many different types of data including: in situ and experimental biological, chemical, and physical measurements; modeling results and synthesis data products. The system enables reuse of oceanographic data for new research endeavors, supports synthesis and modeling activities, provides availability of "real data" for K-12 and college level use, and provides decision-support field data for policy-relevant investigations. We will present an overview of the data management system capabilities including: map-based and text-based data discovery and access systems; recent enhancements to data search tools; data export and download utilities; and strategic use of controlled vocabularies to facilitate data integration and to improve data system interoperability.

Communicating Ocean Science at the Lower-Division Level

NASA Astrophysics Data System (ADS)

Coopersmith, A.

2011-12-01

Pacific Ocean Literacy for Youth, Publics, Professionals, and Scientists (POLYPPS) is an NSF-funded collaboration between the University of Hawai`i and the Center for Ocean Science Education Excellence (COSEE) - California, which is based at the Lawrence Hall of Science, University of California - Berkeley. One of the objectives of this project is to instutionalize ocean science communications courses at colleges and universities in Hawai`i. Although the focus of most of these communications courses has been on training graduate students and scientists, lower-division students interested in the ocean sciences are finding this background helpful. At the University of Hawai`i Maui College there are several marine science courses and certificate programs that require students to interact with the public through internships, research assistantships, and course-related service-learning projects. Oceanography 270, Communicating Ocean Science, is now offered to meet the needs of these students who engage with the public in informal educational settings. Other students who enroll in this course have a general interest in the marine environment and are considering careers in K-12 formal education. This course gives this group of students an opportunity to explore formal education by assisting classroom teachers and preparing and presenting problem-based, hands-on, inquiry activities. Employers at marine-related businesses and in the tourist industry have welcomed this course with a focus on communication skills and indicate that they prefer to hire local people with strong backgrounds in marine and natural sciences. A basic premise of POLYPPS is that science education must draw not only from the latest advances in science and technology but also from the cultural contexts in which the learners are embedded and that this will achieve increased understanding and stewardship of ocean environments. Students in Oceanography 270 integrate traditional Hawaiian knowledge into their activities and presentations with the advice of local practitioners who share their experiences for incorporating both Hawaiian ways of learning and environmental practices.

The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

NASA Astrophysics Data System (ADS)

Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

2013-12-01

The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size <55, and proximity to tidal salt marsh or barrier islands (< 2 miles). Fourteen teachers and approximately 240 students participated in the SCAC program between 2010 and 2013. The SCAC framework uses a scaffolding and multi-pronged approach for teacher professional development and student engagement. The scaffolding approach to curriculum implementation focuses on one grade level per year (Year 1 = 3rd; Year 2 = 4th, and Year 3 = 5th), thus building student and teacher literacy in ocean sciences. The coach-mentor model of teacher professional development was also used for the implementation of the program which differs from the traditional 'train the trainer' method in allowing for more frequent and consistent interaction by COSEE SE staff with the students and teachers during the school year. The coach mentor model enabled the creation of a community of practice where teachers served as both learners and practitioners of student learning. Methods for student engagement aligned with the NGSS and included hands-on classroom activities, use of 'hook' species such as loggerhead sea turtles (Caretta caretta), diamondback terrapins (Malaclemys terrapin) and smooth cord grass (Spartina alterniflora), field experiences to explore local ecosystems, interactions with marine scientists, and a capstone project incorporating STEM and inquiry skills. Specifically, third grade students learn about coastal habitats, animal and plant adaptations, and human impacts to the environment, and engage in a salt marsh restoration capstone project. This part of the curriculum aligns with the NGSS Core Ideas 3-LS1, 3-LS3, 3-LS4, 3-ESS3. The fourth grade students learn about weather, organism responses to the environment, and engage in a weather buoy construction capstone project. This part of the curriculum aligns with the NGSSS Core Ideas 4-LS1, 4-ESS2, 4-ESS3, 3-5-ETS1. In 5th grade, students focus specifically on the ocean ecosystem, human impacts on the environment and engage in a capstone project of designing and constructing remotely operated vehicles. This part of the curriculum aligns with NGSS Core Ideas 5-PS2, 5-LS1, 5-LS2, 5-ESS2, 3-5-ETS1. Initial evaluation results indicate that the SCAC teachers value the coach mentor approach for teacher professional development as well as the impact of field based experiences, place-based learning, and a culminating capstone project on student learning. Teacher feedback also indicates elements of sustainability that extend beyond the scope of the pilot project.These initial evaluation results poise the SCAC curriculum to be replicated in other southeastern states.

Developing a drought early warning information system for coastal ecosystems in the Carolinas

Treesearch

Kirsten Lackstrom; Amanda Brennan; Paul Conrads; Lisa Darby; Kirstin Dow; Daniel Tuford

2016-01-01

The National Integrated Drought Information System (NIDIS) and the Carolinas Integrated Sciences and Assessments (CISA), a National Oceanic and Atmospheric Administration (NOAA)- funded Regional Integrated Sciences and Assessments (RISA) program, are partnering to develop and support a Carolinas Drought Early Warning System pilot program. Research and projects focus on...

USGS: Building on leadership in mapping oceans and coasts

USGS Publications Warehouse

Myers, M.D.

2008-01-01

The US Geological Survey (USGS) offers continuously improving technologies for mapping oceans and coasts providing unique opportunity for characterizing the marine environment and to expand the understanding of coastal and ocean processes, resources, and hazards. USGS, which has been designated as a leader for mapping the Exclusive Economic Zone, has made an advanced strategic plan, Facing Tomorrow's Challenges- US Geological Survey Science in the Decade 2007 to 2017. This plan focuses on innovative and transformational themes that serve key clients and customers, expand partnerships, and have long-term national impact. The plan includes several key science directions, including Understanding Ecosystems and Predicting Ecosystem Change, Energy and Minerals for America's Future, and A National Hazards, Risk, and Resilience Assessment Program. USGS has also collaborated with diverse partners to incorporate mapping and monitoring within interdisciplinary research programs, addressing the system-scale response of coastal and marine ecosystems.

Seasat-A and the commercial ocean community

NASA Technical Reports Server (NTRS)

Montgomery, D. R.; Wolff, P.

1977-01-01

The Seasat-A program has been initiated as a 'proof-of-concept' mission to evaluate the effectiveness of remotely sensing oceanology and related meteorological phenomena from a satellite platform in space utilizing sensors developed on previous space and aircraft test programs. The sensors include three active microwave sensors; a radar altimeter, a windfield scatterometer, and a synthetic aperture radar. A passive scanning multifrequency microwave radiometer, visual and infrared radiometer are also included. All weather, day-night measurements of sea surface temperature, surface wind speed/direction and sea state and directional wave spectra will be made. Two key programs are planned for data utilization with users during the mission. Foremost is a program with the commercial ocean community to test the utility of Seasat-A data and to begin the transfer of ocean remote sensing technology to the civil sector. A second program is a solicitation of investigations, led by NOAA, to involve the ocean science community in a series of scientific investigations.

AAAS Mass Media Science and Engineering Fellowship Program: Building Communication Skills in Young Scientists

NASA Astrophysics Data System (ADS)

Pasco, S.

2006-12-01

The AAAS Mass Media Science &Engineering Fellowship program has succeeded in training scientists to become more effective communicators for more than 30 years. The program places advanced science, engineering and mathematics students at media sites to work as science reporters for ten weeks each summer. AAAS places between 15 to 20 students a year at newspapers, magazines and radio stations. Our goal is to create better science communicators who understand their role in fostering the public's understanding of science. Fellows leave the program with a greater awareness of how to communicate complex issues by making the connection as to why people should be interested in certain developments, and more specifically, how they will impact their communities. 2004 AGU Fellow Rei Ueyama put her lessons learned to good use during her Fellowship at the Sacramento Bee. "In a regional paper like The Bee, a (story) also had to have a local touch. I needed to show why people in Sacramento (or California) should bother to read the story. One example is the story I wrote about seeding the ocean with iron particles to fight global warming. Since ocean fertilization is a global issue, I had to clearly specify the reason why The Bee and not The New York Times was running the story. The local angle I chose was to point out that the core group of scientists involved in this study was from Monterey Bay, Calif." Many alumni tell us the program has been an integral force in shaping the course of their career. Similarly, sites often report that having a scientist on staff is an invaluable resource that allows them to cover additional science stories as well as report some technical stories in more depth. The American Geophysical Union has sponsored a Mass Media Fellow since 1997. Sponsorship allows affiliate program partners to establish connections with young professionals in their field. They are then also able to take advantage of the communication skills resident in their alumni base. The OS28 Communicating Broadly: Perspectives and Tools for Ocean, Earth and Atmospheric Scientists Session would provide an ideal platform for Fellowship management to share lessons learned about science communication and to offer insight as to the challenges scientists face when communicating with the general public or media.

A visiting scientist program in atmospheric sciences for the Goddard Space Flight Center

NASA Technical Reports Server (NTRS)

Davis, M. H.

1989-01-01

A visiting scientist program was conducted in the atmospheric sciences and related areas at the Goddard Laboratory for Atmospheres. Research was performed in mathematical analysis as applied to computer modeling of the atmospheres; development of atmospheric modeling programs; analysis of remotely sensed atmospheric, surface, and oceanic data and its incorporation into atmospheric models; development of advanced remote sensing instrumentation; and related research areas. The specific research efforts are detailed by tasks.

DRI Technical Program: Emerging Dynamics of the Marginal Ice Zone Ice, Ocean and Atmosphere Interactions in the Arctic Marginal Ice Zone. Year 3 Annual Report

DTIC Science & Technology

2014-09-30

Institution The Scottish Association for Marine Science tmaksym@whoi.edu Phil.Hwang@sams.ac.uk LONG-TERM GOALS This DRI TECHNICAL PROGRAM (Emerging...jpw28@bas.ac.uk tmaksym@whoi.edu Co-PRINCIPAL INVESTIGATOR: Byongjun (Phil) Hwang The Scottish Association for Marine Science Phil.Hwang@sams.ac.uk 2

Marine Sciences in CMEA Countries: Programme and Results of Co-operation. Unesco Reports in Marine Science No. 38.

ERIC Educational Resources Information Center

Aksionov, A. A.

In 1971, the 25th Session of the Council for Mutual Economic Assistance (CMEA) adopted a Programme for the Development of Socialist Economic Integration. Later, part of this program became a program of cooperation in the field of oceanography, particularly the chemical, physical, and biological processes of certain important areas of the ocean. To…

California Ocean Research: A Sea Grant Sampler. Sea Grant Publication No. 65, Spring 1978.

ERIC Educational Resources Information Center

Brownlee, Shannon; And Others

This booklet, written, illustrated, edited, and produced by four interns from the science writing program of the University of California, Santa Cruz, explains seven ocean research projects. The projects are in the fields of: energy, marine education, fishery management, coastal zone management, marine advisory services, aquaculture, and new…

The California Seafloor and Coastal Mapping Program – Providing science and geospatial data for California's State Waters

USGS Publications Warehouse

Johnson, Samuel Y.; Cochrane, Guy R.; Golden, Nadine; Dartnell, Peter; Hartwell, Stephen; Cochran, Susan; Watt, Janet

2017-01-01

The California Seafloor and Coastal Mapping Program (CSCMP) is a collaborative effort to develop comprehensive bathymetric, geologic, and habitat maps and data for California's State Waters. CSCMP began in 2007 when the California Ocean Protection Council (OPC) and the National Oceanic and Atmospheric Administration (NOAA) allocated funding for high-resolution bathymetric mapping, largely to support the California Marine Life Protection Act and to update nautical charts. Collaboration and support from the U.S. Geological Survey and other partners has led to development and dissemination of one of the world's largest seafloor-mapping datasets. CSCMP provides essential science and data for ocean and coastal management, stimulates and enables research, and raises public education and awareness of coastal and ocean issues. Specific applications include:•Delineation and designation of marine protected areas•Characterization and modeling of benthic habitats and ecosystems•Updating nautical charts•Earthquake hazard assessments•Tsunami hazard assessments•Planning offshore infrastructure•Providing baselines for monitoring change•Input to models of sediment transport, coastal erosion, and coastal flooding•Regional sediment management•Understanding coastal aquifers•Providing geospatial data for emergency response

Communicating Ocean Sciences to Informal Audiences (COSIA): Universities, Oceanographic Institutions, Science Centers and Aquariums Working Together to Improve Ocean Education and Public Outreach

NASA Astrophysics Data System (ADS)

Glenn, S.; McDonnell, J.; Halversen, C.; Zimmerman, T.; Ingram, L.

2007-12-01

Ocean observatories have already demonstrated their ability to maintain long-term time series, capture episodic events, provide context for improved shipboard sampling, and improve accessibility to a broader range of participants. Communicating Ocean Sciences, an already existing college course from COSEE-California has demonstrated its ability to teach future scientists essential communication skills. The NSF-funded Communicating Ocean Sciences to Informal Audiences (COSIA) project has leveraged these experiences and others to demonstrate a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. The COSIA effort is one of the pathfinders for ensuring that the new scientific results from the increasing U.S. investments in ocean observatories is effectively communicated to the nation, and will serve as a model for other fields. Our presentation will describe a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. COSIA established partnerships between informal science education institutions and universities nationwide to facilitate quality outreach by scientists and the delivery of rigorous, cutting edge science by informal educators while teaching future scientists (college students) essential communication skills. The COSIA model includes scientist-educator partnerships that develop and deliver a college course that teaches communication skills through the understanding of learning theory specifically related to informal learning environments and the practice of these skills at aquariums and science centers. The goals of COSIA are to: provide a model for establishing substantive, long-term partnerships between scientists and informal science education institutions to meet their respective outreach needs; provide future scientists with experiences delivering outreach and promoting the broader impact of research; and provide diverse role models and inquiry-based ocean sciences activities for children and families visiting informal institutions. The following COSIA partners have taught the course: Hampton University - Virginia Aquarium; Oregon State University - Hatfield Marine Science Visitor's Center; Rutgers University - Liberty Science Center; University of California, Berkeley - Lawrence Hall of Science; University of Southern California - Aquarium of the Pacific; and Scripps Institution of Oceanography - Birch Aquarium. Communicating Ocean Sciences has also been taught at Stanford, Woods Hole Oceanographic Institute, University of Oregon (GK-12 program), University of Washington, and others. Data from surveys of students demonstrates improvement in their understanding of how people learn and how to effectively communicate. Providing college students with a background in current learning theory, and applying that theory through practical science communication experiences, will empower future generations of scientists to meet the communication challenges they will encounter in their careers.

Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

NASA Astrophysics Data System (ADS)

Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

2014-12-01

The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective on climate change and demonstrate that observing systems can enhance understanding. ACLIPSE materials strive to translate research about climate change effectively into understandable narratives of real world phenomena using ocean data, creating meaningful pathways into ocean-climate science for students in ALL communities.

Partners in Earth System Science: a Field, Laboratory and Classroom Based Professional Development Program for K-12 Teachers Designed to Build Scientific and Pedagogical Understandings of Teaching Climate Change.

NASA Astrophysics Data System (ADS)

Slattery, W.; Lunsford, S.; Diedrick, A.; Crane, C.

2015-12-01

The purpose of the Partners in Earth System Science summer and academic year professional development program for Ohio K-12 teachers is to build their understandings of the scientific observations, methods and resources that scientists use when studying past and present climate change. Participants then use these tools to develop inquiry-based activities to teach their K-12 students how the scientific method and data are used to understand the effects of global climate change. The summer portion of the program takes teachers from throughout Ohio to the Duke University Marine Laboratory in Beaufort, North Carolina. There they engage in a physical and biological exploration of the modern and ancient ocean. For example, they collect samples of sediment and test water samples collected from modern coastal environments and connect their findings with evidence of the fauna living in those environments. Then, using observations from the geological record of the Eocene through Pleistocene sediments exposed in eastern North Carolina and inferences from observations made from the modern ocean they seek to answer scientifically testable questions regarding the physical and biological characteristics of the ocean during Cenozoic climate change events. During the academic year participants connect with each other and project faculty online to support the development of inquiry based science activities for their K-12 students. These activities focus on how evidence and observations such as outcrop extent, sediment type and biological assemblages can be used to infer past climates. The activities are taught in participant's classrooms and discussed with other participants in an online discussion space. Assessment of both teachers and K-12 students document significant positive changes in science knowledge, their confidence in being able to do science and a clearer understanding of how oceans are impacted by global climate change.

Pop Up/Drill Down: A Traveling Exhibit Designed to Reach Underserved Communities through Art and Geosciences

NASA Astrophysics Data System (ADS)

Kurtz, N.

2017-12-01

Scientists observe the world around them in an attempt to understand it. Artists observe the world around them in an attempt to create a reflection or response to the environment. It is critical for the two fields to work together in order to engage and inform the general population. The Consortium for Ocean Leadership, the International Ocean Discovery Program and a series of collaborators are designing a traveling exhibit that will inspire underserved communities in the excitement of exploration, the process of science, and the people and tools required to get there. The project aims to learn more about how to increase access to and awareness of ocean/earth science by bringing a pop-up style museum exhibit to local libraries and public events. As an artist with a science and education background and the graphic designer for this exhibit, this author will highlight the ways this project utilizes art and design to educate underserved populations in ocean and geosciences.

Bill would expand ocean exploration

NASA Astrophysics Data System (ADS)

Showstack, Randy

Legislation introduced by U.S. Congressman James Greenwood (R-Penn.) on June 9 could lead to increased study and exploration of the world's oceans.“The Exploration of the Seas Act” (House Resolution 2090) would direct the Secretary of Commerce to contract with the National Academy of Sciences to establish a Coordinated Oceanographic Program Advisory Panel to report to Congress on the adoption and establishment of an international effort to explore the potential of the oceans.

Correlations Between Emerita analoga and Profilicollis spp. as Influenced by Environmental Factors at Ocean Beach, San Francisco CA

NASA Astrophysics Data System (ADS)

Fang, E.; Le, A.

2014-12-01

Since 2002 the Careers in Science (CiS) intern program has monitored Ocean Beach in San Francisco, California for the population of Emerita analoga (Pacific Mole Crab) as part of a partnership program with the Long-term Monitoring Program and Experiential Training for Students (LiMPETS). LiMPETS is an organization that conducts citizen science with Bay Area youth such as the CiS interns. We specifically assist in the collection of Pacific Mole Crab population statistics at Ocean Beach during the summer from June through August. The purpose of collecting Pacific Mole Crabs is to monitor Profilicollis spp. (Acanthocephalan parasites) - to which Pacific Mole Crabs serve as intermediate hosts - and to learn more about our environment as Pacific Mole Crabs are indicator species. During our collections at Ocean Beach we record size, sex, and number of individuals at specific transects. We then take a random sample from the day, return to the lab, and record their sizes, sexes, and Acanthocephalan parasite load. The results of the collection and dissections are then entered into the LiMPETS online database for scientist and researchers to use. Our project will focus on correlations relating to the data collected (Pacific Mole Crab population, parasite load, abiotic and biotic factors, et cetera).

Correlations Between Emerita analoga and Profilicollis spp. as Influenced by Environmetal Factors at Ocean Beach, San Francisco CA

NASA Astrophysics Data System (ADS)

Wright, S.; Garza, F.; Zhang, P.

2015-12-01

Since 2002 the Careers in Science (CiS) intern program has monitored Ocean Beach in San Francisco, California for the population of Emerita analoga (Pacific Mole Crab) as part of a partnership program with the Long-term Monitoring Program and Experiential Training for Students (LiMPETS). LiMPETS is an organization that conducts citizen science with Bay Area youth such as the CiS interns. We specifically assist in the collection of Pacific Mole Crab population statistics at Ocean Beach during the summer from June through August. The purpose of collecting Pacific Mole Crabs is to monitor Acanthocephalan parasites (Profilicollis spp.) - to which Pacific Mole Crabs serve as intermediate hosts - and to learn more about our environment as Pacific Mole Crabs are indicator species. During our collections at Ocean Beach we record size, sex, and number of individuals at specific transects. We then take a random sample from the day, return to the lab, and record their sizes, sexes, and Acanthocephalan parasite load. The results of the collection and dissections are then entered into the LiMPETS online database for scientist and researchers to use. Our project will focus on correlations relating to the data collected (Pacific Mole Crab population, parasite load, abiotic and biotic factors, et cetera).

Correlations Between Emerita analoga and Profilicollis spp. as Influenced by Environmental Factors at Ocean Beach, San Francisco CA

NASA Astrophysics Data System (ADS)

Ma, J. H.; Hackett, C.; Lucana, F.; Esquivel, A.

2016-12-01

Since 2002 the Careers in Science (CiS) intern program has monitored Ocean Beach in San Francisco, California for the population of Emerita analoga (Pacific Mole Crab) as part of a partnership program with the Long-term Monitoring Program and Experiential Training for Students (LiMPETS). LiMPETS is an organization that conducts citizen science with Bay Area youth such as the CiS interns. We specifically assist in the collection of Pacific Mole Crab population statistics at Ocean Beach during the summer from June through August. The purpose of collecting Pacific Mole Crabs is to monitor Profilicollis spp. (Acanthocephalan parasites) - to which Pacific Mole Crabs serve as intermediate hosts - and to learn more about our environment, as Pacific Mole Crabs are indicator species. During our collections at Ocean Beach we record size, sex, and number of individuals at specific transects. We then take a random sample from the day, return to the lab, and record their sizes, sexes, and Acanthocephalan parasite load. The results of the collection and dissections are then entered into the LiMPETS online database for scientist and researchers to use. Our project will focus on correlations relating to the data collected (Pacific Mole Crab population, parasite load, abiotic and biotic factors, et cetera).

Best Practices in Marine and Coastal Science Education: Lessons Learned from a National Estuarine Research Reserve.

ERIC Educational Resources Information Center

McDonnell, Janice D.

The Jacques Cousteau National Estuarine Research Reserve (JC NERR) program has successfully capitalized on human fascination with the ocean by using the marine environment to develop interest and capability in science. The Institute of Marine & Coastal Sciences, as the managing agency of the JC NERR, makes its faculty, staff resources, and…

The CORALS Connection

ERIC Educational Resources Information Center

Plankis, Brian; Klein, Carolyn

2010-01-01

The Ocean, Reefs, Aquariums, Literacy, and Stewardship (CORALS) research program helps students connect global environmental issues to local concerns and personal choices. During the 18-week program, students strengthen their understanding of coral reef decline through a classroom aquarium activity, communicate with science experts, and create…

Turbulence Observations in the Upper Ocean During the Surface Wave Processes Program in the Northeast Pacific, February to March 1990

DTIC Science & Technology

1992-01-01

AD-A283 895 S cientific Excellence • Resource Protection & Conservation • Benefits for Canadians Excellence scientifique • Protection et conservation...V8L 4B2 . 1992 Thi- :lci,,-nrit has been approved1 Icr P’--1iC •Lae•_se and sole; its J dIt:isbution is tuoni-ited. Canadian Data Report of...Hydrography and Ocean Sciences No. 106 94-27566 • 94 8 26 116 I I Fisheries Pdches and Oceans et Oceans Ca adc Canadian Data Report Of II’.drographý and Ocean

National Ice Center Visiting Scientist Program

NASA Technical Reports Server (NTRS)

Austin, Meg

2002-01-01

The long-term goal of the University Corporation for Atmospheric Research (UCAR) Visiting Scientist Program at the National Ice Center (NIC) is to recruit the highest quality visiting scientists in the ice research community for the broad purpose of strengthening the relationship between the operational and research communities in the atmospheric and oceanic sciences. The University Corporation for Atmospheric Research supports the scientific community by creating, conducting, and coordinating projects that strengthen education and research in the atmospheric, oceanic and earth sciences. UCAR accomplishes this mission by building partnerships that are national or global in scope. The goal of UCAR is to enable researchers and educators to take on issues and activities that require the combined and collaborative capabilities of a broadly engaged scientific community.

Climate Change, Salmon in the NOAA Budget Spotlight

NASA Astrophysics Data System (ADS)

Showstack, Randy

2004-05-01

A U.S. Senate hearing on 29 April about the administration's proposed budget for the National Oceanic and Atmospheric Administration fiscal year 2005 turned testy when senators pressed for specific information about the agency's programs on abrupt climate change and protecting wild salmon. Sen. Olympia Snowe (R-Maine), chair of the Senate Commerce, Science, and Transportation's Subcommittee on Oceans, Fisheries, and Coast Guard, expressed concern that funding for the agency's program on abrupt climate change appears to be eliminated in the proposed budget.

Institutional Context of Carbon Cycle Science Research in the U.S. and North America - A SOCCR perspective

NASA Astrophysics Data System (ADS)

Shrestha, G.; Cavallaro, N.; Ste-Marie, C.

2016-12-01

Carbon cycle science has been a research priority in the U.S. for decades. Interagency coordination interests and research needs in U.S. carbon cycle science led to the establishment of the U.S. Carbon Cycle Science Program, the North American Carbon Program (NACP), the Ocean Carbon and Biogeochemistry Program (OCB) and other intergovernmental collaboration platforms such as CarboNA, involving the U.S., Mexico and Canada. This presentation highlights some of these activities, and the historical context, the institutional frameworks and the operational mechanisms that have helped to facilitate and advance large scale collaborative research in carbon cycle in the U.S. and North America.

The Marine Resources Experiment Program (MAREX)

NASA Technical Reports Server (NTRS)

1982-01-01

The Satellite Ocean Color Science Working Group was established to consider the scientific utility of repeated satellite measurements of ocean color, especially for measuring global ocean chlorophyll and for studying the fate of global primary productivity in the sea. Results of the group's deliberations are presented. The scientific requirements are given for ocean color data from a CZCS follow on sensor in order to address global primary productivity, fishery, and carbon storage problems. Some specific experiments, called the marine resource experiment and designed to determine critical nutrient fluxes, photosynthetic rates, and primary productivity and biomass, are outlined.

Collaboration: Taking Risks inside and outside the Classroom

ERIC Educational Resources Information Center

Childers, Pamela B.; Lowry, Michael J.

2004-01-01

Eight years ago, a new senior interdisciplinary science course called "Oceans: Past and Present" for the McCallie School in Tennessee was designed. The idea stemmed from the combination of a physics teacher's desire for a course based on a summer program at sea and a writing center director/teacher's longing for the ocean from the…

MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

NASA Astrophysics Data System (ADS)

Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

2007-05-01

As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

Science Objectives and Design of the European Seas Observatory NETwork (ESONET)

NASA Astrophysics Data System (ADS)

Ruhl, H.; Géli, L.; Karstensen, J.; Colaço, A.; Lampitt, R.; Greinert, J.; Phannkuche, O.; Auffret, Y.

2009-04-01

The needs for a network of ocean observing systems cross many applied and research areas of earth and marine science. Many of the science areas that can be examined using such systems have direct impacts on societal health and well being and our understanding of ocean function in a shifting climate. The European Seas Observatory NETwork (ESONET) Network of Excellence has been evaluating ocean observatory design requirements, data management needs, standardization and interoperability concerns, social implications, outreach and education, as well as financial and legal aspects of developing such a system. ESONET has great potential to address a growing set of Earth science questions that require a broad and integrated network of ocean and seafloor observations. ESONET activities are also importantly integrating researchers in the European Community, as well as internationally. There is now wide recognition that research addressing science questions of international priority, such as understanding the potential impacts of climate change or geohazards like earthquakes and tsunamis should be conducted in a framework that can address questions across adequate temporal and spatial scales. We will present the relevant science priorities in the four interconnected fields of geoscience, physical oceanography, biogeochemistry, and marine ecology, and some of the practical ways in which these questions can be addressed using ESONET. Several key questions persist that will require comprehensive interdisciplinary approaches including: How can monitoring of factors such as seismic activity, fluid pore chemistry and pressure, improve seismic, slope failure, and tsunami warning? To what extent do seabed processes influence ocean physics, biogeochemistry, and marine ecosystems? How are physical and biogeochemical processes that occur at differing scales related? What aspects of physical oceanography and biogeochemical cycling will be most sensitive to climate change? What will the important feedbacks of potential ecological change be on biogeochemical cycles? What are the factors that control the distribution and abundance of marine life and what will the influence of anthropogenic change be? We will outline a set of science objectives and observation parameters to be collected at all ESONET sites, as well as a set of rather specific objectives and thus parameters that might only be measured at some sites. We will also present the preliminary module specifications now being considered by ESONET. In a practical sense the observatory design has been divided into those that will be included in a so called ‘generic' module and those that will be part of science-specific modules. Outlining preliminary module specifications is required to move forward with studies of observatory design and operation. These specifications are importantly provisional and can be updated as science needs and feasibility change. A functional cleavage not only comes between aspects that are considered generic or specific, but also the settings in which those systems will be used. For example, some modules will be on the seabed and some will be moored in the water column. In order to address many of the questions posed above ESONET users will require other supporting data from other programs from local to international levels. Examples of these other data sources include satellite oceanographic data, climatic data, air-sea interface data, and the known distribution and abundances of marine fauna. Thus the connection of ESONET to other programs is integral to its success. The development of ESONET provides a substantial opportunity for ocean science to evolve in Europe. Furthermore, ESONET and several other developing ocean observatory programs are integrating into larger science frameworks including the Global Earth Observation System of Systems (GEOSS) and Global Monitoring of Environment and Security (GMES) programs. It is only in a greater integrated framework that the full potential of the component systems will be realized.

Pathways to URM Retention: IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2013-05-01

As a not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. IBP also assists with formative program evaluation design and implementation to help strengthen URM recruitment and retention elements. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URMs with mentoring, networking opportunities, and professional skill development contributing to an improved retention rate of URM students. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science and Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Earth System Science (ESS) Professional Development Program. The NASA OSSI recruits and facilitates student engagement in NASA education and employment opportunities. Pathways to Ocean Science connects and supports URM students with Ocean Science REU programs and serves as a resource for REU program directors. Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM students that has been extensively vetted by mentoring experts throughout the country. The mentoring manual, which is organized by roles, provides undergraduates, graduates, postdocs, faculty and project directors with valuable resources. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in ESS. The program addresses barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S students report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. 42 MS PHD'S alumni have completed their PhD and are actively engaged in the ESS workforce.

Adult-Rated Oceanography Part 2: Examples from the Trenches

NASA Astrophysics Data System (ADS)

Torres, M. E.; Collier, R.; Cowles, S.

2004-12-01

We will share experiences and specific examples from an ongoing Ocean Science and Math Collaborative Project between OSU faculty and Community College instructors from the Oregon system of adult education and workforce development. The participants represent such diverse instructional programs as workforce training, workplace education (cannery workers), adult basic education, adult secondary education (GED preparation), English to Speakers of Other Languages, Family Literacy, and Tribal Education (Confederated Tribes of the Siletz Indians). This collaborative project is designed to integrate ocean sciences into the science, math, and critical thinking curriculum through the professional development activities of adult educators. Our strategy is to tailor new and existing ocean science resources to the needs of adult education instructors. This project provides a wide range of opportunities in time and effort for scientist involvement. Some scientists have chosen to participate in short interviews or conversations with adult educators, which give added value through real-world connections in the context of the larger project. Other participating scientists have made larger time investments, which include presentations at workshops, hosting teacher-at-sea opportunities and leading project planning and implementation efforts. This project serves as an efficient model for scientists to address the broader impact goals of their research. It takes advantage of a variety of established educational outreach resources funded through NSF (e.g. the national COSEE network and GeoEducation grants), NOAA (e.g. SeaGrant education and Ocean Explorer) as well as State and Federal adult education programs (e.g. The National Institute for Literacy Science and Numeracy Special Collection). We recognize the value and creativity inherent in these resources, and we are developing a model to "tune" their presentation, as well as their connection to new oceanographic research, in a manner that fits the needs of the adult education community.

Where the Ocean Meets the Girl Guides, Exploring the Interface Between Teaching Science and Using Specialized Programs to Engage Girls in Ocean Literacy

NASA Astrophysics Data System (ADS)

Pelz, M. S.; Ewing, N.; Davidson, E.; Hoeberechts, M.

2016-02-01

This presentation focuses on Ocean Aware, a joint project between Ocean Networks Canada (ONC) and the British Columbia Girl Guides Canada (Girl Guides). On World Oceans Day 2014, Girl Guides launched a new challenge to its members: "Are you Ocean Aware?" To answer this question, girls of any age can now earn their Ocean Aware Challenge crest. Ocean Networks Canada (ONC), an initiative of the University of Victoria, operates cabled ocean observatories which supply continuous power and Internet connectivity to a broad suite of subsea instruments from the coast to the deep sea. This Internet connectivity permits researchers, students and members of the public to download freely available data on their computers anywhere around the globe, in near real-time. Girl Guides provides a safe, all-girl environment that invites girls to challenge themselves, to find their voice, meet new friends, have fun and make a difference in the world. Girl Guides strives to ensure that girls and women from all walks of life, identities and lived experiences feel a sense of belonging and can fully participate. Girl Guides of Canada is a member of the World Association of Girl Guides and Girl Scouts. Through a partnership between ONC and Girl Guides, Ocean Aware was created to promote ocean literacy and ocean technology to thousands of Guiders in British Columbia and beyond. One of the most interesting challenges was to present STEM learning outcomes in such a way that they are accessible to girls, facilitators, and communities that are both on the coast and inland. With a creative eye to the preforming arts, hands-on experiments, interactive experiences and games, this challenge successfully brings the 7 Principles of Ocean Literacy to any girl, in any community. In this presentation we will share some of the strategies, challenges and impacts of creating a successful program that engages a large audience in ocean science through a novel partnership.

NOAA'S Coastal Ocean Program: Science for solutions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wenzel, L.; Scavia, D.

The year 1988 was not a good one for the coasts. Hundreds of dead and dying dolphins washed ashore from unknown causes; medical wastes, including syringes, appeared on New Jersey beaches; and many areas were too contaminated to permit shellfish harvesting or swimming. People responded to this visible evidence that the coast was in trouble. Many problems that draw attention that year were symptoms of longstanding patterns of human activities near the coast. And some, such as the pollution of beaches by sewage outflows, could be addressed by available technology and management decisions. Other were, and are, more complicated. Themore » depletion of US fisheries continued, reaching crisis proportions in some regions, due to the inexact nature of stock assessments and the social and economic consequences of imposing restrictions. For other issues, such as the contamination of estuaries and coastal waters by toxics and nutrients, the sheer complexity of the problems frustrated managers looking for solutions. Congress responded by passing legislation to control ocean dumping and medical wastes. Looking at the broader set of coastal issues, the National Oceanic and Atmospheric Administration (NOAA) created the Coastal Ocean Program (COP) in 1989 to focus on NOAA and academic coastal ocean science efforts on emerging and longstanding problems.« less

Real-time Science and Educational Collaboration Online from the Indian Ocean

NASA Astrophysics Data System (ADS)

Wilson, R. H.; Sager, W. W.

2007-12-01

During Summer of 2007, scientists and students (via the web) jointly participated in research during the Ninety East Ridge Expedition (cruise KNOX06RR) . Staff organizers from Joint Oceanographic Institutions" JOI Learning and the Integrated Ocean Drilling Program planned and implemented an interactive website to allow students to directly participate with scientists during the site survey aboard the R/V Roger Revelle. Dr. Will Sager and middle school teacher Rory Wilson collaborated daily during the scientific expedition with science team, ship crew and students. From the outset, students were involved and helped to guide the program; this included coming up with the website name and initial design work. Communication with students included the website, individual and group emails and video conferences with student groups. Seven secondary schools from the USA, Europe, India and Thailand participated actively in the project from June to August. Students viewed daily updates on the website, sent in answers for weekly science challenge questions, and interacted with scientists and crew. Student participants learned about navigation, geophysics and petrology, as well as ship operations and technology. Students and educators tracked the expedition's progress in a multi-media environment. Website statistics were recorded; participation began well and increased during the expedition as more people became engaged with the website. All of the crew and scientists wrote self-profiles to help students learn about the range of ocean careers; several of the scientists and graduate students on board wrote or co- authored website articles for students. During this presentation, we will explore and review the major features of the outreach program using the Sea90e website to demonstrate how this real-time interaction engages students in science learning. We will discuss the benefits of collaboration for science and education in our "classroom at sea."

Making Real-Time Data "Real" for General Interest Users

NASA Astrophysics Data System (ADS)

Hotaling, L.

2003-04-01

Helping educators realize the benefits of integrating technology into curricula to effectively engage student learning and improve student achievement, particularly in science and mathematics, is the core mission of the Center for Improved Engineering and Science Education (CIESE). To achieve our mission, we focus on projects utilizing real-time data available from the Internet, and collaborative projects utilizing the Internet's potential to reach peers and experts around the world. As a member of the Mid-Atlantic Center for Ocean Sciences Education Excellence (COSEE), the Center for Improved Engineering and Science Education (CIESE), is committed to delivering relevant ocean science education to diverse audiences, including K-12 teachers, students, coastal managers, families and tourists. The highest priority of the Mid-Atlantic COSEE is to involve scientists and educators in the translation of data and information from the coastal observatories into instructional materials and products usable by educators and the public. A combination of three regional observing systems, the New Jersey Shelf Observing System (NJSOS), Chesapeake Bay Observing System (CBOS), and the York River observing system will provide the scientific backbone for an integrated program of science and education that improves user access to, and understanding of, modern ocean science and how it affects our daily lives. At present, the Mid-Atlantic COSEE offers three projects that enable users to apply and validate scientific concepts to real world situations. (1) The Gulf Stream Voyage is an online multidisciplinary project that utilizes both real-time data and primary source materials to help guide students to discover the science and history of the Gulf Stream current. (2) C.O.O.L. Classroom is an online project that utilizes concepts and real-time data collected through the NJSOS. The C.O.O.L. Classroom is based on the concept of the Rutgers-IMCS Coastal Ocean Observation Laboratory, a real place where ocean scientists from various disciplines study the coastal ocean collaboratively. (3) Oceans Connecting the Nation is an online collaborative project currently in development. The core activities will involve the study of Nonpoint Source Pollution (NPS). Students will conduct water quality (nutrient) testing and share that data, along with climate data and local characteristics with other participants. This will promote discussions about how NPS affects local communities as well as the oceans, and allow users to develop an understanding of how the oceans affect their daily lives.

Understanding our Changing Planet: NASA's Earth Science Enterprise

NASA Technical Reports Server (NTRS)

Forehand, Lon; Griner, Charlotte (Editor); Greenstone, Renny (Editor)

1999-01-01

NASA has been studying the Earth and its changing environment by observing the atmosphere, oceans, land, ice, and snow and their influence on climate and weather since the agency's creation. This study has lead to a new approach to understanding the interaction of the Earth's systems, Earth System Science. The Earth Science Enterprise, NASA's comprehensive program for Earth System Science, uses satellites and other tools to intensively study the Earth. The Earth Science Enterprise has three main components: (1) a series of Earth-observing satellites, (2) an advanced data system and (3) teams of scientist who study the data. Key areas of study include: (1) clouds, (2) water and energy cycles, (3) oceans, (4) chemistry of the atmosphere, (5) land surface, water and ecosystems processes; (6) glaciers and polar ice sheets, and (7) the solid earth.

The Global Drifter Program Currents, Sea Surface Temperature, Atmospheric Pressure and Waves in the World's OceanThe Global Drifter Program Currents, Sea Surface Temperature, Atmospheric Pressure and Waves in the World's Ocean

NASA Astrophysics Data System (ADS)

Centurioni, Luca

2017-04-01

The Global Drifter Program is the principal component of the Global Surface Drifting Buoy Array, a branch of NOAA's Global Ocean Observing System and a scientific project of the Data Buoy Cooperation Panel (DBCP). The DBCP is an international program coordinating the use of autonomous data buoys to observe atmospheric and oceanographic conditions over ocean areas where few other measurements are taken. The Global Drifter Program maintains an array of over 1,250 Lagrangian drifters, reporting in near real-time and designed measure 15 m depth Lagrangian currents, sea surface temperature (SST) and sea level atmospheric pressure (SLP), among others, to fulfill the needs to observe the air-sea interface at temporal and spatial scales adequate to support short to medium-range weather forecasting, ocean state estimates and climate science. This overview talk will discuss the main achievements of the program, the main impacts for satellite SST calibration and validation, for numerical weather prediction, and it will review the main scientific findings based on the use of Lagrangian currents. Finally, we will present new developments in Lagrangian drifter technology, which include special drifters designed to measure sea surface salinity, wind and directional wave spectra. New opportunities for expanding the scope of the Global Drifter Program will be discussed.

Scientific Ocean Drilling: A Legacy of ODP Education and Community Engagement by JOI/USSSP

NASA Astrophysics Data System (ADS)

Johnson, A.; Cortes, M.; Farrell, J. W.

2003-12-01

The U.S. Science Support Program (USSSP) was established in 1986 to support the participation of U.S. scientists in the international Ocean Drilling Program (ODP). Since inception, USSSP has been managed by Joint Oceanographic Institutions (JOI), through a cooperative agreement with NSF, and guided by the U.S. Science Advisory Committee (USSAC). One of USSSP's primary goals has been to enhance the scientific contribution of ocean drilling and to maintain its vitality through a broad range of education and outreach activities. USSSP's first educational program, the Schlanger Ocean Drilling Fellowship, was established to encourage doctoral candidates to conduct research aboard the ODP drill ship, JOIDES Resolution. Since 1987, 74 fellowships have been awarded and the program has been expanded to include shorebased ODP-related research and Masters degree candidates. USSSP's second major educational activity is the Distinguished Lecturer Series. To date, 70 scientists have spoken about their ODP research at 334 institutions, effectively reaching new and diverse educational communities. In addition, USSSP has developed and distributed two interactive educational CD-ROMs (ODP: Mountains to Monsoons and Gateways to Glaciation) and an educational poster (Blast from the Past). All three items are popular supplements in classrooms from middle school to college because they present accessible scientific content, demonstrate the scientific method, and illustrate the collaborative and international nature of scientific research. USSSP's outreach efforts have included publishing the JOI/USSAC Newsletter since 1988 and ODP's Greatest Hits (abstracts written by U.S. scientists). The latter is broadly used because it communicates exciting scientific results in lay terms. USSSP has sponsored other educational efforts including a workshop to seek recommendations for educational activities to be associated with future scientific ocean drilling. NSF is currently considering the response to their solicitation of proposals to manage a successor program to USSSP, which will support the involvement of U.S. scientists in the new Integrated Ocean Drilling Program. The educational and outreach component of the new USSSP will target students at all levels, building upon improving on the USSSP-ODP achievements.

Integrating Data Distribution and Data Assimilation Between the OOI CI and the NOAA DIF

NASA Astrophysics Data System (ADS)

Meisinger, M.; Arrott, M.; Clemesha, A.; Farcas, C.; Farcas, E.; Im, T.; Schofield, O.; Krueger, I.; Klacansky, I.; Orcutt, J.; Peach, C.; Chave, A.; Raymer, D.; Vernon, F.

2008-12-01

The Ocean Observatories Initiative (OOI) is an NSF funded program to establish the ocean observing infrastructure of the 21st century benefiting research and education. It is currently approaching final design and promises to deliver cyber and physical observatory infrastructure components as well as substantial core instrumentation to study environmental processes of the ocean at various scales, from coastal shelf-slope exchange processes to the deep ocean. The OOI's data distribution network lies at the heart of its cyber- infrastructure, which enables a multitude of science and education applications, ranging from data analysis, to processing, visualization and ontology supported query and mediation. In addition, it fundamentally supports a class of applications exploiting the knowledge gained from analyzing observational data for objective-driven ocean observing applications, such as automatically triggered response to episodic environmental events and interactive instrument tasking and control. The U.S. Department of Commerce through NOAA operates the Integrated Ocean Observing System (IOOS) providing continuous data in various formats, rates and scales on open oceans and coastal waters to scientists, managers, businesses, governments, and the public to support research and inform decision-making. The NOAA IOOS program initiated development of the Data Integration Framework (DIF) to improve management and delivery of an initial subset of ocean observations with the expectation of achieving improvements in a select set of NOAA's decision-support tools. Both OOI and NOAA through DIF collaborate on an effort to integrate the data distribution, access and analysis needs of both programs. We present details and early findings from this collaboration; one part of it is the development of a demonstrator combining web-based user access to oceanographic data through ERDDAP, efficient science data distribution, and scalable, self-healing deployment in a cloud computing environment. ERDDAP is a web-based front-end application integrating oceanographic data sources of various formats, for instance CDF data files as aggregated through NcML or presented using a THREDDS server. The OOI-designed data distribution network provides global traffic management and computational load balancing for observatory resources; it makes use of the OpenDAP Data Access Protocol (DAP) for efficient canonical science data distribution over the network. A cloud computing strategy is the basis for scalable, self-healing organization of an observatory's computing and storage resources, independent of the physical location and technical implementation of these resources.

Enhancing Ocean Research Data Access

NASA Astrophysics Data System (ADS)

Chandler, Cynthia; Groman, Robert; Shepherd, Adam; Allison, Molly; Arko, Robert; Chen, Yu; Fox, Peter; Glover, David; Hitzler, Pascal; Leadbetter, Adam; Narock, Thomas; West, Patrick; Wiebe, Peter

2014-05-01

The Biological and Chemical Oceanography Data Management Office (BCO-DMO) works in partnership with ocean science investigators to publish data from research projects funded by the Biological and Chemical Oceanography Sections and the Office of Polar Programs Antarctic Organisms & Ecosystems Program at the U.S. National Science Foundation. Since 2006, researchers have been contributing data to the BCO-DMO data system, and it has developed into a rich repository of data from ocean, coastal and Great Lakes research programs. While the ultimate goal of the BCO-DMO is to ensure preservation of NSF funded project data and to provide open access to those data, achievement of those goals is attained through a series of related phases that benefits from active collaboration and cooperation with a large community of research scientists as well as curators of data and information at complementary data repositories. The BCO-DMO is just one of many intermediate data management centers created to facilitate long-term preservation of data and improve access to ocean research data. Through partnerships with other data management professionals and active involvement in local and global initiatives, BCO-DMO staff members are working to enhance access to ocean research data available from the online BCO-DMO data system. Continuing efforts in use of controlled vocabulary terms, development of ontology design patterns and publication of content as Linked Open Data are contributing to improved discovery and availability of BCO-DMO curated data and increased interoperability of related content available from distributed repositories. We will demonstrate how Semantic Web technologies (e.g. RDF/XML, SKOS, OWL and SPARQL) have been integrated into BCO-DMO data access and delivery systems to better serve the ocean research community and to contribute to an expanding global knowledge network.

Continuing and New Measurements at the Abyssal ALOHA Cabled Observatory

NASA Astrophysics Data System (ADS)

Howe, B. M.; Potemra, J. T.; Butler, R.; Santiago-Mandujano, F.; Lukas, R.; Duennebier, F. K.; Karl, D. M.; Aucan, J.

2016-02-01

The ALOHA Cabled Observatory (ACO) is a general purpose "node" providing power, communications and timing connectivity for science use at Station ALOHA 100 km north of Oahu. Included are a suite of basic sensors making core measurements, some local and some sensing the water column. At 4728 m deep, it is the deepest scientific outpost on the planet with power and Internet. Importantly, Station ALOHA is the field site of the NSF-funded Hawaii Ocean Time-series (HOT) program that has investigated temporal dynamics in biology, physics, and chemistry since 1988, at a site that is representative of roughly 70% of the world ocean, sampling the ocean from top to bottom to monitor and study changes on scales of months to decades. The co-located Woods Hole mooring (WHOTS) provides meteorological and upper ocean physical data. The CMORE (Center for Microbial Oceanography Research and Education) and SCOPE (Simons Collaboration on Ocean Processes and Ecology) programs address their respective science topics at ALOHA. Together these programs provide a truly unique means for observing the ocean across all disciplines and regimes (deep sea, near surface, etc.). ACO has been operating in the abyss since June 2011, collecting temperature, salinity, velocity, acoustic, and video data (see for instance the abstract by Lukas et al., Spatial Analysis of Abyssal Temperature Variations Observed from the ALOHA Cabled Observatory and WHOTS Moorings). Using the University of Hawaii remotely operated vehicle ROV Lu`ukai, a basic sensor package was recently installed equipped with a Paroscientific nano-resolution pressure sensor, a WetLabs fluorometer/turbidity sensor, and a Seabird CTDO2 instrument. These data will be presented and described.

Building on IPY Data, Collaborations and Infrastructure to Understand the Changing Poles (Invited)

NASA Astrophysics Data System (ADS)

Bell, R. E.; Krupnik, I.; Hik, D.; Alverson, K. D.; Drinkwater, M. R.

2010-12-01

In contrast to previous IPY programs that were driven by a central organizing group, the 2007-9 IPY emerged from more than 1000 ideas provided by the global science community. This global IPY planning process produced six major themes that framed the IPY programs. Three themes focused on change at the poles, one focused on probing the frontiers of the polar science, one targeted on using the polar regions as vantage points to look beyond into space and a sixth theme targeted integrated studies of polar cultural, historical and social processes. The results of the IPY 2007-9 are just beginning to emerge. Benchmark data sets were acquired such as coordinated imaging of the poles from space, systematic ocean measurements and a census of marine life. IPY programs have documented how ongoing polar change from permafrost to ecosystems varies regionally depending on local conditions. Analysis of past change in ecosystems, sediment cores and numeric models indicate that during periods with elevated temperatures and atmospheric CO2, the West Antarctic ice sheet can collapse repeatedly. Studies of the polar oceans have confirmed a strong connection between the mid-latitudes and polar processes. The efforts to explore the poles have revealed explosive volcanism beneath the Arctic Ocean, strong genetic similarities between microbes at the two poles and dynamic processes at the base of the East Antarctic ice sheet. IPY programs looking beyond the poles imaged new galaxies and identified new linkages between solar output and weather. The early insights from IPY 2007-9 are remarkable. Building on these will be a challenge for the science community and science agencies over the next decade. The IPY data must be archived and made available to the broad science community to ensure it is preserved as a vital benchmark. The collaborations between scientists, agencies, Arctic residents and institutions initiated by the IPY structure must be fostered and continued. Successful scientific programs in the poles continue to necessitate shared resources, ideas and infrastructure. Goals for the post IPY 2007-9 polar science should include: (1) securing a robust, internationally-coordinated polar-observing infrastructure by sustaining existing IPY elements, complemented by critical new observations to fill identified gaps; (2) building complete ice, ocean, terrestrial and atmospheric data sets to facilitate accurate models of earth systems that will enable prediction and adaptation to future change; (3) recognition that fundamental exploratory science is necessary to ensure our ideas are not too narrow and entrenched; (4) interdisciplinary work must be encouraged to understand the complexity of coupled systems; (5) building on the IPY education and outreach efforts to ensure a vibrant new cohort of polar scientists ready to address polar change and its global ramifications.

The Ocean 180 Video Challenge: An Innovative Outreach Strategy for Connecting Scientists to Classrooms

NASA Astrophysics Data System (ADS)

Tankersley, R. A.; Windsor, J. G.; Briceno, K. V.

2016-02-01

Recognizing the need for scientists to engage and communicate more effectively with the public, the Florida Center for Ocean Sciences Education Excellence (COSEE Florida) created an opportunity to connect the two through film. The Ocean 180 Video Challenge taps into the competitive spirit of scientists and encourages them to submit short, 3-minute video abstracts summarizing the important findings of recent peer-reviewed papers and highlighting the relevance, meaning, and implications of the research to persons outside their discipline. Although the videos are initially screened and evaluated by a team of science and communication experts, the winners (from a field of ten finalists) are selected by middle school students in classrooms all over the world. Since its inception in 2013, Ocean 180 has grown in popularity, with more than 38,000 middle school students from 1,637 classrooms in 21 countries participating as judges. Results of a Draw-a-Scientist Test administered during the 2015 competition indicate Ocean 180 is an successful intervention that has a positive impact on students' views of science, including their perception and attitudes toward scientists and science careers. Thus, our presentation will discuss how video competitions can serve as effective outreach strategies for encouraging scientists to share new discoveries and their enthusiasm for science with K-12 students. We will also highlight the outcomes and lessons-learned from the 2014 and 2015 competitions, including (1) strategies for recruiting teachers and students to participate as judges, (2) approaches used by educators to align the content of videos with state and national science standards, and (3) ways contest videos can be integrated into science training and professional development programs, including workshops focusing on effective video storytelling techniques.

Preparing the Next Generation of Earth Scientists: An Examination of Federal Education and Training Programs

ERIC Educational Resources Information Center

National Academies Press, 2013

2013-01-01

Earth science, which in this context does not include oceanic, atmospheric, and space sciences, is vital to the wellbeing of the United States and many of its issues, such as water resources, are expected to grow in importance. An earth science workforce will be needed to deal with this issues and it's important that this workforce draw on the…

Connecting K-12 Educators with Current Scientific Research Through the DataStreme Project

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2016-02-01

One of the greatest challenges in scientific education is finding ways to incorporate recent discoveries into a classroom setting to help students engage in the subject. The American Meteorological Society (AMS) responds to this challenge by connecting K-12 teachers to current Earth science research through the DataStreme Project. The DataStreme Project is a free professional development program for in-service K-12 teachers. DataStreme Atmosphere, Ocean, and Earth's Climate System are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course and construction of a Plan of Action for educational peer-training. This plan is the first step for participants to become an Earth system science education resource teacher for their students, peers, and community. While each DataStreme course focuses on its respective topic, there are many sections that accentuate the many ways that atmosphere, ocean, and climate science interact; for example, the effects of climate change on the ocean system are covered at the end of the DataStreme Ocean course. DataStreme emphasizes investigation of real-word and current NASA and NOAA data and utilizes resources from respected organizations in activities and assignments for participants, such as the IPCC and U.S. Global Change Research Program. Since 1996, more than 19,000 teachers have completed a DataStreme course, directly impacting hundreds of thousands of additional teachers and more than 1 million students. As more extensive research is done in the field of environmental science, DataStreme courses will continue to be an excellent resource for teacher professional development.

Creating Research/STEM Opportunities for Students - A Case for Collaboration

NASA Astrophysics Data System (ADS)

Baker, R. W.; Sprenger, A.

2016-02-01

A unique collaboration between a Regional Coastal Ocean Observing System, the Northwest Association of Networked Ocean Observing Systems, (NANOOS), a boat-based ocean science education non-profit organization, the Ocean Inquiry Project (OIP), an informal environmental education center, the Whidbey Watershed Stewards (WWS), and the South Whidbey School District, has resulted in an incredible STEM learning opportunity for middle school students. The year-long program challenges 200 6th and 7th graders at Langley Middle School on Whidbey Island WA, to investigate the fragile connection between the biotic and abiotic ocean, with a focus on ocean acidification, a growing environmental, economic concern in the school's local waters of Puget Sound. Students use a variety of field research techniques to collect original ocean data at a local marina, building an oceanographic time-series, over a 6 month time period (Nov - Apr) as the earth and ocean transition from winter into spring. Students have named their study "SWOOS" - the South Whidbey Ocean Observing Station. Every month, students measure parameters in seawater including temperature, salinity, pH, oxygen, and nitrates from their research site. Plankton samples are also collected and brought back to their science classroom to be analyzed. Students design and build their own "student buoys", which are deployed near the Langley Marina to collect temperature and light data throughout the 6-month research project. Students work with NANOOS staff to compare their data with data from other shore stations and buoys throughout Puget Sound and along the WA coast. The program culminates with a one-day oceanography cruise aboard a research vessel with state of the art equipment collecting data and working alongside University of Washington graduate students and scientists. Our program uses students' local environment, a variety of ocean research techniques and a compelling environmental issue to give students comprehensive knowledge of the scientific process, conceptual knowledge about current environmental threats and critical thinking skills so they will be armed with the fundamental 21stcentury skills needed to be able to make informed decisions into the future.

Understanding and Improving Ocean Mixing Parameterizations for modeling Climate Change

NASA Astrophysics Data System (ADS)

Howard, A. M.; Fells, J.; Clarke, J.; Cheng, Y.; Canuto, V.; Dubovikov, M. S.

2017-12-01

Climate is vital. Earth is only habitable due to the atmosphere&oceans' distribution of energy. Our Greenhouse Gas emissions shift overall the balance between absorbed and emitted radiation causing Global Warming. How much of these emissions are stored in the ocean vs. entering the atmosphere to cause warming and how the extra heat is distributed depends on atmosphere&ocean dynamics, which we must understand to know risks of both progressive Climate Change and Climate Variability which affect us all in many ways including extreme weather, floods, droughts, sea-level rise and ecosystem disruption. Citizens must be informed to make decisions such as "business as usual" vs. mitigating emissions to avert catastrophe. Simulations of Climate Change provide needed knowledge but in turn need reliable parameterizations of key physical processes, including ocean mixing, which greatly impacts transport&storage of heat and dissolved CO2. The turbulence group at NASA-GISS seeks to use physical theory to improve parameterizations of ocean mixing, including smallscale convective, shear driven, double diffusive, internal wave and tidal driven vertical mixing, as well as mixing by submesoscale eddies, and lateral mixing along isopycnals by mesoscale eddies. Medgar Evers undergraduates aid NASA research while learning climate science and developing computer&math skills. We write our own programs in MATLAB and FORTRAN to visualize and process output of ocean simulations including producing statistics to help judge impacts of different parameterizations on fidelity in reproducing realistic temperatures&salinities, diffusivities and turbulent power. The results can help upgrade the parameterizations. Students are introduced to complex system modeling and gain deeper appreciation of climate science and programming skills, while furthering climate science. We are incorporating climate projects into the Medgar Evers college curriculum. The PI is both a member of the turbulence group at NASA-GISS and an associate professor at Medgar Evers College of CUNY, an urban minority serving institution in central Brooklyn. Supported by NSF Award AGS-1359293 And NASA Award NNX17AC81G.

CHART: An Online Workshop About the Future of Scientific Ocean Drilling

NASA Astrophysics Data System (ADS)

Meth, C. E.; Ravelo, A. C.

2009-12-01

The CHART (Charting the Future Course of Scientific Ocean Drilling) workshop was a six-week on-line meeting that gathered input from the U.S. science community regarding future research directions for scientific ocean drilling. The CHART workshop was hosted and implemented by the Consortium for Ocean Leadership, under the U.S. Science Support Program associated with IODP. The online format allowed researchers who would normally not have the time or resources to travel to a physical meeting to participate in this discussion and allowed Ocean Leadership to archive, in written form, input from every participant, instead of just preserving popular or consensus views. The meeting had six discussion boards, each with initial questions intended to stimulate discussion on current emerging fields, unanswered research questions, implementation strategies, and potential future directions for scientific ocean drilling. The moderators read the posts on a daily basis, interjected comments or questions to stimulate more discussion, and wrote short weekly summaries. Interest in the CHART discussions increased over the course of the workshop and prompted the steering committee to extend the meeting to the final sixth week, allowing time for the participants to complete reading and responding to the new activity. In all, the CHART discussion boards were visited 2,242 times by 695 visitors and resulted in 535 posts. The visitors came to the site from 37 states, the District of Columbia, and 17 countries. The CHART workshop represented the first step in garnering input from U.S. scientists to plan for scientific ocean drilling beyond 2013. The resulting white paper became part of the planning process for the international meeting, INVEST, and will be used to write the science plan for the next scientific drilling program. The white paper also allowed U.S. participants at INVEST to better represent and express the collective vision of the their community.

Ocean Drilling Program: TAMRF Administrative Services: Meeting, Travel, and

Science.gov Websites

Port-Call Information ODP/TAMU Science Operator Home Mirror sites ODP/TAMU staff Cruise information Science and curation services Publication services and products Drilling services and tools Online ODP Meeting, Travel, and Port-Call Information All ODP meeting and port-call activities are complete

Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses

ERIC Educational Resources Information Center

Ensign, Todd I.; Rye, James A.; Luna, Melissa J.

2017-01-01

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an…

Research experience in Maine leads to teacher and student success in Texas

NASA Astrophysics Data System (ADS)

Slade-Redden, D.; Incze, L.; Census Of Marine Life-Maine

2010-12-01

As a High School science teacher it is my responsibility to present curriculum, to create enthusiasm for science, and to instill a passion and love for science in my students. Through a research experience as an ARMADA master teacher my passion and enthusiasm for the ocean was rekindled in the Gulf of Maine. Topics I had taught for years came alive in front of my eyes, and I was able to experience science to its fullest. I brought home many photographs, valuable information, and new enthusiasm to my students. I began a program called S.A.N.D. (Students As Nature Directors). In this program my students teach 3rd graders about the oceans and its many wonders. Also, I have incorporated hands-on research based projects. The research experience has enabled my students to become more scientifically literate and capable of sharing scientific knowledge with others. This presentation will show how research/teacher partnerships benefit students as well as teachers and how my students and district have benefited from my experience as an ARMADA master teacher. Author: Debra Slade-Redden Author #2: Lew Incze

Expanding the Telepresence Paradigm to the UNOLS Fleet

NASA Astrophysics Data System (ADS)

Coleman, D.; Scowcroft, G.

2014-12-01

The Inner Space Center (ISC) at the University of Rhode Island Graduate School of Oceanography (URI-GSO) has been at the forefront of developing the tools, techniques, and protocols for telepresence-enabled ocean science exploration and education programs. Working primarily with the Ocean Exploration Trust's E/V Nautilus and the NOAA Ship Okeanos Explorer, the ISC facility and staff have supported dozens of research cruises with significant shore-based support, while delivering related educational programming across the globe. Through a partnership with the University National Oceanographic Laboratory System (UNOLS), the ISC is broadening its reach and capabilities to serve vessels in the U.S. academic research fleet, managed by UNOLS. The ISC has developed and used a portable shipboard "mobile telepresence unit" (MTU) on several UNOLS ships to support projects led by ocean scientists that employed the telepresence paradigm as part of their research and outreach programs. Utilizing the ISC facilities provides opportunities for effective, successful broader impact activities and shore-based remote science connectivity. With new UNOLS ships coming online, including the R/V Sikuliaq, the R/V Neil Armstrong, and the R/V Sally Ride, in addition to future Regional Class Research Vessels (RCRVs), telepresence capability has become a technical requirement for a variety of reasons. Older vessels are being retrofit with this forward-looking technology, and URI's research vessel, the R/V Endeavor, has been recently configured with technology to support telepresence operations. This presentation will provide an overview of the future of telepresence technology, its use in ocean science research and education, and advantages for using this capability to support broader impact activities. In addition, ISC successes, challenges, and lessons learned in employing telepresence technologies and methodologies onboard the academic research fleet will be discussed.

Statement on the Science and Technology Program and the Role of Department of Defense Laboratories FY 1979,

DTIC Science & Technology

1978-05-16

Di~t Scci ~_STATEMENT ON THE SCIENCI AND TECHNOLOGY PROGRAM AND THE ROLE OF DEPARTMENT OF ’DEFENSE LABORATORIES DR. RUTH M. /DAVIS DEPUTY UNDER...guidance and control 2 and electronics through materials , mathematics and physics, through oceanographic and environmental sciences to chemical and...warfare 23 19 21 Weaponry Landmines, Landmine Countermeasures 13 18 18 and Barriers Ocean Vehicles 114 118 138 Land Mobility 26 26 47 Materials and

Teaching Ocean Sciences in the 21st Century Classroom: Lab to Classroom Videoconferencing

NASA Astrophysics Data System (ADS)

Peach, C. L.; Gerwick, W.; Gerwick, L.; Senise, M.; Jones, C. S.; Malloy, K.; Jones, A.; Trentacoste, E.; Nunnery, J.; Mendibles, T.; Tayco, D.; Justice, L.; Deutscher, R.

2010-12-01

Teaching Ocean Science in the 21st Century Classroom (TOST) is a Center for Ocean Sciences Education Excellence (COSEE CA) initiative aimed at developing and disseminating technology-based instructional strategies, tools and ocean science resources for both formal and informal science education. San Diego Unified School District (SDUSD), Scripps Institution of Oceanography (SIO) and the Lawrence Hall of Science (LHS) have established a proving ground for TOST activities and for development of effective, sustainable solutions for researchers seeking to fulfill NSF and other funding agency broader impact requirements. Lab to Classroom Videoconferencing: Advances in Information and Communications Technology (ICT) are making it easier to connect students and researchers using simple online tools that allow them to interact in novel ways. COSEE CA is experimenting with these tools and approaches to identify effective practices for providing students with insight into the research process and close connections to researchers and their laboratory activities. At the same time researchers, including graduate students, are learning effective communication skills and how to align their presentations to specific classroom needs - all from the comfort of their own lab. The lab to classroom videoconferencing described here is an ongoing partnership between the Gerwick marine biomedical research lab and a group of three life science teachers (7th grade) at Pershing Middle School (SDUSD) that started in 2007. Over the last 5 years, the Pershing science teachers have created an intensive, semester-long unit focused on drug discovery. Capitalizing on the teacher team’s well-developed unit of study and the overlap with leading-edge research at SIO, COSEE CA created the videoconferencing program as a broader impact solution for the lab. The team has refined the program over 3 iterations, experimenting with structuring the activities to most effectively reach the students. In the 2009 3-day videoconferencing event, 3 graduate students and the lab PI connected to nine, 7th grade life science classes (~300 students) using SKYPE. Each of the nine videoconferences lasted for ~50 minutes and included a mini-lab tour, a short presentation on the graduate students’ field and lab-based research activities, and interspersed question and answer sessions. Teachers are currently exploring ways they can further capitalize on the connection to the research lab and are writing up a “how to” guide for SKYPE lab to classroom videoconferencing. LHS has been evaluating this videoconference project to get feedback from the participants about the collaboration, the technology, and the format in order to improve the program in the future. The collaboration has now been turned over to the graduate students and teachers with little facilitation by COSEE CA staff. COSEE CA is applying the approach to other earth and ocean science topics by offering “Virtual Lab Tours” as a broader impact option.

Sub-Ocean Drilling

NASA Technical Reports Server (NTRS)

1981-01-01

The National Science Foundation (NSF) initialized a new phase of exploration last year, a 10 year effort jointly funded by NSF and several major oil companies, known as the Ocean Margin Drilling Program (OMDP). The OMDP requires a ship with capabilities beyond existing drill ships; it must drill in 13,000 feet of water to a depth 20,000 feet below the ocean floor. To meet requirements, NSF is considering the conversion of the government-owned mining ship Glomar Explorer to a deep ocean drilling and coring vessel. Feasibility study performed by Donhaiser Marine, Inc. analyzed the ship's characteristics for suitability and evaluated conversion requirement. DMI utilized COSMIC's Ship Motion and Sea Load Computer program to perform analysis which could not be accomplished by other means. If approved for conversion, Glomar Explorer is expected to begin operations as a drillship in 1984.

Engaging Ocean Grads As Interdisciplinary Professional Problem Solvers: Why Preparing Our Future Ocean Leaders Means Inspiring Them to Look Beyond Their Academic Learning.

NASA Astrophysics Data System (ADS)

Good, L. H.; Erickson, A.

2016-02-01

Academic learning and research experiences alone cannot prepare our emerging ocean leaders to take on the challenges facing our oceans. Developing solutions that incorporate environmental and ocean sciences necessitates an interdisciplinary approach, requiring emerging leaders to be able to work in collaborative knowledge to action systems, rather than on micro-discipline islands. Professional and informal learning experiences can enhance graduate marine education by helping learners gain the communication, collaboration, and innovative problem-solving skills necessary for them to interact with peers at the interface of science and policy. These rich experiences can also provide case-based and hands-on opportunities for graduate learners to explore real-world examples of ocean science, policy, and management in action. However, academic programs are often limited in their capacity to offer such experiences as a part of a traditional curriculum. Rather than expecting learners to rely on their academic training, one approach is to encourage and support graduates to seek professional development beyond their university's walls, and think more holistically about their learning as it relates to their career interests. During this session we discuss current thinking around the professional learning needs of emerging ocean leaders, what this means for academic epistemologies, and examine initial evaluation outcomes from activities in our cross-campus consortium model in Monterey Bay, California. This innovative model includes seven regional academic institutions working together to develop an interdisciplinary ocean community and increase access to professional development opportunities to better prepare regional ocean-interested graduate students and early career researchers as future leaders.

The Europa Ocean Discovery mission

DOE Office of Scientific and Technical Information (OSTI.GOV)

Edwards, B.C.; Chyba, C.F.; Abshire, J.B.

1997-06-01

Since it was first proposed that tidal heating of Europa by Jupiter might lead to liquid water oceans below Europa`s ice cover, there has been speculation over the possible exobiological implications of such an ocean. Liquid water is the essential ingredient for life as it is known, and the existence of a second water ocean in the Solar System would be of paramount importance for seeking the origin and existence of life beyond Earth. The authors present here a Discovery-class mission concept (Europa Ocean Discovery) to determine the existence of a liquid water ocean on Europa and to characterize Europa`smore » surface structure. The technical goal of the Europa Ocean Discovery mission is to study Europa with an orbiting spacecraft. This goal is challenging but entirely feasible within the Discovery envelope. There are four key challenges: entering Europan orbit, generating power, surviving long enough in the radiation environment to return valuable science, and complete the mission within the Discovery program`s launch vehicle and budget constraints. The authors will present here a viable mission that meets these challenges.« less

Ocean Drilling Program: Mirror Sites

Science.gov Websites

Publication services and products Drilling services and tools Online Janus database Search the ODP/TAMU web information, see www.iodp-usio.org. ODP | Search | Database | Drilling | Publications | Science | Cruise Info

Ocean Drilling Program: TAMU Staff Directory

Science.gov Websites

products Drilling services and tools Online Janus database Search the ODP/TAMU web site ODP's main web site Employment Opportunities ODP | Search | Database | Drilling | Publications | Science | Cruise Info | Public

Influences On The Oceanic Biogeochemical Cycling Of The Hybrid-Type Metals: Cobalt, Iron, And Manganese

DTIC Science & Technology

2012-02-01

have been possible. We also thank Scot Birdwhistell in the Woods Hole Oceanographic Institution (WHOI) inductively coupled plasma mass spectrometry...Cobalt, Iron, and Manganese MIT/WHOI Joint Program in Oceanography/ Applied Ocean Science and Engineering Massachusetts Institute of Technology Woods Hole...by Abigail Emery Noble Massachusetts Institute of Technology Cambridge, Massachusetts 02139 and Woods Hole Oceanographic Institution Woods Hole

An overview of the SeaWiFS project and strategies for producing a climate research quality global ocean bio-optical time series

NASA Astrophysics Data System (ADS)

McClain, Charles R.; Feldman, Gene C.; Hooker, Stanford B.

2004-01-01

The Sea-viewing Wide Field-of-view Sensor (SeaWiFS) Project Office was formally initiated at the NASA Goddard Space Flight Center in 1990. Seven years later, the sensor was launched by Orbital Sciences Corporation under a data-buy contract to provide 5 years of science quality data for global ocean biogeochemistry research. To date, the SeaWiFS program has greatly exceeded the mission goals established over a decade ago in terms of data quality, data accessibility and usability, ocean community infrastructure development, cost efficiency, and community service. The SeaWiFS Project Office and its collaborators in the scientific community have made substantial contributions in the areas of satellite calibration, product validation, near-real time data access, field data collection, protocol development, in situ instrumentation technology, operational data system development, and desktop level-0 to level-3 processing software. One important aspect of the SeaWiFS program is the high level of science community cooperation and participation. This article summarizes the key activities and approaches the SeaWiFS Project Office pursued to define, achieve, and maintain the mission objectives. These achievements have enabled the user community to publish a large and growing volume of research such as those contributed to this special volume of Deep-Sea Research. Finally, some examples of major geophysical events (oceanic, atmospheric, and terrestrial) captured by SeaWiFS are presented to demonstrate the versatility of the sensor.

A Catalyst for Ocean Acidification Research and Collaboration

NASA Astrophysics Data System (ADS)

Benway, Heather M.; Cooley, Sarah R.; Doney, Scott C.

2010-03-01

Ocean Carbon and Biogeochemistry Short Course on Ocean Acidification; Woods Hole, Massachusetts, 2-13 November 2009; The Ocean Carbon and Biogeochemistry (OCB) program is a coordinating body for the U.S. research community that focuses on the ocean's role in the global Earth system, bringing together research in geochemistry, ocean physics, and ecology. With support from its federal sponsors (U.S. National Science Foundation, NASA, and National Oceanic and Atmospheric Administration (NOAA)) and the European Project on Ocean Acidification (EPOCA), the OCB Project Office coordinated and hosted a hands-on ocean acidification short course at the Marine Biological Laboratory (MBL) and the Woods Hole Oceanographic Institution (WHOI). The OCB Ocean Acidification Subcommittee (http://www.us-ocb.org/about.html), chaired by Joan Kleypas (National Center for Atmospheric Research) and Richard Feely (Pacific Marine Environmental Laboratory, NOAA), provided critical guidance on the course scope, curriculum, and instructors.

Program options to explore ocean worlds

NASA Astrophysics Data System (ADS)

Sherwood, B.; Lunine, J.; Sotin, C.; Cwik, T.; Naderi, F.

2018-02-01

Including Earth, roughly a dozen water ocean worlds exist in the solar system: the relict worlds Ceres and Mars, vast oceans inside most of the large Jovian and Saturnian icy moons, and Kuiper Belt Objects like Triton, Charon, and Pluto whose geologies are dominated by water and ammonia. Key pieces of the ocean-world science puzzle - which when completed may reveal whether life is widespread in the cosmos, why it exists where it does, and how it originates - are distributed among them. The eventual exploration of all these worlds will yield humanity's total tangible knowledge about life in the universe, essentially forever. Thus, their exploration has existential significance for humanity's self-regard, and indeed perhaps of our place in the natural scheme. The matter of planning how to pursue such a difficult and unprecedented exploration opportunity is therefore historic. The technical challenges are formidable, far harder than at Mars: missions to the Jovian and Saturnian ocean worlds are severely power-limited; trip times can be as much as a half decade and decade, respectively. And the science targets are global-scale oceans beneath kilometers of cryogenic ice. Reaching and exploring them would be a multi-generational undertaking, so again it is essential to plan and prepare. Today, we lack the instrumentation, subsystems, and remote operational-intelligence technologies needed to build and use exploration avatars as good as what we can envision needing. Each ocean world holds a piece of the puzzle, but the three priority targets are Europa at Jupiter, and Enceladus and Titan at Saturn. As with the systematic exploration of Mars, exploring these diverse worlds poses a complex technical and programmatic challenge - a strategic challenge - that needs to be designed and managed if each generation is to see its work bear fruit, and if the space science community is to make most effective use of the public money devoted to the quest. Strategic programs benefit from coherence. In only 15 years, the Mars Exploration Program (MEP) has transformed humanity's view of Mars as a once and future habitable place, a world quite possibly holding relict evidence of life. Finding such evidence, we would study it to know if that life shared an origin common with Earth life. However, life in the ocean worlds could not have shared our origin, so exploring them opens another level in our quest to understand life in the universe: not only to places with vast salt-water seas known to contain organics and hydrothermal seafloors active today, but to places where anything alive cannot be related to us. MEP's success - from its presence in the public consciousness to its rewriting of planetary habitability - make it an obvious template and source of lessons learned for a viable ocean worlds exploration program (OWEP). Six attributes of the MEP are analyzed for application to a potential OWEP. From this, five hypothetical programmatic scenarios are compared to the default case, and conclusions drawn. A coherent OWEP should have several parts: first, dedicated continuous investment in enabling technologies; and second, two directed-purpose, medium-class (∼1 B) missions per decade that conduct pivotal investigations on a documented roadmap. Science could start in 2035, informing development of decadal flagship missions after Europa Clipper, to the places revealed to hold the most promise. The fastest pace of scientific discoveries would require access to high-performance propulsion infrastructure, e.g., the Space Launch System, Falcon Heavy, and high-power in-space solar electric propulsion, all capable of halving trip time. Not including these boosts, such a program would cost about a half-billion dollars more per year than NASA's existing mission portfolio; the program architecture funded today cannot deliver a strategic OWEP while also sustaining balance among other solar system exploration priorities and opportunities. Follow the Water. Yes, into the Ocean Worlds.

Ocean Research - Perspectives from an international Ocean Research Coordination Network

NASA Astrophysics Data System (ADS)

Pearlman, Jay; Williams, Albert, III

2013-04-01

The need for improved coordination in ocean observations is more urgent now given the issues of climate change, sustainable food sources and increased need for energy. Ocean researchers must work across disciplines to provide policy makers with clear and understandable assessments of the state of the ocean. With advances in technology, not only in observation, but also communication and computer science, we are in a new era where we can answer questions asked over the last 100 years at the time and space scales that are relevant. Programs like GLOBEC moved us forward but we are still challenged by the disciplinary divide. Interdisciplinary problem solving must be addressed not only by the exchange of data between the many sides, but through levels where questions require day-to-day collaboration. A National Science Foundation-funded Research Coordination Network (RCN) is addressing approaches for improving interdisciplinary research capabilities in the ocean sciences. During the last year, the RCN had a working group for Open Data led by John Orcutt, Peter Pissierssens and Albert Williams III. The teams has focused on three areas: 1. Data and Information formats and standards; 2. Data access models (including IPR, business models for open data, data policies,...); 3. Data publishing, data citation. There has been a significant trend toward free and open access to data in the last few years. In 2007, the US announced that Landsat data would be available at no charge. Float data from the US (NDBC), JCOMM and OceanSites offer web-based access. The IODE is developing its Ocean Data Portal giving immediate and free access to ocean data. However, from the aspect of long-term collaborations across communities, this global trend is less robust than might appear at the surface. While there are many standard data formats for data exchange, there is not yet widespread uniformity in their adoption. Use of standard data formats can be encouraged in several ways: sponsors of observational science programs can encourage or require standard formats for data storage; scientific journals can require that data in support of publication be deposited in a standard format; and finally, communities of scientists can recognize that observational or model-developed data sets are professional contributions deserving citation. Even with standards for exchange, the availability of data and models can limited by cultural and policy issues. Investigators on NSF grants are expected to share with other researchers the primary data, samples, physical collections and other supporting materials created under their grants. Broader approaches to data availability are seen in the model of the human genome project; according to the Bermuda Agreement (1996), the funding agencies required that all scientists working on the human genome make the data quickly and openly available. Is this a model for ocean data? This presentation will examine the steps forward in stimulating interdisciplinary research through data exchange and better addressing the gaps in communication and approaches that are still common across the ocean sciences.

Western USA

Atmospheric Science Data Center

2014-05-15

... Terrain Elevation Model from the United States Geological Survey. Among the prominent features are the snow-capped Rocky Mountains ... is part of NASA's Earth Science Enterprise, a long-term research and technology program designed to examine Earth's land, oceans, ...

A Strategic Vision for NSF Investments in Antarctic and Southern Ocean Research: Recommendations of a New Study from the National Academes of Sciences, Engineering, and Medicine.

NASA Astrophysics Data System (ADS)

Weller, R. A.; Bell, R. E.; Geller, L.

2015-12-01

A Committee convened by the National Academies of Sciences, Engineering, and Medicine carried out a study (at the request of NSF's Division of Polar Programs) to develop a strategic vision for the coming decade of NSF's investments in Antarctic and Southern Ocean research. The study was informed by extensive efforts to gather ideas from researchers across the United States. This presentation will provide an overview of the Committee's recommendations—regarding an overall strategic framework for a robust U.S. Antarctic program, regarding the specific areas of research recommended as highest priority for NSF support, and regarding the types of infrastructure, logistical support, data management, and other critical foundations for enabling and adding lasting value to the proposed research .

Marine Science Training Program for Alaska Native Students

DTIC Science & Technology

1991-08-01

Seward Marine Center or Kasitsna Bay. In 1989 we decided that a more intensive internship with direct faculty involvement would be more effective ...at UAF provides orientation activities for prospective Native students from the states rural high schools. In addition RSS provides the Alaska Native...opportunity to explore the effects of science upon their daily lives will attract student to careers into oceanic and related sciences and further

The Ocean Observatories Initiative: Getting Wet Behind the Ears

NASA Astrophysics Data System (ADS)

Given, H. K.; Banahan, S.

2007-12-01

The U.S. National Science Foundation's Ocean Observatories Initiative (OOI) is constructing an integrated network to provide the oceanographic research and education communities with continuous, interactive access to the oceans. The program will build permanent science-focused infrastructure that will enable geoscientists to simultaneously study multiple phenomena in the oceans over time scales from milliseconds to decades, and over spatial scales from sub-meter to global. An integrative computer architecture or cyberinfrastructure will allow researchers to communicate with and configure globally situated experiments in near-real time, forming virtual observatories by designing customized data streams readily incorporated into adaptive models. The project, approved for planning activities by the National Science Board in 2000, will undergo its Preliminary Design Review for readiness in December 2007 and is expected to receive the first installment of a total anticipated capital investment of $330M in 2008. Specific assets include autonomous platforms at high-latitude sites in the northern and southern hemispheres, a submarine ackbone cable spanning the seafloor of the Juan de Fuca tectonic plate, and moorings and mobile assets studying the coastal ocean continental shelf and slope in the Middle Atlantic Bight and offshore the Pacific Northwest. With its global dimension and unifying cyberinfrastructure, the OOI is expected to catalyze new understanding of the oceans in a way that ship-based measurements and experiments, with their shorter observation window and inherent limitations on power and bandwidth, are unable to accomplish.

The 1991 EOS reference handbook

NASA Technical Reports Server (NTRS)

Dokken, David (Editor)

1991-01-01

The following topics are covered: (1) The Global Change Research Program; (2) The Earth Observing System (EOS) goal and objectives; (3) primary EOS mission requirements; (4) EOS science; (5) EOS Data and Information System (EOSDIS) architecture; (6) data policy; (7) international cooperation; (8) plans and status; (9) the role of the National Oceanic and Atmospheric Administration; (10) The Global Fellowship Program; (11) management of EOS; (12) mission elements; (13) EOS instruments; (14) interdisciplinary science investigations; (15) points of contact; and (16) acronyms and abbreviations.

Ecosystem Pen Pals: Using Place-Based Marine Science and Culture to Connect Students

ERIC Educational Resources Information Center

Wiener, Carlie S.; Matsumoto, Karen

2014-01-01

The marine environment provides a unique context for students to explore both natural and cultural connections. This paper reports preliminary findings on Ecosystem Pen Pals, an ocean literacy program for 4th and 5th graders focused on using a pen pal model for integrating traditional ecological knowledge into marine science. Surveys with…

IBP's Four-Prong Approach for Broadening Participation in the STEM Community

NASA Astrophysics Data System (ADS)

Ricciardi, L.; Fauver, A.; Johnson, A.; Detrick, L.; Siegfried, D.; Thomas, S.; Valaitis, S.

2013-12-01

The goal of the Institute for Broadening Participation (IBP) is to increase diversity in the Science, Technology, Engineering and Mathematics (STEM) workforce. As a freestanding non-profit dedicated to this work IBP is uniquely positioned to provide resources to faculty and students that individual institutions and disciplinary based programs cannot. Through its initial work with the NSF Integrative Graduate Education and Research Traineeship (IGERT), Research Experiences for Undergraduates (REU), and Alliance for Graduate Education and the Professoriate (AGEP) programs, IBP developed a four-pronged approach open to all members of the STEM community nationally for addressing the problem of underrepresentation: Synthesizing information - compiling and translating best practices into materials and resources accessible and useful to a broad national audience; Creating and maintaining strategic web resources - making information on programs, best practices, and references easily available to a wide audience including students, faculty, and administrators; Extensive face-to-face and virtual outreach - drawing constituents to the resources available via IBP that support students and faculty through the entire STEM pathway; and Catalyzing partnerships - cultivating a community of practice and culture of diversity, to reduce isolation among diversity practitioners, and to increase information sharing. IBP is also home to several successful initiatives that use both virtual and face-to-face components to bring together underrepresented students with established underrepresented and other scientists in academia, government and industry. These connections provide underrepresented students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of underrepresented students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). NASA OSSI recruits and facilitates student engagement in NASA student education and employment opportunities. Pathways to Ocean Science connects and supports underrepresented students with REU programs in Ocean Sciences and serves as a resource for REU program directors. Pathways to Engineering synthesized mentoring resources into an online mentoring manual for underrepresented STEM students that has been extensively vetted by mentoring experts throughout the country. MS PHD'S, an award-winning professional development program for underrepresented students, focuses on increasing the retention rate of underrepresented students receiving advanced degrees in ESS. As of August 2013, 213 students have participated in the program. 67 of those students are currently enrolled in a PhD. program. Another 47 have completed their PhD and are actively engaged in the ESS workforce.

Electromagnetic backscattering from one-dimensional drifting fractal sea surface I: Wave-current coupled model

NASA Astrophysics Data System (ADS)

Tao, Xie; Shang-Zhuo, Zhao; William, Perrie; He, Fang; Wen-Jin, Yu; Yi-Jun, He

2016-06-01

To study the electromagnetic backscattering from a one-dimensional drifting fractal sea surface, a fractal sea surface wave-current model is derived, based on the mechanism of wave-current interactions. The numerical results show the effect of the ocean current on the wave. Wave amplitude decreases, wavelength and kurtosis of wave height increase, spectrum intensity decreases and shifts towards lower frequencies when the current occurs parallel to the direction of the ocean wave. By comparison, wave amplitude increases, wavelength and kurtosis of wave height decrease, spectrum intensity increases and shifts towards higher frequencies if the current is in the opposite direction to the direction of ocean wave. The wave-current interaction effect of the ocean current is much stronger than that of the nonlinear wave-wave interaction. The kurtosis of the nonlinear fractal ocean surface is larger than that of linear fractal ocean surface. The effect of the current on skewness of the probability distribution function is negligible. Therefore, the ocean wave spectrum is notably changed by the surface current and the change should be detectable in the electromagnetic backscattering signal. Project supported by the National Natural Science Foundation of China (Grant No. 41276187), the Global Change Research Program of China (Grant No. 2015CB953901), the Priority Academic Development Program of Jiangsu Higher Education Institutions (PAPD), Program for the Innovation Research and Entrepreneurship Team in Jiangsu Province, China, the Canadian Program on Energy Research and Development, and the Canadian World Class Tanker Safety Service.

JPSS Operational and Research Applications: The Pathway from Observations to Applications to Information.

NASA Astrophysics Data System (ADS)

Goldberg, M.; Sjoberg, W.; Layns, A. L.

2017-12-01

Applications of satellite data are paramount to transform science and technology to product and services which are used in critical decision making. For the satellite community, good representations of technology are the satellite sensors, while science provides the instrument calibration and derived geophysical parameters. Weather forecasting is an application of the science and technology provided by remote sensing satellites. The Joint Polar Satellite System, which includes the Suomi National Polar-orbiting Partnership (S-NPP) provides formidable science and technology to support many applications and includes support to 1) weather forecasting - data from the JPSS Cross-track Infrared Sounder (CrIS) and the Advanced Technology Microwave Sounder (ATMS) are used to forecast weather events out to 7 days - nearly 85% of all data used in weather forecasting are from polar orbiting satellites; 2) environmental monitoring -data from the JPSS Visible Infrared Imager Radiometer Suite (VIIRS) are used to monitor the environment including the health of coastal ecosystems, drought conditions, fire, smoke, dust, snow and ice, and the state of oceans, including sea surface temperature and ocean color; and 3) climate monitoring - data from JPSS instruments, including OMPS and CERES will provide continuity to climate data records established using NOAA POES and NASA Earth Observing System (EOS) satellite observations. To bridge the gap between products and applications, the JPSS Program has established the Proving Ground and Risk Reduction (PGRR) Program to identify opportunities to maximize the operational application of current JPSS capabilities. The PGRR Program also helps identify and evaluate the use of JPSS capabilities for new operational missions. New PGRR initiatives focus on hydrological, Arctic, data assimilation, atmospheric chemistry, ocean ecosystem applications. At the conference, the benefits of JPSS data on societal benefits will be presented along with results from the PGRR initiatives.

An overview of the NSCAT/N-ROSS program

NASA Technical Reports Server (NTRS)

Martin, B. D.; Freilich, Michael H.; Li, F. K.; Callahan, Phillip S.

1986-01-01

The NASA Scatterometer (NSCAT) to fly on the U.S. Navy Remote Ocean Sensing System (N-ROSS) mission is presented. The overall N-ROSS mission, the NSCAT flight instrument and groundbased data processing/distribution system, and NASA-supported science and verification activities are described. The N-ROSS system is designed to provide measurements of near-surface wind, ocean topography, wave height, sea-surface temperature, and atmospheric water content over the global oceans. The NSCAT is an improved version of the Seasat scatterometer. It will measure near surface vector winds.

Marine Physical Laboratory Multi-Disciplinary Ocean Science and Technology Program

DTIC Science & Technology

1991-04-01

ambierit noise were made with the advent of large. of 3800 m. Reflection profiles and drill logs from this hole scale seismome ter arrays." Sensor arrays...Deaion. and S C Webb."A deep-sea differential pressure frequency. The array was too limited in extent to make spa- gauge ." J. Aimos Ocean Tech. 2. 237...75, 847-864 (1985). 2"P. K Spudich andi I A. Orcutt," Petrology and porcisit% of tn oceanic "M E Dougherty and R. A. Stephen."Seismic energy

Improving an Atlantic Fisheries DSS using Sea Surface Salinity Data from NASA's Aquarius Mission

NASA Technical Reports Server (NTRS)

Guest, DeNeice

2007-01-01

This report assesses the capacity of incorporating NASA#s Aquarius SSS (sea surface salinity) data into the SMAST (School of Marine Science and Technology) DSS for Fisheries Science. This data will enhance the SMAST DSS by providing SSS over a large area. Aquarius is a focused satellite mission designed to measure global SSS. SSS mapping is limited because conventional in situ SSS sampling is too sparse to give a large-scale view of the salinity variability. Aquarius will resolve missing physical processes that link the water cycle, the climate, and the ocean. The SMAST Fisheries program provides a DSS for fisheries science. It collects fisheries and environmental data, integrates them into a suite of data assimilation ocean models, and provides hindcasts, nowcasts, and forecasts for fisheries research, fisheries management, and the fishery industry. Currently, SMAST is using SSS data from the National Oceanic and Atmospheric Administration#s National Data Buoy Center. The SMAST DSS would be enhanced with SSS data from the Aquarius mission.

VIIRS Product Evaluation at the Ocean PEATE

NASA Technical Reports Server (NTRS)

Patt, Frederick S.; Feldman, Gene C.

2010-01-01

The National Polar-orbiting Operational Environmental Satellite System (NPOESS) Preparatory Project (NPP) mission will support the continuation of climate records generated from NASA missions. The NASA Science Data Segment (SDS) relies upon discipline-specific centers of expertise to evaluate the NPP data products for suitability as climate data records, The Ocean Product Evaluation and Analysis Tool Element (PEATE) will build upon Well established NASA capabilities within the Ocean Color program in order to evaluate the NPP Visible and Infrared Imager/Radiometer Suite (VIIRS) Ocean Color and Chlorophyll data products. The specific evaluation methods will support not only the evaluation of product quality but also the sources of differences with existing data records.

Ocean Drilling Program: Science Operator Site Index

Science.gov Websites

time estimator Long-Term Observatories and Legacy Holes (University of Miami site) Drilling Services systems Internet systems Help Desk Database services How to obtain ODP data Data types and examples Core

Ocean Drilling Program: Science Operator Search Engine

Science.gov Websites

and products Drilling services and tools Online Janus database Search the ODP/TAMU web site ODP's main -USIO site, plus IODP, ODP, and DSDP Publications, together or separately. ODP | Search | Database

Ozone Layer Research and Technical Resources

EPA Pesticide Factsheets

Access information on research and technical resources related to ozone layer science. This page provides links to research efforts led by organizations such as the National Oceanic and Atmospheric Administration, the United Nations Environment Program, an

NOAA Ocean Exploration and Undersea Research Program Act of 2009

THOMAS, 111th Congress

Sen. Snowe, Olympia J. [R-ME

2009-01-08

Senate - 01/08/2009 Read twice and referred to the Committee on Commerce, Science, and Transportation. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Marine Educators Explore the Ocean Depths.

ERIC Educational Resources Information Center

Heidenreich, Kathleen; Nielsen, Diane

2001-01-01

Describes the experiences of two teachers in the Research and Education: Volcanoes, Exploration and Life (R.E.V.E.L.) program which connects scientists and science teachers, and how they brought these experiences into their classrooms. (YDS)

SeaWiFS Technical Report Series. Volume 42; Satellite Primary Productivity Data and Algorithm Development: A Science Plan for Mission to Planet Earth

NASA Technical Reports Server (NTRS)

Falkowski, Paul G.; Behrenfeld, Michael J.; Esaias, Wayne E.; Balch, William; Campbell, Janet W.; Iverson, Richard L.; Kiefer, Dale A.; Morel, Andre; Yoder, James A.; Hooker, Stanford B. (Editor);

Inspiring the Next Generation through Real Time Access to Ocean Exploration

NASA Astrophysics Data System (ADS)

Bell, K. L.; Ballard, R. D.; Witten, A. B.; O'Neal, A.; Argenta, J.

2011-12-01

Using live-access exposure to actual shipboard research activities where exciting discoveries are made can be a key contributor to engaging students and their families in learning about earth science and STEM subjects. The number of bachelor's degrees awarded annually in the Earth sciences peaked at nearly 8000 in 1984, and has since declined more than 50%; for the last several years, the number of bachelor's degrees issued in U.S. schools in the geosciences has hovered around 2500 (AGI, 2009). In 2008, the last year for which the data are published, only 533 Ph.D.s were awarded in Earth, Atmospheric and Ocean sciences (NSF, 2009). By 2030, the supply of geoscientists for the petroleum industry is expected to fall short of the demand by 30,000 scientists (AGI, 2009). The National Science Foundation (NSF) reports that minority students earn approximately 15% of all bachelor's degrees in science and engineering, but only 4.6% of degrees in the geosciences. Both of these percentages are very low in comparison to national and state populations, where Hispanics and African-Americans make up 29% of the U.S. overall. The Ocean Exploration Trust (OET) is a non-profit organization whose mission is to explore the world's ocean, and to capture the excitement of that exploration for audiences of all ages, but primarily to inspire and motivate the next generation of explorers. The flagship of OET's exploratory programs is the Exploration Vessel Nautilus, on which annual expeditions are carried out to support our mission. The ship is equipped with state of the art satellite telecommunications "telepresence" technology that enables 24/7 world-wide real time access to the data being collected by the ships remotely operated vehicles. It is this "live" access that affords OET and its partners the opportunity to engage and inspire audiences across the United States and abroad. OET has formed partnerships with a wide-range of educational organizations that collectively offer life-time learning opportunities to capitalize on interest sparked by this live access: through live internet-based coverage of expeditions, informal learning programs and venues, formal curriculum-based programs, internships, undergraduate and graduate programs, and professional development programs including the incorporation of Educators at Sea on each expedition leg. Most importantly, OET emphasizes role models from across the array of professions found on the ship and on shore through our partners. The essential element all of these programs is that initial effort to engage and inspire children by giving them a compelling "view over the shoulder" of scientists and engineers at sea as they are making real time discoveries, and to show kids the path to putting themselves on a future ship of exploration.

NASA earth science and applications division: The program and plans for FY 1988-1989-1990

NASA Technical Reports Server (NTRS)

1988-01-01

Described here are the Division's research goals, priorities and emphases for the next several years and an outline of longer term plans. Included are highlights of recent accomplishments, current activities in FY 1988, research emphases in FY 1989, and longer term future plans. Data and information systems, the Geodynamics Program, the Land Processes Program, the Oceanic Processes Program, the Atmospheric Dynamics and Radiation Program, the Atmospheric Chemistry Program, and space flight programs are among the topic covered.

Engaging Middle School Students in Authentic Research based on a summer research cruise

NASA Astrophysics Data System (ADS)

Manley, J.; Ellins, K. K.; Conte, M. H.

2011-12-01

In summer 2010, as a participant in the TXESS Revolution, a National Science Foundation (NSF)-sponsored professional development program for teachers in support of Earth and Space Science, I participated in a scientific research cruise led by Dr. Maureen Conte of the Bermuda Institute of Ocean Sciences (BIOS). The primary purpose of the cruise was to collect water samples from different ocean depths, make temperature and conductivity measurements, and retrieve biologic particle debris collection equipment deployed as part of the NSF-sponsored Oceanic Flux Program to measure particle fluxes in the deep Sargasso Sea. A secondary objective involved the collection of plastic debris floating within the sargassum grass trapped in the North Atlantic gyre in order to investigate plastic pollution. As a member of the science team I worked alongside of Dr. Conte, scientists and graduate students, giving me a personal experience to inspire my students' interest in the marine ecosystem. In the classroom, I used a Project Based Learning (PBL) approach to translate my experience and knowledge gained into productive learning for my students. With Project Based Learning, teams of students solve a real world, open-ended challenge problem through research and experimentation. In this Problem, the challenge was to design a virtual product to motivate ordinary people to change their habits regarding their use and improper disposal of plastics. Team products included websites, social network pages, and in-school announcements to create awareness about plastic pollution in the ocean. Fulfilling one of the basic principles of the PBL approach to provide student access to experts, cruise participant and University of North Carolina graduate student Bonnie Monteleone dedicated an entire day to speak with each of my classes about her experiences studying ocean plastics and answer their questions via SKYPE. In addition, Ms. Monteleone used her extensive contacts to post the best of my students' projects on ocean environmental group webpages around the world. My partnership with the research scientists on the cruise has strengthened my teaching practice by allowing me to convey a deeper understanding of the nature of science and new knowledge to my middle school students, and to create learning experiences that motivate my students to become enthusiastic and passionate learners. The project has inspired a fellow teacher to create a challenge-based learning activity that features my experience. Web sites: (1) TXESS Revolution (http;//www.txessrevolution.org); (2) Bonnie Monteleone, The Plastic Ocean Project (http://www.theplasticocean.org/); (3) It's the Sea, Leave it Be Legacy Cycle (http://www.cooperclegacy.com).

NOAA activities in support of in situ validation observations for satellite ocean color products and related ocean science research

NASA Astrophysics Data System (ADS)

Lance, V. P.; DiGiacomo, P. M.; Ondrusek, M.; Stengel, E.; Soracco, M.; Wang, M.

2016-02-01

The NOAA/STAR ocean color program is focused on "end-to-end" production of high quality satellite ocean color products. In situ validation of satellite data is essential to produce the high quality, "fit for purpose" ocean color products that support users and applications in all NOAA line offices, as well as external (both applied and research) users. The first NOAA/OMAO (Office of Marine and Aviation Operations) sponsored research cruise dedicated to VIIRS SNPP validation was completed aboard the NOAA Ship Nancy Foster in November 2014. The goals and objectives of the 2014 cruise are highlighted in the recently published NOAA/NESDIS Technical Report. A second dedicated validation cruise is planned for December 2015 and will have been completed by the time of this meeting. The goals and objectives of the 2015 cruise will be discussed in the presentation. Participants and observations made will be reported. The NOAA Ocean Color Calibration/Validation (Cal/Val) team also works collaboratively with others programs. A recent collaboration with the NOAA Ocean Acidification program on the East Coast Ocean Acidification (ECOA) cruise during June-July 2015, where biogeochemical and optical measurements were made together, allows for the leveraging of in situ observations for satellite validation and for their use in the development of future ocean acidification satellite products. Datasets from these cruises will be formally archived at NOAA and Digital Object Identifier (DOI) numbers will be assigned. In addition, the NOAA Coast/OceanWatch Program is working to establish a searchable database. The beta version will begin with cruise data and additional in situ calibration/validation related data collected by the NOAA Ocean Color Cal/Val team members. A more comprehensive searchable NOAA database, with contributions from other NOAA ocean observation platforms and cruise collaborations is envisioned. Progress on these activities will be reported.

A Case Study of URM Retention through IBP's Professional Development and Mentoring Activities

NASA Astrophysics Data System (ADS)

Johnson, A.; Williamson Whitney, V.; Ricciardi, L.; Detrick, L.; Siegfried, D.; Fauver, A.; Ithier-Guzman, W.; Thomas, S. H.; Valaitis, S.

2012-12-01

As a free-standing not for profit organization, the Institute for Broadening Participation (IBP) hosts a variety of initiatives designed to increase the retention of underrepresented minority (URM) students pursuing pathways in STEM. Successful initiatives include virtual and face-to-face components that bring together URM students with established URM and other scientists in academia, government and industry. These connections provide URM students with supportive mentoring, networking opportunities, and professional skill development contributing to an overall improved retention rate of URM students majoring in STEM degrees. IBP's initiatives include the NASA One Stop Shopping Initiative (NASA OSSI), Pathways to Ocean Science, Pathways to Engineering, and the Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) Professional Development program in Earth System Science (ESS). The NASA OSSI initiative recruits and facilitates student engagement in NASA student education and employment opportunities. Through IBP's virtual and person-to-person communications, students learn how to identify, apply to, and participate in NASA programs. Pathways to Ocean Science connects and supports URM students with REU programs in the Ocean Sciences while serving as a resource for REU program directors. As one of IBP's newest initiatives, Pathways to Engineering has synthesized mentoring resources into an online mentoring manual for URM STEM students that has been extensively vetted by mentoring experts throughout the country. The manual which is organized by user groups serves as an e-forum providing undergraduates, graduates, postdocs, faculty members and project directors with valuable resources to facilitate a positive REU experience. This mentoring initiative also provides a mechanism for submitting new resources and inviting feedback in mentoring best practices throughout the STEM community. MS PHD'S, one of IBP's longest running and most successful initiatives, focuses on increasing the retention rate of URM students receiving advanced degrees in Earth system science. Through a three-phase structure of activities, the program addresses major barriers to retention in ESS including isolation, lack of preparation and professional development, and lack of mentoring. Program activities center on peer-to-peer community building, professional development exercises, networking experiences, one-on-one mentoring, and a facilitated virtual community. MS PHD'S participants report a reduced sense of isolation, an increased sense of community, and a higher level of confidence about their ability to succeed in their chosen field. As of August 2012, 189 students have participated in the program. 60 of those students are currently enrolled in a PhD. program. Another 35 have completed their PhD and are actively engaged in the ESS workforce.

Tools for Tomorrow's Science and Technology Workforce: MATE's 2006 ROV Competition Sets Students' Sights on Ocean Observing Systems

NASA Technical Reports Server (NTRS)

Zande, Jill; Meeson, Blanche; Cook, Susan; Matsumoto, George

2006-01-01

Teams participating in the 2006 ROV competition organized by the Marine Advanced Technology Education (MATE) Center and the Marine Technology Society's (MTS) ROV Committee experienced first-hand the scientific and technical challenges that many ocean scientists, technicians, and engineers face every day. The competition tasked more than 1,000 middle and high school, college, and university students from Newfoundland to Hong Kong with designing and building ROVs to support the next generation of ocean observing systems. Teaming up with the National Office for Integrated and Sustained Ocean Observations, Ocean. US, and the Ocean Research Interactive Observatory Networks (ORION) Program, the competition highlighted ocean observing systems and the careers, organizations, and technologies associated with ocean observatories. The student teams were challenged to develop vehicles that can deploy, install, and maintain networks of instruments as well as to explore the practical applications and the research questions made possible by observing systems.

Using Teleducation and Field Experiences to further the Understanding of Coastal Environments

NASA Astrophysics Data System (ADS)

Macko, S. A.; Szuba, T. A.; Shugart, H.

2007-05-01

This project is an outreach and education program with a partner in the K-12 schools at Accomack County on the Eastern Shore of Virginia. It endeavors to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. It is an program built in stages that: 1) Establish high speed live interactive classes (teleducation) linkages with the Eastern Shore High Schools with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography (designed on a faculty development basis or acquire NSTA certification in Earth Science Education, as well as participation by seniors in the Accomack Schools; 2) Establish field experiences for teachers and selected students that involve travel to both the Virginia Coast Reserve Long Term Ecological Research (VCR/LTER) Center, UVA to observe first- hand the science programs at those locations and participate in cutting edge coastal marine research efforts. These experiences improve student understanding of the ocean-atmosphere biogeophysical system and encourage students to explore the sciences as a field of study and possible vocation. Advanced high school students and science teachers from Accomack County Public Schools participated in an experience involving field and laboratory methods employed in a NSF-sponsored study of the coupled natural-human dynamics on the Eastern Shore of Virginia over the past 500 years (NSF-Biocomplexity). Students and teachers worked with researchers of the VCR facility in Oyster, VA, collected sediment cores from Chesapeake Bay tributaries, and traveled to the Organic Geochemistry Laboratory at UVA, in Charlottesville, VA to prepare and analyze samples for isotopic and palynological information. In a first of its kind connectivity, in June/July, 2006, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) from UVA to Arcadia High School on the Eastern Shore, allowing teachers in the Accomack School district to receive university credit without leaving their home classrooms 250 miles from UVA.

Reaching out in new Ways: Bridging the gap Between Science and Media Through the National Oceanic and Atmospheric Administration's Office of Ocean Exploration

NASA Astrophysics Data System (ADS)

Gorell, F. R.; Martinez, C.

2006-12-01

NOAA's Office of Ocean Exploration (OE) was created in response to the recommendations of the President's Panel on Ocean Exploration in 2000. With the establishment of OE, NOAA developed a great opportunity to reach out to teachers, students, and the general public to share the excitement of discovery. As exciting expeditions are the core of our NOAA program, outreach efforts are focused around these cruises. Through various initiatives, OE works with the science community to share the excitement of ocean science and discovery with a wide variety of audiences. Initiatives include media events held during port calls, media conference calls arranged with scientists at sea, journalists' participation in expeditions, and select interviews with scientist-explorers. NOAA OE is now poised to initiate a major ongoing satellite-based education and public outreach program from its new dedicated research vessel, the Okeanos Explorer that will become operational in 2008. Through telepresence technology designed by the Institute for Exploration (IFE) in Mystic, CT, expeditions can be managed `virtually' by scientists working from Science Command Centers on land, live education broadcasts can be produced in real-time, and media events can be held through shore-based consoles connected to scientists at sea. Three pilot programs were successfully completed in the past few years demonstrating the potential for this new technology to allow for unlimited access to data, including video, from expeditions, sharing in real-time the excitement of discovery through multiple virtual pathways. News media provide a powerful means to inform and educate the public. In some cases, scientists may believe that interaction with media representatives poses risks unmatched by rewards. While it is important to serve the public's right to know, scientist-explorers on NOAA-sponsored ocean expeditions have a recognized interest in protecting certain data, including images, for a number of legitimate reasons including the potential for further research to gain greater understanding, and the potential for publishing discoveries in scientific journals. At the same time, NOAA has an interest in informing the public in a timely manner about expedition findings, and seeks to do so via Web site coverage, news releases, embarked media, and news conferences ashore and at sea. These sometimes competing interests require advance planning, understandings and agreements, in a delicate balance of cooperation that serves the interests of all. This is especially true in light of the rapidly developing telepresence technology that allows for immediate transmission of information in real-time.

USGS: Science to understand and forecast change in coastal ecosystems

USGS Publications Warehouse

Myers, M.

2007-01-01

The multidisciplinary approach of the US Geological Survey (USGS), a principal science agency of the US Department of the Interior (DOI), to address the complex and cumulative impacts of human activities and natural events on the US coastal ecosystems has been considered remarkable for understanding and forecasting the changes. The USGS helps explain geologic, hydrologic, and biologic systems and their connectivity across landscapes and seascapes along the coastline. The USGS coastal science programs effectively address science and information to other scientists, managers, policy makers, and the public. The USGS provides scientific expertise, capabilities, and services to collaborative federal, regional, and state-led efforts, which are in line with the goals of Ocean Action Plan (OAP) and Ocean Research Priorities Plan (ORPP). The organization is a leader in understanding terrestrial and marine environmental hazards such as earthquakes, tsunamis, floods, and landslides and assessing and forecasting coastal impacts using various specialized visualization techniques.

Who is looking for an internship and successful in obtaining one? Examining application data from REU programs funded through NSF GEO

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Kelly, M.

2017-12-01

The Directorate for Geosciences (GEO) at the National Science Foundation (NSF) is currently funding 60 Research Experiences for Undergraduate (REU) sites. Each site offers opportunities for 8 to 12 undergraduates to participate in research within solid earth, oceans, atmospheric and cryosphere sciences. Because applicant data is collected at individual REU sites, the exact number of unique applicants to all REU sites, and the demographics of this national applicant pool has not been previously reported. While some sites do provide some of this information to NSF in annual reports, obtaining and combining such data is problematic because the percentage of individuals that apply to multiple programs is unknown and generally believed anecdotally to be high, especially for students traditionally underrepresented in the geosciences. Understanding both the scale and makeup of the national applicant pool is important for several reasons. First, very little is known about how the supply and geographic location of slots in REU programs compares to the demand from undergraduate STEM majors interested in research experiences. Second, research into internship programs and their role in the career development process are limited by a lack of baseline data that includes both successful and unsuccessful internship applicants across the various sub-disciplines of the Earth sciences. Finally, designing and refining efforts to engage underrepresented populations in STEM research, and measuring the impact of such efforts is difficult without baseline data for comparison. We will present aggregate application data from up to 20 GEO REU funded programs. These programs represent Oceans, Atmospheres and Earth Science research areas and includes over a thousand applicants. Preliminary analysis suggests the number of unique applicants in the pool is higher than anecdotally predicted. Similarly, unique applicants from underrepresented communities also appears higher than anticipated.

RU COOL's scalable educational focus on immersing society in the ocean through ocean observing systems

NASA Astrophysics Data System (ADS)

Schofield, O.; McDonnell, J. D.; Kohut, J. T.; Glenn, S. M.

2016-02-01

Many regions of the ocean are exhibiting significant change, suggesting the need to develop effective focused education programs for a range of constituencies (K-12, undergraduate, and general public). We have been focused on developing a range of educational tools in a multi-pronged strategy built around using streaming data delivered through customized web services, focused undergraduate tiger teams, teacher training and video/documentary film-making. Core to the efforts is on engaging the undergraduate community by leveraging the data management tools of the U.S. Integrated Ocean Observing System (IOOS) and the education tools of the U.S. National Science Foundation's (NSF) Ocean Observing Initiative (OOI). These intuitive interactive browser-based tools reduce the barriers for student participation in sea exploration and discovery, and allowing them to become "field going" oceanographers while sitting at their desk. Those undergraduate student efforts complement efforts to improve educator and student engagement in ocean sciences through exposure to scientists and data. Through professional development and the creation of data tools, we will reduce the logistical costs of bringing ocean science to students in grades 6-16. We are providing opportunities to: 1) build capacity of scientists in communicating and engaging with diverse audiences; 2) create scalable, in-person and virtual opportunities for educators and students to engage with scientists and their research through data visualizations, data activities, educator workshops, webinars, and student research symposia. We are using a blended learning approach to promote partnerships and cross-disciplinary sharing. Finally we use data and video products to entrain public support through the development of science documentaries about the science and people who conduct it. For example Antarctic Edge is a feature length award-winning documentary about climate change that has garnered interest in movie theatres and on social media stores (NetFlix, ITunes). These combined efforts provide a range of products that all leverage off each other and provide a large suite of tools to bring the ocean to as many people as possible.

Review of science issues, deployment strategy, and status for the ARM north slope of Alaska-Adjacent Arctic Ocean climate research site

DOE Office of Scientific and Technical Information (OSTI.GOV)

Stamnes, K.; Ellingson, R.G.; Curry, J.A.

1999-01-01

Recent climate modeling results point to the Arctic as a region that is particularly sensitive to global climate change. The Arctic warming predicted by the models to result from the expected doubling of atmospheric carbon dioxide is two to three times the predicted mean global warming, and considerably greater than the warming predicted for the Antarctic. The North Slope of Alaska-Adjacent Arctic Ocean (NSA-AAO) Cloud and Radiation Testbed (CART) site of the Atmospheric Radiation Measurement (ARM) Program is designed to collect data on temperature-ice-albedo and water vapor-cloud-radiation feedbacks, which are believed to be important to the predicted enhanced warming inmore » the Arctic. The most important scientific issues of Arctic, as well as global, significance to be addressed at the NSA-AAO CART site are discussed, and a brief overview of the current approach toward, and status of, site development is provided. ARM radiometric and remote sensing instrumentation is already deployed and taking data in the perennial Arctic ice pack as part of the SHEBA (Surface Heat Budget of the Arctic ocean) experiment. In parallel with ARM`s participation in SHEBA, the NSA-AAO facility near Barrow was formally dedicated on 1 July 1997 and began routine data collection early in 1998. This schedule permits the US Department of Energy`s ARM Program, NASA`s Arctic Cloud program, and the SHEBA program (funded primarily by the National Science Foundation and the Office of Naval Research) to be mutually supportive. In addition, location of the NSA-AAO Barrow facility on National Oceanic and Atmospheric Administration land immediately adjacent to its Climate Monitoring and Diagnostic Laboratory Barrow Observatory includes NOAA in this major interagency Arctic collaboration.« less

Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

NASA Astrophysics Data System (ADS)

Pedemonte, S.; Weiss, E. L.

2016-02-01

Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

What can Citizen Science do for Ocean Science and Ocean Scientists?

NASA Astrophysics Data System (ADS)

Best, M.; Hoeberechts, M.; Mangin, A.; Oggioni, A.; Orcutt, J. A.; Parrish, J.; Pearlman, J.; Piera, J.; Tagliolato, P.

2016-12-01

The ocean represents over 70% of our planet's surface area, over 90% of the living space. Humans are not marine creatures, we therefore have fundamentally not built up knowledge of the ocean in the same way we have on land. The more we learn about the ocean, the more we understand it is the regulatory engine of our planet…How do we catch up? Answers to this question will need to come from many quarters; A powerful and strategic option to complement existing observation programs and infrastructure is Citizen Science. There has been significant and relevant discussion of the importance of Citizen Science to citizens and stakeholders. The missing effective question is sometimes what is the potential of citizen science for scientists? The answers for both scientists and society are: spatial coverage, remote locations, temporal coverage, event response, early detection of harmful processes, sufficient data volume for statistical analysis and identification of outliers, integrating local knowledge, data access in exchange for analysis (e.g. with industry) and cost-effective monitoring systems. Citizens can be involved in: instrument manufacture and maintenance, instrument deployment/sample collection, data collection and transmission, data analysis, data validation/verification, and proposals of new topics of research. Such opportunities are balanced by concern on the part of scientists about the quality, the consistency and the reliability of citizen observations and analyses. Experience working with citizen science groups continues to suggest that with proper training and mentoring, these issues can be addressed, understanding both benefits and limitations. How to do it- implementation and maintenance of citizen science: How to recruit, engage, train, and maintain Citizen Scientists. Data systems for acquisition, assessment, access, analysis, and visualisation of distributed data sources. Tools/methods for acquiring observations: Simple instruments, Smartphone Apps, DIY-Instruments Community Online Platforms: websites, social networks, discussion forums. Crowdsourcing Tools: image acquisition, web and smartphone applications, surveys/questionnaires. Information, Engagement, and Training Resources: webinars, public lectures, websites, public/museum displays.

Teacher at Sea: Bringing Hands-on Experience to the Classroom

ERIC Educational Resources Information Center

National Oceanic and Atmospheric Administration, 2007

2007-01-01

Since its inception in 1990, National Oceanic and Atmospheric Administration's (NOAA) Teacher at Sea program has enabled more than 460 teachers to gain first-hand experience of science and life at sea. By participating in this program, it becomes possible for teachers to enrich their classroom curricula with a depth of understanding made possible…

Clark Receives Ocean Sciences Award

NASA Astrophysics Data System (ADS)

Roman, Michael R.; Clark, H. Lawrence

2008-09-01

H. Lawrence Clark received the 2008 Ocean Sciences Award at the 2008 Ocean Sciences Meeting, held 2-7 March 2008 in Orlando, Fla. The award is given in recognition of outstanding and long-standing service to the ocean sciences.

Building a Global Ocean Science Education Network

NASA Astrophysics Data System (ADS)

Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

2016-02-01

It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

Lessons Learned for Recruiting and Retaining Native Hawaiians in the Geosciences

NASA Astrophysics Data System (ADS)

Gibson, B. A.; Brock, L.; Levine, R.; Spencer, L.; Wai, B.; Puniwai, N.

2008-12-01

Many Native Hawaiian and Pacific Island (NHPI) college students are unaware of the majors or career possibilities within geoscience disciplines. This notably can be seen by the low number of NHPI students who graduate with a bachelor's degree in an ocean or Earth science-related field within the University of Hawaii (UH) System. To help address this disparity, the Ka'Imi'Ike Program, which is funded through the Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program at NSF, was started at the University of Hawaii at Manoa to attract and support NHPI students in the geosciences. A key component of the program is the recruiting of NHPI students to disciplines in the geosciences through linking geoscience concepts with their culture and community. This includes a 3-week Explorations in the Geosciences summer institute that introduces incoming freshmen and current UH sophomores to the earth, weather, and ocean sciences via hands-on field and lab experiences. Ka'Imi'Ike also provides limited support for current geoscience majors through scholarships and internship opportunities. Results from student journals and pre- and post- questionnaires given to students during the summer institute have shown the program to be successful in increasing student interest and knowledge of the geoscience disciplines. Demonstrating the links between scientific thought and NHPI culture has been crucial to peaking the students' interest in the geosciences. The results also show that there is a need to include more specifics related to local career options, especially information that can be shared with the students' family and community as our data show that parents play a formidable role in the career path a student chooses. Moreover, in order to provide a more contiguous pipeline of support for NHPI students, Ka'Imi'Ike is beginning to network its students from the summer institute to other programs, such as the C-MORE Scholars Program, which offer undergraduate research experiences in the ocean and earth sciences. Though the Ka'Imi'Ike Program has been quite successful in facilitating NHPI participation in undergraduate research projects, the program is continually evolving by seeking and developing cutting edge approaches to strengthen its recruitment of NHPI into geoscience majors and careers.

Using Citizen Science to Close Gaps in Cabled Ocean Observatory Research

NASA Astrophysics Data System (ADS)

Morley, M. G.; Moran, K.; Riddell, D. J.; Hoeberechts, M.; Flagg, R.; Walsh, J.; Dobell, R.; Longo, J.

2015-12-01

Ocean Networks Canada operates the world-leading NEPTUNE and VENUS cabled ocean observatories off the west coast of British Columbia, and a community observatory in Cambridge Bay, Nunavut. Continuous power and connectivity permit large volumes of data to be collected and made available to scientists and citizens alike over the Internet through a web-based interface. The Oceans 2.0 data management system contains over one quarter petabyte of data, including more than 20,000 hours of video from fixed seafloor cameras and a further 8,000 hours of video collected by remotely operated vehicles. Cabled observatory instrument deployments enable the collection of high-frequency, long-duration time series of data from a specific location. This enables the study of important questions such as whether effects of climate change—for instance, variations in temperature or sea-level—are seen over the long term. However, cabled observatory monitoring also presents challenges to scientific researchers: the overwhelming volume of data and the fixed spatial location can be barriers to addressing some big questions. Here we describe how Ocean Networks Canada is using Citizen Science to address these limitations and supplement cabled observatory research. Two applications are presented: Digital Fishers is a crowd-sourcing application in which participants watch short deep-sea video clips and make annotations based on scientific research questions. To date, 3,000 participants have contributed 140,000 scientific observations on topics including sablefish abundance, hydrothermal vent geology and deep-sea feeding behaviour. Community Fishers is a program in which ordinary citizens aboard vessels of opportunity collect ocean data including water temperature, salinity, dissolved oxygen and chlorophyll. The program's focus is to directly address the typical quality concerns around data that are collected using a citizen science approach. This is done by providing high quality scientific instruments and basic (but imperative) training to the citizens and vessel operators who participate. The data are downloaded using a specially designed tablet app, and then transmitted to Oceans 2.0 where raw and corrected data and metadata are made available through the web in real-time.

Take One Boat: from offshore science to onshore art

NASA Astrophysics Data System (ADS)

Cotterill, C.

2017-12-01

The International Ocean Discovery Program (IODP) is a collaborative programme that works to explore the oceans and the rocks beneath them. Working from shallow to deep waters, and in ice covered to more tropical areas, scientists work together to sample ocean sediments and rocks, and install subsea observatories, in order to investigate our planets dynamic history. The European Consortium for Ocean Research Drilling (ECORD) are one arm of IODP, and the Education and Outreach Task Force are investigating ways of taking education and outreach further - how can we convey the excitement of this program to others and inspire careers in STEM subjects?Cape Farewell are a think / do tank who gather artists, designers, filmmakers and writers to interact with scientists and find ways to address climate change. From creation of internationally touring artworks to films and novels, Cape Farewell continues to educate engage and inspire. For 3 years the author was involved in Cape Farewell not only as a research scientist, but also as a mentor within the educational programme. Over the course of two expeditions, students were invited to design both a science research project and an accompanying arts project that investigated climate change in this fragile environment, replicating the model used for professional scientists and artists. The long term aim of the project was to support peer to peer learning, with students working as youth ambassadors within their schools and communities. With outputs from this style of engagement now including digital artwork exhibitions, a multi-disciplinary arts school, online resources and the initiation of the youth climate change summit, this talk investigates what lessons can be learnt from this dynamic combination of arts and science, to develop a programme that takes just one boat, and makes a big change in how we communicate science. "The art the students have been producing has been inspired by the science they have learnt, what they experienced during the voyage and their own narratives of being in the Arctic. Unlike school, boundaries between subjects have not been important. Their learning was experiential and in many cases the voyage was a life changing experience" Subathra Subramaniam, Choreographer and science teacher

Past, Present, and Future: A Science Program for the Arctic Ocean Linking Ancient and Contemporary Observations of Change Through Modeling

NASA Astrophysics Data System (ADS)

Coakley, Bernard; Edmonds, Henrietta N.; Frey, Karen; Gascard, Jean-Claude; Grebmeier, Jacqueline M.; Kassens, Heidemarie; Thiede, Jörn; Wegner, Carolyn

2007-07-01

A follow-up to the 2nd International Conference on Arctic Research Planning, 19-21 November 2007, Potsdam, Germany The Arctic Ocean is the missing piece for any global model. Records of processes at both long and short timescales will be necessary to predict the future evolution of the Arctic Ocean through what appears to be a period of rapid climate change. Ocean monitoring is impoverished without the long-timescale records available from paleoceanography and the boundary conditions that can be obtained from marine geology and geophysics. The past and the present are the key to our ability to predict the future.

Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

NASA Astrophysics Data System (ADS)

Passow, Michael J.

2015-04-01

By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators that utilize the AMNH collections in New York City. Each year at the American Geophysical Union Meeting, teachers find out about "Hot Topics in Science" through the GIFT Workshops (http://education.agu.org/education-activities-at-agu-meetings/gift/). Field experiences aboard the scientific ocean drilling vessel, "JOIDES Resolution," have enhanced the knowledge and skills of teachers from the USA and Europe (http://joidesresolution.org/node/3002). Many teachers also connect with each other through the ESPRIT list-serv and others (http://external.oneonta.edu/mentor/listserv.html). These are just a sample of the many programs offered to provide life-long professional development for Earth Science educators and promote 'Science in Tomorrow's Classroom.'

New directions for the National Ocean Service

NASA Astrophysics Data System (ADS)

Wolff, Paul M.

The National Ocean Service, which I've headed since December 1983, is one of the major line components of the National Oceanic and Atmospheric Administration (NOAA). NOAA, in turn, is part of the Department of Commerce and is the leading federal agency in the oceanic and atmospheric sciences. Other agencies are involved in the earth sciences, such as the Department of the Interior's Geological Survey, or are in the business of environmental regulations, like the U.S. Environmental Protection Agency, but NOAA is the one federal agency charged specifically with analyzing and predicting oceanic and atmospheric components of the earth's environment as a whole. The importance of this global, integrated air-sea approach is reflected in the five NOAA line offices.This past December, NOAA line offices were reorganized to consolidate programs as part of the Reagan Administration's general government-wide belt tightening (see Figure 1). The idea was for NOAA to grow leaner but stronger. The main thrust of the work of the Weather Service and the Marine Fisheries Service remained the same. The Office of Oceanic and Atmospheric Research continued to provide research support to the other NOAA components. A trimmed down Environmental Data and Information Service merged with the National Environmental Satellite Service to become today's National Environmental Satellite, Data, and Information Service. Also, this past December the NOAA Office of Coastal Zone Management joined forces with the National Ocean Survey to become the National Ocean Service.

Communicating Ocean Sciences to Informal Audiences (COSIA): Universities, Oceanographic Institutions, Science Centers and Aquariums Working Together to Improve Ocean Education and Public Outreach

NASA Astrophysics Data System (ADS)

Glenn, S.; McDonnell, J.; Halversen, C.; Zimmerman, T.

2006-12-01

Ocean observatories have already demonstrated their ability to maintain long-term time series, capture episodic events, provide context for improved shipboard sampling, and improve accessibility to a broader range of participants. Communicating Ocean Sciences, an already existing college course (http://www.cacosee.net/collegecourse) from COSEE California has demonstrated its ability to teach future scientists essential communication skills. The NSF-funded Communicating Ocean Sciences to Informal Audiences (COSIA) project will leverage these experiences and others to demonstrate a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. The COSIA effort will be one of the pathfinders for ensuring that the new scientific results from the increasing U.S. investments in ocean observatories is effectively communicated to the nation, and will serve as a model for other fields. Our presentation will describe a long-term model for promoting effective science communication skills and techniques applicable to diverse audiences. COSIA established partnerships between informal science education institutions and universities nationwide to facilitate quality outreach by scientists and the delivery of rigorous, cutting edge science by informal educators while teaching future scientists (college students) essential communication skills. The COSIA model includes scientist-educator partnerships that develop and deliver a college course derived from COS that teaches communication skills through the understanding of learning theory specifically related to informal learning environments and the practice of these skills at aquariums and science centers. The goals of COSIA are to: provide a model for establishing substantive, long-term partnerships between scientists and informal science education institutions to meet their respective outreach needs; provide future scientists with experiences delivering outreach to informal institutions and promoting the broader impact of research; and provide diverse role models and inquiry-based ocean sciences activities for children and families visiting ISEI. COSIA partners include: Hampton University Virginia Aquarium; Oregon State University Hatfield Marine Science Visitor's Center; Rutgers University Liberty Science Center; University of California, Berkeley Lawrence Hall of Science; and University of Southern California Aquarium of the Pacific. COS has been or will soon be taught at Rutgers University, UC Berkeley, Stanford, Woods Hole Oceanographic Institute, University of Oregon (GK-12 program), Scripps Institution of Oceanography, and others. Data from surveys of students demonstrates improvement in their understanding of how people learn and how to effectively communicate. For example, there was a decrease in agreement with statements describing traditional didactic teaching strategies suggesting that students who took the course developed a more sophisticated, inquiry-based philosophy of learning. Providing college students with a background in current learning theory, and applying that theory through practical science communication experiences, will empower future generations of scientists to meet the communication challenges they will encounter in their careers.

Transformative ocean science through the VENUS and NEPTUNE Canada ocean observing systems

NASA Astrophysics Data System (ADS)

Martin Taylor, S.

2009-04-01

The health of the world's oceans and their impact on global environmental and climate change make the development of cabled observing systems vital and timely as a data source and archive of unparalleled importance for new discoveries. The VENUS and NEPTUNE Canada observatories are on the forefront of a new generation of ocean science and technology. Funding of over $100M, principally from the Governments of Canada and BC, for these two observatories supports integrated ocean systems science at a regional scale enabled by new developments in powered sub-sea cable technology and in cyber-infrastructure that streams continuous real-time data to Internet-based web platforms. VENUS is a coastal observatory supporting two instrumented arrays in the Saanich Inlet, near Victoria, and in the Strait of Georgia, off Vancouver. NEPTUNE Canada is an 800 km system on the Juan de Fuca Plate off the west coast of British Columbia, which will have five instrumented nodes in operation over the next 18 months. This paper describes the development and management of these two observatories, the principal research themes, and the applications of the research to public policy, economic development, and public education and outreach. Both observatories depend on partnerships with universities, government agencies, private sector companies, and NGOs. International collaboration is central to the development of the research programs, including partnerships with initiatives in the EU, US, Japan, Taiwan and China.

Buoy monitors ocean acidification

NASA Astrophysics Data System (ADS)

Zielinski, Sarah

2007-06-01

A new Gulf of Alaska buoy installed on 7 June is the first to provide data that will help scientists study ocean acidification caused by the absorption of atmospheric carbon dioxide. Sensors attached to the buoy are measuring key climate indicators in the atmosphere and ocean, including surface acidity and the air-sea exchange of carbon dioxide. The buoy was installed in collaboration with the Line P program, which has provided decades of continuous measurements from a series of oceanographic stations along line P which extends from the mouth of the Juan de Fuca Strait south of Vancouver Island to Pacific Ocean Station Papa, where the new buoy was installed.The buoy is part of a project conducted by scientists from NOAAs Pacific Marine Environmental Laboratory; the University of Washington, Seattle; Fisheries and Oceans Canada; and the Institute of Ocean Sciences in Sydney, British Columbia.

Research Ethics with Undergraduates in Summer Research Training Programs

NASA Astrophysics Data System (ADS)

Cheung, I.; Yalcin, K.

2016-02-01

Many undergraduate research training programs incorporate research ethics into their programs and some are required. Engaging students in conversations around challenging topics such as conflict of interest, cultural and gender biases, what is science and what is normative science can difficult in newly formed student cohorts. In addition, discussing topics with more distant impacts such as science and policy, intellectual property and authorship, can be difficult for students in their first research experience that have more immediate concerns about plagiarism, data manipulation, and the student/faculty relationship. Oregon State University's Research Experience for Undergraduates (REU) in Ocean Sciences: From Estuaries to the Deep Sea as one model for incorporating a research ethics component into summer undergraduate research training programs. Weaved into the 10-week REU program, undergraduate interns participate in a series of conversations and a faculty mentor panel focused on research ethics. Topics discussed are in a framework for sharing myths, knowledge and personal experiences on issues in research with ethical implications. The series follows guidelines and case studies outlined from the text, On Being A Scientist: Responsible Conduct In Research Committee on Science, Engineering, and Public Policy, National Academy of Sciences.

U.S. ocean acidification researchers: First national meeting

NASA Astrophysics Data System (ADS)

Cooley, Sarah R.; Kleypas, Joan; Benway, Heather

2011-09-01

Ocean Carbon and Biogeochemistry Program Ocean Acidification Principal Investigators' Meeting; Woods Hole, Massachusetts, 22-24 March 2011 ; Ocean acidification (OA) is the progressive decrease in seawater pH and change in inorganic carbon chemistry caused by uptake of anthropogenic carbon dioxide (CO2). Marine species respond to OA in multiple ways that could profoundly alter ocean ecosystems and the goods and services they provide to human communities. With major support from the National Oceanic and Atmospheric Administration (NOAA) and the U.S. National Science Foundation (NSF) and additional support from the U.S. Environmental Protection Agency (EPA), the Naval Postgraduate School, and the U.S. Geological Survey (USGS), the Ocean Carbon and Biogeochemistry (OCB) Project Office and Ocean Acidification Subcommittee (http://www.us-ocb.org/about/subcommittees.html) held the first multidisciplinary workshop for U.S. OA researchers at the Woods Hole Oceanographic Institution. The 112 attendees included ecologists, paleoceanographers, instrumentation specialists, chemists, biologists, economists, ocean and ecosystem modelers, and communications specialists.

Bringing Hands-on Activities and Real Scientists to Students: Bishop Museum's X-treme Science Exhibit, Holoholo Science Program, and Planned Science Learning Center

NASA Astrophysics Data System (ADS)

Hills, D. J.; Fullerton, K.; Hoddick, C.; Ali, N.; Mosher, M. K.

2002-12-01

Bishop Museum developed the "X-treme Science: Exploring Oceans, Volcanoes, and Outer Space" museum exhibit in conjunction with NASA as part of their goal to increase educational outreach. A key element of the exhibit was the inclusion of real scientists describing what they do, and fostering the interaction between scientists and students. Highlights of the exhibit were interviews with local (Hawaii-based) scientists involved in current ocean, volcano, and space research. These interviews were based on questions that students provided, and were available during the exhibit at interactive kiosks. Lesson plans were developed by local teachers and scientists, and provided online to enhance the exhibit. However, one limitation of the museum exhibit was that not all students in the state could visit, or spend enough time with it. To serve more remote schools, and to provide for additional enrichment for those who did attend, the education department at Bishop Museum developed a traveling program with the X-treme Science exhibit as the basis. The Holoholo (Hawaiian for "fun outing") Science program brings a scientist into the classroom with a hands-on scientific inquiry activity. The activity is usually a simplified version of a problem that the scientist actually deals with. The students explore the activity, reach conclusions, and discuss their results. They are then given the opportunity to question the scientist about the activity and about what the scientist does. This allows students to understand that science is not something mystical, but rather something attainable. A key element of Holoholo remains the active participation of real-life scientists in the experience. The scientists who have participated in the program have had overwhelmingly positive experiences. Bishop Museum is developing a science learning center, with the objective of meeting local and national science standards using inquiry based science. The unifying theme of all three of these projects is involving students with active scientists who are accessible to them. AGU scientists are vital to realizing this goal.

Enabling Long-Term Oceanographic Research: Changing Data Practices, Information Management Strategies and Informatics

NASA Astrophysics Data System (ADS)

Baker, K. S.; Chandler, C. L.

2008-12-01

Data management and informatics research are in a state of change in terms of data practices, information strategies, and roles. New ways of thinking about data and data management can facilitate interdisciplinary global ocean science. To meet contemporary expectations for local data use and reuse by a variety of audiences, collaborative strategies involving diverse teams of information professionals are developing. Such changes are fostering the growth of information infrastructures that support multi-scale sampling, data integration, and nascent networks of data repositories. In this retrospective, two examples of oceanographic projects incorporating data management in partnership with long-term science programs are reviewed: the Palmer Station Long-Term Ecological Research program (Palmer LTER) and the United States Joint Global Ocean Flux Study (US JGOFS). Lessons learned - short-term and long-term - from a decade of data management within these two communities will be presented. A conceptual framework called Ocean Informatics provides one example for managing the complexities inherent to sharing oceanographic data. Elements are discussed that address the economies-of-scale as well as the complexities-of-scale pertinent to a broad vision of information management and scientific research.

Enabling long-term oceanographic research: Changing data practices, information management strategies and informatics

NASA Astrophysics Data System (ADS)

Baker, Karen S.; Chandler, Cynthia L.

2008-09-01

Interdisciplinary global ocean science requires new ways of thinking about data and data management. With new data policies and growing technological capabilities, datasets of increasing variety and complexity are being made available digitally and data management is coming to be recognized as an integral part of scientific research. To meet the changing expectations of scientists collecting data and of data reuse by others, collaborative strategies involving diverse teams of information professionals are developing. These changes are stimulating the growth of information infrastructures that support multi-scale sampling, data repositories, and data integration. Two examples of oceanographic projects incorporating data management in partnership with science programs are discussed: the Palmer Station Long-Term Ecological Research program (Palmer LTER) and the United States Joint Global Ocean Flux Study (US JGOFS). Lessons learned from a decade of data management within these communities provide an experience base from which to develop information management strategies—short-term and long-term. Ocean Informatics provides one example of a conceptual framework for managing the complexities inherent to sharing oceanographic data. Elements are introduced that address the economies-of-scale and the complexities-of-scale pertinent to a broader vision of information management and scientific research.

House Science Committee Acts on NIST Laboratories

NASA Astrophysics Data System (ADS)

Committees in both chambers of Congress are considering bills to dismantle the Department of Commerce, including the National Oceanic and Atmospheric Administration. The main bill in the House, HR 1756, sponsored by Rep. Dick Chrysler (R-Mich.), has been referred to 11 different committees, each of which has jurisdiction over some part of it. In September, the House Science Committee, chaired by Robert Walker (R-Pa.), held a hearing on the proposal and marked up the portions of Chrysler's bill relating to science and technology.In addition to abolishing the Commerce Department, Chrysler's bill would mandate selling NIST's laboratories and those of NOAA's Office of Oceanic and Atmospheric Research "to a private sector entity intending to perform substantially the same functions as were performed by the laboratories." It also would terminate NIST's Advanced Technology Program (ATP) and Manufacturing Extension Partnership (MEP).

Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

NASA Astrophysics Data System (ADS)

Gillan, Amy Larrison

The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

International Search for Life in Ocean Worlds

NASA Astrophysics Data System (ADS)

Sherwood, B.

2015-12-01

We now know that our solar system contains diverse "ocean worlds." One has abundant surface water and life; another had significant surface water in the distant past and has drawn significant exploration attention; several contain large amounts of water beneath ice shells; and several others evince unexpected, diverse transient or dynamic water-related processes. In this century, humanity will explore these worlds, searching for life beyond Earth and seeking thereby to understand the limits of habitability. Of our ocean worlds, Enceladus presents a unique combination of attributes: large reservoir of subsurface water already known to contain salts, organics, and silica nanoparticles originating from hydrothermal activity; and able to be sampled via a plume predictably expressed into space. These special circumstances immediately tag Enceladus as a key destination for potential missions to search for evidence of non-Earth life, and lead to a range of potential mission concepts: for orbital reconnaissance; in situ and returned-sample analysis of plume and surface-fallback material; and direct sulcus, vent, cavern, and ocean exploration. Each mission type can address a unique set of science questions, and would require a unique set of capabilities, most of which are not yet developed. Both the questions and the capability developments can be sequenced into a programmatic precedence network, the realization of which requires international cooperation. Three factors make this true: exploring remote oceans autonomously will cost a lot; the Outer Space Treaty governs planetary protection; and discovery of non-Earth life is an epochal human imperative. Results of current planning will be presented in AGU session 8599: how ocean-world science questions and capability requirements can be parsed into programmatically acceptable mission increments; how one mission proposed into the Discovery program in 2015 would take the next step on this path; the Decadal calendar of decision points and program options that will constrain ocean-world exploration through mid-century; and findings of the COSPAR Planetary Protection Panel colloquium for ocean-world exploration held in September 2015.

FY 1986 science budget overview

NASA Astrophysics Data System (ADS)

Richman, Barbara T.; Robb, David W.

Continental lithosphere research, scientific ocean drilling, investigative surveys in the Exclusive Economic Zone, and the Mars Observer were among those programs that fared best in the federal budget proposal for fiscal year (FY) 1986 that President Ronald Reagan sent to Congress last week. However, the Sea Grant and Coastal Zone Management programs were among those that fell victim to the budget ax once again.

Role of the ocean in climate changes

NASA Technical Reports Server (NTRS)

Gulev, Sergey K.

1992-01-01

The present program aimed at the study of ocean climate change is prepared by a group of scientists from State Oceanographic Institute, Academy of Science of Russia, Academy of Science of Ukraine and Moscow State University. It appears to be a natural evolution of ideas and achievements that have been developed under national and international ocean research projects such as SECTIONS, WOCE, TOGA, JGOFS and others. The two primary goals are set in the program ROCC. (1) Quantitative description of the global interoceanic 'conveyor' and it's role in formation of the large scale anomalies in the North Atlantic. The objectives on the way to this goal are: to get the reliable estimates of year-to-year variations of heat and water exchange between the Atlantic Ocean and the atmosphere; to establish and understand the physics of long period variations in meridianal heat and fresh water transport (MHT and MFWT) in the Atlantic Ocean; to analyze the general mechanisms, that form the MHT and MFWT in low latitudes (Ekman flux), middle latitudes (western boundary currents) and high latitudes (deep convection) of the North Atlantic; to establish and to give quantitative description of the realization of global changes in SST, surface salinity, sea level and sea ice data. (2) Development of the observational system pointed at tracing the climate changes in the North Atlantic. This goal merges the following objectives: to find the proper sites that form the inter annual variations of MHT; to study the deep circulation in the 'key' points; to develop the circulation models reflecting the principle features of interoceanic circulation; and to define global and local response of the atmosphere circulation to large scale processes in the Atlantic Ocean.

Discovery of Sound in the Sea (DOSITS) Website Development

DTIC Science & Technology

2013-03-04

life affect ocean sound levels? • Science of Sound > Sounds in the Sea > How will ocean acidification affect ocean sound levels? • Science of Sound...Science of Sound > Sounds in the Sea > How does shipping affect ocean sound levels? • Science of Sound > Sounds in the Sea > How does marine

Developing tools and strategies for communicating climate change

NASA Astrophysics Data System (ADS)

Bader, D.; Yam, E. M.; Perkins, L.

2011-12-01

Research indicates that the public views zoos and aquariums as reliable and trusted sources for information on conservation. Additionally, visiting zoos and aquariums helps people reconsider their connections to conservation issues and solutions. The Aquarium of the Pacific, an AZA-accredited institution that serves the most ethnically diverse population of all aquariums in the nation, is using exhibit space, technology, public programming, and staff professional development to present a model for how aquariums can promote climate literacy. Our newest galleries and programs are designed to immerse our visitors in experiences that connect our live animal collection to larger themes on ocean change. The Aquarium is supporting our new programming with a multifaceted staff professional development that exposes our interpretive staff to current climate science and researchers as well as current social science on public perception of climate science. Our staff also leads workshops for scientists; these sessions allow us to examine learning theory and develop tools to communicate science and controversial subjects effectively. Through our partnerships in the science, social science, and informal science education communities, we are working to innovate and develop best practices in climate communication.

Boundary Organizations: Creating a Unique Model for Sustained Dialog Among Scientists and Decison Makers About Long-term Change

NASA Astrophysics Data System (ADS)

Duncan, B.; Carter, H.; Knight, E.; Meyer, R.

2015-12-01

California Ocean Science Trust is a boundary organization formed by the state of California. We work across traditional boundaries between government, science, and communities to build trust and understanding in ocean and coastal science. We work closely with decision makers to understand their priority needs and identify opportunities for science to have a meaningful impact, and we engage scientists and other experts to compile and translate information into innovative products that help to meet those needs. This often sparks new collaborations that live well beyond the products themselves. Through this unique model, we are deepening relationships and facilitating an ongoing dialogue between scientists, decision-makers, and communities. The West Coast of the United States is already experiencing climate-driven changes in marine conditions at both large and small spatial scales. Decision makers are increasingly concerned with the potential threats that these changes pose to coastal communities, industries, ecosystems, and species. Detecting and understanding these multi-stressor changes requires consideration across scientific disciplines and management jurisdictions. Research and monitoring programs must reflect this new reality: they should be designed to connect with the decision makers who may use their results. In this presentation, I will share how we are drawing from the West Coast Ocean Acidification and Hypoxia Science Panel - an interdisciplinary team of scientists convened by Ocean Science Trust from California, Oregon, Washington, and British Columbia - to develop actionable guidance for long-term monitoring for long-term change. Building on our experiences working with the Panel, I will discuss the unique model that boundary organizations provide for sustained dialog across traditionally siloed disciplines and management regimes, and share best practices and lessons learned in working across those boundaries.

A critical review of existing innovative science and drilling proposals within IODP

NASA Astrophysics Data System (ADS)

Behrmann, J. H.

2009-04-01

In the present phase of the Integrated Ocean Drilling Program (IODP) activities are guided by the Initial Science Plan that identified three major themes: The Deep Biosphere and the Subseafloor Ocean; Environmental Change, Processes and Effects; and Solid Earth Cycles and Geodynamics. New initiatives and complex drilling proposals were developed that required major advances in drilling platforms and technologies, and expansion of the drilling community into new areas of specialization. The guiding themes in the Initial Science Plan are instrumental for the proposal development and evaluation, and will continue to represent the goals of IODP until 2013. A number of innovative and highly ranked individual proposals and coordinated sets of proposals ready to be drilled has been forwarded by the Science Planning Committee (SPC) to the IODP Operations Task Force (OTF) for scoping, planning and scheduling. For the Deep Biosphere theme these include proposals to drill targets in the Central Atlantic, the Okinawa Trough, and the Southern Pacific. The Environmental Change, Processes and Effects theme is proposed to - among others - be studied by a coordinated approach regarding the Southeast Asian Monsoon, but also by proposals addressing sdimentation, facies evolution and the paleoclimate record in the Atlantic and Indian Oceans. The Solid Earth Cycles and Geodynamics theme is represented by several proposals addressing subduction processes, seismogenesis, and oceanic crust formation mainly in the Pacific. Some of these have shaped drilling programs that are already in the process of being carried out, such as drilling in the Nankai Trough off Japan (the NantroSEIZE project), or drilling in oceanic crust created in a superfast spreading environment in the Eastern Pacific. There are many remaining issues to be addressed, and drilling programs to be completed before the end of the present phase of IODP in 2013. Planning of expeditions needs to be done in such a way that a balance between risk, cost, and scientific impact is achieved. At least part of the dilling also is required to be a necessary precursor for future investigations in coming phases of Ocean Drilling. Presently IODP faces the challenges of tight budgetary constraints, increasing operating costs of their platforms, and the need to develop drilling schedules that allow off-contract work of the R/V Chikyu and R/V Joides Resolution drilling vessels. Chikyu will operate within IODP for an average of 7 months per year over a 5-year period with the goals of achieving major milestones in NantroSEIZE, maximizing the use of the vessel for riser drilling, and start a new IODP project that requires riser drilling. Joides Resolution will also operate an average of 7 months per year with the goal of optimizing operating days within the restrictions imposed by the prioritized science. Mission Specific Platform expeditions will be carried out once every two years on average, with the goal of pioneering drilling in new, challenging environments. For the first time in IODP history, operations of Chikyu, Joides Resolution and Mission Specific Platform expeditions will be conducted simultaneously in 2009. This new phase of operations provides an unprecedented chance of progress in scientific ocean drilling.

The Information Super Seaway: Networking the Seafloor for Interactive Scientific Discovery

NASA Astrophysics Data System (ADS)

Daly, K. L.; Isern, A. R.

2006-05-01

Ship-based expeditionary research and satellite observations have provided basic descriptions of ocean processes and their interactions with terrestrial and atmospheric systems. Many critical processes, however, occur at temporal and spatial scales that cannot be effectively sampled or studied with these traditional techniques. Ship-based studies are particularly limited in their ability to investigate the onset and immediate aftermath of episodic events and non-linear processes. Enabled by technological advances and made timely by societal need, a wide range of ocean and earth observing systems are being planned, proposed, deployed and operated within the U.S. These systems will utilize real-time datasets for event detection and adaptive sampling, well-sampled spatial and temporal contexts for limited duration or process-study experiments, and sustained observations to observe long-term trends and capture rare episodic events. Recent developments in sensor technology, cyberinfrastructure, and modeling capabilities will enable scientists to consider an entirely new set of interdisciplinary science questions. In response to the need for long term in situ oceanographic data, the U.S. National Science Foundation has established the Ocean Research Interactive Observatory Networks (ORION) Program within which the Ocean Observatories Initiative (OOI) will provide the essential infrastructure to address high priority science questions outlined in the OOI Science Plan. This infrastructure will utilize electro-optical cables and moored buoys to enable real-time, high bandwidth transmissions of scientific data and images from key scientific sites in the coastal and open ocean. The OOI is an integrated observatory with three elements: 1) a regional cabled network consisting of interconnected sites on the seafloor spanning several geological and oceanographic features and processes, 2) relocatable deep-sea buoys that could also be deployed in harsh environments such as the Southern Ocean, and 3) new construction or enhancements to existing facilities leading to an expanded network of coastal observatories. The ORION Program will coordinate the science driving the construction of this research observing network as well as the operation and maintenance of the infrastructure; development of instrumentation and mobile platforms and their incorporation into the observatory network; and planning, coordination, and implementation of educational and public outreach activities. A critical integrating element of the seafloor observatory network will be a robust cyberinfrastructure system that can collect large volumes of heterogeneous data. This system is being developed to collect, manage, archive and distribute data; have mechanisms and protocols for rapid data transmission; have protocols for two-way communication with sensors and dynamic control of sensor networks; have access to remote computing resources for processing and visualization of data; have software tools for analysis of multidisciplinary, spatially extended, intermittent datasets; have knowledge representation software to ensure that these data are easily accessible and effortlessly shared across disciplines; have integrity between communications and control systems and data management and archiving systems; and have automated data quality control. The ORION Program will be the most complex initiative that ocean scientists have undertaken within the U.S. and will revolutionize the way that oceanographers study the sea.

Actionable Science in the Gulf of Mexico: Connecting Researchers and Resource Managers

NASA Astrophysics Data System (ADS)

Lartigue, J.; Parker, F.; Allee, R.; Young, C.

2017-12-01

The National Oceanic and Atmospheric Administration (NOAA) RESTORE Science Program was established in the wake of the Deepwater Horizon oil spill to to carry out research, observation, and monitoring to support the long-term sustainability of the Gulf of Mexico ecosystem, including its fisheries. Administered in partnership with the US Fish and Wildlife Service, the Science Program emphasizes a connection between science and decision-making. This emphasis translated into an engagement process that allowed for resource managers and other users of information about the ecosystem to provide direct input into the science plan for the program. In developing funding opportunities, the Science Program uses structured conversations with resource managers and other decision makers to focus competitions on specific end user needs. When evaluating proposals for funding, the Science Program uses criteria that focus on applicability of a project's findings and products, end user involvement in project planning, and the approach for transferring findings and products to the end user. By including resource managers alongside scientific experts on its review panels, the Science Program ensures that these criteria are assessed from both the researcher and end user perspectives. Once funding decisions are made, the Science Program assigns a technical monitor to each award to assist with identifying and engaging end users. Sharing of best practices among the technical monitors has provided the Science Program insight on how best to bridge the gap between research and resource management and how to build successful scientist-decision maker partnerships. During the presentation, we will share two case studies: 1) design of a cooperative (fisheries scientist, fisheries managers, and fishers), Gulf-wide conservation and monitoring program for fish spawning aggregations and 2) development of habitat-specific ecosystem indicators for use by federal and state resource managers.

Learning from the Sea

ERIC Educational Resources Information Center

Acker, Susan

1973-01-01

Introduces a series of articles relating to learning from the sea. Marine science programs provide a rich experience for students making them aware of interrelationships and concerned about preserving marine habitats and solving environmental problems. Stresses the importance of involvement in successfully studying the ocean world. (JR)

Environmental statement for National Aeronautics and Space Administration, Office of Space Science, launch vehicle and propulsion programs

NASA Technical Reports Server (NTRS)

1972-01-01

NASA OSS Launch Vehicle and Propulsion Programs are responsible for the launch of approximately 20 automated science and applications spacecraft per year. These launches are for NASA programs and those of other U. S. government agencies, private organizations, such as the Comsat Corporation, foreign countries, and international organizations. Launches occur from Cape Kennedy, Florida; Vandenberg Air Force Base, California; Wallops Island, Virginia; and the San Marco Platform in the Indian Ocean off Kenya. Spacecraft launched by this program contribute in a variety of ways to the control of and betterment of the environment. Environmental effects caused by the launch vehicles are limited in extent, duration, and intensity and are considered insignificant.

Electromagnetic backscattering from one-dimensional drifting fractal sea surface II: Electromagnetic backscattering model

NASA Astrophysics Data System (ADS)

Tao, Xie; William, Perrie; Shang-Zhuo, Zhao; He, Fang; Wen-Jin, Yu; Yi-Jun, He

2016-07-01

Sea surface current has a significant influence on electromagnetic (EM) backscattering signals and may constitute a dominant synthetic aperture radar (SAR) imaging mechanism. An effective EM backscattering model for a one-dimensional drifting fractal sea surface is presented in this paper. This model is used to simulate EM backscattering signals from the drifting sea surface. Numerical results show that ocean currents have a significant influence on EM backscattering signals from the sea surface. The normalized radar cross section (NRCS) discrepancies between the model for a coupled wave-current fractal sea surface and the model for an uncoupled fractal sea surface increase with the increase of incidence angle, as well as with increasing ocean currents. Ocean currents that are parallel to the direction of the wave can weaken the EM backscattering signal intensity, while the EM backscattering signal is intensified by ocean currents propagating oppositely to the wave direction. The model presented in this paper can be used to study the SAR imaging mechanism for a drifting sea surface. Project supported by the National Natural Science Foundation of China (Grant No. 41276187), the Global Change Research Program of China (Grant No. 2015CB953901), the Priority Academic Program Development of Jiangsu Higher Education Institutions, China, the Program for the Innovation Research and Entrepreneurship Team in Jiangsu Province, China, the Canadian Program on Energy Research and Development, and the Canadian World Class Tanker Safety Service Program.

Putting Science First: Using the Precautionary Principle in the Central Arctic Ocean to Prevent a Fishing Disaster Before it Occurs (Invited)

NASA Astrophysics Data System (ADS)

Nachman, C.

2017-12-01

As ice conditions change and ocean temperatures continue to rise, the potential for living marine resources to migrate farther north and for vessels to journey north with them is expanding. To date, the central Arctic Ocean (CAO) has remained relatively unexposed to human activities, including commercial fishing. However, as conditions continue to change, the potential for expansion of fishing fleets exists. In July 2015, the five Arctic coastal states signed a declaration concerning the prevention of unregulated high seas fishing in the CAO. Recognizing the need to involve additional nations with interests in the Arctic region, in December 2015, the five Arctic coastal states, along with China, the European Union, Japan, Iceland, and Korea, began a process to negotiate a binding agreement to prevent unregulated fishing in the high seas of the CAO. A key underlying goal of the negotiations is to reach agreement that nations would establish a joint program of scientific research and monitoring to better understand the CAO ecosystem and whether fish stocks might exist there that could be harvested on a sustainable basis and the possible impacts of such fisheries on the ecosystems. The data collected through the international joint science program will compose a key piece of the decision-making at the policy level regarding establishing appropriate measures or organizations to manage fishing in the CAO should the science indicate potentials for commercial fishing in the CAO. Since the beginning of these high-level negotiations, the policy makers have consistently agreed that conducting collaborative science is the primary way to determine whether sustainable commercial fishing could one day occur in the region. I will highlight the policy negotiation process and parallel science meetings to date to demonstrate how science can influence policy to prevent a fishing disaster.

Aquarius and the Aquarius/SAC-D Mission

NASA Technical Reports Server (NTRS)

LeVine, D. M.; Lagerloef, G. S. E.; Torrusio, S.

2010-01-01

Aquarius is a combination L-band radiometer and scatterometer designed to map the salinity field at the ocean surface from space. It will be flown on the Aquarius/SAC-D mission, a partnership between the USA space agency (NASA) and Argentine space agency (CONAE). The mission is composed of two parts: (a) The Aquarius instrument being developed as part of NASA.s Earth System Science Pathfinder (ESSP) program; and (b) SAC-D the fourth spacecraft service platform in the CONAE Satellite de Aplicaciones Cientificas (SAC) program. The primary focus of the mission is to monitor the seasonal and interannual variations of the salinity field in the open ocean. The mission also meets the needs of the Argentine space program for monitoring the environment and for hazard detection and includes several instruments related to these goals.

Ocean Science Video Challenge Aims to Improve Science Communication

NASA Astrophysics Data System (ADS)

Showstack, Randy

2013-10-01

Given today's enormous management and protection challenges related to the world's oceans, a new competition calls on ocean scientists to effectively communicate their research in videos that last up to 3 minutes. The Ocean 180 Video Challenge, named for the number of seconds in 3 minutes, aims to improve ocean science communication while providing high school and middle school teachers and students with new and interesting educational materials about current science topics.

Middle and high school students shine

NASA Astrophysics Data System (ADS)

Asher, Pranoti; Saltzman, Jennifer

2012-02-01

Middle and high school students participating in after-school and summer research experiences in the Earth and space sciences are invited to participate in AGU's Bright Students Training as Research Scientists (Bright STaRS) program. The Bright STaRS program provides a dedicated forum for these students to present their research results to the scientific community at AGU's Fall Meeting, where they can also learn about exciting research, education, and career opportunities in the Earth and space sciences. Last year's program included 33 abstracts from middle and high school students involved with the Stanford University School of Earth Sciences; Raising Interest in Science and Engineering summer internship program sponsored by the Office of Science Outreach at Stanford; Lawrence Hall of Science at the University of California, Berkeley; the University of California, Santa Cruz; California Academy of Science; San Francisco State University; the University of Arizona; and the National Oceanic and Atmospheric Administration's Gulf of the Farallones National Marine Sanctuary. Their work spanned a variety of topics ranging from structural geology and paleontology to environmental geology and polar science. Nearly 100 Bright STaRS students presented their research posters on Thursday morning (8 December) of the Fall Meeting and had a chance to interact with scientists, AGU staff, and other meeting attendees.

Highlights of the 2014 Ocean Sciences Meeting

NASA Astrophysics Data System (ADS)

Sharp, Jonathan; Briscoe, Melbourne; Itsweire, Eric

2014-07-01

The 2014 Ocean Sciences Meeting was the 17th biennial gathering since the inception of ocean sciences meetings in 1982. A joint venture of the Association for the Sciences of Limnology and Oceanography (ASLO), The Oceanography Society (TOS), and the Ocean Sciences section of AGU, the meeting was by far the largest ever: More than 5600 attendees made this meeting more than 30% larger than any previous one. Forty percent of attendees live outside the United States, hailing from 55 countries, showing the importance of this meeting as an international gathering of ocean scientists.

Designing and Implementing a Computational Methods Course for Upper-level Undergraduates and Postgraduates in Atmospheric and Oceanic Sciences

NASA Astrophysics Data System (ADS)

Nelson, E.; L'Ecuyer, T. S.; Douglas, A.; Hansen, Z.

2017-12-01

In the modern computing age, scientists must utilize a wide variety of skills to carry out scientific research. Programming, including a focus on collaborative development, has become more prevalent in both academic and professional career paths. Faculty in the Department of Atmospheric and Oceanic Sciences at the University of Wisconsin—Madison recognized this need and recently approved a new course offering for undergraduates and postgraduates in computational methods that was first held in Spring 2017. Three programming languages were covered in the inaugural course semester and development themes such as modularization, data wrangling, and conceptual code models were woven into all of the sections. In this presentation, we will share successes and challenges in developing a research project-focused computational course that leverages hands-on computer laboratory learning and open-sourced course content. Improvements and changes in future iterations of the course based on the first offering will also be discussed.

78 FR 35984 - Proposal Review Panel for Ocean Sciences; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-14

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Ocean Sciences; Notice of Meeting In accordance with the Federal Advisory Committee Act Pub. L. 92- 463, as amended), the National Science Foundation announces the following meeting. Name: Proposal Review Panel for Ocean Sciences ( 10752). Date...

76 FR 38709 - Proposal Review Panel for Ocean Sciences; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-01

... NATIONAL SCIENCE FOUNDATION Proposal Review Panel for Ocean Sciences; Notice of Meeting In accordance with the Federal Advisory Committee Act (Pub. L. 92- 463, as amended), the National Science Foundation announces the following meeting: Name: Proposal Review Panel for Ocean Sciences ( 10752). Date...

Scientists Involved in K-12 Education

NASA Astrophysics Data System (ADS)

Robigou, V.

2004-12-01

The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping-in pre-existing programs to contribute right away without having to re-invent the wheel is a good approach. Education and outreach sessions are expanding at professional, scientific meetings such as AGU, and provide an excellent start for those in search of new educational experiences. Contacting a regional COSEE is also a very effective way to get involved.

Enhancing the Understanding of Marine Ecosystems through Teleducation and Field Experiences

NASA Astrophysics Data System (ADS)

Macko, S.

2006-12-01

This project is an outreach and education program with a partner in the K-12 schools at Accomack County on the Eastern Shore of Virginia. It endeavors to build a community more knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. It is an program built in stages that: 1) Establish high speed teleducation linkages with Eastern Shore of Virginia High Schools, for live interactive, classes (teleducation) for earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography (designed on a faculty development basis or acquire NSTA certification in Earth Science Education, as well as participation by seniors in the Accomack Schools; 2) Establish field experiences for teachers and selected students that involve travel to both the Virginia Coast Reserve Long Term Ecological Research (VCR/LTER) Center, UVA and the NOAA Beaufort, NC Laboratory to observe first- hand the science programs at those locations and participate in cutting edge coastal marine research efforts. These experiences will not only improve student understanding of the ocean-atmosphere biogeophysical system, but also encourage students to explore the sciences as a field of study and possible vocation. Advanced high school students and science teachers from Accomack County Public Schools participated in an experience involving field and laboratory methods employed in a NSF-sponsored study of the coupled natural-human dynamics on the Eastern Shore of Virginia over the past 500 years (NSF-Biocomplexity). Students and teachers worked with researchers of the VCR facility in Oyster, VA, collected sediment cores from Chesapeake Bay tributaries, and traveled to the Organic Geochemistry Laboratory at UVA, in Charlottesville, VA to prepare and analyze samples for isotopic and palynological information. In a first of its kind connectivity, in June/July, 2006, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) from UVA to Arcadia High School on the Eastern Shore, allowing teachers in the Accomack School district to receive university credit without leaving their home classrooms 250 miles from UVA.

Sensor to User - NASA/EOS Data for Coastal Zone Management Applications Developed from Integrated Analyses: Verification, Validation and Benchmark Report

NASA Technical Reports Server (NTRS)

Hall, Callie; Arnone, Robert

2006-01-01

The NASA Applied Sciences Program seeks to transfer NASA data, models, and knowledge into the hands of end-users by forming links with partner agencies and associated decision support tools (DSTs). Through the NASA REASoN (Research, Education and Applications Solutions Network) Cooperative Agreement, the Oceanography Division of the Naval Research Laboratory (NRLSSC) is developing new products through the integration of data from NASA Earth-Sun System assets with coastal ocean forecast models and other available data to enhance coastal management in the Gulf of Mexico. The recipient federal agency for this research effort is the National Oceanic and Atmospheric Administration (NOAA). The contents of this report detail the effort to further the goals of the NASA Applied Sciences Program by demonstrating the use of NASA satellite products combined with data-assimilating ocean models to provide near real-time information to maritime users and coastal managers of the Gulf of Mexico. This effort provides new and improved capabilities for monitoring, assessing, and predicting the coastal environment. Coastal managers can exploit these capabilities through enhanced DSTs at federal, state and local agencies. The project addresses three major issues facing coastal managers: 1) Harmful Algal Blooms (HABs); 2) hypoxia; and 3) freshwater fluxes to the coastal ocean. A suite of ocean products capable of describing Ocean Weather is assembled on a daily basis as the foundation for this semi-operational multiyear effort. This continuous realtime capability brings decision makers a new ability to monitor both normal and anomalous coastal ocean conditions with a steady flow of satellite and ocean model conditions. Furthermore, as the baseline data sets are used more extensively and the customer list increased, customer feedback is obtained and additional customized products are developed and provided to decision makers. Continual customer feedback and response with new improved products are required between the researcher and customer. This document details the methods by which these coastal ocean products are produced including the data flow, distribution, and verification. Product applications and the degree to which these products are used successfully within NOAA and coordinated with the Mississippi Department of Marine Resources (MDMR) is benchmarked.

Ocean Literacy After-School

NASA Astrophysics Data System (ADS)

Hlinka, Lisa

2016-04-01

Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results that same day to data collected at the HRCS Boathouse along the Hudson River.

Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification

PubMed Central

Danielson, Kathryn I.; Tanner, Kimberly D.

2015-01-01

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. PMID:26163563

Research program of the Geodynamics Branch

NASA Technical Reports Server (NTRS)

Kahn, W. D. (Editor); Cohen, S. C. (Editor); Boccucci, B. S. (Editor)

1986-01-01

This report is the Fourth Annual Summary of the Research Program of the Geodynamics Branch. The branch is located within the Laboratory for Terrestrial Physics of the Space and Earth Sciences Directorate of the Goddard Space Flight Center. The research activities of the branch staff cover a broad spectrum of geoscience disciplines including: tectonophysics, space geodesy, geopotential field modeling, and dynamic oceanography. The NASA programs which are supported by the work described in this document include the Geodynamics and Ocean Programs, the Crustal Dynamics Project and the proposed Ocean Topography Experiment (TOPEX). The reports highlight the investigations conducted by the Geodynamics Branch staff during calendar year 1985. The individual papers are grouped into chapters on Crustal Movements and Solid Earth Dynamics, Gravity Field Modeling and Sensing Techniques, and Sea Surface Topography. Further information on the activities of the branch or the particular research efforts described herein can be obtained through the branch office or from individual staff members.

The Proposal for the NASA Sensor Intercalibration and Merger for Biological and Interdisciplinary Oceanic Studies(SIMBIOS) Program, 1995

NASA Technical Reports Server (NTRS)

McClain, Charles; Esaias, Wayne; Feldman, Gene; Gregg, Watson; Hooker, Stanford; Frouin, Robert

2002-01-01

As a result of the Earth Observing System (EOS) restructuring exercise during the last half of fiscal year 1994, the EOS Color mission, which was scheduled to be a data-buy with a 1998 launch was dropped from the EOS mission manifest primarily because of the number of international ocean color missions scheduled for launch in the 1998 time frame. In lieu of a new mission, NASA Goddard Space Flight Center (GSFC) was tasked by NASA Headquarters to develop an ocean color satellite calibration and validation plan for multiple sensors. The objective of the activity was to develop a methodology and operational capability to combine data products from the various ocean color missions in a manner that ensures the best possible global coverage and data quality. The program was called the Sensor Intercomparison and Merger for Biological and Interdisciplinary Oceanic Studies (SIMBIOS) project coined from the biological term "symbiosis." This document is the original proposal that was developed and submitted in May 1995. SIMBIOS was approved in 1996 and initiated in 1997 with a project office and technical staff at GSFC and a science team to assist in the development of validation data sets, sensor calibration, atmospheric correction, and bio-optical and data merger algorithms. Since its inception, the SIMBIOS program has resulted in a broad-based international collaboration on the calibration and validation of a number of ocean color satellites.

Distribution, Abundance and Population Structuring of Beaked Whales in the Great Bahama Canyon, Northern Bahamas

DTIC Science & Technology

2012-01-01

Torrey Pines Court La Jolla, CA 92037 Award Number: N0001409IP20051 Gina Ylitalo & David Herman, Ph.D. NOAA Northwest Fisheries Science Center...located in the northern Bahamas (b). From the northwest Atlantic Ocean, the canyon has two branches; northwards into Northwest Providence Channel where...conducted by Dr. David Herman and his colleagues at the Environmental Assessment Program at NOAA’s Northwest Fisheries Science Center (under guidance

Comprehensive Final Report for the Marine Seismic System Program

DTIC Science & Technology

1985-08-01

Executive summary g ■ -■• < ".• v>:.* From 1981 through 1983, the Defense Advanced Research Projects Agency funded the National Science...S. Government. Per Mr. J. A. Ballard, NORDA/Code 360 Accesion For NTIS CRA&I DUG TAB Unannou.iCed Justification G D By Distib...n>r" Analysis of Ambient Seismic Noise Recorded by Downhole and Ocean-Bottom Seismometers on Dee: Sea Drilling Project Leg 78B Richard G

K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Blaney, L.; Myers, R. J.

2011-12-01

This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

COSEE-AK Ocean Science Fairs: A Science Fair Model That Grounds Student Projects in Both Western Science and Traditional Native Knowledge

ERIC Educational Resources Information Center

Dublin, Robin; Sigman, Marilyn; Anderson, Andrea; Barnhardt, Ray; Topkok, Sean Asiqluq

2014-01-01

We have developed the traditional science fair format into an ocean science fair model that promoted the integration of Western science and Alaska Native traditional knowledge in student projects focused on the ocean, aquatic environments, and climate change. The typical science fair judging criteria for the validity and presentation of the…

Mapping the Arctic: Online Undergraduate Education Using Scientific Research in International Policy

NASA Astrophysics Data System (ADS)

Reed, D. L.; Edwards, B. D.; Gibbons, H.

2011-12-01

Ocean science education has the opportunity to span traditional academic disciplines and undergraduate curricula because of its interdisciplinary approach to address contemporary issues on a global scale. Here we report one such opportunity, which involves the development of a virtual oceanographic expedition to map the seafloor in the Arctic Ocean for use in the online Global Studies program at San Jose State University. The U.S. Extended Continental Shelf Project provides an extensive online resource to follow the activities of the third joint U.S. and Canada expedition in the Arctic Ocean, the 2010 Extended Continental Shelf survey, involving the icebreakers USCGC Healy and CCGS Louis S. St-Laurent. In the virtual expedition, students join the work of scientists from the U.S. Geological Survey and the Canadian Geological Survey by working through 21 linked web pages that combine text, audio, video, animations and graphics to first learn about the U.N. Convention on the Law of the Sea (UNCLOS). Then, students gain insight into the complexity of science and policy interactions by relating the UNCLOS to issues in the Arctic Ocean, now increasingly accessible to exploration and development as a result of climate change. By participating on the virtual expedition, students learn the criteria contained in Article 76 of UNCLOS that are used to define the extended continental shelf and the scientific methods used to visualize the seafloor in three-dimensions. In addition to experiencing life at sea aboard a research vessel, at least virtually, students begin to interpret the meaning of seafloor features and the use of seafloor sediment samples to understand the application of ocean science to international issues, such as the implications of climate change, national sovereign rights as defined by the UNCLOS, and marine resources. The virtual expedition demonstrates that ocean science education can extend beyond traditional geoscience courses by taking advantage of emerging academic disciplines, contemporary global issues and new learning delivery systems.

Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses

NASA Astrophysics Data System (ADS)

Ensign, Todd I.; Rye, James A.; Luna, Melissa J.

2017-12-01

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections (p<0.01,{η}_p^2=0.384;p<0.001,{η}_p^2=0.517;p<0.001,{η}_p^2=0.214) . Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.

Building Ocean Learning Communities: A COSEE Science and Education Partnership

NASA Astrophysics Data System (ADS)

Robigou, V.; Bullerdick, S.; Anderson, A.

2007-12-01

The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups including research scientists, formal and informal educators, business representatives, and non-profit groups to identify ocean-related problems, and develop solutions to share with their own communities. COSEE OLC practices and studies the skills of developing these collaborations.

The Ridge 2000 Program: Promoting Earth Systems Science Literacy Through Science Education Partnerships

NASA Astrophysics Data System (ADS)

Simms, E.; Goehring, E.; Larsen, J.; Kusek, K.

2007-12-01

Sponsored by the National Science Foundation, Ridge 2000 (R2K) is a mid-ocean ridge and hydrothermal vent research program with a history of successful education and public outreach (EPO) programs and products. This presentation will share general science and education partnership strategies and best practices employed by the R2K program, with a particular emphasis on the innovative R2K project From Local to EXtreme Environments (FLEXE). As a new project of the international NSF and NASA sponsored GLOBE earth science education program, FLEXE involves middle and high school students in structured, guided analyses and comparisons of real environmental data. The science and education partnership model employed by FLEXE relies on experienced education coordinators within the R2K and international InterRidge and ChEss science research programs, who directly solicit and facilitate the involvement of an interdisciplinary community of scientists in the project based on their needs and interests. Concurrently, the model also relies on the GLOBE program to facilitate awareness and access to a large, established network of international educators who are interested in the process of science and interacting with the scientific community. The predominantly web-based interfaces that serve to effectively link together the FLEXE science and education communities have been developed by the Center for Science and the Schools at Penn State University, and are based on researched educational pedagogy, tools and techniques. The FLEXE partnership model will be discussed in the context of both broad and specific considerations of audience needs, scientist and educator recruitment, and the costs and benefits for those involved in the project.

The Application of Jason-1 Measurements to Estimate the Global Near Surface Ocean Circulation for Climate Research

NASA Technical Reports Server (NTRS)

Niiler, Peran P.

2004-01-01

The scientific objective of this research program was to utilize drifter, Jason-1 altimeter data and a variety of wind data for the determination of time mean and time variable wind driven surface currents of the global ocean. To accomplish this task has required the interpolation of 6-hourly winds on drifter tracks and the computation of the wind coherent motions of the drifters. These calculations showed that the Ekman current model proposed by Ralph and Niiler for the tropical Pacific was valid for all the oceans south of 40N latitude. Improvements to RN99 model were computed and poster presentations of the results were given in several ocean science venues, including the November 2004 GODAY meeting in St. Petersburg, FL.

CAREER: Hydrothermal vent flow and temperature fluctuations: exploring long-term variability through an integrated research and education program

NASA Astrophysics Data System (ADS)

Di Iorio, D.

2011-12-01

An acoustic scintillation system was built in partnership with ASL Environmental Sciences (Sidney BC Canada), which provided a unique opportunity for two engineering undergraduate students to live and work abroad. The acoustic instrumentation was tested in coastal waters and then deployed to study deep-sea hydrothermal plume dynamics. Undergraduate students were involved in the deployment of instrumentation and the development of processing software to give vertical velocities and temperature fluctuations from a vigorous hydrothermal vent. A graduate student thesis has yielded insights into the vertical and azimuthal dependence of entrainment and into plume bending and rise height. Teachers and Ocean Science Bowl students also participated in research cruises describing physical oceanography of estuaries, coastal waters, and deep-sea hydrothermal vents and participated in data collection, processing and analysis. Teachers used the knowledge they gained to develop creative educational curricula at their schools, to present their experiences at national conferences and to publish an article in the National Science Teachers Association - The Science Journal. One of the teachers was recently recognized with the Presidential Award for Excellence in Mathematics and Science Teaching. Working with the ocean bowl team at Oconee County High School has led to top ten placements in the national championships in 2005 (fourth place) and 2006 (sixth place). In order to increase quantitative methods in an undergraduate class, students acquire data from an ocean observatory and analyze the data for specific quantities of interest. One such project led to the calculation of the upper ocean heat content for the Greenland Sea using 7 years of Argo profiles, which showed a 0.04oC/year trend. These results were then published in JGR.

Global Ocean Carbon and Biogeochemistry Coordination

NASA Astrophysics Data System (ADS)

Telszewski, Maciej; Tanhua, Toste; Palacz, Artur

2016-04-01

The complexity of the marine carbon cycle and its numerous connections to carbon's atmospheric and terrestrial pathways means that a wide range of approaches have to be used in order to establish it's qualitative and quantitative role in the global climate system. Ocean carbon and biogeochemistry research, observations, and modelling are conducted at national, regional, and global levels to quantify the global ocean uptake of atmospheric CO2 and to understand controls of this process, the variability of uptake and vulnerability of carbon fluxes into the ocean. These science activities require support by a sustained, international effort that provides a central communication forum and coordination services to facilitate the compatibility and comparability of results from individual efforts and development of the ocean carbon data products that can be integrated with the terrestrial, atmospheric and human dimensions components of the global carbon cycle. The International Ocean Carbon Coordination Project (IOCCP) was created in 2005 by the IOC of UNESCO and the Scientific Committee on Oceanic Research. IOCCP provides an international, program-independent forum for global coordination of ocean carbon and biogeochemistry observations and integration with global carbon cycle science programs. The IOCCP coordinates an ever-increasing set of observations-related activities in the following domains: underway observations of biogeochemical water properties, ocean interior observations, ship-based time-series observations, large-scale ocean acidification monitoring, inorganic nutrients observations, biogeochemical instruments and autonomous sensors and data and information creation. Our contribution is through the facilitation of the development of globally acceptable strategies, methodologies, practices and standards homogenizing efforts of the research community and scientific advisory groups as well as integrating the ocean biogeochemistry observations with the multidisciplinary global ocean observing system. Over the past 4-5 years IOCCP's long standing experience in coordinating biogeochemical observations and data flows globally, resulted in assuming a leadership role during the design and implementation of the biogeochemistry portion of the Framework for Ocean Observing (FOO, 2012). To optimize and enhance the global ocean observing system IOCCP started to implement major elements of the system's approach outlined in the FOO. Starting by setting of ocean observing requirements representing the needs of societal and scientific stakeholders, followed by development of a set of essential ocean variables (EOVs) with spatial and temporal resolution specifications to best meet current demands for data and information services given current and potential national capabilities. The IOCCP works directly with projects and programs programmatically connected to GOOS as well as the WMO-IOC JCOMM to integrate ocean carbon and biogeochemistry observation information into the plans of the Global Climate Observing System in support of the United Nations Framework Convention on Climate Change, the World Summit on Sustainable Development, the Group on Earth Observations, and other international and intergovernmental strategies. We would like to update our partners across disciplines and domains on our short- and long-term strategies as well as learn from their combined experience and knowledge so that our individual activities align more with those undertaken by our counterparts in biological and physical oceanography as well as in terrestrial and atmospheric domains.

Insights on How NASA's Earth Observing System (EOS) Monitors Our World Environment

NASA Technical Reports Server (NTRS)

King, Michael D.

2000-01-01

The Earth Observing System (EOS) is a space-based observing system comprised of a series of satellite sensors by which scientists can monitor the Earth, a Data and Information System (EOSDIS) enabling researchers worldwide to access the satellite data, and an interdisciplinary science research program to interpret the satellite data. During this year, four EOS science missions were launched, representing observations of (1) total solar irradiance, (2) Earth radiation budget, (3) land cover and land use change, (4) ocean processes (vector wind, sea surface temperature, and ocean color), (5) atmospheric processes (aerosol and cloud properties, water vapor, and temperature and moisture profiles), and (6) tropospheric chemistry. In succeeding years many more satellites will be launched that will contribute immeasurably to our understanding of the Earth's environment. In this presentation I will describe how scientists are using EOS data to examine land use and natural hazards, environmental air quality, including dust storms over the world's deserts, cloud and radiation properties, sea surface temperature, and winds over the ocean.

Simulated NASA Satellite Data Products for the NOAA Integrated Coral Reef Observation Network/Coral Reef Early Warning System

NASA Technical Reports Server (NTRS)

Estep, Leland; Spruce, Joseph P.

2007-01-01

This RPC (Rapid Prototyping Capability) experiment will demonstrate the use of VIIRS (Visible/Infrared Imager/Radiometer Suite) and LDCM (Landsat Data Continuity Mission) sensor data as significant input to the NOAA (National Oceanic and Atmospheric Administration) ICON/ CREWS (Integrated Coral Reef Observation System/Coral Reef Early Warning System). The project affects the Coastal Management Program Element of the Applied Sciences Program.

Norwegian Ocean Observatory Network (NOON)

NASA Astrophysics Data System (ADS)

Ferré, Bénédicte; Mienert, Jürgen; Winther, Svein; Hageberg, Anne; Rune Godoe, Olav; Partners, Noon

2010-05-01

The Norwegian Ocean Observatory Network (NOON) is led by the University of Tromsø and collaborates with the Universities of Oslo and Bergen, UniResearch, Institute of Marine Research, Christian Michelsen Research and SINTEF. It is supported by the Research Council of Norway and oil and gas (O&G) industries like Statoil to develop science, technology and new educational programs. Main topics relate to ocean climate and environment as well as marine resources offshore Norway from the northern North Atlantic to the Arctic Ocean. NOON's vision is to bring Norway to the international forefront in using cable based ocean observatory technology for marine science and management, by establishing an infrastructure that enables real-time and long term monitoring of processes and interactions between hydrosphere, geosphere and biosphere. This activity is in concert with the EU funded European Strategy Forum on Research Infrastructures (ESFRI) roadmap and European Multidisciplinary Seafloor Observation (EMSO) project to attract international leading research developments. NOON envisions developing towards a European Research Infrastructure Consortium (ERIC). Beside, the research community in Norway already possesses a considerable marine infrastructure that can expand towards an international focus for real-time multidisciplinary observations in times of rapid climate change. PIC The presently established cable-based fjord observatory, followed by the establishment of a cable-based ocean observatory network towards the Arctic from an O&G installation, will provide invaluable knowledge and experience necessary to make a successful larger cable-based observatory network at the Norwegian and Arctic margin (figure 1). Access to large quantities of real-time observation from the deep sea, including high definition video, could be used to provide the public and future recruits to science a fascinating insight into an almost unexplored part of the Earth beyond the Arctic Circle. More information about NOON is available at NOON's web site www.oceanobservatory.com. PIC

Being There & Getting Back Again: Half a Century of Deep Ocean Research & Discovery with the Human Occupied Vehicle "Alvin"

NASA Astrophysics Data System (ADS)

German, C. R.; Fornari, D. J.; Fryer, P.; Girguis, P. R.; Humphris, S. E.; Kelley, D. S.; Tivey, M.; Van Dover, C. L.; Von Damm, K.

2012-12-01

In 2013, Alvin returns to service after significant observational and operational upgrades supported by the NSF, NAVSEA & NOAA. Here we review highlights of the first half-century of deep submergence science conducted by Alvin, describe some of the most significant improvements for the new submarine and discuss the importance of these new capabilities for 21st century ocean science and education. Alvin has a long history of scientific exploration, discovery and intervention at the deep seafloor: in pursuit of hypothesis-driven research and in response to human impacts. One of Alvin's earliest achievements, at the height of the Cold War, was to help locate & recover an H-bomb in the Mediterranean, while the last dives completed, just ahead of the current refit, were to investigate the impacts of the Deep Water Horizon oil spill. Alvin has excelled in supporting a range of Earth & Life Science programs including, in the late 1970s, first direct observations and sampling of deep-sea hydrothermal vents and the unusual fauna supported by microbial chemosynthesis. The 1980s saw expansion of Alvin's dive areas to newly discovered hot-springs in the Atlantic & NE Pacific, Alvin's first dives to the wreck of RMS Titanic and its longest excursions away from WHOI yet, via Loihi Seamount (Hawaii) to the Mariana Trench. The 1990s saw Alvin's first event-response dives to sites where volcanic eruptions had just occurred at the East Pacific Rise & Juan de Fuca Ridge while the 2000s saw Alvin discover novel off-axis venting at Lost City. Observations from these dives fundamentally changed our views of volcanic and microbial processes within young ocean crust and even the origins of life! In parallel, new deep submergence capabilities, including manipulative experiments & sensor development, relied heavily on testing using Alvin. Recently, new work has focused on ocean margins where fluid flow from the seafloor results in the release of hydrocarbons and other chemical species that can sustain chemosynthetic seep ecosystems comparable to, and sometimes sharing species with, hot vents. What will Alvin's next 50 years discover? During 2011-12, Alvin has undergone a transformation, including a larger personnel sphere with more & larger viewports to provide improved overlapping fields of view for the pilot & observers. The new Alvin will be certified for operations to 4500m depth initially, but the new sphere will be 6500m-rated and planned future upgrades will ultimately allow the vehicle to dive that deep, enabling human access to 98% of the global ocean floor. This will allow the study of processes and dynamics of Earth's largest ecosystem (the abyssal plains) as well as margin and ridge environments and the overlying water column. Meantime, the current upgrades to Alvin already include a suite of scientific enhancements including new HD video & still imaging, sophisticated data acquisition systems for seafloor observations and mapping, a new work platform with greater payload capacity and improved observer ergonomics. The new Alvin is poised to play important roles in core Earth and Life science programs and to serve large-scale programs such as the Ocean Observatory Initiative (OOI) and the International Ocean Discovery Program (IODP). It will continue to attract, engage and inspire a new generation of scientists & students to explore and study the largest ecosystem on Earth, just as it has done throughout its first half century.

The 1990 Reference Handbook: Earth Observing System

NASA Technical Reports Server (NTRS)

1990-01-01

An overview of the Earth Observing System (EOS) including goals and requirements is given. Its role in the U.S. Global Change Research Program and the International--Biosphere Program is addressed. The EOS mission requirements, science, fellowship program, data and information systems architecture, data policy, space measurement, and mission elements are presented along with the management of EOS. Descriptions of the facility instruments, instrument investigations, and interdisciplinary investigations are also present. The role of the National Oceanic and Atmospheric Administration in the mission is mentioned.

National Oceanic and Atmospheric Administration's Cetacean and Sound Mapping Effort: Continuing Forward with an Integrated Ocean Noise Strategy.

PubMed

Harrison, Jolie; Ferguson, Megan; Gedamke, Jason; Hatch, Leila; Southall, Brandon; Van Parijs, Sofie

2016-01-01

To help manage chronic and cumulative impacts of human activities on marine mammals, the National Oceanic and Atmospheric Administration (NOAA) convened two working groups, the Underwater Sound Field Mapping Working Group (SoundMap) and the Cetacean Density and Distribution Mapping Working Group (CetMap), with overarching effort of both groups referred to as CetSound, which (1) mapped the predicted contribution of human sound sources to ocean noise and (2) provided region/time/species-specific cetacean density and distribution maps. Mapping products were presented at a symposium where future priorities were identified, including institutionalization/integration of the CetSound effort within NOAA-wide goals and programs, creation of forums and mechanisms for external input and funding, and expanded outreach/education. NOAA is subsequently developing an ocean noise strategy to articulate noise conservation goals and further identify science and management actions needed to support them.

Marine and Environmental Studies Field Manual.

ERIC Educational Resources Information Center

Cranston School Dept., RI.

This laboratory manual was developed for a field-oriented high school oceanology program. The organization of the units includes a selection of supplementary activities to allow students to explore ocean studies in more depth. Included are 19 units. The units include biological oceanography, physical oceanography, and some social science topics. A…

SURA Coastal Ocean Observing and Prediction (SCOOP) Program: Integrating Marine Science and Information Technology

DTIC Science & Technology

2006-09-30

coastal phenomena. OBJECTIVES SURA is creating a SCOOP “Grid” that extends the interoperability enabled by the World Wide Web. The coastal ... community faces special challenges with respect to achieving a level of interoperability that can leverage emerging Grid technologies. With that in mind

Study of airborne science experiment management concepts for application to space shuttle. Volume 3: Appendixes

NASA Technical Reports Server (NTRS)

Mulholland, D. R.; Reller, J. O., Jr.; Neel, C. B.; Haughney, L. C.

1973-01-01

Detailed information is presented concerning specific airborne missions in support of the ASSESS program. These missions are the AIDJEX expeditions, meteor shower expeditions, CAT and atmospheric sampling missions, ocean color expeditions, and the Lear Jet missions. For Vol. 2, see N73-31729.

Teaching ocean wave forecasting using computer-generated visualization and animation—Part 2: swell forecasting

NASA Astrophysics Data System (ADS)

Whitford, Dennis J.

2002-05-01

This paper, the second of a two-part series, introduces undergraduate students to ocean wave forecasting using interactive computer-generated visualization and animation. Verbal descriptions and two-dimensional illustrations are often insufficient for student comprehension. Fortunately, the introduction of computers in the geosciences provides a tool for addressing this problem. Computer-generated visualization and animation, accompanied by oral explanation, have been shown to be a pedagogical improvement to more traditional methods of instruction. Cartographic science and other disciplines using geographical information systems have been especially aggressive in pioneering the use of visualization and animation, whereas oceanography has not. This paper will focus on the teaching of ocean swell wave forecasting, often considered a difficult oceanographic topic due to the mathematics and physics required, as well as its interdependence on time and space. Several MATLAB ® software programs are described and offered to visualize and animate group speed, frequency dispersion, angular dispersion, propagation, and wave height forecasting of deep water ocean swell waves. Teachers may use these interactive visualizations and animations without requiring an extensive background in computer programming.

Communicating Ocean Sciences to Informal Audiences: A Scientist-Educator Partnership to Prepare the Next Generation of Scientists

ERIC Educational Resources Information Center

Halversen, Catherine; Tran, Lynn Uyen

2010-01-01

Communicating Ocean Sciences to Informal Audiences (COSIA) is a college course that creates and develops partnerships between science educators in informal science education institutions, such as museums, science centers and aquariums, and ocean scientists in colleges and universities. For the course, a scientist and educator team-teach…

Is Privately Funded Research on the Rise in Ocean Science?

NASA Astrophysics Data System (ADS)

Spring, M.; Cooksey, S. W.; Orcutt, J. A.; Ramberg, S. E.; Jankowski, J. E.; Mengelt, C.

2014-12-01

While federal funding for oceanography is leveling off or declining, private sector funding from industry and philanthropy appears to be on the rise. The Ocean Studies Board of the National Research Council is discussing these changes in the ocean science funding landscape. In 2014 the Board convened experts to better understand the long term public and private funding trends for the ocean sciences and the implications of such trends for the ocean science enterprise and the nation. Specific topics of discussion included: (1) the current scope of philanthropic and industry funding for the ocean sciences; (2) the long-term trends in the funding balance between federal and other sources of funding; (3) the priorities and goals for private funders; and (4) the characteristics of various modes of engagement for private funders. Although public funding remains the dominant source of research funding, it is unclear how far or fast that balance might shift in the future nor what a shifting balance may mean. There has been no comprehensive assessment of the magnitude and impact of privately-funded science, particularly the ocean sciences, as public funding sources decline. Nevertheless, the existing data can shed some light on these questions. We will present available data on long-term trends in federal and other sources of funding for science (focusing on ocean science) and report on preliminary findings from a panel discussion with key private foundations and industry funders.

Interagency Working Group on Ocean Social Science: Incorporating ecosystem services approaches into ocean and coastal decision-making and governance

EPA Science Inventory

The application of social science has been recognized as a priority for effective ocean and coastal management, driving much discussion and fostering emerging efforts in several areas. The Interagency Working Group on Ocean Social Science (IWG-OSS) is tasked with assisting the Su...

Assessing and Upgrading Ocean Mixing for the Study of Climate Change

NASA Astrophysics Data System (ADS)

Howard, A. M.; Fells, J.; Lindo, F.; Tulsee, V.; Canuto, V.; Cheng, Y.; Dubovikov, M. S.; Leboissetier, A.

2016-12-01

Climate is critical. Climate variability affects us all; Climate Change is a burning issue. Droughts, floods, other extreme events, and Global Warming's effects on these and problems such as sea-level rise and ecosystem disruption threaten lives. Citizens must be informed to make decisions concerning climate such as "business as usual" vs. mitigating emissions to keep warming within bounds. Medgar Evers undergraduates aid NASA research while learning climate science and developing computer&math skills. To make useful predictions we must realistically model each component of the climate system, including the ocean, whose critical role includes transporting&storing heat and dissolved CO2. We need physically based parameterizations of key ocean processes that can't be put explicitly in a global climate model, e.g. vertical&lateral mixing. The NASA-GISS turbulence group uses theory to model mixing including: 1) a comprehensive scheme for small scale vertical mixing, including convection&shear, internal waves & double-diffusion, and bottom tides 2) a new parameterization for the lateral&vertical mixing by mesoscale eddies. For better understanding we write our own programs. To assess the modelling MATLAB programs visualize and calculate statistics, including means, standard deviations and correlations, on NASA-GISS OGCM output with different mixing schemes and help us study drift from observations. We also try to upgrade the schemes, e.g. the bottom tidal mixing parameterizations' roughness, calculated from high resolution topographic data using Gaussian weighting functions with cut-offs. We study the effects of their parameters to improve them. A FORTRAN program extracts topography data subsets of manageable size for a MATLAB program, tested on idealized cases, to visualize&calculate roughness on. Students are introduced to modeling a complex system, gain a deeper appreciation of climate science, programming skills and familiarity with MATLAB, while furthering climate science by improving our mixing schemes. We are incorporating climate research into our college curriculum. The PI is both a member of the turbulence group at NASA-GISS and an associate professor at Medgar Evers College of CUNY, an urban minority serving institution in central Brooklyn. Supported by NSF Award AGS-1359293.

Innovative Approaches to Remote Sensing in NASA's Earth System Science Pathfinder (ESSP) Program

NASA Technical Reports Server (NTRS)

Peri, Frank; Volz, Stephen

2013-01-01

NASA's Earth Venture class (EV) of mission are competitively selected, Principal Investigator (PI) led, relatively low cost and narrowly focused in scientific scope. Investigations address a full spectrum of earth science objectives, including studies of the atmosphere, oceans, land surface, polar ice regions, and solid Earth. EV has three program elements: EV-Suborbital (EVS) are suborbital/airborne investigations; EV-Mission (EVM) element comprises small complete spaceborne missions; and EV-Instrument (EVI) element develops spaceborne instruments for flight as missions-of-opportunity (MoO). To ensure the success of EV, the management approach of each element is tailored according to the specific needs of the element.

Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification

ERIC Educational Resources Information Center

Danielson, Kathryn I.; Tanner, Kimberly D.

2015-01-01

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What…

Expanding the Reach of the Coastal Ocean Science Classroom to Teachers through Teleducation

NASA Astrophysics Data System (ADS)

Macko, S.; Szuba, T.

2007-12-01

In a first of its kind connectivity, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) to Arcadia High School on the Eastern Shore of Virginia, allowing teachers in the Accomack County School District to receive university credit without leaving their home classrooms 250 miles from UVA. This project was an outreach and education program with a partner in the K-12 schools on the Eastern Shore of Virginia. It endeavored to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. By establishing teleducation linkages with the Eastern Shore High Schools we were rigorously testing the live-Internet-based classroom with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography. The classes were designed on a faculty development basis or to allow the teachers to acquire NSTA certification in Earth Science Education. While not without small problems of interruptions in connectivity or the occasional transmission of hardcopies of materials, the approach was seen to be extremely successful. The ability to reach school districts and teachers that are in more remote locations and with fewer resources is clearly supported by this venture. Currently we are planning to link multiple classrooms in the next iteration of this work, intending to offer the expanded classroom in more distant college-based classrooms where Ocean Sciences is a desired portion of the curriculum, but is presently only occasionally offered owing to limited resources.

SEA Semester Undergraduates Research the Ocean's Role in Climate Systems in the Pacific Ocean

NASA Astrophysics Data System (ADS)

Meyer, A. W.; Becker, M. K.; Grabb, K. C.

2014-12-01

Sea Education Association (SEA)'s fully accredited Oceans & Climate SEA Semester program provides upper-level science undergraduates a unique opportunity to explore the ocean's role in the global climate system as they conduct real-world oceanographic research and gain first-hand understanding of and appreciation for the collaborative nature of the scientific research process. Oceans & Climate is an interdisciplinary science and policy semester in which students also explore public policy perspectives to learn how scientific knowledge is used in making climate-related policy. Working first at SEA's shore campus, students collaborate with SEA faculty and other researchers in the local Woods Hole scientific community to design and develop an original research project to be completed at sea. Students then participate as full, working members of the scientific team and sailing crew aboard the 134-foot brigantine SSV Robert C. Seamans; they conduct extensive oceanographic sampling, manage shipboard operations, and complete and present the independent research project they designed onshore. Oceans & Climate SEA Semester Cruise S-250 sailed from San Diego to Tahiti on a 7-week, >4000nm voyage last fall (November-December 2013). This remote open-ocean cruise track traversed subtropical and equatorial regions of the Pacific particularly well suited for a diverse range of climate-focused studies. Furthermore, as SEA has regularly collected scientific data along similar Pacific cruise tracks for more than a decade, students often undertake projects that require time-series analyses. 18 undergraduates from 15 different colleges and universities participated in the S-250 program. Two examples of the many projects completed by S-250 students include a study of the possible relationship between tropical cyclone intensification, driven by warm sea surface temperatures, and the presence of barrier layers; and a study of nutrient cycling in the eastern Pacific, focusing on primary nitrite maximum changes in various oceanographic regions with differing levels of stratification and accompanying localization of microbial communities. These studies, as well as additional scientific and policy projects conducted by other Oceans & Climate students, will be highlighted in this poster presentation.

Science opportunities from the Topex/Poseidon mission

NASA Technical Reports Server (NTRS)

Stewart, R.; Fu, L. L.; Lefebvre, M.

1986-01-01

The U.S. National Aeronautics and Space Administration (NASA) and the French Centre National d'Etudes Spatiales (CNES) propose to conduct a Topex/Poseidon Mission for studying the global ocean circulation from space. The mission will use the techniques of satellite altimetry to make precise and accurate measurements of sea level for several years. The measurements will then be used by Principal Investigators (selected by NASA and CNES) and by the wider oceanographic community working closely with large international programs for observing the Earth, on studies leading to an improved understanding of global ocean dynamics and the interaction of the ocean with other processes influencing life on Earth. The major elements of the mission include a satellite carrrying an altimetric system for measuring the height of the satellite above the sea surface; a precision orbit determination system for referring the altimetric measurements to geodetic coordinates; a data analysis and distribution system for processing the satellite data, verifying their accuracy, and making them available to the scientific community; and a principal investigator program for scientific studies based on the satellite observations. This document describes the satellite, its sensors, its orbit, the data analysis system, and plans for verifying and distributing the data. It then discusses the expected accuracy of the satellite's measurements and their usefulness to oceanographic, geophysical, and other scientific studies. Finally, it outlines the relationship of the Topex/Poseidon mission to other large programs, including the World Climate Research Program, the U.S. Navy's Remote Ocean Sensing System satellite program and the European Space Agency's ERS-1 satellite program.

Data Stewardship in the Ocean Sciences Needs to Include Physical Samples

NASA Astrophysics Data System (ADS)

Carter, M.; Lehnert, K.

2016-02-01

Across the Ocean Sciences, research involves the collection and study of samples collected above, at, and below the seafloor, including but not limited to rocks, sediments, fluids, gases, and living organisms. Many domains in the Earth Sciences have recently expressed the need for better discovery, access, and sharing of scientific samples and collections (EarthCube End-User Domain workshops, 2012 and 2013, http://earthcube.org/info/about/end-user-workshops), as has the US government (OSTP Memo, March 2014). iSamples (Internet of Samples in the Earth Sciences) is a Research Coordination Network within the EarthCube program that aims to advance the use of innovative cyberinfrastructure to support and advance the utility of physical samples and sample collections for science and ensure reproducibility of sample-based data and research results. iSamples strives to build, grow, and foster a new community of practice, in which domain scientists, curators of sample repositories and collections, computer and information scientists, software developers and technology innovators engage in and collaborate on defining, articulating, and addressing the needs and challenges of physical samples as a critical component of digital data infrastructure. A primary goal of iSamples is to deliver a community-endorsed set of best practices and standards for the registration, description, identification, and citation of physical specimens and define an actionable plan for implementation. iSamples conducted a broad community survey about sample sharing and has created 5 different working groups to address the different challenges of developing the internet of samples - from metadata schemas and unique identifiers to an architecture for a shared cyberinfrastructure to manage collections, to digitization of existing collections, to education, and ultimately to establishing the physical infrastructure that will ensure preservation and access of the physical samples. Repositories that curate marine sediment cores and dredge samples from the oceanic crust are participating in iSamples, but many other samples collected in the Ocean sciences are not yet represented. This presentation aims to engage a wider spectrum of Ocean scientists and sample curators in iSamples.

Designing Innovative Lessons Plans to Support the Next Generation Science Standards (NGSS)

NASA Astrophysics Data System (ADS)

Passow, M. J.

2013-12-01

The Next Generation Science Standards (NGSS) issued earlier in 2013 provide the opportunity to enhance pre-college curricula through a new focus on the ';Big Ideas' in Science, more attention to reading and writing skills needed for college and career readiness, and incorporation of engineering and technology. We introduce a set of lesson plans about scientific ocean drilling which can serve as a exemplars for developing curricula to meet NGSS approaches. Designed for middle and high school students, these can also be utilized in undergraduate courses. Development of these lessons was supported through a grant from the Deep Earth Academy of the Consortium for Ocean Leadership. They will be disseminated through websites of the Deep Earth Academy (http://www.oceanleadership.org/education/deep-earth-academy/) and Earth2Class Workshops for Teachers (http://www.earth2class.org), as well as through workshops at science education conferences sponsored by the National Earth Science Teachers Association (www.nestanet.org) and other organizations. Topics include 'Downhole Logging,' 'Age of the Ocean Floors,' 'Tales of the Resolution,' and 'Continental Shelf Sediments and Climate Change Patterns.' 'Downhole Logging' focuses on the engineering and technology utilized to obtain more information about sediments and rocks cored by the JOIDES Resolution scientific drilling vessel. 'Age of the Ocean Floor' incorporates the GeoMap App visualization tools (http://www.geomapapp.org/) to compare sea bottom materials in various parts of the world. 'Tales of the Resolution' is a series of ';graphic novels' created to describe the scientific discoveries, refitting of the JOIDES Resolution, and variety of careers available in the marine sciences (http://www.ldeo.columbia.edu/BRG/outreach/media/tales/). The fourth lesson focuses on discoveries made during Integrated Ocean Drilling Program Expedition 313, which investigated patterns in the sediments beneath the continental shelf off New Jersey with respect to climate changes. The lesson plans include examples of addressing new demands to incorporate more English Language Arts and Math Common Core Standards, engineering design, and cutting-edge scientific investigations.

New Layer Thickness Parameterization of Diffusive Convection

NASA Astrophysics Data System (ADS)

Zhou, Sheng-Qi; Lu, Yuan-Zheng; Guo, Shuang-Xi; Song, Xue-Long; Qu, Ling; Cen, Xian-Rong; Fer, Ilker

2017-11-01

Double-diffusion convection is one of the most important non-mechanically driven mixing processes. Its importance has been particular recognized in oceanography, material science, geology, and planetary physics. Double-diffusion occurs in a fluid in which there are gradients of two (or more) properties with different molecular diffusivities and of opposing effects on the vertical density distribution. It has two primary modes: salt finger and diffusive convection. Recently, the importance of diffusive convection has aroused more interest due to its impact to the diapycnal mixing in the interior ocean and the ice and the ice-melting in the Arctic and Antarctic Oceans. In our recent work, we constructed a length scale of energy-containing eddy and proposed a new layer thickness parameterization of diffusive convection by using the laboratory experiment and in situ observations in the lakes and oceans. The new parameterization can well describe the laboratory convecting layer thicknesses (0.01 0.1 m) and those observed in oceans and lakes (0.1 1000 m). This work was supported by China NSF Grants (41476167,41406035 and 41176027), NSF of Guangdong Province, China (2016A030311042) and the Strategic Priority Research Program of the Chinese Academy of Sciences (XDA11030302).

Press abstracts of the 21st Lunar and Planetary Science Conference

NASA Technical Reports Server (NTRS)

1990-01-01

The Program Committee for the Twenty-fisrt Lunar and Planetary Science Conference has chosen these contributions as having the greatest potential interest for the general public. The papers in this collection were written for general presentation, avoiding jargon and unnecessarily complex terms. More technical abstracts will be found in Lunar and Planetary Science XXI. Representative titles are: Ancient Ocean-Land-Atmosphere Interactions on Mars: Global Model and Geological Evidence; Oxygen Isotopic Compositions of Ordinary Chondrites and Their Chondrules; Exposure Ages and Collisional History of L-Chondrite Parent Bodies; Models of Solar-Powered Geysers on Triton; and Search for Life: A Science Rationale for a Permanent Base on Mars.

SEARCH: Study of Environmental Arctic Change—A System-scale, Cross-disciplinary Arctic Research Program

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Eicken, H.; Fox, S. E.

2012-12-01

SEARCH is an interdisciplinary and interagency program that works with academic and government agency scientists to plan, conduct, and synthesize studies of arctic change. The vision of SEARCH is to provide scientific understanding of arctic environmental change to help society understand and respond to a rapidly changing Arctic. Towards this end, SEARCH: 1. Generates and synthesizes research findings and promotes arctic science and scientific discovery across disciplines and among agencies. 2. Identifies emerging issues in arctic environmental change. 3. Provides information resources to arctic stakeholders, policy-makers, and the public to help them respond to arctic environmental change. 4. Coordinates with national arctic science programs integral to SEARCH goals. 5. Facilitates research activities across local-to-global scales with stakeholder concerns incorporated from the start of the planning process. 6. Represents the U.S. arctic environmental change science community in international and global change research initiatives. Specific current activities include: Arctic Observing Network (AON) - coordinating a system of atmospheric, land- and ocean-based environmental monitoring capabilities that will significantly advance our observations of arctic environmental conditions. Arctic Sea Ice Outlook ¬- an international effort that provides monthly summer reports synthesizing community estimates of the expected sea ice minimum. Sea Ice for Walrus Outlook - a resource for Alaska Native subsistence hunters, coastal communities, and others that provides weekly reports with information on sea ice conditions relevant to walrus in Alaska waters. In April, the SEARCH Science Steering Committee (SSC) released a set of draft 5-year goals and objectives for review by the broader arctic science community. The goals and objectives will direct the SEARCH program in the next five years. The draft SEARCH goals focus on four areas: ice-diminished Arctic Ocean, warming permafrost, land ice and sea level, and societal and policy implications. Together, the goals will provide significant insight into arctic system change as a whole. The SEARCH SSC will release the goals in their revised form and then work closely with agency representatives to implement the goals through research opportunities and community activities. SEARCH is guided by a Science Steering Committee and several panels and working groups, with broad representation of the research community. SEARCH is sponsored by eight U.S. agencies, including: the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the Department of Energy (DOE), the Department of the Interior (DOI), the Smithsonian Institution, and the U.S. Department of Agriculture (USDA). The U.S. Arctic Research Commission participates as an agency observer. For further information, please visit the website: http://www.arcus.org/search or contact: Helen V. Wiggins: helen@arcus.org, SEARCH Project Office, Arctic Research Consortium of the U.S. (ARCUS).

Education and Outreach Plans for the U.S. Drillship in IODP

NASA Astrophysics Data System (ADS)

White, K. S.; Reagan, M.; Klaus, A. D.

2003-12-01

The Integrated Ocean Drilling Program (IODP) began on October 1, 2003, following the end of operations of the 20-year Ocean Drilling Program (ODP). Education and outreach is a key component of IODP both nationally and internationally. The JOI Alliance (Joint Oceanographic Institutions, Inc., Texas A&M University, and Lamont Doherty Earth Observatory of Columbia University) will lead activities related to the U.S. drillship, coordinating these education and outreach efforts with those undertaken by the Central Management Organization, other IODP platform operators, and a U.S. Science Support Program successor. The Alliance will serve the national and assist the international scientific drilling communities by providing the results from the U.S. vessel to the public, government representatives, and scientists. The Alliance will expand upon media outreach strategies that were successful in ODP, such as issuing press releases at the conclusion of each leg and for major scientific breakthroughs; conducting tours, press conferences, and events during port calls; working with the press at major scientific meetings, and encouraging journalists to sail on expeditions. The Alliance will increase its education role by developing, coordinating, and disseminating educational materials and programs for teachers and students on the scientific themes and discoveries of IODP science. An important component of the outreach plan is using the vessel and associated laboratories and repositories as classrooms. IODP plans include multiple ship berths each year for teachers, based on the success of a pilot program conducted by ODP in 2001. This program, featuring a teacher onboard for a cruise, was accompanied by a distance-learning program and on-line curriculum models. Teachers can tour, both virtually and directly, laboratories and core repositories and participate in scheduled activities and courses. Using science conducted onboard the ship, the Alliance will develop online curriculum materials, as well as publications and fact sheets geared toward nonscientists. The Alliance will partner with existing scientific and education organizations, including programs at their universities, to widely disseminate IODP results and materials.

Opportunities for Small Satellites in NASA's Earth System Science Pathfinder (ESSP) Program

NASA Technical Reports Server (NTRS)

Peri, Frank; Law, Richard C.; Wells, James E.

2014-01-01

NASA's Earth Venture class (EV) of missions are competitively selected, Principal Investigator (PI) led, relatively low cost and narrowly focused in scientific scope. Investigations address a full spectrum of earth science objectives, including studies of the atmosphere, oceans, land surface, polar ice regions, and solid Earth. EV has three program elements: EV-Suborbital (EVS) are suborbital/airborne investigations; EV-Mission (EVM) element comprises small complete spaceborne missions; and EV-Instrument (EVI) element develops spaceborne instruments for flight as Missions-of-Opportunity (MoO). To ensure the success of EV, frequent opportunities for selecting missions has been established in NASA's Earth Science budget. This paper will describe those opportunities and how the management approach of each element is tailored according to the specific needs of the element.

Report of the panel on geopotential fields: Gravity field, section 8

NASA Technical Reports Server (NTRS)

Anderson, Allen Joel; Kaula, William M.; Lazarewics, Andrew R.; Lefebvre, Michel; Phillips, Roger J.; Rapp, Richard H.; Rummel, Reinhard F.; Smith, David E.; Tapley, Byron D.; Zlotnick, Victor

1991-01-01

The objective of the Geopotential Panel was to develop a program of data acquisition and model development for the Earth's gravity and magnetic fields that meet the basic science requirements of the solid Earth and ocean studies. Presented here are the requirements for gravity information and models through the end of the century, the present status of our knowledge, data acquisition techniques, and an outline of a program to meet the requirements.

Modeling the response of Northwest Greenland to enhanced ocean thermal forcing and subglacial discharge

NASA Astrophysics Data System (ADS)

Morlighem, M.; Wood, M.; Seroussi, H. L.; Bondzio, J. H.; Rignot, E. J.

2017-12-01

Glacier-front dynamics is an important control on Greenland's ice mass balance. Warm and salty Atlantic water, which is typically found at a depth below 200-300 m, has the potential to trigger ice-front retreats of marine-terminating glaciers, and the corresponding loss in resistive stress leads to glacier acceleration and thinning. It remains unclear, however, which glaciers are currently stable but may retreat in the future, and how far inland and how fast they will retreat. Here, we quantify the sensitivity and vulnerability of marine-terminating glaciers along the Northwest coast of Greenland (from 72.5° to 76°N) to ocean forcing using the Ice Sheet System Model (ISSM), and its new ice front migration capability. We rely on the ice melt parameterization from Rignot et al. 2016, and use ocean temperature and salinity from high-resolution ECCO2 simulations on the continental shelf to constrain the thermal forcing. The ice flow model includes a calving law based on a Von Mises criterion. We investigate the sensitivity of Northwest Greenland to enhanced ocean thermal forcing and subglacial discharge. We find that some glaciers, such as Dietrichson Gletscher or Alison Gletscher, are sensitive to small increases in ocean thermal forcing, while others, such as Illullip Sermia or Qeqertarsuup Sermia, are very difficult to destabilize, even with a quadrupling of the melt. Under the most intense melt experiment, we find that Hayes Gletscher retreats by more than 50 km inland into a deep trough and its velocity increases by a factor of 10 over only 15 years. The model confirms that ice-ocean interactions are the triggering mechanism of glacier retreat, but the bed controls its magnitude. This work was performed at the University of California Irvine under a contract with the National Aeronautics and Space Administration, Cryospheric Sciences Program (#NNX15AD55G), and the National Science Foundation's ARCSS program (#1504230).

National Ocean Sciences Bowl in 2013: A National Competition for High School Ocean Science Education

DTIC Science & Technology

2013-09-30

The school even has begun to list oceanography as an extracurricular activity in its advertisements! I have seen firsthand how NOSB has raised an...event at the NOSB Finals; • Develop a career booklet to help guide students selecting a career related to ocean sciences; and • Actively encourage...students from diverse communities to participate in NOSB activities . APPROACH The National Ocean Sciences Bowl® (NOSB ®) is a nationally

Science on Sunday: The Prospective Graduate Student Workshop in Ocean Sciences

NASA Astrophysics Data System (ADS)

Jacox, M. G.; Powers, M. L.

2010-12-01

Here, we present the design and implementation of the Prospective Graduate Student Workshop (PGSW) in Ocean Sciences, a new teaching venue developed within the University of California's Center for Adaptive Optics (CfAO). The one-day workshop introduced undergraduate and community college students interested in pursuing graduate school to the field of ocean sciences through a series of inquiry-based activities. Throughout the activity design process, two important themes were emphasized; 1) physical, chemical, and biological properties are tightly coupled in the ocean; 2) ocean sciences is a highly inter-disciplinary field that includes scientists from diverse backgrounds. With these ideas in mind the workshop was split into two activities, morning and afternoon, each of which concentrated on teaching certain process skills thought to be useful for prospective graduate students. The morning covered density and mixing in the ocean and the afternoon was focused on phytoplankton and how they experience the ocean as a low Reynolds number environment. Attendees were instructed to complete pre- and post-activity questionnaires, which enabled assessment of individual components and the workshop as a whole. Response was very positive, students gained knowledge about ocean sciences, scientific inquiry, and graduate school in general, and most importantly had fun voluntarily participating in science on a Sunday.

Monitoring the Earth's Dynamic Magnetic Field

USGS Publications Warehouse

Love, Jeffrey J.; Applegate, David; Townshend, John B.

2008-01-01

The mission of the U.S. Geological Survey's Geomagnetism Program is to monitor the Earth's magnetic field. Using ground-based observatories, the Program provides continuous records of magnetic field variations covering long timescales; disseminates magnetic data to various governmental, academic, and private institutions; and conducts research into the nature of geomagnetic variations for purposes of scientific understanding and hazard mitigation. The program is an integral part of the U.S. Government's National Space Weather Program (NSWP), which also includes programs in the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the National Oceanic and Atmospheric Administration (NOAA), and the National Science Foundation (NSF). The NSWP works to provide timely, accurate, and reliable space weather warnings, observations, specifications, and forecasts, and its work is important for the U.S. economy and national security. Please visit the National Geomagnetism Program?s website, http://geomag.usgs.gov, where you can learn more about the Program and the science of geomagnetism. You can find additional related information at the Intermagnet website, http://www.intermagnet.org.

Exploring Arctic history through scientific drilling

NASA Astrophysics Data System (ADS)

ODP Leg 151 Shipboard Scientific Party

During the brief Arctic summer of 1993, the Ocean Drilling Program's research vessel JOIDES Resolution recovered the first scientific drill cores from the eastern Arctic Ocean. Dodging rafts of pack ice shed from the Arctic ice cap, the science party sampled sediments north of 80°N latitude from the Yermak Plateau, as well as from sites in Fram Strait, the northeastern Greenland margin, and the Iceland Plateau (Figure 1).The sediments collected reveal the earliest history of the connection between the North Atlantic and Arctic Oceans through the Nordic Seas. The region between Greenland and Norway first formed a series of isolated basins, sometimes with restricted deep circulation, that eventually joined and allowed deep and surface Arctic Ocean water to invade the region. A record was also retrieved that shows major glaciation in the region began about 2.5 m.y.a.

Collection of Arctic Ocean Data from US Navy Submarines on the New SCICEX Program

NASA Astrophysics Data System (ADS)

Smethie, W. M.; Sambrotto, R.; Boyd, T.; Richter-Menge, J.; Corbett, J.

2011-12-01

The SCICEX submarine Arctic science program originated in the 1990s when six dedicated science cruises were conducted in the Arctic Ocean aboard US Navy Sturgeon class submarines. After the cold war era Sturgeon class submarines were retired, several Science Accommodation cruises, for which a few days for scientific measurements were added to planned submarine transits through the Arctic Ocean, were carried out when opportunities arose. Renewed interest in conducting further Science Accommodation cruises on a regular basis to better document and understand how the Arctic Ocean responds to climate change resulted in publication of a scientific plan in 2010 (http://www.arctic.gov/publications/scicex_plan.pdf). In the spring of 2011 testing of data collection and water sampling methods aboard newer Virginia and Seawolf class submarines on transit from a Navy ice camp in the Beaufort Sea, was conducted in order to develop protocols and evaluate techniques. Ice draft measurements were also taken in the vicinity of the ice camp and near the North Pole to evaluate new data collection systems. This evaluation will include a comparison of the ice draft data with a comprehensive set of in situ ice thickness measurements taken near the ice camp. Under-ice submarine-launched eXpendable Condutivity Temperature Depth (XCTD) probes were deployed from the USS Connecticut (SSN-22), a Seawolf class submarine, and the resulting profiles compared to CTD casts from the APLIS ice station and historical profiles. Water samples were collected through the hull for measurements of tritium, helium isotopes, oxygen isotopes, chlorofluorocarbons, sulfur hexafluoride, nutrients, dissolved organic carbon, bacterioplankton, phytoplankton and particulates levels. These samples were returned to Lamont-Doherty Earth Observatory and were in the process of being measured at the time this abstract was written. Measurements completed at this time indicate good samples can be collected for CFC-12, nutrients and biological and inorganic particulates. Measurements of the other samples will be completed and reported on at the meeting. Early results indicate that both of the submarine types evaluated are capable of reliably collecting important information on water temperature, salinity, tracers, chemistry, and biology and ice draft.

Oceanography in Second Life: Use of a Virtual Reality to Enhance Undergraduate Education in Marine Science

NASA Astrophysics Data System (ADS)

Villareal, T. A.; Jarmon, L.; Triggs, R.

2009-12-01

Shipboard research is a fundamental part of oceanography, but has numerous legal and practical constraints virtually eliminate it as a regular part of large-enrollment programs in marine science. The cost of a properly equipped research vessel alone can prevent student access. While much can be learned by active exploration of archived data by students, the limitations placed on real oceanographic programs by distance, vessel speed, and time are difficult to reproduce in exercises. Pre-cruise planning and collaboration between investigators are likewise a challenge to incorporate. We have used design students in the College of Liberal Arts to construct a oceanographic expedition in Second Life for use in a marine science course (Fall 2009). Second Life is a highly collaborative environment with a variety of tools that allow users to create their own environment and interact with it. Second LIfe is free, highly portable, and inherently amenable to distance or remote teaching. In our application, the research vessel exists as an moving platform with sampling abilities. Software code queries an external MySQL database that contains information from the World Ocean Atlas for the entire ocean, and returns strings of data from standard depths. Students must plan the cruise track to test hypothesis about the ocean, collaborate with other teams to develop the big picture and use standard oceanographic software (Ocean Data Viewer; ODV) to analyze the data. Access to the entire database in ODV then allows comparison to the actual properties and distributions. The effectiveness of this approach is being evaluated by a pre- and post-class surveys and post semester focus group interviews. Similar surveys of the design students that created the environment noted that use of Second Life created a learning experience that was both more immersive and process oriented than traditional college courses. Initial impressions in the marine science class indicate that the strong social networking presence captures these digital native undergraduates rapidly, and that this is a strong positive motivation for working on assigned class activities in Second Life.

Using Controlled Vocabularies and Semantics to Improve Ocean Data Discovery (Invited)

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Shepherd, A.; Allison, M. D.; Kinkade, D.; Rauch, S.; Wiebe, P. H.; Glover, D. M.

2013-12-01

The Biological and Chemical Oceanography Data Management Office (BCO-DMO) was created in late 2006, by combining the formerly independent data management offices for the U.S. GLOBal Ocean ECosystems Dynamics (GLOBEC) and U.S. Joint Global Ocean flux Study (JGOFS) programs. BCO-DMO staff members work with investigators to publish data from research projects funded by the NSF Geosciences Directorate (GEO) Division of Ocean Sciences (OCE) Biological and Chemical Oceanography Sections and Polar Programs (PLR) Antarctic Sciences Organisms & Ecosystems Program (ANT). Since 2006, researchers have been contributing new data to the BCO-DMO data system. As the data from new research efforts have been added to the data previously shared by U.S. GLOBEC and U.S. JGOFS researchers, the BCO-DMO system has developed into a rich repository of data from ocean, coastal, and Great Lakes research programs. The metadata records for the original research program data (prior to 2006) were stored in human-readable flat files of text, translated on-demand to Web-retrievable files. Beginning in 2006, the metadata records from multiple data systems managed by BCO-DMO were ingested into a relational database (MySQL). Since that time, efforts have been made to incorporate lists of controlled vocabulary terms for key information concepts stored in the MySQL database (e.g. names of research programs, deployments, instruments and measurements). This presents a challenge for a data system that includes legacy data and is continually expanding with the addition of new contributions. Over the years, BCO-DMO has developed a series of data delivery systems driven by the supporting metadata. Improved access to research data, a primary goal of the BCO-DMO project, is achieved through geospatial and text-based data access systems that support data discovery, access, display, assessment, integration, and export of data resources. The addition of a semantically-enabled search capability improves data discovery options particularly for those investigators whose research interests are cross-domain and multi-disciplinary. Current efforts by BCO-DMO staff members are focused on identifying globally unique, persistent identifiers to unambiguously identify resources of interest curated by and available from BCO-DMO. The process involves several essential components: (1) identifying a trusted authoritative source of complementary content and the appropriate contact; (2) determining the globally unique, persistent identifier system for resources of interest and (3) negotiating the requisite syntactic and semantic exchange systems. A variety of technologies have been deployed including: (1) controlled vocabulary term lists for some of the essential concepts/classes; (2) the Ocean Data Ontology; (3) publishing content as Linked Open Data and (4) SPARQL queries and inference. The final results are emerging as a semantic layer comprising domain-specific controlled vocabularies typed to community standard definitions, an ontology with the concepts and relationships needed to describe ocean data, a semantically-enabled faceted search, and inferencing services. We are exploring use of these technologies to improve the accuracy of the BCO-DMO data collection and to facilitate exchange of information with complementary ocean data repositories. Integrating a semantic layer into the BCO-DMO data system architecture improves data and information resource discovery, access and integration.

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, Kimberly

2010-05-01

Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of the three-year program, teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 70% and another site by 120%.

The Second International Indian Ocean Expedition (IIOE-2)

NASA Astrophysics Data System (ADS)

Cowie, Greg; Hood, Raleigh

2015-04-01

The International Indian Ocean Expedition (IIOE) was one of the greatest international, interdisciplinary oceanographic research efforts of all time. Planning for the IIOE began in 1959 and the project officially continued through 1965, with forty-six research vessels participating under fourteen different flags. The IIOE motivated an unprecedented number of hydrographic surveys (and repeat surveys) over the course of the expedition covering the entire Indian Ocean basin. And it was an interdisciplinary endeavor that embraced physical oceanography, chemical oceanography, meteorology, marine biology, marine geology and geophysics. The end of 2015 will mark the 50th Anniversary of the completion of the IIOE. SCOR and the IOC are working to stimulate a new phase of coordinated international research focused on the Indian Ocean for a 5-year period beginning in late 2015 and continuing through 2020. The goal is to help to organize ongoing research and stimulate new initiatives in the 2015-2020 time frame as part of a larger expedition. Several International programs that have research ongoing or planned in the Indian Ocean during this time period and many countries are planning cruises in this time frame as well. These programs and national cruises will serve as a core for the new Indian Ocean research focus, which has been dubbed "IIOE-2." The overarching goal of the IIOE-2 is to advance our understanding of interactions between geological, oceanic and atmospheric processes that give rise to the complex physical dynamics of the Indian Ocean region, and to determine how those dynamics affect climate, extreme events, marine biogeochemical cycles, ecosystems and human populations. This understanding is required to predict the impacts of climate change, pollution, and increased fish harvesting on the Indian Ocean and its nations, as well as the influence of the Indian Ocean on other components of the Earth System. New understanding is also fundamental to policy makers for the development of sustainable coastal zone, ecosystem, and fisheries management strategies for the Indian Ocean. Other goals of IIOE-2 include helping to build research capacity and improving availability and accessibility of oceanographic data from the region. The IIOE-2 Science Plan is structured around six scientific themes. Each theme comprises a set of core questions fundamental to our need to understand the forcings, processes, and resultant variability of the Indian Ocean and to develop the capacity to predict how this variability will impact human populations in the future. In this presentation we will report on current efforts to motivate an IIOE-2 and we will present the draft science plan that has been commissioned by SCOR.

Science Cafes: Engaging graduate students one drink at a time!

NASA Astrophysics Data System (ADS)

Schiebel, H.; Chen, R. F.

2016-02-01

Science Cafes are events that take place in casual settings (pubs, coffeehouses) that are typically open to a broad audience and feature engaging conversations with scientists about particular topics. Science Cafes are a grassroots movement and exist on an international scale with a common goal of engaging broad audiences in informal scientific discussions. Graduate Students for Ocean Education (GrOE), funded by COSEE OCEAN (Center for Ocean Science Education Excellence—Ocean Communities in Science Education And social Networks), has taken this model and honed in on a specific audience: graduate students. Through monthly Science Cafes with varying themes (ocean acidification to remote sensing), GrOE has engaged over two hundred graduate students throughout New England. While attendance at the Science Cafes is consistent, the presence and engagement of graduate students on the GrOE Facebook page is now growing, a trend attributed to having face-to-face contact with scientists and other graduate students.

Science at the Seashore. Project Impact.

ERIC Educational Resources Information Center

Grant, David; Draxler, Susan

These materials were developed for use at the Ocean Institute at Sandy Hook Park in New Jersey. They are used by the students in Brookdale College's Project Impact, an early intervention program for sixth- and seventh- grade students. These activities are designed to help students learn more about the history, geology, biology, and career…

Restructuring the University of Alaska Statewide System of Higher Education.

ERIC Educational Resources Information Center

Gaylord, Thomas A.; Rogers, Brian

The radical restructuring of Alaska's public higher education system brought on by the state's 1986 economic collapse is discussed. The plan called for a merger of 11 community colleges with three universities into three multi-campus institutions. It realigned statewide programs in vocational technical education, fisheries and ocean sciences,…

A Summary of the Naval Postgraduate School Research Program.

DTIC Science & Technology

1984-06-01

Administrative Sciences, Operations Research, National Security Affairs, Physics, Electrical Engineering , Meterology, Aeronautics, Oceanography and Mechanical ...Oceans and Major Seas -------------------------------- 290 DEPARTMENT OF MECHANICAL ENGINEERING 291 Mechanical Engineering Department Summary 293...in Buried Pipes Using Sulphur Hexaflouride as a Tracer Gas," American Society of Mechanical Engineers , The Journal of Engineering for Power

Ocean Drilling Program: Publication Services: Online Manuscript Submission

Science.gov Websites

products Drilling services and tools Online Janus database Search the ODP/TAMU web site ODP/TAMU Science Operator Home ODP's main web site Publications Policy Author Instructions Scientific Results Manuscript use the submission and review forms available on the IODP-USIO publications web site. ODP | Search

RELATIVE EFFECTS OF OBSERVATIONALLY-NUDGED MODEL METEOROLOGY AND DOWN-SCALED GLOBAL CLIMATE MODEL METEOROLOGY ON BIOGENIC EMISSIONS FOR THE UNITED STATES

EPA Science Inventory

The United States Environmental Protection Agency (USEPA) and National Oceanic and Atmospheric Administration (NOAA) participate in a multi-agency examination of the effects of climate change through the U.S. Climate Change Science Program (CCSP, 2003). The EPA Global Change Rese...

Pilot Studies for Enhanced Forest Land Measurement

Treesearch

R. Birdsey; D. Hollinger; L. Heath; C. Hoover; R. Kolka; M. L. Smith; M. Ryan

2003-01-01

Land measurements will make a significant contribution towards answering the science questions that motivate the North American Carbon Program (NACP):What is the carbon balance of North America and adjacent ocean basins, and how is the balance changing over time? What are the sources and sinks, and the geographic patterns of carbon fluxes?...

Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

ERIC Educational Resources Information Center

De Maria, Richard

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

US Climate Variability and Predictability Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patterson, Mike

The US CLIVAR Project Office administers the US CLIVAR Program with its mission to advance understanding and prediction of climate variability and change across timescales with an emphasis on the role of the ocean and its interaction with other elements of the Earth system. The Project Office promotes and facilitates scientific collaboration within the US and international climate and Earth science communities, addressing priority topics from subseasonal to centennial climate variability and change; the global energy imbalance; the ocean’s role in climate, water, and carbon cycles; climate and weather extremes; and polar climate changes. This project provides essential one-year supportmore » of the Project Office, enabling the participation of US scientists in the meetings of the US CLIVAR bodies that guide scientific planning and implementation, including the scientific steering committee that establishes program goals and evaluates progress of activities to address them, the science team of funded investigators studying the ocean overturning circulation in the Atlantic, and two working groups tackling the priority research topics of Arctic change influence on midlatitude climate and weather extremes and the decadal-scale widening of the tropical belt.« less

US Climate Variability and Predictability (CLIVAR) Project- Final Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patterson, Mike

The US CLIVAR Project Office administers the US CLIVAR Program with its mission to advance understanding and prediction of climate variability and change across timescales with an emphasis on the role of the ocean and its interaction with other elements of the Earth system. The Project Office promotes and facilitates scientific collaboration within the US and international climate and Earth science communities, addressing priority topics from subseasonal to centennial climate variability and change; the global energy imbalance; the ocean’s role in climate, water, and carbon cycles; climate and weather extremes; and polar climate changes. This project provides essential one-year supportmore » of the Project Office, enabling the participation of US scientists in the meetings of the US CLIVAR bodies that guide scientific planning and implementation, including the scientific steering committee that establishes program goals and evaluates progress of activities to address them, the science team of funded investigators studying the ocean overturning circulation in the Atlantic, and two working groups tackling the priority research topics of Arctic change influence on midlatitude climate and weather extremes and the decadal-scale widening of the tropical belt.« less

Assessing ocean vertical mixing schemes for the study of climate change

NASA Astrophysics Data System (ADS)

Howard, A. M.; Lindo, F.; Fells, J.; Tulsee, V.; Cheng, Y.; Canuto, V.

2014-12-01

Climate change is a burning issue of our time. It is critical to know the consequences of choosing "business as usual" vs. mitigating our emissions for impacts e.g. ecosystem disruption, sea-level rise, floods and droughts. To make predictions we must model realistically each component of the climate system. The ocean must be modeled carefully as it plays a critical role, including transporting heat and storing heat and dissolved carbon dioxide. Modeling the ocean realistically in turn requires physically based parameterizations of key processes in it that cannot be explicitly represented in a global climate model. One such process is vertical mixing. The turbulence group at NASA-GISS has developed a comprehensive new vertical mixing scheme (GISSVM) based on turbulence theory, including surface convection and wind shear, interior waves and double-diffusion, and bottom tides. The GISSVM is tested in stand-alone ocean simulations before being used in coupled climate models. It is also being upgraded to more faithfully represent the physical processes. To help assess mixing schemes, students use data from NASA-GISS to create visualizations and calculate statistics including mean bias and rms differences and correlations of fields. These are created and programmed with MATLAB. Results with the commonly used KPP mixing scheme and the present GISSVM and candidate improved variants of GISSVM will be compared between stand-alone ocean models and coupled models and observations. This project introduces students to modeling of a complex system, an important theme in contemporary science and helps them gain a better appreciation of climate science and a new perspective on it. They also gain familiarity with MATLAB, a widely used tool, and develop skills in writing and understanding programs. Moreover they contribute to the advancement of science by providing information that will help guide the improvement of the GISSVM and hence of ocean and climate models and ultimately our understanding and prediction of climate. The PI is both a member of the turbulence group at NASA-GISS and an associate professor at Medgar Evers College of CUNY, a minority serving institution in an urban setting in central Brooklyn. This Project is supported by NSF award AGS-1359293 REU site: CUNY/GISS Center for Global Climate Research.

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

NASA Astrophysics Data System (ADS)

Weiss, E.; Skene, J.; Tran, L.

2011-12-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, there are few high quality curricula available to teachers that address these topics in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8 aims to address this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. The Ocean Sciences Sequence for Grades 6-8 is developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified GEMS (Great Explorations in Math & Science) curriculum development team. Scientists are active partners throughout the whole development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. As with all GEMS Sequences, the Ocean Sciences Sequence for Grades 6-8 is designed to provide significant scientific and educational depth, systematic assessments and informational readings, and incorporate new learning technologies. The goal is to focus strategically and effectively on the core concepts within ocean and climate sciences that students need to understand. This curriculum is designed in accordance with the latest research from the learning sciences, and provides numerous opportunities for students to develop inquiry skills and abilities as they learn about the practice of science through hands-on activities. The Ocean Sciences Sequence for Grades 6-8 addresses in depth a significant number of national, state, and district standards and benchmarks. It aligns with the Ocean Literacy and Climate Literacy Frameworks, as well as multiple core ideas in the new National Academy of Sciences Framework for K-12 Science Education. In brief, the curriculum comprises 33 45-minute sessions organized into three thematic units that are each driven by an exploratory question: Unit 1 (11 sessions)-How do the ocean and atmosphere interact?; Unit 2 (8 sessions)-How does carbon flow through the ocean, land, and atmosphere?; and Unit 3 (12 sessions)-What are the causes and effects of climate change? The curriculum deliberately explores the ocean and climate as global systems, and challenges students to use scientific evidence to make explanations about climate change. The Ocean Sciences Sequence for Grades 6-8 is currently being classroom tested by teachers across the United States in a wide variety of classroom settings. Evaluation is also being undertaken to determine the efficacy of the sequence in addressing the curriculum's learning goals.

The ICTJA-CSIC Science Week 2016: an open door to Earth Sciences for secondary education students

NASA Astrophysics Data System (ADS)

Cortes-Picas, Jordi; Diaz, Jordi; Fernandez-Turiel, Jose-Luis; Garcia-Castellanos, Daniel; Geyer, Adelina; Jurado, Maria-Jose; Montoya, Encarni; Rejas Alejos, Marta; Sánchez-Pastor, Pilar; Valverde-Perez, Angel

2017-04-01

The Science Week is one of the main scientific outreach events every year in Spain. The Institute of Earth Sciences Jaume Almera of CSIC (ICTJA-CSIC) participates in it since many years ago, opening its doors and proposing several activities in which it is shown what kind of multidisciplinary research is being developed at the Institute and in Geosciences. The activities,developed as workshops, are designed and conducted by scientific and technical personnel of the centre, who participates in the Science Week voluntarily. The activities proposed by the ICTJA-CSIC staff are designed for a target audience composed by secondary school students (12-18 years). The ICTJA-CSIC joined Science Week 2016 in the framework of the activity entitled "What we investigate in Earth Sciences?". The aim is to show to the society what is being investigated in the ICTJA-CSIC. In addition, it is intended, with the contact and interaction between the public and the institute researchers, to increase the interest in scientific activity and, if possible, to generate new vocations in the field of the Earth Sciences among secondary school pupils. We show in this communication the experience of the Science Week 2016 at the ICTJA-CSIC, carried out with the effort and commitment of the of the Institute's personnel with the outreach of Earth Sciences research. Between November 14th and 19th 2016, more than 100 students from four secondary schools from Barcelona area visited the Institute and took part in the Science Week. A total of six interactive workshops were prepared showing different features of seismology, geophysical borehole logging, analog and digital modelling, paleoecology, volcanology and geochemistry. As a novelty, this year a new workshop based on an augmented reality sandbox was offered to show and to simulate the processes of creation and evolution of the topographic relief. In addition, within the workshop dedicated to geophysical borehole logging, six exact replicates of sediment cores from outstanding expeditions of the Ocean Drilling Program (ODP) and the International Ocean Discovery Program IODP (IODP) were shown to the visitors. We acknowledge the collaboration of ODP and IODP programs and the FECYT in the development of the Science Week 2016 at ICTJA-CSIC.

Final Report - Cycling of DOC and DON by novel heterotrophic and photoheterotrophic bacteria in the ocean

DOE Office of Scientific and Technical Information (OSTI.GOV)

Royer, David F

2011-06-10

This report describes a collaboration between Lincoln University and the College of Earth, Ocean and Environment at the University of Delaware and was funded under the Department of Energy Biological Investigations – Ocean Margins Program (BI-OMP). The principal outcomes of the grant are (1) the opportunity for Lincoln students to participate in marine research at the University of Delaware, (2) the opportunity for participating students to present their research at a variety of scientific meetings, (3) the establishment of an environmental science major and a microbial ecology course at Lincoln, (4) the upgrade of research capabilities at Lincoln, and (5)more » the success of participating students in graduate and professional school.« less

Ocean research plan reviewed

NASA Astrophysics Data System (ADS)

Zielinski, Sarah

A draft plan setting out priorities for U.S. ocean research generally was lauded for its clear and well-articulated view in a recent report from a committee of the U.S. National Research Council (NRC) of the US. National Academies. However, the committee advised that the plan would benefit from a bold vision for the future of ocean science research, additional details, and a reorganization to include cross-cutting research.The draft "Charting the Course for Ocean Science in the United States: Research Priorities for the Next Decade" was made available for public comment in September 2006 by the U.S. National Science and Technology Council's Joint Subcommittee on Ocean Science and Technology.

Graphical methods and Cold War scientific practice: the Stommel Diagram's intriguing journey from the physical to the biological environmental sciences.

PubMed

Vance, Tiffany C; Doel, Ronald E

2010-01-01

In the last quarter of the twentieth century, an innovative three-dimensional graphical technique was introduced into biological oceanography and ecology, where it spread rapidly. Used to improve scientists' understanding of the importance of scale within oceanic ecosystems, this influential diagram addressed biological scales from phytoplankton to fish, physical scales from diurnal tides to ocean currents, and temporal scales from hours to ice ages. Yet the Stommel Diagram (named for physical oceanographer Henry Stommel, who created it in 1963) had not been devised to aid ecological investigations. Rather, Stommel intended it to help plan large-scale research programs in physical oceanography, particularly as Cold War research funding enabled a dramatic expansion of physical oceanography in the 1960s. Marine ecologists utilized the Stommel Diagram to enhance research on biological production in ocean environments, a key concern by the 1970s amid growing alarm about overfishing and ocean pollution. Before the end of the twentieth century, the diagram had become a significant tool within the discipline of ecology. Tracing the path that Stommel's graphical techniques traveled from the physical to the biological environmental sciences reveals a great deal about practices in these distinct research communities and their relative professional and institutional standings in the Cold War era. Crucial to appreciating the course of that path is an understanding of the divergent intellectual and social contexts of the physical versus the biological environmental sciences.

New Sensor Technologies for Ocean Exploration and Observation

NASA Astrophysics Data System (ADS)

Manley, J. E.

2005-12-01

NOAA's Office of Ocean Exploration (OE) is an active supporter of new ocean technologies. Sensors, in particular, have been a focus of recent investments as have platforms that can support both dedicated voyages of discovery and Integrated Ocean Observing Systems (IOOS). Recent programs sponsored by OE have developed technical solutions that will be of use in sensor networks and in stand-alone ocean research programs. Particular projects include: 1) the Joint Environmental Science Initiative (JESI) a deployment of a highly flexible marine sensing system, in collaboration with NASA, that demonstrated a new paradigm for marine ecosystem monitoring. 2) the development and testing of an in situ marine mass spectrometer, via grant to the Woods Hole Oceanographic Institution (WHOI). This instrument has been designed to function at depths up to 5000 meters. 3) the evolution of glider AUVs for aerial deployment, through a grant to Webb Research Corporation. This program's goal is air certification for gliders, which will allow them to be operationally deployed from NAVOCEANO aircraft. 4) the development of new behaviors for the Autonomous Benthic Explorer (ABE) allowing it to anchor in place and await instructions, through a grant to WHOI. This will support the operational use of AUVs in observing system networks. 5) development of new sensors for AUVs through a National Ocean Partnership Program (NOPP) award to Rutgers Universty. This project will develop a Fluorescence Induction Relaxation (FIRe) System to measure biomass and integrate the instrument into an AUV glider. 6) an SBIR award for the development of anti-fouling technologies for solar panels and in situ sensors. This effort at Nanohmics Inc. is developing natural product antifoulants (NPA) in optical quality hard polymers. The technology and results of each of these projects are one component of OE's overall approach to technology research and development. OE's technology program represents the leading edge of NOAA investment in ocean sensors and tools that eventually will find application in mission areas such as IOOS. This "big picture" provides context for focused information on detailed results of OE investments. As NOAA increases its investments in IOOS, and related technologies, these projects are timely and should be beneficial to the entire environmental sensor network community.

AGU Panel meets on career topics

NASA Astrophysics Data System (ADS)

Hollister, Charles

Graduate students and their career opportunities in ocean and earth sciences were the focus of the Education and Human Resources (E & HR) Committee meeting held at the 1982 AGU Fall Meeting in San Francisco. A standing committee of AGU, the E & HR committee is responsible for matters concerning education in earth, ocean, and planetary sciences from precollege through graduate programs, including career guidance, academic preparation, student recruitment, and manpower supply and demand.At the meeting a draft of the AGU-sponsored Careers in Oceanography booklet by committee chairman C. Hollister was thoroughly discussed and a new draft will emerge soon for final approval. The booklet is designed to complement the Careers in Geophysics booklet recently published by AGU; the booklets contain information about planning a career, job opportunities, educational requirements, and a synopsis of where the prospective student might apply.

What do we do with all this video? Better understanding public engagement for image and video annotation

NASA Astrophysics Data System (ADS)

Wiener, C.; Miller, A.; Zykov, V.

2016-12-01

Advanced robotic vehicles are increasingly being used by oceanographic research vessels to enable more efficient and widespread exploration of the ocean, particularly the deep ocean. With cutting-edge capabilities mounted onto robotic vehicles, data at high resolutions is being generated more than ever before, enabling enhanced data collection and the potential for broader participation. For example, high resolution camera technology not only improves visualization of the ocean environment, but also expands the capacity to engage participants remotely through increased use of telepresence and virtual reality techniques. Schmidt Ocean Institute is a private, non-profit operating foundation established to advance the understanding of the world's oceans through technological advancement, intelligent observation and analysis, and open sharing of information. Telepresence-enabled research is an important component of Schmidt Ocean Institute's science research cruises, which this presentation will highlight. Schmidt Ocean Institute is one of the only research programs that make their entire underwater vehicle dive series available online, creating a collection of video that enables anyone to follow deep sea research in real time. We encourage students, educators and the general public to take advantage of freely available dive videos. Additionally, other SOI-supported internet platforms, have engaged the public in image and video annotation activities. Examples of these new online platforms, which utilize citizen scientists to annotate scientific image and video data will be provided. This presentation will include an introduction to SOI-supported video and image tagging citizen science projects, real-time robot tracking, live ship-to-shore communications, and an array of outreach activities that enable scientists to interact with the public and explore the ocean in fascinating detail.

U.S. Eastern Continental Shelf Carbon Cycling (USECoS): Modeling, Data Assimilation, and Analysis

NASA Technical Reports Server (NTRS)

Mannino, Antonio

2008-01-01

Although the oceans play a major role in the uptake of fossil fuel CO2 from the atmosphere, there is much debate about the contribution from continental shelves, since many key shelf fluxes are not yet well quantified: the exchange of carbon across the land-ocean and shelf-slope interfaces, air-sea exchange of CO2, burial, and biological processes including productivity. Our goal is to quantify these carbon fluxes along the eastern U.S. coast using models quantitatively verified by comparison to observations, and to establish a framework for predicting how these fluxes may be modified as a result of climate and land use change. Our research questions build on those addressed with previous NASA funding for the USECoS (U.S. Eastern Continental Shelf Carbon Cycling) project. We have developed a coupled biogeochemical ocean circulation model configured for this study region and have extensively evaluated this model with both in situ and remotely-sensed data. Results indicate that to further reduce uncertainties in the shelf component of the global carbon cycle, future efforts must be directed towards 1) increasing the resolution of the physical model via nesting and 2) making refinements to the biogeochemical model and quantitatively evaluating these via the assimilation of biogeochemical data (in situ and remotely-sensed). These model improvements are essential for better understanding and reducing estimates of uncertainties in current and future carbon transformations and cycling in continental shelf systems. Our approach and science questions are particularly germane to the carbon cycle science goals of the NASA Earth Science Research Program as well as the U.S. Climate Change Research Program and the North American Carbon Program. Our interdisciplinary research team consists of scientists who have expertise in the physics and biogeochemistry of the U.S. eastern continental shelf, remote-sensing data analysis and data assimilative numerical models.

Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; Weiss, E. L.

2016-12-01

K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers participated in four follow-up PL sessions, which included planning time. Project staff found that teachers struggled to find and/or create appropriate opportunities to engage students in argumentation when using the district-adopted curriculum, which was not created with these goals in mind.

Ocean FEST: Families Exploring Science Together

ERIC Educational Resources Information Center

Bruno, Barbara C.; Wiener, Carlie; Kimura, Arthur; Kimura, Rene

2011-01-01

This project engages elementary school students, parents, teachers, and administrators in ocean-themed family science nights based on a proven model. Our key goals are to: (1) educate participants about ocean and earth science issues that are relevant to their communities; and (2) inspire more underrepresented students, including Native Hawaiians,…

Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification.

PubMed

Danielson, Kathryn I; Tanner, Kimberly D

2015-01-01

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. © 2015 K. I. Danielson and K. D. Tanner. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Marine Technology for Teachers and Students: A Multi-modal Approach to Integrate Technology and Ocean Sciences Instruction

NASA Astrophysics Data System (ADS)

Gingras, A.; Knowlton, C. W.; Scowcroft, G. A.; Babb, I.; Coleman, D.; Morin, H.

2016-02-01

The Marine Technology for Teachers and Students (MaTTS) Project implements a year-long continuum of activities beginning with educators reading and reporting on peer-reviewed publications, followed by face-to-face, hands-on weekend workshops and virtual professional development activities. Teams of teacher and student leaders then participate in an intensive, residential Summer Institute (SI) that emphasizes hands-on building of marine related technologies and exposure to career pathways through direct interactions with ocean scientists and engineers. During the school year, teachers integrate ocean science technology and data into their classrooms and participate, along with colleagues and students from their schools, in science cafes and webinars. Student leaders transfer knowledge gained by engaging their district's middle school students in ocean science activities and technologies by serving as hosts for live broadcasts that connect classrooms with ocean scientists and engineers though the Inner Space Center, a national ocean science telecommunications hub. Communication technologies bridge formal and informal learning environments, allowing MaTTS participants to interact with their fellow cohort members, scientists, and engineers both during and outside of school. Evaluation results indicate that for teachers both the weekend workshops and SI were most effective in preparing them to integrate ocean science and technology in STEM curricula and increase their ocean science content knowledge and leadership characteristics. For students the SI and the middle school interactions supported gains in knowledge, awareness, leadership skills and interest in ocean sciences and technologies, and related STEM careers. In particular, the connections made by working directly with scientists have positively impacted both student and teacher leaders. This presentation will provide an overview of the MaTTS model and early evaluation results.

Oceans of Opportunity: Partnerships to Increase Minority Student Involvement in the Marine Geosciences

NASA Astrophysics Data System (ADS)

Pride, C.; Christensen, B.

2007-12-01

The Oceans of Opportunity program to increase involvement of traditionally under-represented students in the marine geosciences is in its final phase of track 1 funding from NSF. The program employs a tiered approach to research, teaching and outreach activities to enhance the K-12 to graduate pipeline. Partner institutions include Savannah State University, an HBCU in coastal Georgia; Adelphi University serving a minority population from NYC; the Georgia State University Bio-Bus serving the metro-Atlanta area; and the Joint Oceanographic Institutions. The Oceans of Opportunity education pipeline includes 1) service learning activities implemented by SSU marine science majors in partner public schools with high minority enrollment; 2) outreach by the Georgia State University Bio-Bus to Savannah area schools; 3) expansion of the SSU geoscience curriculum; and 4) development of activities based on models of ODP cores for use in both outreach and college teaching. Service learning through SSU classes has permitted contact with a large number of K-12 students. More than 1000 predominantly African-American K-12 students completed hands-on lessons on plate tectonics and plankton contributors to marine sediments in the two years of this program under the guidance of HBCU science majors. Lessons on use of the marine sediment and fossil record as proxies in paleoclimatic studies using replicas of ODP cores were delivered to 600 students in the Savannah school system and about 2000 visitors to the Georgia Aquarium in Atlanta. The marine geoscience lessons delivered at the high school level resulted in greater test score improvement when the topic had already been thoroughly introduced by the teacher. A survey of science attitudes of the high school students (n=419) indicates African-American high school students have low levels of enjoyment of and interest in the sciences. In addition, more female than male African-American students are enrolling in science courses and intend to become science majors. The geosciences fared worse than most other STEM fields with most college-bound students saying that they did not intend on taking a geoscience course in college. We established Research Training Groups (RTGs) including undergraduate and graduate students focusing on 1) Georgia shelf, estuarine and marsh dynamics, and 2) South African Pleistocene paleoceanography. Collaborative projects between SSU and Adelphi during the course of this program have engaged 12 students (75% minority) in research on shelf and salt marsh micropaleontology and sedimentation, diatoms in modern estuarine environments, and South African paleoclimate using ODP records. RTG students have also developed a marine sediment repository at SSU, participated in field excursions and research cruises, and presented their research at conferences.

TOPEX/POSEIDON - Mapping the ocean surface

NASA Technical Reports Server (NTRS)

Yamarone, C. A.; Rosell, S.; Farless, D. L.

1986-01-01

Global efforts are under way to model the earth as a complete planet so that weather patterns may be predicted on time scales of months and years. A major limitation in developing models of global weather is the inability to model the circulation of the oceans including the geostrophic surface currents. NASA will soon be initiating a satellite program to correct this deficiency by directly measuring these currents using the science of radar altimetry. Measurement of the ocean topography with broad, frequent coverage of all ocean basins for a long period of time will allow the derivation of the spatial and temporal behavior of surface ocean currents. The TOPEX/POSEIDON mission is a cooperative effort between NASA and the French Centre National d'Etudes Spatiales. This paper describes the goals of this research mission, the data type to be acquired, the satellite and sensors to be used to acquire the data, and the methods by which the data are to be processed and utilized.

Effective Management of Ocean Biogeochemistry and Ecological Data: the BCO-DMO Story

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Allison, M. D.; Wiebe, P. H.; Glover, D. M.; Gegg, S. R.

2012-04-01

Data availability expectations of the research community, environmental management decision makers, and funding agency representatives are changing. Consequently, data management practices in many science communities are changing as well. In an effort to improve access to data generated by ocean biogeochemistry and ecological researchers funded by the United States (US) National Science Foundation (NSF) Division of Ocean Sciences (OCE), the Biological and Chemical Oceanography Data Management Office (BCO-DMO) was created in late 2006. Currently, the main BCO-DMO objective is to ensure availability of data resulting from select OCE and Office of Polar Programs (OPP) research awards granted by the US NSF. An important requirement for the BCO-DMO data management system is that it provides open access to data that are supported by sufficient metadata to enable data discovery and accurate reuse. The office manages and serves all types of oceanographic data (in situ, experimental, model results) generated during the research process and contributed by the originating investigators from large national programs and medium-sized collaborative research projects, as well as researchers with single investigator awards. BCO-DMO staff members have made strategic use of standards and use of terms from controlled vocabularies while balancing the need to maintain flexible data ingest systems that accommodate the heterogeneous nature of ocean biogeochemistry and ecological research data. Many of the discrete ocean biogeochemistry data sets managed by BCO-DMO are still acquired manually, often with prototype sensor systems. Data sets such as these that are not "born-digital" present a significant management challenge. Use of multiple levels of term-mappings and development of an ontology has enabled BCO-DMO to incorporate a semantically enabled faceted search into the data access system that will improve data access through enhanced data discovery. BCO-DMO involves an ongoing collaboration between data managers and marine scientists funded by the US NSF. BCO-DMO staff members work with investigators throughout the data life cycle, beginning with the data management plan that is part of the original proposal, during cruise planning and experimental design, through data reporting to meet funding agency requirements and finally to submission of final data sets for publication and final archive in a permanent data center. It is important to note that support from and continued active involvement of the NSF program managers has been a significant contributor to the success of this developing system. URL: http://bco-dmo.org/

Priorities in Ocean Science Study

ERIC Educational Resources Information Center

Awkerman, Gary L.; And Others

1974-01-01

Reports on a national survey conducted to determine priorities in ocean science study as identified by oceanographers. The priority determinations gave equal weight to relevance and academic importance of ocean problems. (Author/GS)

A Solid Earth educational module, co-operatively developed by scientists and high school teachers through the Scripps Classroom Connection GK12 Program

NASA Astrophysics Data System (ADS)

Ziegler, L. B.; van Dusen, D.; Benedict, R.; Chojnacki, P. R.; Peach, C. L.; Staudigel, H.; Constable, C.; Laske, G.

2010-12-01

The Scripps Classroom Connection, funded through the NSF GK-12 program, pairs local high school teachers with Scripps Institution of Oceanography (SIO) graduate students in the earth and ocean sciences for their mutual professional development. An integral goal of the program is the collaborative production of quality earth science educational modules that are tested in the classroom and subsequently made freely available online for use by other educators. We present a brief overview of the program structure in place to support this goal and illustrate a module that we have developed on the Solid Earth & Plate Tectonics for a 9th grade Earth Science classroom. The unit includes 1) an exercise in constructing a geomagnetic polarity timescale which exposes students to authentic scientific data; 2) activities, labs, lectures and worksheets that support the scientific content; and 3) use of online resources such as Google Earth and interactive animations that help students better understand the concepts. The educational unit is being implemented in two separate local area high schools for Fall 2010 and we will report on our experiences. The co-operative efforts of teachers and scientists lead to educational materials which expose students to the scientific process and current science research, while teaching basic concepts using an engaging inquiry-based approach. In turn, graduate students involved gain experience communicating their science to non-science audiences.

The Woods Hole Partnership Education Program: Increasing Diversity in the Ocean and Environmental Sciences in One Influential Science Community

NASA Astrophysics Data System (ADS)

Jearld, A.

2011-12-01

To increase diversity in one influential science community, a consortium of public and private institutions created the Woods Hole Partnership Education Program, or PEP, in 2008. Participating institutions are the Marine Biological Laboratory, Northeast Fisheries Science Center of NOAA's Fisheries Service, Sea Education Association, U.S. Geological Survey, Woods Hole Oceanographic Institution, the Woods Hole Research Center, and University of Maryland Eastern Shore. Aimed at college juniors and seniors with some course work in marine and/or environmental sciences, PEP is a four-week course and a six-to-eight-week individual research project under the guidance of a research mentor. Forty-six students have participated to date. Investigators from the science institutions serve as course faculty and research mentors. We listened to experts regarding critical mass, mentoring, adequate support, network recruitment, and then built a program based on those features. Three years in we have a program that works and that has its own model for choosing applicants and for matching with mentors. We continue fine-tuning our match process, enhancing mentoring skills, preparing our students for a variety of lab cultures, and setting expectations high while remaining supportive. Our challenges now are to keep at it, using leverage instead of capacity to make a difference. Collaboration, not competition, is key since a rising tide floats all boats.

Ocean Drilling Program: Drilling Services

Science.gov Websites

Drilling operations team Material services team Development engineering team ODP/TAMU Science Operator Home Services department consists of three team-oriented project groups, which also work to improve the existing team. A member of this team sails with each cruise to provide expertise for the shipboard scientific

Listen to Our Salmon: Forests, Rivers and Oceans are Connected.

ERIC Educational Resources Information Center

Mueller, Andrea; Brown, Rod

1998-01-01

A university-based researcher and a grade seven teacher collaborated to plan a science curriculum that would help elementary school students discover the world of salmon and understand its life cycle. Describes key components of the salmon-enhancement program and river-health project. A student's record of hatching chum fry in the classroom is…

An Interdisciplinary Approach at Studying the Earth-Sun System with GPS/GNSS and GPS-like Signals

NASA Technical Reports Server (NTRS)

Zuffada, Cinzia; Hajj, George; Mannucci, Anthony J.; Chao, Yi; Ao, Chi; Zumberge, James

2005-01-01

The value of Global Positioning Satellites (GPS) measurements to atmospheric science, space physics, and ocean science, is now emerging or showing a potential to play a major role in the evolving programs of NASA, NSF and NOAA. The objective of this communication is to identify and articulate the key scientific questions that are optimally, or perhaps uniquely, addressed by GPS or GPS-like observations, and discuss their relevance to existing or planned national Earth-science research programs. The GPS-based ocean reflection experiments performed to date have demonstrated the precision and spatial resolution suitable to altimetric applications that require higher spatial resolution and more frequent repeat than the current radar altimeter satellites. GPS radio occultation is promising as a climate monitoring tool because of its benchmark properties: its raw observable is based on extremely accurate timing measurements. GPS-derived temperature profiles can provide meaningful climate trend information over decadal time scales without the need for overlapping missions or mission-to-mission calibrations. By acquiring data as GPS satellites occult behind the Earth's limb, GPS also provides high vertical resolution information on the vertical structure of electron density with global coverage. New experimental techniques will create more comprehensive TEC maps by using signals reflected from the oceans and received in orbit. This communication will discuss a potential future GNSS Earth Observing System project which would deploy a constellation of satellites using GPS and GPS-like measurements, to obtain a) topography measurements based on GPS reflections with an accuracy and horizontal resolution suitable for eddy monitoring, and h) climate-records quality atmospheric temperature profiles. The constellation would also provide for measurements of ionospheric elec tron density. This is a good example of an interdisciplinary mission concept, with broad science objectives of high societal relevance, al l resting on common cost-effective technology.

Minutes of TOPEX/POSEIDON Science Working Team Meeting and Ocean Tides Workshop

NASA Technical Reports Server (NTRS)

Fu, Lee-Lueng (Editor)

1995-01-01

This third TOPEX/POSEIDON Science Working Team meeting was held on December 4, 1994 to review progress in defining ocean tide models, precision Earth orbits, and various science algorithms. A related workshop on ocean tides convened to select the best models to be used by scientists in the Geophysical Data Records.

Collaborative Oceanographic Research Opportunities with Schmidt Ocean Institute

NASA Astrophysics Data System (ADS)

Zykov, V.

2014-12-01

Schmidt Ocean Institute (http://www.schmidtocean.org/) was founded by Dr. Eric Schmidt and Wendy Schmidt in 2009 to support frontier oceanographic research and exploration to expand the understanding of the world's oceans through technological advancement, intelligent, data-rich observation and analysis, and open sharing of information. Schmidt Ocean Institute operates a state-of-the-art globally capable research vessel Falkor (http://www.schmidtocean.org/story/show/47). After two years of scientific operations in the Atlantic Ocean, Gulf of Mexico, Caribbean, Eastern and Central Pacific, R/V Falkor is now preparing to support research in the Western Pacific and Eastern Indian Oceans in 2015 and 2016. As part of the long term research program development for Schmidt Ocean Institute, we aim to identify initiatives and projects that demonstrate strong alignment with our strategic interests. We focus on scientific opportunities that highlight effective use of innovative technologies to better understand the oceans, such as, for example, research enabled with remotely operated and autonomous vehicles, acoustics, in-situ sensing, telepresence, etc. Our technology-first approach to ocean science gave rise to infrastructure development initiatives, such as the development of a new full ocean depth Hybrid Remotely Operated Vehicle, new 6000m scientific Autonomous Underwater Vehicle, live HD video streaming from the ship to YouTube, shipboard high performance supercomputing, etc. We also support projects focusing on oceanographic technology research and development onboard R/V Falkor. We provide our collaborators with access to all of R/V Falkor's facilities and instrumentation in exchange for a commitment to make the resulting scientific data openly available to the international oceanographic community. This presentation aims to expand awareness about the interests and capabilities of Schmidt Ocean Institute and R/V Falkor among our scientific audiences and further develop the network of our research collaborations. We would also like to inform interested scientists and technology developers about our program development and proposal selection processes and explain how they can participate in future collaborations with Schmidt Ocean Institute.

Drilling Deep Into STEM Education with JOIDES Resolution Education and Outreach Officers

NASA Astrophysics Data System (ADS)

Christiansen, E. A.

2015-12-01

During International Ocean Discovery Program (IODP) expeditions, IODP scientists and Education/Outreach (E/O) Officers enter classrooms and informal science venues via live Internet video links between the JOIDES Resolution (JR) and land-based learning centers. Post-expedition, E/O Officers, serving as JR Ambassadors, deepen and broaden the learning experience by bringing STEM from the JR to the general public through targeted outreach events at those land-based sites. Youth and adult learners participate in scientific inquiry through interactive activities linked directly to the video broadcast experience. Outreach venues include museums, summer camps, and after-school programs; classroom visits from E/O Officers encompass kindergarten to undergraduate school groups and often include professional development for educators. Events are hands-on with simulations, expedition samples, core models, and equipment available for interaction. This program can serve as a model for linking virtual and real experiences; deepening the educational value of virtual field trip events; and bringing cutting edge science into both classrooms and informal science venues.

VIIRS On-Orbit Calibration for Ocean Color Data Processing

NASA Technical Reports Server (NTRS)

Eplee, Robert E., Jr.; Turpie, Kevin R.; Fireman, Gwyn F.; Meister, Gerhard; Stone, Thomas C.; Patt, Frederick S.; Franz, Bryan; Bailey, Sean W.; Robinson, Wayne D.; McClain, Charles R.

2012-01-01

The NASA VIIRS Ocean Science Team (VOST) has the task of evaluating Suomi NPP VIIRS ocean color data for the continuity of the NASA ocean color climate data records. The generation of science quality ocean color data products requires an instrument calibration that is stable over time. Since the VIIRS NIR Degradation Anomaly directly impacts the bands used for atmospheric correction of the ocean color data (Bands M6 and M7), the VOST has adapted the VIIRS on-orbit calibration approach to meet the ocean science requirements. The solar diffuser calibration time series and the solar diffuser stability monitor time series have been used to derive changes in the instrument response and diffuser reflectance over time for bands M1-M11.

Increasing Scientific Literacy at Minority Serving Institutions Nationwide

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Moran, J. M.; Mills, E. W.; Nugnes, K. A.

2012-12-01

It is vital to increase the scientific literacy of all students, including those at minority serving institutions (MSIs). With support from NSF, NASA, and NOAA, the American Meteorological Society (AMS) Education Program has developed scientifically authentic, introductory, undergraduate courses that engage students in the geosciences through the use of real-world environmental data. AMS Climate, Weather, and Ocean Studies have already been adopted by more than 600 institutions across the U.S. With additional support from NSF and NASA, and a partnership with Second Nature, the organizing entity behind the American College and University President's Climate Commitment (ACUPCC), the first AMS Climate Studies Diversity Project was held in May 2012 in Washington, D.C. Thirty faculty members from 16 different states, Puerto Rico, and Washington, D.C. attended the week-long workshop. They were immersed in the course materials, received presentations from high-level speakers such as Dr. Thomas Karl, Rear Admiral David Titley, and Dr. Peter Hildebrand, and were trained as change agents for their local institution. Afterwards, faculty work within their MSI to introduce and enhance geoscience curricula and offer the AMS Climate Studies course in the year following workshop attendance. They are also encouraged to implement the AMS Weather and Ocean Studies courses. Subsequent workshops will be held throughout the next 3 years, targeting 100 MSIs. The AMS Climate Studies Diversity Project followed the proven models of the AMS Weather Studies (2002-2007) and AMS Ocean Studies (2006-2008) Diversity Projects. Evaluation results are extremely favorable with 96% of the participants rating the workshop as outstanding and all would recommend the workshop to other AMS Climate Studies faculty. More in depth results will be discussed in our presentation. AMS Climate Studies explores the fundamental science of Earth's climate system while addressing the societal impacts relevant to today's students and teachers. The course utilizes resources from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA. In addition, participants use the AMS Conceptual Energy Model to differentiate between climate variability and climate change. Additionally, the AMS Education Program, James Madison University (JMU), and Los Angeles Valley College (LAVC), are working in collaboration with the Consortium for Ocean Leadership/Integrated Ocean Drilling Program's (IODP) Deep Earth Academy (DEA) to integrate investigations of ocean core data of paleoclimates into course curricula of MSIs. In June 2012, this team participated in a workshop to gain direct experience with ocean core investigations. The goal is to form a trained team to help guide the future, large-scale integration of scientific ocean drilling paleoclimate research into existing MSI geoscience courses, and the development of new course offerings. The AMS is excited to bring meteorology, oceanography, and climate science course work to more students, strengthening the pathway towards advanced geoscience study and careers.

The International Arctic Buoy Programme (IABP) - An International Polar Year Every Year

NASA Astrophysics Data System (ADS)

Hanna, M.; Rigor, I.; Ortmeyer, M.; Haas, C.

2004-12-01

A network of automatic data buoys to monitor synoptic-scale fields of sea level pressure (SLP), surface air temperature (SAT), and ice motion throughout the Arctic Ocean was recommended by the U.S. National Academy of Sciences in 1974. Based on the Academy's recommendation, the Arctic Ocean Buoy Program was established by the Polar Science Center, Applied Physics Laboratory (APL), University of Washington, in 1978 to support the Global Weather Experiment. Operations began in early 1979, and the program continued through 1990 under funding from various agencies. In 1991, the International Arctic Buoy Programme (IABP) succeeded the Arctic Ocean Buoy Program, but the basic objective remains - to maintain a network of drifting buoys on the Arctic Ocean to provide meteorological and oceanographic data for real-time operational requirements and research purposes including support to the World Climate Research Programme and the World Weather Watch Programme. The IABP currently has 37 buoys deployed on the Arctic Ocean. Most of the buoys measure SLP and SAT, but many buoys are enhanced to measure other geophysical variables such as sea ice thickness, ocean temperature and salinity. This observational array is maintained by the 20 Participants from 10 different countries, who support the program through contributions of buoys, deployment logistics, and other services. The observations from the IABP are posted on the Global Telecommunications System for operational use, are archived at the World Data Center for Glaciology at the National Snow and Ice Data Center (http://nsidc.org), and can also be obtained from the IABP web server for research (http://iabp.apl.washington.edu). The observations from the IABP have been essential for: 1.) Monitoring Arctic and global climate change; 2.) Forecasting weather and sea ice conditions; 3.) Forcing, assimilation and validation of global weather and climate models; 4.) Validation of satellite data; etc. As of 2003, over 450 papers have been written using the observations collected by the IABP. The observations from IABP have been one of the cornerstones for environmental forecasting and studies of climate and climate change, i.e. many of the changes in Arctic climate were first observed or explained using data from the IABP. The IABP is also evolving to better support the operational and research requirements of the community. For example, some of the Participants of the IABP have been deploying buoys which not only measure SLP and SAT, but also ocean currents, temperatures and salinity. Other buoys have been enhanced to measure the ice mass balance (IMB) using thermistor strings and pingers aimed at the top and bottom of the sea ice. Some of these ocean and IMB buoys are deployed in close proximity to each other in order to provide a myriad of concurrent observations at a few points across the Arctic Ocean. From these data we can also estimate time variations in other geophysical variables such as oceanic heat storage and heat flux. These stations provide critical atmospheric, ice, and upper ocean hydrographic measurements that cannot be obtained by other means. The Arctic and global climate system is changing. These changes threaten our native cultures and ecosystems, but may also provide economic and social opportunities. In order to understand and respond to these changes, we need to sustain our current observational systems, and for the Arctic, the IABP provides the longest continuing record of observations.

The application of Legacy Cycles in the development of Earth Science curriculum

NASA Astrophysics Data System (ADS)

Ellins, K.; Abernathy, E.; Negrito, K.; McCall, L.

2009-04-01

The Institute for Geophysics in the Jackson School of Geosciences at The University of Texas at Austin actively contributes to K-12 education, including the development of rigorous Earth and Space Science curriculum designed for secondary school learning environments. Here we report on our efforts to apply an innovative new pedagogical approach, the Legacy Cycle, to scientific ocean drilling paleoclimate data from fossil corals collected offshore Barbados in 2006 and to the creation of a high school water resources education program for Texas high school students supported by a grant from the Texas Water Development Board. The Legacy Cycle makes use of the Internet and computer technology to engage students in extended inquiry learning. A series of inquiry activities are organized around a set of three driving questions, or challenges. Students mimic the work of scientists by generating ideas to address a given challenge, listening to multiple perspectives from experts on the topic, researching a set of sub-questions and revising their original ideas, testing their mettle with labs and quizzes, and finally composing a project or paper that answers the original challenge. The technology makes it easy for students to move through the challenges and the organizational framework since there are hyperlinks to each of the sections (and to reach the other challenges) at the bottom of each webpage. Students' final work is posted to the Internet for others to see, and in this way they leave behind their legacy. Our Legacy Cycle activities use authentic hydrologic, water quality, geochemical, geophysical data, as well as remotely sensed data such as is collected by satellites. They are aligned with the U.S. National Science Education Standards, the new Ocean, Climate and Earth Science Literacy Principles (in development), and the Texas Essential Knowledge and Skills for Earth and Space Science. The work represents a collaboration involving teachers from The University of Texas' UTeach program, the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution program of teacher professional development, and the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching, and scientists from the Institute for Geophysics, the Lamont-Doherty Earth Observatory and the Texas Water Development Board.

KSC-03pd0128

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- Against a backdrop of blue sky and the blue Atlantic Ocean, launch of Space Shuttle Columbia is reflected in the nearby water. Following a flawless and uneventful countdown, liftoff occurred on-time at 10:39 a.m. EST. The 16-day STS-107 research mission will include FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. This mission is the first Shuttle mission of 2003. Mission STS-107 is the 28th flight of the orbiter Columbia and the 113th flight overall in NASA's Space Shuttle program.

Air, Ocean and Climate Monitoring Enhancing Undergraduate Training in the Physical, Environmental and Computer Sciences

NASA Technical Reports Server (NTRS)

Hope, W. W.; Johnson, L. P.; Obl, W.; Stewart, A.; Harris, W. C.; Craig, R. D.

2000-01-01

Faculty in the Department of Physical, Environmental and Computer Sciences strongly believe in the concept that undergraduate research and research-related activities must be integrated into the fabric of our undergraduate Science and Technology curricula. High level skills, such as problem solving, reasoning, collaboration and the ability to engage in research, are learned for advanced study in graduate school or for competing for well paying positions in the scientific community. One goal of our academic programs is to have a pipeline of research activities from high school to four year college, to graduate school, based on the GISS Institute on Climate and Planets model.

Naval research fellowships

NASA Astrophysics Data System (ADS)

The American Society for Engineering Education (ASEE) is seeking applicants for 40 fellowships that will be awarded by the Office of Naval Research (ONR) in 1984. This program is designed to increase the number of U.S. citizens doing graduate work in such fields as ocean engineering, applied physics, electrical engineering, computer science, naval architecture, materials science) and aerospace a n d mechanical engineering. The fellowships are awarded on the recommendation of a panel of scientists and engineers convened by the ASEE. The deadline for applications is February 15, 1984.The program is open to graduating seniors who already have or will shortly have baccalaureates in disciplines vital to the research aims of the Navy and critical to national defense. As a reflection of the quality of the program, 1983 fellows had an average cummulative grade point average of 3.88; nine had a perfect 4.0.

An Oceanographic Perspective on the Charney Report

NASA Astrophysics Data System (ADS)

Wunsch, C. I.

2009-12-01

The Charney report (“Carbon Dioxide and Climate: A Scientific Assessment”, NRC 1979) was produced early in the discussions of oncoming climate change. Despite the somewhat crude understanding in 1979, its climate sensitivity estimates have proven remarkably stable over the past three decades. From the perspective of an oceanographic member of the Committee, the deliberations made it clear how primitive knowledge was of the ocean circulation at that time. The inability to say very much about how rapidly the ocean would take up carbon and heat led to the formulation and conduct of the World Ocean Circulation Experiment (WOCE) and associated programs such as the Joint Global Ocean Flux Study (JGOFS). Thus one less-obvious outcome of the Report was the various initiatives that brought a revolution in understanding of the ocean circulation and its climate impacts. That the range of uncertainty has not been reduced from its 1979 estimate is in part a consequence of the discovery of many elements influencing climate sensitivities which were only marginally perceived by the Committee. The climate system is far better understood today, but as the scientific cliché has it, we now know much more about what we don’t know.. One unexpected result of the Report was the insistence---by the G. W. Bush Administration---that since the uncertainty range had not diminished, the US global change research program had been a waste of money. The inference was dealt with in yet another, much longer, NRC report, “Thinking Strategically: The Appropriate Use of Metrics for the Climate Change Science Program.”

Predicting Chromophoric Dissolved Organic Matter Distributions in Coastal Waters

DTIC Science & Technology

2006-01-01

Predicting Chromophoric Dissolved Organic Matter Distributions in Coastal Waters Robert F. Chen Environmental , Earth and Ocean Sciences...G. Bernard Gardner Environmental , Coastal and Ocean Sciences University of Massachusetts Boston 100 Morrissey Boulevard Boston, MA 02125-3393...phone: (617)287-7451 fax: (617)287-7474 email: bernie.gardner@umb.edu Yong Tian Environmental , Coastal and Ocean Sciences University of

Predicting Chromophoric Dissolved Organic Matter Distributions in Coastal Waters

DTIC Science & Technology

2007-09-30

Predicting Chromophoric Dissolved Organic Matter Distributions in Coastal Waters Robert F. Chen Environmental , Earth and Ocean Sciences...G. Bernard Gardner Environmental , Coastal and Ocean Sciences University of Massachusetts Boston 100 Morrissey Boulevard Boston, MA 02125-3393...phone: (617)287-7451 fax: (617)287-7474 email: bernie.gardner@umb.edu Yong Tian Environmental , Coastal and Ocean Sciences University of

Drilling reorganizes

NASA Astrophysics Data System (ADS)

Richman, Barbara T.

As the first in a proposed series of steps that would move scientific ocean drilling from its own niche within the National Science Foundation's (NSF) Directorate for Astronomical, Atmospheric, Earth, and Ocean Sciences (AAEO) into the agency's Division of Ocean Sciences, Grant Gross, division director, has been appointed acting director of the Office of Scientific Ocean Drilling (OSOD). Gross will retain the directorship of the division, which also is part of AAEO. Allen M. Shinn, Jr., OSOD director for nearly 2 years, has been reassigned effective July 10 to a position in NSF's Office of Planning and Resource Management.The move aims to tie drilling operations more closely to the science with which it is associated, Gross said. This first step is an organizational response to the current leaning toward using a commercial drilling vessel as the drilling platform, he said. Before the market for such commercial drill ships opened (Eos, February 22, 1983, p . 73), other ship options for scientific ocean drilling included refurbishing the aging Glomar Challenger or renovating, at great expense, the Glomar Explorer. A possible next step in the reorganization is to make OSOD the third section within the Ocean Sciences Division. Currently, the division is divided into the Oceanographic Facilities and Support Section and the Ocean Sciences Research Section.

Increasing Resilience Through Engagement In Sea Level Rise Community Science Initiatives.

NASA Astrophysics Data System (ADS)

Chilton, L. A.; Rindge, H.

2017-12-01

Science literate and engaged members of the public, including students, are critical to building climate resilient communities. USC Sea Grant facilitates programs that work to build and strengthen these connections. The Urban Tides Community Science Initiative (Urban Tides) and the Youth Exploring Sea Level Rise Science Program (YESS) engage communities across the boundaries of public engagement, K-12 education, and informal education. YESS is an experiential sea level rise education program that combines classroom learning, field investigations and public presentations. Students explore sea level rise using a new curricula, collect their own data on sea level rise, develop communication products, and present their findings to city governments, researchers, and others. Urban Tides engages community members, informal education centers, K-12 students, and local government leaders in a citizen science program photo- documenting extreme high tides, erosion and coastal flooding in Southern California. Images provide critical information to help calibrate scientific models used to identify locations vulnerable to damage from future sea level rise. These tools and information enable community leaders and local governments to set priorities, guidelines, and update policies as they plan strategies that will help the region adapt. The program includes a mobile app for data collection, an open database to view photos, a lesson plan, and community beach walks. Urban Tides has led to an increase in data and data-gathering capacity for regional scientists, an increase in public participation in science, and an increase in ocean and climate literacy among initiative participants. Both of these programs bring informed and diverse voices into the discussion of how to adapt and build climate resilient communities. USC Sea Grant will share impacts and lessons learned from these two unique programs.

Focus: knowing the ocean: a role for the history of science.

PubMed

Rozwadowski, Helen M

2014-06-01

While most historians have treated the sea as a surface or a void, the history of science is well positioned to draw the ocean itself into history. The contributors to this Focus section build on the modest existing tradition of history of oceanography and extend that tradition to demonstrate both the insights to be gained by studying oceans historically and the critical role that the history of science should play in future environmental history of the ocean.

Ocean science research is key for a sustainable future.

PubMed

Visbeck, Martin

2018-02-15

Human activity has already affected all parts of the ocean, with pollution increasing and fish-stocks plummeting. The UN's recent announcement of a Decade of Ocean Science provides a glimmer of hope, but scientists will need to work closely with decision-makers and society at large to get the ocean back on track.

Hope, Interpreter Self-efficacy, and Social Impacts: Assessment of the NNOCCI Training

NASA Astrophysics Data System (ADS)

Fraser, J.; Swim, J.

2012-12-01

Conservation educators at informal science learning centers are well-positioned to teach climate science and motivate action but have resisted the topic. Our research demonstrates their resist is due to self-doubt about climate science facts and the belief they will encounter negative audience feedback. Further, this self-doubt and self-silencing is emotional taxing. As a result we have developed a National Network for Ocean Climate Change Interpretation's (NNOCCI) program that addresses educators' needs for technical training and emotional scaffolding to help them fully engage with this work. The evaluation of this program sought to understand how to support educators interested in promoting public literacy on climate change through engagement with a structured training program aimed at increased the efficacy of interpreters through teaching strategic framing strategies. The program engaged educator dyads from informal science learning sites to attend an online and in-person program that initiated a new community of practice focused on sharing techniques and tools for ocean climate change interpretation. The presentation will summarize a model for embedded assessment across all aspects of a program and how social vectors, based upon educators' interpersonal and professional relationships, impact the understanding of an educator's work across their life-world. This summary will be followed by results from qualitative front-end research that demonstrated the psychologically complex emotional conditions that describe the experience of being an environmental educator. The project evaluators will then present results from their focus groups and social network analysis to demonstrate how training impacted in-group relationships, skill development, and the layered social education strategies that help communities engage with the content. Results demonstrated that skill training increased educator's hope--in the form of increased perceived agency and plans for educational objectives. Subsequent to the program, educators experienced socially supportive feedback from colleagues and peers and increased actions to engage the public in productive discussions about climate change at informal science learning venues. The front-end and formative assessment of this program suggests new strategies for measuring interpreter training, and a way of thinking holistically about an educator's impact in their community. The results challenge the concept that interpretation is limited to the workplace and suggest that the increased likelihood of effectiveness in interpretation across all social vectors is more likely to result in changed public understanding of climate science in ways that will promote public action toward remediation strategies.Emotions before and after study circlet; Personal hope scale was rescaled to range from 1 "strongly disagree"; 4 "strongly agree"; Distress, Anxiety vs. hopeful and Energized vs. Overwhelmed range from 1 "not at all" to 4 "very much."

Video at Sea: Telling the Stories of the International Ocean Discovery Program

NASA Astrophysics Data System (ADS)

Wright, M.; Harned, D.

2014-12-01

Seagoing science expeditions offer an ideal opportunity for storytelling. While many disciplines involve fieldwork, few offer the adventure of spending two months at sea on a vessel hundreds of miles from shore with several dozen strangers from all over the world. As a medium, video is nearly ideal for telling these stories; it can capture the thrill of discovery, the agony of disappointment, the everyday details of life at sea, and everything in between. At the International Ocean Discovery Program (IODP, formerly the Integrated Ocean Drilling Program), we have used video as a storytelling medium for several years with great success. Over this timeframe, camera equipment and editing software have become cheaper and easier to use, while web sites such as YouTube and Vimeo have enabled sharing with just a few mouse clicks. When it comes to telling science stories with video, the barriers to entry have never been lower. As such, we have experimented with many different approaches and a wide range of styles. On one end of the spectrum, live "ship-to-shore" broadcasts with school groups - conducted with an iPad and free videoconferencing software such as Skype and Zoom - enable curious minds to engage directly with scientists in real-time. We have also contracted with professional videographers and animators who offer the experience, skill, and equipment needed to produce polished clips of the highest caliber. Amateur videographers (including some scientists looking to make use of their free time on board) have shot and produced impressive shorts using little more than a phone camera. In this talk, I will provide a brief overview of our efforts to connect with the public using video, including a look at how effective certain tactics are for connecting to specific audiences.

DataStreme Earth's Climate System: Building a Climate Literate Society through Effective Partnerships

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2015-12-01

Effective partnerships are key to increasing climate and overall environmental literacy. Financial support from NSF, NASA, and NOAA has allowed the American Meteorological Society (AMS) to offer DataStreme courses for almost 20 years. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. A long-standing partnership with State University of New York's The College at Brockport gives teachers the opportunity to receive 3 tuition-free graduate credits upon successful completion of each DataStreme course and construction of a Plan of Action for educational peer-training. DataStreme ECS investigates the fundamental science of Earth's climate system, explores humans' impact on it, and identifies actions needed in response to climate change. The course provides participants with the knowledge to make informed climate decisions. In fact, according to a recent three-year study conducted by AMS, 98% of DataStreme ECS participants reported an increase in environmental literacy as a result of the course. DataStreme Atmosphere, Ocean, and ECS content has been improved because of AMS partnerships with NOAA and NASA. Specifically, hundreds of NASA and NOAA scientists and faculty from numerous institutions both domestic and abroad have contributed and reviewed DataStreme ECS content. Additional collaborations with Consortium for Ocean Leadership and the U.S. Ice Drilling Program greatly improved the course's paleoclimate content. Looking ahead, the Climate Resilience Toolkit from NOAA's Climate Program Office will further bolster the course this fall. These partnerships have resulted in a powerful, content-rich climate science course for K-12 teachers, building the foundation to a climate literate society.

Education Officers on board the JOIDES Resolution: A Three-Year Review and Assessment of a Unique Professional Development Opportunity

NASA Astrophysics Data System (ADS)

Cooper, S. K.; Peart, L.

2012-12-01

Deep Earth Academy - as the education department of the Integrated Ocean Drilling Program - has pioneered a unique approach to the role of educators on board ocean-going research expeditions. As Education Officers, the educator on board the JOIDES Resolution (JR) has the role of prime translator of the exciting geological, geochemical, microbiological and paleo-oceanographic science being done, with sole responsibility for coordinating the story of each expedition that is sent out to the broader world. For two months, the Education Officer coordinates - with participation from the science party and technical staff - blogs, social media postings, web site updates and live ship-to-shore events for a variety of shore-based audiences, including classrooms, museums, professional development workshops and media outlets. This presentation will include results of a three-year review of the experiences of the JR's Education Officers, including their perspectives on their role, the impacts on their lives, careers and students, and their recommendations for the program going forward. Data from surveys of the science parties and technical staff with whom they worked, live event feedback and focus groups will be shared. The presentation will also include video examples of the education officers at work. Opportunities to become involved in this professional development opportunity - either from the ship or shore - will be shared.

Overview of GNSS-R Research Program for Ocean Observations at Japan

NASA Astrophysics Data System (ADS)

Ichikawa, Kaoru; Ebinuma, Takuji; Akiyama, Hiroaki; Kitazawa, Yukihito

2015-04-01

GNSS-R is a new remote-sensing method which uses reflected GNSS signals. Since no transmitters are required, it is suitable for small satellites. Constellations of GNSS-R small satellites have abilities on revolutionary progress on 'all-time observable' remote-sensing methods . We have started a research program for GNSS-R applications on oceanographic observations under a contract with MEXT (Ministry of Education Culture, Sports, Science and Technology, JAPAN) as a'Space science research base formation program'. The duration of research program is 3 years (2015-2017). The one of important focuses of this program is creation of a new community to merge space engineering and marine science through establishment on application plans of GNSS-R. Actual GNSS-R data acquisition experiments using multi-copters, ships, and/or towers are planned, together with in-situ sea truth data such as wave spectrum, wind speed profiles and sea surface height. These data are compared to determine the accuracy and resolution of the estimates based on GNSS-R observations. Meanwhile, preparation of a ground station for receiving GNSS-R satellite data will be also established. Whole those data obtained in this project will be distributed for public. This paper introduces the overview of research plan..

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

NASA Astrophysics Data System (ADS)

Halversen, C.; Weiss, E. L.; Pedemonte, S.

2016-02-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, few high quality curriculum materials exist that address climate change in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change (OSS) addresses this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. OSS was developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified curriculum development team. Scientists were active partners throughout the entire development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. The goal was to focus strategically and effectively on core concepts within ocean and climate sciences that students should understand. OSS was designed in accordance with the latest research from the learning sciences and provides numerous opportunities for students to develop facility with science practices by "doing" science.Through hands-on activities, technology, informational readings, and embedded assessments, OSS deeply addresses a significant number of standards from the Next Generation Science Standards and is being used by many teachers as they explore the shifts required by NGSS. It also aligns with the Ocean Literacy and Climate Literacy Frameworks. OSS comprises 33 45-minute sessions organized into three thematic units, each driven by an exploratory question: (1) How do the ocean and atmosphere interact?; (2) How does carbon flow through the ocean, land, and atmosphere?; and (3) What are the causes and effects of climate change? The curriculum deliberately explores the ocean and climate as global systems and challenges students to use scientific evidence to make explanations about climate change.

Communicating Ocean Sciences to Informal Audiences (COSIA): Interim Evaluation Report

ERIC Educational Resources Information Center

St. John, Mark; Phillips, Michelle; Smith, Anita; Castori, Pam

2009-01-01

Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of seven long-term three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the…

Communicating Ocean Sciences to Informal Audiences (COSIA): Final Evaluation Report

ERIC Educational Resources Information Center

Phillips, Michelle; St. John, Mark

2010-01-01

Communicating Ocean Sciences to Informal Audiences (COSIA) is a National Science Foundation (NSF)-funded project consisting of six three-way partnerships between the Lawrence Hall of Science (LHS) and an informal science education institution (ISEI) partnered with an institution of higher education (IHE). Together, educators from the ISEI (often…

Geoscience Education Programs in the NSF Division of Undergraduate Education: Different Acronyms with Similar Intent

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2014-12-01

For the past three decades, the National Science Foundation's (NSF) Division of Undergraduate Education (DUE) has administered a succession of programs intended to improve undergraduate STEM education for all students. The IUSE (Improving Undergraduate STEM Education) program is the latest program in this succession, and reflects an expanded, NSF-wide effort to make sustainable improvements in STEM education on a national scale. The origins and thinking behind IUSE can be in part traced back to precursor programs including: ILI (Instrumentation and Laboratory Improvement), CCD (Course and Curriculum Development), UFE (Undergraduate Faculty Enhancement), CCLI (Course, Curriculum and Laboratory Improvement), and TUES (Transforming Undergraduate Education in STEM), all of which sought to support faculty efforts to investigate and improve curriculum and instructional practice in undergraduate STEM education, and to disseminate effective STEM educational practices for broad adoption. IUSE, like its predecessor programs, is open to all STEM fields, and as such is intended to support improvements in geoscience education, spanning the atmospheric, ocean, and Earth sciences, as well as in environmental science, GIS science, climate change and sustainability/resilience. An emphasis on discipline-based research on learning that had origins in the CCLI and TUES programs is a new priority area in IUSE, with the ambition that projects will take advantage of the integrated expertise of domain scientists, educational practioners, and experts in learning science. We trace and describe the history of undergraduate education efforts with an emphasis placed on the recently introduced IUSE program. Understanding the origin of DUE's IUSE program can provide insights for faculty interested in developing proposals for submission and gain a greater appreciation of trends and priorities within the division.

TOPEX/POSEIDON joint verification plan

NASA Technical Reports Server (NTRS)

1992-01-01

TOPEX/POSEIDON is a satellite mission that will use altimetry to make precise measurements of sea level with the primary goal of studying global ocean circulation. The mission is jointly conducted by the United States' National Aeronautics and Space Administration (NASA) and the French space agency, Centre National d'Etudes Spatiales (CNES). The current plans call for a launch of the satellite in August 1992. The primary mission will last 3 years, and provisions were made to extend the mission for an additional 2 years. The mission was coordinated with a number of international oceanographic and meteorological programs, including the World Ocean Circulation Experiment and the Tropical Ocean and Global Atmosphere Program, both of which are sponsored by the World Climate Research Program. The observations of TOPEX/POSEIDON are timed to provide a global perspective for interpreting the in situ measurements collected by these programs and in turn will be combined with observations of other satellites to achieve a global, four-dimensional description of the circulation of the world's oceans. In the autumn of 1987, an international team of 38 Principal Investigators was selected to participate in the mission. These scientists have been working closely with the TOPEX/POSEIDON Project to refine the mission design and science plans. During the first 6 months after launch, a number of these investigators will join with the project to conduct a wide range of oceanographic and geophysical investigations using the TOPEX/POSEIDON data. The purpose of these investigations is to demonstrate the scientific utility of the mission to the international scientific community.

Graduate student theses supported by DOE`s Environmental Sciences Division

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cushman, Robert M.; Parra, Bobbi M.

1995-07-01

This report provides complete bibliographic citations, abstracts, and keywords for 212 doctoral and master`s theses supported fully or partly by the U.S. Department of Energy`s Environmental Sciences Division (and its predecessors) in the following areas: Atmospheric Sciences; Marine Transport; Terrestrial Transport; Ecosystems Function and Response; Carbon, Climate, and Vegetation; Information; Computer Hardware, Advanced Mathematics, and Model Physics (CHAMMP); Atmospheric Radiation Measurement (ARM); Oceans; National Institute for Global Environmental Change (NIGEC); Unmanned Aerial Vehicles (UAV); Integrated Assessment; Graduate Fellowships for Global Change; and Quantitative Links. Information on the major professor, department, principal investigator, and program area is given for each abstract.more » Indexes are provided for major professor, university, principal investigator, program area, and keywords. This bibliography is also available in various machine-readable formats (ASCII text file, WordPerfect{reg_sign} files, and PAPYRUS{trademark} files).« less

NASA Langley Atmospheric Science Data Centers Near Real-Time Data Products

NASA Astrophysics Data System (ADS)

Davenport, T.; Parker, L.; Rinsland, P. L.

2014-12-01

Over the past decade the Atmospheric Science Data Center (ASDC) at NASA Langley Research Center has archived and distributed a variety of satellite mission data sets. NASA's goal in Earth science is to observe, understand, and model the Earth system to discover how it is changing, to better predict change, and to understand the consequences for life on Earth. The ASDC has collaborated with Science Teams to accommodate emerging science users in the climate and modeling communities. The ASDC has expanded its original role to support operational usage by related Earth Science satellites, support land and ocean assimilations, support of field campaigns, outreach programs, and application projects for agriculture and energy industries to bridge the gap between Earth science research results and the adoption of data and prediction capabilities for reliable and sustained use in Decision Support Systems (DSS). For example; these products are being used by the community performing data assimilations to regulate aerosol mass in global transport models to improve model response and forecast accuracy, to assess the performance of components of a global coupled atmospheric-ocean climate model, improve atmospheric motion vector (winds) impact on numerical weather prediction models, and to provide internet-based access to parameters specifically tailored to assist in the design of solar and wind powered renewable energy systems. These more focused applications often require Near Real-Time (NRT) products. Generating NRT products pose their own unique set challenges for the ASDC and the Science Teams. Examples of ASDC NRT products and challenges will be discussed.

Making Curriculum Decisions in K-8 Science: The Relationship between Teacher Dispositions and Curriculum Content

ERIC Educational Resources Information Center

Eidietis, L.; Jewkes, A. M.

2011-01-01

This study examined teachers' dispositions toward and choices to teach ocean science using a survey design. A sample of 89 in-service K-8 teachers in the United States reported their (1) feelings of preparedness to teach about ocean literacy and (2) attitudes toward ocean science on three measures. Results of multiple linear regression showed that…

The Waves and Tsunamis Project

NASA Astrophysics Data System (ADS)

Lavin, M.; Strohschneider, D.; Maichle, R.; Frashure, K.; Micozzi, N.; Stephen, R. A.

2005-12-01

The goals of the Waves and Tsunamis Project are "to make waves real" to middle school students and to teach them some fundamental concepts of waves. The curriculum was designed in Fall 2004 (before the Sumatra Tsunami) and involves an ocean scientist classroom visit, hands-on demonstrations, and an interactive website designed to explain ocean wave properties. The website is called 'The Plymouth Wave Lab' and it has had more than 40,000 hits since the Sumatra event. One inexpensive and interesting demonstration is based on a string composed of alternating elastic bands and paper clips. Washers can be added to the paper clips to construct strings with varying mass. For example, a tapered string with mass decreasing in the wave propagation direction is an analog of tsunami waves propagating from deep to shallow water. The Waves and Tsunamis Project evolved as a collaborative effort involving an ocean science researcher and middle school science teachers. It was carried out through the direction of the Centers of Ocean Science Education Excellence New England (COSEE-NE) Ocean Science Education Institute (OSEI). COSEE-NE is involved in developing models for sustainable involvement of ocean science researchers in K-12 education ( http://necosee.net ). This work is supported by the National Science Foundation.

SEARCH: Study of Environmental Arctic Change--A System-scale, Cross-disciplinary, Long-term Arctic Research Program

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Schlosser, P.; Loring, A. J.; Warnick, W. K.; Committee, S. S.

2008-12-01

The Study of Environmental Arctic Change (SEARCH) is a multi-agency effort to observe, understand, and guide responses to changes in the arctic system. Interrelated environmental changes in the Arctic are affecting ecosystems and living resources and are impacting local and global communities and economic activities. Under the SEARCH program, guided by the Science Steering Committee (SSC), the Interagency Program Management Committee (IPMC), and the Observing, Understanding, and Responding to Change panels, scientists with a variety of expertise--atmosphere, ocean and sea ice, hydrology and cryosphere, terrestrial ecosystems, human dimensions, and paleoclimatology--work together to achieve goals of the program. Over 150 projects and activities contribute to SEARCH implementation. The Observing Change component is underway through National Science Foundation's (NSF) Arctic Observing Network (AON), NOAA-sponsored atmospheric and sea ice observations, and other relevant national and international efforts, including the EU- sponsored Developing Arctic Modelling and Observing Capabilities for Long-term Environmental Studies (DAMOCLES) Program. The Understanding Change component of SEARCH consists of modeling and analysis efforts, with strong linkages to relevant programs such as NSF's Arctic System Synthesis (ARCSS) Program. The Responding to Change element is driven by stakeholder research and applications addressing social and economic concerns. As a national program under the International Study of Arctic Change (ISAC), SEARCH is also working to expand international connections in an effort to better understand the global arctic system. SEARCH is sponsored by eight (8) U.S. agencies, including: the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the Department of Energy (DOE), the Department of the Interior (DOI), the Smithsonian Institution, and the U.S. Department of Agriculture (USDA). The U.S. Arctic Research Commission participates as an IPMC observer. For further information, please visit the website: http://www.arcus.org/search or contact: Helen V. Wiggins: helen@arcus.org, SEARCH Project Office, Arctic Research Consortium of the U.S. (ARCUS); or Peter Schlosser, schlosser@ldeo.columbia.edu, SEARCH SSC Chair.

Moderate Resolution Imaging Spectrometer (MODIS) design evolution and associated development and verification of data product efforts

NASA Technical Reports Server (NTRS)

Salomonson, Vincent V.

1991-01-01

The Moderate Resolution Imaging Spectrometer (MODIS) is a key observing facility to be flown on the Earth Observing System (EOS). The facility is composed of two instruments called MODIS-N (nadir) and MODIS-T (tilt). The MODIS-N is being built under contract to NASA by the Santa Barbara Research Center. The MODIS-T is being fabricated by the Engineering Directorate at the Goddard Space Flight Center. The MODIS Science Team has defined nearly 40 biogeophysical data products for studies of the ocean and land surface and properties of the atmosphere including clouds that can be expected to be produced from the MODIS instruments shortly after the launch of EOS. The ocean, land, atmosphere, and calibration groups of the MODIS Science Team are now proceeding to plan and implement the operations and facilities involving the analysis of data from existing spaceborne, airborne, and in-situ sensors required to develop and validate the algorithms that will produce the geophysical data products. These algorithm development and validation efforts will be accomplished wherever possible within the context of existing or planned national and international experiments or programs such as those in the World Climate Research Program.

Arctic Observing Experiment (AOX) Field Campaign Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rigor, Ignatius; Johnson, Jim; Motz, Emily

Our ability to understand and predict weather and climate requires an accurate observing network. One of the pillars of this network is the observation of the fundamental meteorological parameters: temperature, air pressure, and wind. We plan to assess our ability to measure these parameters for the polar regions during the Arctic Observing Experiment (AOX, Figure 1) to support the International Arctic Buoy Programme (IABP), Arctic Observing Network (AON), International Program for Antarctic Buoys (IPAB), and Southern Ocean Observing System (SOOS). Accurate temperature measurements are also necessary to validate and improve satellite measurements of surface temperature across the Arctic. Support formore » research associated with the campaign is provided by the National Science Foundation, and by other US agencies contributing to the US Interagency Arctic Buoy Program. In addition to the support provided by the U.S Department of Energy (DOE) Atmospheric Radiation Measurement (ARM) Climate Research Facility’s North Slope of Alaska (NSA) site at Barrow and the National Science Foundation (NSF), the U.S. IABP is supported by the U.S. Coast Guard (USCG), the National Aeronautics and Space Administration (NASA), the National Ice Center (NIC), the National Oceanic and Atmospheric Administration (NOAA), and the Office of Naval Research (ONR).« less

77 FR 65176 - Science Advisory Board (SAB)

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-25

... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration Science Advisory Board (SAB... Science Advisory Board (SAB) was established by a Decision Memorandum dated September 25, 1997, and is the... Oceans and Atmosphere on strategies for research, education, and application of science to operations and...

OBIS-USA: Enhancing Ocean Science Outcomes through Data Interoperability and Usability

NASA Astrophysics Data System (ADS)

Goldstein, P.; Fornwall, M.

2014-12-01

Commercial and industrial information systems have long built and relied upon standard data formats and transactions. Business processes, analytics, applications, and social networks emerge on top of these standards to create value. Examples of value delivered include operational productivity, analytics that enable growth and profit, and enhanced human communication and creativity for innovation. In science informatics, some research and operational activities operate with only scattered adoption of standards and few of the emergent benefits of interoperability. In-situ biological data management in the marine domain is an exemplar. From the origination of biological occurrence records in surveys, observer programs, monitoring and experimentation, through distribution techniques, to applications, decisions, and management response, marine biological data can be difficult, limited, and costly to integrate because of non-standard and undocumented conditions in the data. While this presentation identifies deficits in marine biological data practices, the presentation also identifies this as a field of opportunity. Standards for biological data and metadata do exist, with growing global adoption and extensibility features. Scientific, economic, and social-value motivations provide incentives to maximize marine science investments. Diverse science communities of national and international scale begin to see benefits of collaborative technologies. OBIS-USA (http://USGS.gov/obis-usa) is a program of the United States Geological Survey. This presentation shows how OBIS-USA directly addresses the opportunity to enhance ocean science outcomes through data infrastructure, including: (1) achieving rapid, economical, and high-quality data capture and data flow, (2) offering technology for data storage and methods for data discovery and quality/suitability evaluation, (3) making data understandable and consistent for application purposes, (4) distributing and integrating data in various formats, (5) addressing a range of subject matter within data contents, and (6) preserving data for access long-term.

Climate Change and Arctic Issues in the Marine and Environmental Science Curriculum at the U.S. Coast Guard Academy

NASA Astrophysics Data System (ADS)

Vlietstra, L.; McConnell, M. C.; Bergondo, D. L.; Mrakovcich, K. L.; Futch, V.; Stutzman, B. S.; Fleischmann, C. M.

2016-02-01

As global climate change becomes more evident, demand will likely increase for experts with a detailed understanding of the scientific basis of climate change, the ocean's role in the earth-atmosphere system, and forecasted impacts, especially in Arctic regions where effects may be most pronounced. As a result, programs in marine and environmental sciences are uniquely poised to prepare graduates for the formidable challenges posed by changing climates. Here we present research evaluating the prevalence and themes of courses focusing on anthropogenic climate change in 125 Marine Science and Environmental Science undergraduate programs at 86 institutions in the United States. These results, in addition to the increasing role of the Coast Guard in the Arctic, led to the development of two new courses in the curriculum. Climate Change Science, a one-credit seminar, includes several student-centered activities supporting key learning objectives. Polar Oceanography, a three-credit course, incorporates a major outreach component to Coast Guard units and members of the scientific community. Given the importance of climate change in Arctic regions in particular, we also propose six essential "Arctic Literacy Principles" around which courses or individual lesson plans may be organized. We show how these principles are incorporated into an additional new three-credit course, Model Arctic Council, which prepares students to participate in a week-long simulation exercise of Arctic Council meetings, held in Fairbanks, Alaska. Students examine the history and mission of the Arctic Council and explore some of the issues on which the council has deliberated. Special attention is paid to priorities of the current U.S. chairmanship of the Arctic Council which include climate change impacts on, and stewardship of, the Arctic Ocean.

The NOAA/PMEL Vents Program - 1983 to 2013: A History of Deep-Sea Volcanic and Hydrothermal Exploration and Research

NASA Astrophysics Data System (ADS)

Hammond, S. R.; Baker, E. T.; Embley, R. W.

2015-12-01

Inspiration for the Vents program arose from two serendipitous events: the discovery of seafloor spreading-center hydrothermal venting on the Galápagos Rift in 1977, and NOAA's deployment of the first US civilian research multibeam bathymetric sonar on the NOAA Ship Surveyor in 1979. Multibeam mapping in the NE Pacific revealed an unprecedented and revolutionary perspective of the Gorda and Juan de Fuca spreading centers, thus stimulating a successful exploration for volcanic and hydrothermal activity at numerous locations along both. After the 1986 discovery of the first "megaplume,", quickly recognized as the water column manifestation of a deep submarine volcanic eruption, the Vents program embarked on a multi-decadal effort to discover and understand local-, regional-, and, ultimately, global-scale physical, chemical, and biological ocean environmental impacts of submarine volcanism and hydrothermal venting. The Vents program made scores of scientific discoveries, many of which owed their success to the program's equally innovative and productive technological prowess. These discoveries were documented in hundreds of peer-reviewed papers by Vents researchers and their colleagues around the world. An emblematic success was the internationally recognized, first-ever detection, location, and study of an active deep volcanic eruption in 1993. To continue the Vents mission and further enhance its effectiveness in marine science and technology innovation, the program was reorganized in 2014 into two distinct, but closely linked, programs: Earth-Oceans Interactions and Acoustics. Both are currently engaged in expeditions and projects that maintain the Vents tradition of pioneering ocean exploration and research.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 through 2011

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.

2011-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. The results from this survey will be used to examine strengths in the REU Sites in the Geosciences, opportunities that may be under utilized, and community needs to enhance this NSF wide program.

Transdisciplinary science: a path to understanding the interactions among ocean acidification, ecosystems, and society

USGS Publications Warehouse

Yates, Kimberly K.; Turley, Carol; Hopkinson, Brian M.; Todgham, Anne E.; Cross, Jessica N.; Greening, Holly; Williamson, Phillip; Van Hooidonk, Ruben; Deheyn, Dimitri D.; Johnson, Zachary

2015-01-01

The global nature of ocean acidification (OA) transcends habitats, ecosystems, regions, and science disciplines. The scientific community recognizes that the biggest challenge in improving understanding of how changing OA conditions affect ecosystems, and associated consequences for human society, requires integration of experimental, observational, and modeling approaches from many disciplines over a wide range of temporal and spatial scales. Such transdisciplinary science is the next step in providing relevant, meaningful results and optimal guidance to policymakers and coastal managers. We discuss the challenges associated with integrating ocean acidification science across funding agencies, institutions, disciplines, topical areas, and regions, and the value of unifying science objectives and activities to deliver insights into local, regional, and global scale impacts. We identify guiding principles and strategies for developing transdisciplinary research in the ocean acidification science community.

National Ocean Sciences Bowl in 2014: A National Competition for High School Ocean Science Education

DTIC Science & Technology

2015-03-31

the 2014 National Finals Competition. The Finals were held May 1-4, 2014 in Seattle, WA with a theme of ocean acidification . A longitudinal study and...Washington (UW) in Seattle, WA on May 1-4, 2014. The theme for the 2014 Finals Competition was ocean acidification , exploring the progressive increase in...and environmental and societal effects of ocean acidification . They became more aware of ocean acidification’s potential to disrupt ecosystems in a

Arctic research vessel design would expand science prospects

NASA Astrophysics Data System (ADS)

Elsner, Robert; Kristensen, Dirk

The U.S. polar marine science community has long declared the need for an arctic research vessel dedicated to advancing the study of northern ice-dominated seas. Planning for such a vessel began 2 decades ago, but competition for funding has prevented construction. A new design program is underway, and it shows promise of opening up exciting possibilities for new research initiatives in arctic marine science.With its latest design, the Arctic Research Vessel (ARV) has grown to a size and capability that will make it the first U.S. academic research vessel able to provide access to the Arctic Ocean. This ship would open a vast arena for new studies in the least known of the world's seas. These studies promise to rank high in national priority because of the importance of the Arctic Ocean as a source of data relating to global climate change. Other issues that demand attention in the Arctic include its contributions to the world's heat budget, the climate history buried in its sediments, pollution monitoring, and the influence of arctic conditions on marine renewable resources.

Budget Realities Could Put Damper on Some NOAA Programs

NASA Astrophysics Data System (ADS)

Showstack, Randy

2010-12-01

The fall meeting of the National Oceanic and Atmospheric Administration's (NOAA) Science Advisory Board was in part a study in contrasts: discussing the agency's vision, goals, and recent successes while facing the harsh economic and political landscape that will make it difficult for NOAA to receive sufficient funding for the current fiscal year (FY 2011) to do little more than tread water toward reaching some of those goals. During a 30 November presentation, NOAA administrator Jane Lubchenco provided an overview of NOAA's Next Generation Strategic Plan. The document focuses on four long-term goals: climate adaptation and mitigation, a weather-ready nation, resilient coastal communities and economies, and healthy oceans.

The spaces in between: science, ocean, empire.

PubMed

Reidy, Michael S; Rozwadowski, Helen M

2014-06-01

Historians of science have richly documented the interconnections between science and empire in the nineteenth century. These studies primarily begin with Britain, Europe, or the United States at the center and have focused almost entirely on lands far off in the periphery--India or Australia, for instance. The spaces in between have received scant attention. Because use of the ocean in this period was infused with the doctrine of the freedom of the seas, the ocean was constructed as a space amenable to control by any nation that could master its surface and use its resources effectively. Oceans transformed in the mid-nineteenth century from highway to destination, becoming--among other things--the focus of sustained scientific interest for the first time in history. Use of the sea rested on reliable knowledge of the ocean. Particularly significant were the graphical representations of knowledge that could be passed from scientists to publishers to captains or other agents of empire. This process also motivated early government patronage of science and crystallized scientists' rising authority in society. The advance of science, the creation of empire, and the construction of the ocean were mutually sustaining.

75 FR 4043 - Science Advisory Board; Draft Report of the NOAA Science Advisory Board Oceans and Health Working...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-26

...: January 20, 2010. Mark E. Brown, Chief Financial Officer, Office of Oceanic and Atmospheric Research... decide to entertain: (1) What are NOAA's unique and important scientific roles in addressing ocean health...

Mutualistic Symbiosis between Researchers and Educators: the Case of Two Education Officers on the Joides Resolution

NASA Astrophysics Data System (ADS)

Cicconi, Alessia; Burgio, Marion; Cooper, Sharon

2017-04-01

Geoscience education from the primary school through the high school level is highly effected by the way teachers themselves deal with the teaching of science. Many studies on science education in general have found that teachers who lack research experience are less confident in teaching science with an inquiry methodology - the way that reflects how science really works and is found the most effective regarding students' achievement in science and their confidence in addressing STEM careers. The International Ocean Discovery Program (IODP) has carried out for years an education and outreach program that involves educators and teachers, with the position of Education Officer, in the expeditions on board the JOIDES Resolution (JR), an oceanographic vessel specialized in drilling ocean sediment cores for research purposes. This immersive experience gives teachers the opportunity to be part of the research process with the aim, among many others, to fill the gap that sometimes exists between how science is explained in textbooks and the real practice of scientific research. Using a scientific parallel, having teachers working with researchers could be considered a mutualistic symbiosis: on one hand researchers have a job, usually difficult to understand for the public and made simple by the teacher; on the other hand the teacher, working with researchers as a researcher will gain more confidence using an inquiry methodology in teaching science. In this oral presentation we want to present the outcomes of the outreach projects of two Education Officers, the first one who participated in Expedition 360 and the second one that will take part in the Expedition 367, in terms of 1) their perception and opinion of this immersive experience seen as professional development; 2) perceptions and opinions of teachers involved from shore, with or without their classes. This exploratory study has carried out with qualitative and quantitative methodology using questionnaires and surveys.

A synergistic effort among geoscience, physics, computer science and mathematics at Hunter College of CUNY as a Catalyst for educating Earth scientists.

NASA Astrophysics Data System (ADS)

Salmun, H.; Buonaiuto, F. S.

2016-12-01

The Catalyst Scholarship Program at Hunter College of The City University of New York (CUNY) was established with a four-year award from the National Science Foundation (NSF) to fund scholarships for academically talented but financially disadvantaged students majoring in four disciplines of science, technology, engineering and mathematics (STEM). Led by Earth scientists the Program awarded scholarships to students in their junior or senior years majoring in computer science, geosciences, mathematics and physics to create two cohorts of students that spent a total of four semesters in an interdisciplinary community. The program included mentoring of undergraduate students by faculty and graduate students (peer-mentoring), a sequence of three semesters of a one-credit seminar course and opportunities to engage in research activities, research seminars and other enriching academic experiences. Faculty and peer-mentoring were integrated into all parts of the scholarship activities. The one-credit seminar course, although designed to expose scholars to the diversity STEM disciplines and to highlight research options and careers in these disciplines, was thematically focused on geoscience, specifically on ocean and atmospheric science. The program resulted in increased retention rates relative to institutional averages. In this presentation we will discuss the process of establishing the program, from the original plans to its implementation, as well as the impact of this multidisciplinary approach to geoscience education at our institution and beyond. An overview of accomplishments, lessons learned and potential for best practices will be presented.

Building an early career network through outreach projects: The "mon océan & moi" example

NASA Astrophysics Data System (ADS)

Barbieux, M.; Scheurle, C.; Ardyna, M.; Harmel, T.; Ferraris, M.; Jessin, T.; Lacour, L.; Mayot, N.; Organelli, E.; Pasqueron De Fommervault, O.; Penkerc'h, C.; Poteau, A.; Uitz, J.; Ramondec, S.; Sauzède, R.; Velluci, V.; Claustre, H.

2016-02-01

The ocean plays an important role in the global processes of our planet, from climate change to sea level rise, uptake of carbon dioxide to fisheries stocks. In addition, its scientific importance, extraordinary beauty and public fascination provide perfect ingredients for both education and public outreach. Four years ago, after the launch of the "mon océan & moi" outreach project, an early career network (Ph.D. students and postdocs) has been formed to "promote collaborations/exchanges between the scientific and educational worlds in order to co-elaborate a teaching method for raising the awareness of school children on marine environments". Scientists are pursuing new research yielding improved knowledge and new documentation resources. However, they lack the communication skills to make the subject accessible to the general public. On the other hand, teachers must be informed of recent discoveries and of new resources for educational purposes. To fill this gap, the early career scientists developed, in collaboration with a school authority and an experienced science communicators team, both a trail education program tested directly in middle and high schools and innovative supporting material (i.e., animations, educative video clips and experiments, interactive maps and quizzes). Here we outline a set of guidelines as to how to improve science outreach across a variety of disciplines (e.g., science, technology, engineering) and how this may impact the experience of early career scientists. These tips will be useful for other early career scientists and science outreach projects, large or small, regional, national or international. Such novel outreach initiatives will help educate current and next generations about the importance of ocean environments and the relevance of ocean sciences for the society, and may serve as an example of teamwork for other young scientists.

Raising Climate Literacy of K-12 Teachers with Datastreme Earth's Climate System

NASA Astrophysics Data System (ADS)

Brey, J. A.; Geer, I.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.

2014-12-01

The American Meteorological Society (AMS) DataStreme Project is a free professional development program for in-service K-12 teachers, in which they gain considerable subject matter content and confidence in Earth science instruction. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams (LITs) across the country in coordination with a team of AMS Education Program scientists and educators who develop instructional materials, provide logistical support to the LITs, and administer the project. The 3-member LITs mentor about 8 teachers and in some instances an emergency manager, per semester through a given DataStreme course. Teachers may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each DataStreme course. DataStreme is in close alignment with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). Investigating the scientific basis of the workings of Earth's atmosphere, ocean, and climate system follows the cross-cutting theme of the Framework and the NGSS and is the cornerstone of the DataStreme courses. In particular, DataStreme ECS explores the fundamental science of Earth's climate system and addresses the societal impacts relevant to today's teachers and students. The course utilizes resources from respected organizations, such as the IPCC and U.S. Global Change Research Program. Key to the NGSS is that students learn disciplinary core ideas in the context of science and engineering practices. In order for the students to learn in this way, the AMS believes that it is important to train the teachers in this context. DataStreme ECS emphasizes investigation of real-word and current NASA and NOAA data. Participants also are made aware of NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. The AMS DataStreme Project has received support from the National Science Foundation, NASA, and NOAA. Since 1996, more than 18,000 teachers have completed a DataStreme course, directly impacting hundreds of thousands of additional teachers and more than 1 million students.

Oceanographic Research Capacity in the US Virgin Islands

NASA Astrophysics Data System (ADS)

Jobsis, P.; Habtes, S. Y.

2016-02-01

The University of the Virgin Islands (UVI), a small HBCU with campuses on both St Thomas and St Croix, has a growing marine science department that is quickly increasing its capacity for oceanographic monitoring and research due to VI-EPSCoR (National Science Foundation's Experimental Program to Stimulate Competitive Research in the Virgin Islands) and associations with CariCOOS (the Caribbean Coastal Ocean Observing System). CariCOOS is managed through the University of Puerto Rico Mayaguez, with funding from NOAA's Integrated Ocean Observing System (IOOS). Over the past five years two oceanographic data buoys have been deployed increasing the real-time oceanographic data available for the northeastern Caribbean. In addition, researchers at UVI have deployed ADCPs and conducted CTD casts at relevant research sites as part of routine territorial monitoring programs. With VI-EPSCoR funding UVI has developed an Institute for Geocomputational Analysis and Statistic (GeoCAS) to conduct geospatial analysis and to act as a data repository and hosting/serving center for research, environmental and other relevant data. Much of the oceanographic data is available at www.caricoos.org and www.geocas.uvi.edu. As the marine research infrastructure at UVI continues to grow, the oceanographic and marine biology research program at the University's Center for Marine and Environmental Studies will continue to expand. This will benefit not only UVI researchers but also any researcher with interests in this region of the Caribbean.

Increasing the Presence of Underrepresented Minorities in the Geosciences: The Woods Hole Partnership Education Program Model and Outcomes

NASA Astrophysics Data System (ADS)

George, A.; Gutierrez, B.; Jearld, A.; Liles, G.; Scott, O.; Harden, B.

2017-12-01

Launched in 2009, the Partnership Education Program (PEP) is supported by six scientific institutions in Woods Hole, Massachusetts through the Woods Hole Diversity Initiative. PEP, which was shaped by experience with other diversity programs as well as input from scientists in Woods Hole, is designed to promote a diverse scientific community by recruiting talent from minority groups that are under-represented in marine and environmental sciences. Focused on college juniors and seniors with course work in marine and/or environmental sciences, PEP is comprised of a four-week course, "Ocean and Environmental Sciences: Global Climate Change," and a six to eight week individual research project under the guidance of a research mentor. Investigators from the six science institutions serve as course faculty and research mentors. Course credit is through PEP's academic partner, the University of Maryland Eastern Shore. PEP students also participate in seminars, workshops, field trips, at-sea experiences, career development activities, and attend lectures at participating science institutions throughout the summer. Students present their research results at the end of the summer with a 15-minute public presentation. A number of PEP participants then presented their work at professional and scientific meetings, such as AGU, using the program as a gateway to graduate education and career opportunities in the marine and environmental sciences. From 2009 through 2017, 138 students from 86 colleges and universities, including many that previously had sent few or no students or faculty to Woods Hole, have participated in the program. Participating organizations are: Northeast Fisheries Science Center (NOAA Fisheries), Marine Biological Laboratory (MBL), Sea Education Association (SEA), U.S. Geological Survey (USGS), Woods Hole Oceanographic Institution (WHOI), Woods Hole Research Center (WHRC), and University of Maryland Eastern Shore (UMES) - academic partner.

Public affairs events at Ocean Sciences Meeting

NASA Astrophysics Data System (ADS)

Uhlenbrock, Kristan

2012-02-01

AGU public affairs will be cohosting two special events at Ocean Sciences 2012 that offer scientists opportunities to expand their communication, policy, and media experience. Join the conversations that highlight two important topics to connect science to society.

Science on a Sphere

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

Researchers at the National Oceanic and Atmospheric Administration developed Science on a Sphere to help explain Earth system science to people of all ages. Animated images, ranging from space to ocean temperatures and more, can be seen on this interactive sphere.

Map_plot and bgg_plot: software for integration of geoscience datasets

NASA Astrophysics Data System (ADS)

Gaillot, Philippe; Punongbayan, Jane T.; Rea, Brice

2004-02-01

Since 1985, the Ocean Drilling Program (ODP) has been supporting multidisciplinary research in exploring the structure and history of Earth beneath the oceans. After more than 200 Legs, complementary datasets covering different geological environments, periods and space scales have been obtained and distributed world-wide using the ODP-Janus and Lamont Doherty Earth Observatory-Borehole Research Group (LDEO-BRG) database servers. In Earth Sciences, more than in any other science, the ensemble of these data is characterized by heterogeneous formats and graphical representation modes. In order to fully and quickly assess this information, a set of Unix/Linux and Generic Mapping Tool-based C programs has been designed to convert and integrate datasets acquired during the present ODP and the future Integrated ODP (IODP) Legs. Using ODP Leg 199 datasets, we show examples of the capabilities of the proposed programs. The program map_plot is used to easily display datasets onto 2-D maps. The program bgg_plot (borehole geology and geophysics plot) displays data with respect to depth and/or time. The latter program includes depth shifting, filtering and plotting of core summary information, continuous and discrete-sample core measurements (e.g. physical properties, geochemistry, etc.), in situ continuous logs, magneto- and bio-stratigraphies, specific sedimentological analyses (lithology, grain size, texture, porosity, etc.), as well as core and borehole wall images. Outputs from both programs are initially produced in PostScript format that can be easily converted to Portable Document Format (PDF) or standard image formats (GIF, JPEG, etc.) using widely distributed conversion programs. Based on command line operations and customization of parameter files, these programs can be included in other shell- or database-scripts, automating plotting procedures of data requests. As an open source software, these programs can be customized and interfaced to fulfill any specific plotting need of geoscientists using ODP-like datasets.

The New Oceanographic Research Institution: Scripps in the ``Broader Impact'' Era

NASA Astrophysics Data System (ADS)

Kennel, C. F.; Orcutt, J. A.; Peach, C. L.; Franks, S. E.

2004-12-01

Things are changing at Scripps Institution of Oceanography. Long renowned for excellence in Earth, ocean, atmospheric and interdisciplinary research as well as graduate student training, the Institution is now being called upon to address a new set of challenges. Opportunities to address diverse societal needs abound, and we at Scripps are prepared to respond. As the problems facing the globe in reconciling human and economic development with the limitations of the Earth system become more and more pressing, the potential impact of Scripps research on society grows. The full value of our work cannot be realized unless we share it with established and future economists, international relations specialists, public policy experts, and business leaders. To help our scientists realize this goal while maintaining their research excellence, Scripps has committed to: 1) expanding its faculty's role in undergraduate teaching; 2) establishment of the Center for Educational Outreach Connections that will enable Scripps scientists to participate in educational outreach efforts locally, regionally, nationally and internationally; 3) pursuing joint education programs with other elements of the UCSD community; and 4) launching a new interdisciplinary Center for Earth Observations and Applications in which scholars from throughout the university will develop new collaborations, new technologies, and new knowledge in many fields affecting the environment. Our ambition is to generate a continuous awareness of how Earth is behaving - an awareness that could be an integral part of all kinds of decisions about the environment. Scripps is not alone in recognizing and responding to societal needs. Funding agencies are increasingly requiring scientists to articulate how their research has impact beyond the academic community. With the establishment of the Centers for Ocean Sciences Education Excellence, NSF has led the way in assembling and leveraging the intellectual and organizational resources to link scientists and educators for the benefit of both groups, as well as society. Scripps is proud to be a part of this growing national network. By stimulating students' interest in the Earth sciences, COSEE-facilitated educational outreach will increase the pool of bright students who pursue advanced degrees and careers in the Earth sciences. NSF funding has also enabled Scripps to launch a new interdisciplinary graduate program in marine biodiversity and conservation involving economics and international relations faculty as well as experts from the San Diego Supercomputer Center. And, recognizing the need for training people with both science and management skills, a collaborative program in ocean science and management is being developed by Scripps and the UCSD Rady School of Management.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 to 2012

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Gonzales, J.; Weiler, C. S.; Antell, L.; Colon, Y.; Sanchez, S. C.

2012-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides undergraduate students from across the nation the opportunity to conduct research at a different institution and in an area that may not be available at their home campus. REU Sites funded by the Directorate of Geosciences provide student research opportunities in earth, ocean, atmospheric and geospace research. This paper provides an overview of the Geosciences REU Site programs run from 2009 to 2012. Information was gathered from over 45 REU sites each year on recruitment methods, student demographics, enrichment activities, and fields of research. The internet is the most widely used mechanism to recruit participants. The admissions rate for REU Sites in Geosciences varies by discipline but averages between 6% to 18% each year, with the majority of participants being rising seniors and juniors. A few Sites include rising sophomores and freshmen. Most students attend PhD granting institutions. Among the participants, gender distribution depends on discipline, with atmospheric and geospace sciences having more male than female participants, but ocean and earth sciences having a majority of female participants. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of the participants are Caucasian or Asian students. Furthermore, participants from minority-serving institutions or community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic well activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. Results from this study will be used to examine strengths in the REU Sites in the Geosciences and opportunities for improvement in the program. The data provided here also represent an excellent benchmark by which to measure future changes in student participation and program design that may result from 2012 changes in the REU program solicitation. For example, one important change is that REU programs are now required to include greater participation of students who are attending non-research institutions.

Ocean Science in the Classroom

ERIC Educational Resources Information Center

Lambert, Julie; Sundburg, Suzanne Smith

2006-01-01

In one form or another, ocean or marine science courses have existed for decades. Although these courses can effectively integrate the sciences in ways that stimulate student curiosity and interest, they have not yet received formal recognition for the role they could play in improving science education for secondary students. In this article, the…

75 FR 44770 - Science Advisory Board, Notice of Public Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-29

...: July 23, 2010. Mark E. Brown, Chief Financial Officer, Office of Oceanic and Atmospheric Research..., Notice of Public Meeting AGENCY: Office of Oceanic and Atmospheric Research (OAR), National Oceanic and... on strategies for research, education, and application of science to operations and information...

Ocean Observatories Initiative (OOI): Status of Design, Capabilities, and Implementation

NASA Astrophysics Data System (ADS)

Brasseur, L. H.; Banahan, S.; Cowles, T.

2009-05-01

The National Science Foundation's (NSF) Ocean Observatories Initiative (OOI) will implement the construction and operation of an interactive, integrated ocean observing network. This research- driven, multi-scale network will provide the broad ocean science community with access to advanced technology to enable studies of fundamental ocean processes. The OOI will afford observations at coastal, regional, and global scales on timeframes of milliseconds to decades in support of investigations into climate variability, ocean ecosystems, biogeochemical processes, coastal ocean dynamics, circulation and mixing dynamics, fluid-rock interactions, and the sub-seafloor biosphere. The elements of the OOI include arrays of fixed and re-locatable moorings, autonomous underwater vehicles, and cabled seafloor nodes. All assets combined, the OOI network will provide data from over 45 distinct types of sensors, comprising over 800 total sensors distributed in the Pacific and Atlantic oceans. These core sensors for the OOI were determined through a formal process of science requirements development. This core sensor array will be integrated through a system-wide cyberinfrastructure allowing for remote control of instruments, adaptive sampling, and near-real time access to data. Implementation of the network will stimulate new avenues of research and the development of new infrastructure, instrumentation, and sensor technologies. The OOI is funded by the NSF and managed by the Consortium for Ocean Leadership which focuses on the science, technology, education, and outreach for an emerging network of ocean observing systems.

Scientific Drilling in the Arctic Ocean: A challenge for the next decades

NASA Astrophysics Data System (ADS)

Stein, R.; Coakley, B.

2009-04-01

Although major progress in Arctic Ocean research has been made during the last decades, the knowledge of its short- and long-term paleoceanographic and paleoclimatic history as well as its plate-tectonic evolution is much behind that from the other world's oceans. That means - despite the importance of the Arctic in the climate system - the data base we have from this area is still very weak, and large parts of the climate history have not been recovered at all in sedimentary sections. This lack of knowledge is mainly caused by the major technological/ logistic problems in reaching this permanently ice-covered region with normal research vessels and in retrieving long and undisturbed sediment cores. With the successful completion of IODP Expedition 302 ("Arctic Coring Expedition" - ACEX), the first Mission Specific Platform (MSP) expedition within the Integrated Ocean Drilling Program - IODP, a new era in Arctic research has begun. For the first time, a scientific drilling in the permanently ice-covered Arctic Ocean was carried out, penetrating about 430 meters of Quaternary, Neogene, Paleogene and Campanian sediment on the crest of Lomonosov Ridge close to the North Pole. The success of ACEX has certainly opened the door for further scientific drilling in the Arctic Ocean, and will frame the next round of questions to be answered from new drill holes to be taken during the next decades. In order to discuss and plan the future of scientific drilling in the Arctic Ocean, an international workshop was held at the Alfred Wegener Institute (AWI) in Bremerhaven/Germany, (Nov 03-05, 2008; convenors: Bernard Coakley/University of Alaska Fairbanks and Ruediger Stein/AWI Bremerhaven). About 95 scientists from Europe, US, Canada, Russia, Japan, and Korea, and observers from oil companies participated in the workshop. Funding of the workshop was provided by the Consortium for Ocean Leadership (US), the European Science Foundation, the Arctic Ocean Sciences Board, and the Nansen Arctic Drilling Program as well as by sponsorships from British Petroleum, ConocoPhillips, ExxonMobil, Norwegian Petroleum Directorate, StatoilHydro, and Shell International. The major targets of the workshop were: (1) to bring together an international group of Arctic scientists, young scientists and ocean drilling scientists to learn and exchange ideas, experience and enthusiasm about the Arctic Ocean; (2) to develop a scientific drilling strategy to investigate the tectonic and paleoceanographic history of the Arctic Ocean and its role in influencing the global climate system; (3) to summarize the technical needs, opportunities, and limitations of drilling in the Arctic; (4) to define scientific and drilling targets for specific IODP-type campaigns in Arctic Ocean key areas to be finalized in the development of drilling proposals. Following overview presentations about the history of the Arctic Ocean, legacy of high-latitude ocean drilling, existing site-survey database, technical needs for high-latitude drilling, possibilities of collaboration with industry, and the process of developing ocean-drilling legs through IODP, the main part of the workshop was spent in thematic and regional break-out groups discussing the particular questions to be addressed by drilling and the particular targets for Arctic scientific drilling. Within the working groups, key scientific questions (related to the overall themes paleoceanography, tectonic evolution, petrology/geochemistry of basement, and gas hydrates) and strategies for reaching the overall goals were discussed and - as one of the main results - core groups for further developing drilling proposals were formed. Based on discussions at this workshop, approximately ten new pre-proposals are planned to be submitted to IODP for the April 01- 2009 deadline. We hope that the development of new scientific objectives through the pre-proposal process will help reshape plans for scientific ocean drilling beyond 2013 and direct the program north towards these critical priorities and advance exploration of the Arctic.

Assessment of NPP VIIRS Ocean Color Data Products: Hope and Risk

NASA Technical Reports Server (NTRS)

Turpie, Kevin R.; Meister, Gerhard; Eplee, Gene; Barnes, Robert A.; Franz, Bryan; Patt, Frederick S.; Robinson, Wayne d.; McClain, Charles R.

2010-01-01

For several years, the NASA/Goddard Space Flight Center (GSFC) NPP VIIRS Ocean Science Team (VOST) provided substantial scientific input to the NPP project regarding the use of Visible Infrared Imaging Radiometer Suite (VIIRS) to create science quality ocean color data products. This work has culminated into an assessment of the NPP project and the VIIRS instrument's capability to produce science quality Ocean Color data products. The VOST concluded that many characteristics were similar to earlier instruments, including SeaWiFS or MODIS Aqua. Though instrument performance and calibration risks do exist, it was concluded that programmatic and algorithm issues dominate concerns. Keywords: NPP, VIIRS, Ocean Color, satellite remote sensing, climate data record.

Aquariums Inspiring Hope and Action Against Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Vernon, C. L.

2010-12-01

The mission of the Monterey Bay Aquarium is to “inspire conservation of the oceans.” We do this by connecting people emotionally with the animals, plants, and habitats of Monterey Bay and beyond, and by giving them tools and encouragement to act on behalf of ocean health. Because of our mission, it would seem natural to talk with visitors about the greatest threat to our ocean: global climate change. But does interpreting climate change conflict with the expectations of most visitors to spend a fun, social time with their friends and family? How do informal science education venues, which are seen as trusted sources of information about natural history and conservation, most effectively convey information that is at best distressing and at worst, downright depressing? This presentation will highlight ways that the Monterey Bay Aquarium is meeting the challenge of engaging and educating visitors about climate change and the ocean through exhibits, auditorium programs, humorous video, musical theater, and conversations.

Trials at Sea: Successful Implementation of a Unique Two-Month Professional Development Program

NASA Astrophysics Data System (ADS)

Peart, L. W.; Orcutt, B. N.; Fisher, A. T.; Tsuji, T.; Petronotis, K. E.; Iodp Expedition 327 Participants

2010-12-01

During the summer of 2010, Integrated Ocean Drilling Program (IODP) Expedition 327 conducted coring and observatory installations on the Juan de Fuca Plate to characterize the hydrogeology of ridge-flank ocean crust. Due to the nature of the expedition, a smaller science party than usual was needed. IODP took this opportunity to expand education, outreach, and communication (EOC) activities with a previously untested model. Up to now, the IODP U.S. Implementing Organization had sailed either individual teachers on regular (2-month long) expeditions or groups of teachers and informal educators during short (2-week long) transits (School of Rock workshops). After two shipboard (Expeditions 312 and 321T) and two shore-based (Gulf Coast Repository) programs, we have recognized that sailing a group of educators is a beneficial model for IODP and the participants. What has been unavoidable is that these workshops took place outside typical expedition activities. Expedition 327 provided a unique opportunity to sail a diverse group of outreach officers on a regular expedition with a full range of scientific activities. The group included individuals with a wide variety of skills and backgrounds. US participants included a late-career high school physics teacher, a visualization graduate student, an undergraduate engineering student from an historically black university, and an artist. French participants included two middle and high school earth and life science teachers. This diversity made the group more dynamic but it also posed a challenge. Numerous scientific and technical staff also participated in EOC activity design and leadership, including development of dedicated web sites and blogs. After a seminar on constructivist and inquiry-based methods, we spent the first few weeks investigating earth science concepts so EOC participants could gain a basic understanding of the regional geology and the scientific objectives of the expedition. Close to the beginning of the cruise, projects that had been outlined in general terms precruise were clarified and strategies were developed for completing them. Individuals were able to work on projects that benefited their future goals, were beneficial to the ocean drilling community, and relied on each person’s special set of skills to carry out. Projects ranged from earth science classroom activities to robotics, computer animation, and fine arts. The outreach group also facilitated interactive videoconferences around the world, two websites, Facebook, YouTube and audio recordings for COSEE NOW’s Ocean Gazing podcasts. The scientists benefited from their interactions with the group by experiencing and contributing to alternative teaching methods. Although more challenging in some ways, we found the outcome justified the effort and resources that made this endeavor possible. We encourage funding agencies in general and IODP in particular to continue supporting education and outreach activities of this nature.

The NASA Decadal Survey Aerosol, Cloud, Ecosystems Mission

NASA Technical Reports Server (NTRS)

McClain, Charles R.; Bontempi, Paula; Maring, Hal

2011-01-01

In 2007, the National Academy of Sciences delivered a Decadal Survey (Earth Science and Applications from Space: National Imperatives for the Next Decade and Beyond) for NASA, NOAA, and USGS, which is a prioritization of future satellite Earth observations. The recommendations included 15 missions (13 for NASA, two for NOAA), which were prioritized into three groups or tiers. One of the second tier missions is the Aerosol, Cloud, (ocean) Ecosystems (ACE) mission, which focuses on climate forcing, cloud and aerosol properties and interactions, and ocean ecology, carbon cycle science, and fluxes. The baseline instruments recommended for ACE are a cloud radar, an aerosol/cloud lidar, an aerosol/cloud polarimeter, and an ocean radiometer. The instrumental heritage for these measurements are derived from the Cloudsat, CALIPSO, Glory, SeaWiFS and Aqua (MODIS) missions. In 2008, NASA HQ, lead by Hal Maring and Paula Bontempi, organized an interdisciplinary science working group to help formulate the ACE mission by refining the science objectives and approaches, identifying measurement (satellite and field) and mission (e.g., orbit, data processing) requirements, technology requirements, and mission costs. Originally, the disciplines included the cloud, aerosol, and ocean biogeochemistry communities. Subsequently, an ocean-aerosol interaction science working group was formed to ensure the mission addresses the broadest range of science questions possible given the baseline measurements, The ACE mission is a unique opportunity for ocean scientists to work closely with the aerosol and cloud communities. The science working groups are collaborating on science objectives and are defining joint field studies and modeling activities. The presentation will outline the present status of the ACE mission, the science questions each discipline has defined, the measurement requirements identified to date, the current ACE schedule, and future opportunities for broader community participation.

OOI's Cyberinfrastructure: An Opening

NASA Astrophysics Data System (ADS)

Graybeal, J.; Ampe, T.; Arrott, M.; Chave, A. D.; Cressey, R.; Jul, S.; McPhail, T.; Meisinger, M.; Orcutt, J. A.; Peach, C. L.; Schofield, O.; Stocks, K.; Thomas, J.; Vernon, F.

2012-12-01

The Ocean Observatories Initiative is a long-term, NSF-funded program to provide 25-30 years of sustained ocean measurements to study climate variability, ocean circulation and ecosystem dynamics, air-sea exchange, seafloor processes, and plate-scale geodynamics. The OOI will enable powerful new scientific approaches for exploring the complexities of Earth-ocean-atmosphere interactions, thereby accelerating progress toward the goal of understanding, predicting, and managing our ocean environment. The OOI can foster new discoveries that, in turn, move research in unforeseen directions. The OOI Cyberinfrastructure will connect and coordinate the operations of OOI marine components and data processes, to meet the objectives of the oceanographic research and education communities. The CI will let all users easily interact with deployed resources, access collected data, and apply those data to their specific research and educational needs. The CI is a free and open product that adopts innovative and flexible strategies to bring the oceans to users, any time, any place, on any suitable device. The OOI CI is dedicated to "using the latest computing technologies to solve the interoperability problem among vast amounts of heterogeneous geospatial data from various sources." OOI CI's charge is to be transformative, and its technologies and goals are just that (see URL). The Cyberinfrastructure integrates state-of-the-art and best-practice approaches to provide fully interoperable access to the widest possible collection of geospatial data. From the system-of-systems model of the planned observatories and the ingestion of data, models, and services; to the configurable, automated workflows producing real-time products, data curation and quality management strategies are supported to the fullest possible extent. How do we build a system to efficiently support 750 core instruments across numerous platform types, add as-yet unknown instruments during the operations phase, and support any number of processes and external data in the system throughout its 25+ years of operation? What key strategies must be adopted, architectural approaches applied, and technologies integrated to provide complete discovery, access, and use of the system and its data? What defines the critical characteristics expected of the core system, the complete system, and the transformative system? And how can this system be leveraged by multiple science users, programs, and organizations beyond its initial target functionality? We will present the CI team's best responses to these questions. The project is completing Release 2, two-thirds of the way to a fully public release, and halfway to the final system. The engagement of OOI marine operations and marine science teams prepares us to support marine operations, and the software will be applied to "real operations" very soon. Most of the fundamental marine and operational scenarios are in place at a basic level, and the capabilities have been laid out for a full suite of mature operations and science activities. From these beginnings, we offer technical, social, and strategic perspectives on the challenges and solutions in geoinformatics data systems, and ask "Where to from here?" Funding for OOI is provided by the National Science Foundation through a Cooperative Agreement with the Consortium for Ocean Leadership, which in turn funds the CI project.

Cyberinfrastructure (CI) for Interactive Ocean Observatories: LOOKING Ahead

NASA Astrophysics Data System (ADS)

Orcutt, J.; Abbott, M.; Bellingham, J.; Chave, A.; Delaney, J.; Johnson, R.; Lazowska, E.; Moline, M.; Smarr, L.

2004-12-01

Investments in next-generation facilities to achieve a permanent, interactive telepresence throughout remote or hostile environments can empower a broad spectrum of autonomous sensornet facilities through the NSF Major Research Equipment and Facililties Construction Ocean Observatories Initiative (OOI). These systems must involve powerful suites of generic cyberinfrastructure tools designed to optimize access and benefits to a large academic and public user base. Many future research and educational efforts focused throughout the ocean basins, especially within heavily populated coastal regions, will be empowered by these new systems. Our project LOOKING (Laboratory for the Ocean Observatory Knowledge Integration Grid) is developing prototype CI for the OOI to achieve these goals. In the case of ocean observatory networks, it is essential to establish powerful network infrastructures linking the wet or subsea portion, with a host of shore station facilities. These components in turn must seamlessly communicate with an ensemble of data repositories, and relevant computer and visualization resources designed to serve a widely diverse ocean science community with real time, broadband access to all observatory system data, products, and metadata. This infrastructure must be secure, reliable, and resilient. It must meet the potentially ambitious latency, bandwidth, and performance requirements demanded by a set of evolving autonomous sensor platforms over a period of decades. This Grid environment must seamlessly interconnect all relevant national and international research and education nets accessible through high speed, next generation communication networks. The primary components of LOOKING are remote services that fulfill the CI needs of the ocean observatory community. These services arise from overarching science and education requirements: 1) Instrument Services operate at the sensor end of an ocean observatory, and are dominantly but not exclusively wet. 2) Infrastructure Services operate within the ocean observatory itself, providing data, time distribution, and power functions to instruments; 3) Data Services interface the ocean observatory to users, whether human beings or modeling programs. In an appropriately designed and functioning system, none can stand alone, nor can they be developed in isolation. These services and associated middleware layers must be designed from the outset to interact seamlessly and transparently.

Introducing Ocean Science Research to Two-Year College (2YC) Students Through Inquiry-Based Experiences

NASA Astrophysics Data System (ADS)

Gamage, K. R.

2016-02-01

An effective approach to introduce 2YC students to ocean science research is through propagating inquiry-based experiences into existing geosciences courses using a series of research activities. The proposed activity is based on scientific ocean drilling, where students begin their research experience (pre-field activity) by reading articles from scientific journals and analyzing and interpreting core and log data on a specific research topic. At the end of the pre-field activity, students will visit the Gulf Coast Repository to examine actual cores, smear slides, thin sections etc. After the visit, students will integrate findings from their pre-field and field activities to produce a term paper. These simple activities allow students to experience in the iterative process of scientific research, illuminates how scientists approach ocean science, and can be the hook to get students interested in pursuing ocean science as a career.

Atmospheric and Geophysical Sciences Division Program Report, 1988--1989

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1990-06-01

In 1990, the Atmospheric and Geophysical Sciences Division begins its 17th year as a division. As the Division has grown over the years, its modeling capabilities have expanded to include a broad range of time and space scales ranging from hours to decades and from local to global. Our modeling is now reaching out from its atmospheric focus to treat linkages with the oceans and the land. In this report, we describe the Division's goal and organizational structure. We also provide tables and appendices describing the Division's budget, personnel, models, and publications. 2 figs., 1 tab.

Science Writer-At-Sea: A New InterRidge Education Outreach Project Joining Scientists and Future Journalists

NASA Astrophysics Data System (ADS)

Kusek, K. M.; Freitag, K.; Devey, C.

2005-12-01

The Science Writer-at-Sea program is one small step in a marathon need for improved coverage of science and environmental issues. It targets two significant links in the Earth science communication pipeline: marine scientists and journalists; and attempts to reconnect people with the Earth by boosting their understanding of Earth science and its relevance to society. How it works: Journalism graduate students are invited to participate in oceanographic expeditions affiliated with InterRidge, an international organization dedicated to promoting ocean ridge research. InterRidge's outreach coordinator and science writer prepares each student for the expedition experience using materials she developed based on years of at-sea reporting. The students work side-by-side with the science writer and the scientists to research and write innovative journalistic stories for a general audience that are featured on a uniquely designed multimedia website that includes videos and images. The science, journalism and public communities benefit from this cost-effective program: science research is effectively showcased, scientists benefit from interactions with journalists, science outreach objectives are accomplished; student journalists enjoy a unique hands-on, `boot camp' experience; and the website enhances public understanding of `real' Earth science reported `on scene at sea.' InterRidge completed its first pilot test of the program in August 2005 aboard a Norwegian research cruise. A student writer entering the science journalism program at Columbia University participated. The results exceeded expectations. The team discovered the world's northernmost vent fields on the cruise, which expanded the original scope of the website to include a section specifically designed for the international press. The student was inspired by the cruise, amazed at how much she learned, and said she entered graduate school with much more confidence than she had prior to the program. The site, translated into German, and is being showcased in a museum in Germany. Given the great response from a diverse suite of reviewers, the team is now pursuing long term funding; additional partners in the science, education and journalism communities; and partnerships with marine science and education magazines.

Reinvesting in Geosciences at Texas A&M University in the 21st Century

NASA Astrophysics Data System (ADS)

Cifuentes, L. A.; Bednarz, S. W.; Miller, K. C.

2009-12-01

The College of Geosciences at Texas A&M University is implementing a three-prong strategy to build a strong college: 1) reinvesting in signature areas, 2) emphasizing environmental programs, and 3) nurturing a strong multi-disciplinary approach to course, program and research development. The college is home to one of the most comprehensive concentrations of geosciences students (837), faculty (107) and research scientists (32) in the country. Its departments include Atmospheric Sciences, Geography, Geology & Geophysics, and Oceanography. The college is also home to three major research centers: the Integrated Ocean Drilling Program, the Geochemical and Environmental Research Group, and the Texas Sea Grant College Program. During the 1990’s the college experienced a 20 percent loss in faculty when allocation of university funds was based primarily on student credit hour production while research expenditures were deemphasized. As part of Texas A&M University President Robert Gates’ Faculty Reinvestment and the college’s Ocean Drilling and Sustainable Earth Sciences hiring programs, 31 faculty members were hired in the college from 2004 through 2009, representing a significant investment-2.2 million in salaries and 4.6 million in start-up. Concurrent improvements to infrastructure and services important to signature programs included $3.0 million for radiogenic isotope and core imaging facilities and the hiring of a new Director of Student Recruitment. In contrast to faculty hiring in previous decades, the expectation of involvement in multi-disciplinary teaching, learning and research was emphasized during this hiring initiative. Returns on investments to date consist of growth in our environmental programs including new multidisciplinary course offerings, generation of a new research center and significant increases in student enrollment, research expenditures, and output of research and scholarly works. Challenges ahead include providing adequate staff support for the increasing numbers of faculty members, research staff and students, developing effective and sustainable faculty mentoring programs, and managing interdisciplinary programs and faculties.

Ocean images in music compositions and folksongs

NASA Astrophysics Data System (ADS)

Liu, C. M.

2017-12-01

In general, ocean study usually ranges from physical oceanography, chemical oceanography, marine biology, marine geology, and other related fields. In addition to pure scientific fields, ocean phenomenon influence not only human mood but also the shaping of local cultures. In this paper, we present some ocean images and concepts appeared in music compositions and folksongs to show the mixing, influence and interaction between them. This may give a novel way not for science teachers but also music teachers to deliver the knowledge of ocean science in classes.

Analyzing Ocean Tracks: A model for student engagement in authentic scientific practices using data

NASA Astrophysics Data System (ADS)

Krumhansl, K.; Krumhansl, R.; Brown, C.; DeLisi, J.; Kochevar, R.; Sickler, J.; Busey, A.; Mueller-Northcott, J.; Block, B.

2013-12-01

The collection of large quantities of scientific data has not only transformed science, but holds the potential to transform teaching and learning by engaging students in authentic scientific work. Furthermore, it has become imperative in a data-rich world that students gain competency in working with and interpreting data. The Next Generation Science Standards reflect both the opportunity and need for greater integration of data in science education, and emphasize that both scientific knowledge and practice are essential elements of science learning. The process of enabling access by novice learners to data collected and used by experts poses significant challenges, however, recent research has demonstrated that barriers to student learning with data can be overcome by the careful design of data access and analysis tools that are specifically tailored to students. A group of educators at Education Development Center, Inc. (EDC) and scientists at Stanford University's Hopkins Marine Station are collaborating to develop and test a model for student engagement with scientific data using a web-based platform. This model, called Ocean Tracks: Investigating Marine Migrations in a Changing Ocean, provides students with the ability to plot and analyze tracks of migrating marine animals collected through the Tagging of Pacific Predators program. The interface and associated curriculum support students in identifying relationships between animal behavior and physical oceanographic variables (e.g. SST, chlorophyll, currents), making linkages between the living world and climate. Students are also supported in investigating possible sources of human impact to important biodiversity hotspots in the Pacific Ocean. The first round of classroom testing revealed that students were able to easily access and display data on the interface, and collect measurements from the animal tracks and oceanographic data layers. They were able to link multiple types of data to draw powerful inferences about how marine animal behavior is influenced by the ocean environment, and propose strategies to protect marine animals in the context of a changing ocean. Classroom testing also revealed the importance of providing students with real-world context to their learning, and the opportunity to directly compare their scientific investigations of data with those of scientists in the field. Our results also identified that student engagement was enhanced when they developed a direct personal connection to their scientific investigations by linking human activities to changes occurring in the natural world, and visualizing these changes using authentic data. This presentation will review the design elements of the Ocean Tracks interface and associated curriculum, our successes and challenges in supporting students in data based learning, and discuss specific linkages to the NGSS.

CarboNA: International Studies of the North American Carbon Cycle

NASA Astrophysics Data System (ADS)

Denning, S.; Cavallaro, N.; Ste-Marie, C.; Muhlia-Melo, A.

2009-05-01

A Science Steering Committee has been formed consisting of carbon cycle scientists from Canada, Mexico, and the United States and government agency contacts from each country, to draft a Science Plan for CarboNA. Science questions that we will address include: 1. What's the current carbon budget of NA and adjacent oceans, including spatial structure and seasonal-to- interannual variations? 2. What mechanisms are involved? What processes control the time mean vs the interannual variability? 3. When will sinks saturate? Will they become sources? Are there surprises in store? What roles will be played by melting permafrost, boreal warming, and subtropical desertification, and tropical development? 4. What are the likely responses of terrestrial ecosystems and coastal oceans to climate change and enhanced CO2? 5. What roles will economic development, energy technology, and trade play in mitigating increases in fossil fuel emissions? In addition to the national research programs already underway in the three countries, we anticipate special collaborative projects of international scope. For example: 1. Studies of the response of terrestrial ecosystems to climate change along an ecological gradient from the Arctic to the Tropics; 2. Truly continental budgets for atmospheric greenhouse gases using data from land-based, airborne, marine, and spaceborne platforms; 3. An aggressively interdisciplinary intensive experiment to understand and quantify carbon cycle processes and budgets in the Gulf of Mexico Basin; 4. Investigation of the turrent state and likely future changes in carbon cycling in coastal ocean environments, including river inputs of POC, DOC, DIC, and nutrients; impacts on fisheries and coastal economies; exchange between coastal oceans and deep ocean basins; and air-sea gas exchange; 5. Government-level agreements on data sharing and harmonization, including but not limited to forest inventories, agricultural data, fossil fuel emissions data, land-use data, energy and population and vehicle miles traveled, flux towers, trace gas measurements, etc. CarboNA will be introduced, and the process and content of current discussions will be presented.

Atmospheric Nitrogen Inputs to the Ocean and their Impact

NASA Astrophysics Data System (ADS)

Jickells, Tim D.

2016-04-01

Atmospheric Nitrogen Inputs to the Ocean and their Impact T Jickells (1), K. Altieri (2), D. Capone (3), E. Buitenhuis (1), R. Duce (4), F. Dentener (5), K. Fennel (6), J. Galloway (7), M. Kanakidou (8), J. LaRoche (9), K. Lee (10), P. Liss (1), J. Middleburg (11), K. Moore (12), S. Nickovic (13), G. Okin (14), A. Oschilies (15), J. Prospero (16), M. Sarin (17), S. Seitzinger (18), J. Scharples (19), P. Suntharalingram (1), M. Uematsu (20), L. Zamora (21) Atmospheric nitrogen inputs to the ocean have been identified as an important source of nitrogen to the oceans which has increased greatly as a result of human activity. The significance of atmospheric inputs for ocean biogeochemistry were evaluated in a seminal paper by Duce et al., 2008 (Science 320, 893-7). In this presentation we will update the Duce et al 2008 study estimating the impact of atmospheric deposition on the oceans. We will summarise the latest model estimates of total atmospheric nitrogen deposition to the ocean, their chemical form (nitrate, ammonium and organic nitrogen) and spatial distribution from the TM4 model. The model estimates are somewhat smaller than the Duce et al estimate, but with similar spatial distributions. We will compare these flux estimates with a new estimate of the impact of fluvial nitrogen inputs on the open ocean (Sharples submitted) which estimates some transfer of fluvial nitrogen to the open ocean, particularly at low latitudes, compared to the complete trapping of fluvial inputs on the continental shelf assumed by Duce et al. We will then estimate the impact of atmospheric deposition on ocean primary productivity and N2O emissions from the oceans using the PlankTOM10 model. The impacts of atmospheric deposition we estimate on ocean productivity here are smaller than those predicted by Duce et al impacts, consistent with the smaller atmospheric deposition estimates. However, the atmospheric input is still larger than the estimated fluvial inputs to the open ocean, even with the increased transport across shelf to the open ocean from low latitude fluvial systems identified. 1. School of Environmental Science University of East Anglia UK 2. Energy Research Centre University of Cape Town SA 3. Department of Biological Sciences University of S California USA 4. Departments of Oceanography and Atmospheric Sciences Texas A&M University USA 5. JRC Ispra Italy 6. Department of Oceanography Dalhousie University Canada 7. Department of Environmental Sciences U. Virginia USA 8. Department of Chemistry, University of Crete, Greece 9. Department of Biology Dalhousie University, Canada 10. School of Environmental Science and Engineering Pohang University S Korea. 11. Faculty of Geosciences University of Utrecht Netherlands 12. Department of Earth System Science University of California at Irvine USA 13. WMO Geneva 14. Department of Geography University of California USA 15. GEOMAR Keil Germany 16. Department of Atmospheric Sciences, University of Miami, USA 17. Geosciences Division at Physical Research Laboratory, Ahmedabad, India 18. Department of Environmental Studies, University of Victoria, Canada 19. School of Environmentak Sciences, U Liverpool UK 20. Center for International Collaboration, Atmosphere and Ocean Research Institute, The University of Tokyo Japan 21. Oak Ridge Associated Universities USA

75 FR 38079 - National Oceanic and Atmospheric Administration (NOAA) Science Advisory Board (SAB)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-01

... Board (SAB) AGENCY: Office of Oceanic and Atmospheric Research (OAR), National Oceanic and Atmospheric... Atmosphere on strategies for research, education, and application of science to operations and information... Deep Water Horizon Oil Spill in the Gulf of Mexico; (2) Grand Scientific Challenges: Results From the...

Mission Applications Support at NASA: The Proposal Surface Water and Ocean Topography Mission

NASA Astrophysics Data System (ADS)

Srinivasan, Margaret; Peterson, Craig; Callahan, Phil

2013-09-01

The NASA Applied Sciences Program is actively supporting an agency-wide effort to formalize a mission-level data applications approach. The program goal is to engage early-phase NASA Earth satellite mission project teams with applied science representation in the flight mission planning process. The end objective is to "to engage applications-oriented users and organizations early in the satellite mission lifecycle to enable them to envision possible applications and integrate end-user needs into satellite mission planning as a way to increase the benefits to the nation."Two mission applications representatives have been selected for each early phase Tier 2 mission, including the Surface Water and Ocean Topography (SWOT) mission concept. These representatives are tasked with identifying and organizing the applications communities and developing and promoting a process for the mission to optimize the reach of existing applications efforts in order to enhance the applications value of the missions. An early project-level awareness of mission planning decisions that may increase or decrease the utility of data products to diverse user and potential user communities (communities of practice and communities of potential, respectively) has high value and potential return to the mission and to the users.Successful strategies to enhance science and practical applications of projected SWOT data streams will require engaging with and facilitating between representatives in the science, societal applications, and mission planning communities.Some of the elements of this program include:• Identify early adopters of data products• Coordinate applications team, including;Project Scientist, Payload Scientist, ProjectManager, data processing lead• Describe mission and products sufficiently inearly stage of development to effectively incorporate all potential usersProducts and activities resulting from this effort will include (but are not limited to); workshops, workshop summaries, web pages, email lists of interested users/scientists, an Applications Plan, printed materials (posters, brochures) and participation in key meetings.

Graduate Students Unite! Building an Outreach Program From Scratch

NASA Astrophysics Data System (ADS)

Reif, C.; Labonte, A.

2005-12-01

In the spring of 2000, a group of graduate students at Scripps Institution of Oceanography (SIO) gathered and declared the need to facilitate participation in science education outreach. The result was the formation of the Scripps Community Outreach Program for Education (SCOPE, http://sioscope.ucsd.edu). SCOPE has been connecting SIO graduate students, faculty, and staff with existing outreach programs in the San Diego area ever since. While many scientists would like to commit some time to helping the general public understand the world around them, they often do not know where to begin. To make this connection, SCOPE holds meetings and operates an email listserv to announce upcoming outreach opportunities and sign up volunteers. Over the years, SCOPE has developed relationships with local science outreach groups, outreach events, schools, and teachers. There are usually at least two volunteer opportunities a month, some of which take place on the SIO campus itself. These opportunities include speaking to senior citizens, participating in a school career day, mentoring National Ocean Science Bowl teams, providing tours of SIO to minority middle and high school students, and just about anything else one can imagine. The opportunities are coordinated by one or two graduate students who graciously volunteer their time to make sure that community's and the scientist's needs are met. To keep such an organization running requires not only networking with the community but also networking within the university as well. It is necessary to keep in contact with other outreach groups on campus as well as the communication and development offices. In addition we have worked closely with the Birch Aquarium at Scripps and have played an important part of the California Center for Ocean Science Education Excellence (COSEE, http://www.cacosee.net). We believe that SCOPE has been very successful and would like to share the lessons we have learned with interested members of the education and outreach community.

Towards a distributed infrastructure for research drilling in Europe

NASA Astrophysics Data System (ADS)

Mevel, C.; Gatliff, R.; Ludden, J.; Camoin, G.; Horsfield, B.; Kopf, A.

2012-04-01

The EC-funded project "Deep Sea and Sub-Seafloor Frontier" (DS3F) aims at developing seafloor and sub seafloor sampling strategies for enhanced understanding of deep-sea and sub seafloor processes by connecting marine research in life and geosciences, climate and environmental change, with socio-economic issues and policy building. DS3F has identified access to sub seafloor sampling and instrumentation as a key element of this approach. There is a strong expertise in Europe concerning direct access to the sub seafloor. Within the international program IODP (Integrated Ocean Drilling Program), ECORD (European Consortium for Ocean Research Drilling) has successfully developed the concept of mission specific platforms (MSPs), contracted on a project basis to drill in ice covered and shallow water areas. The ECORD Science Operator, lead by the British Geological Survey (BGS) has build a internationally recognized expertise in scientific ocean drilling, from coring in challenging environment, through down hole measurements and laboratory analysis to core curation and data management. MARUM, at the Bremen University in Germany, is one of the three IODP core repositories. Europe is also at the forefront of scientific seabed drills, with the MeBo developed by MARUM as well as the BGS seabed rocks drills. Europe also plays a important role in continental scientific drilling and the European component of ICDP (International Continental Scientific Drilling Program) is strengthening, with the recent addition of France and foreseen addition of UK. Oceanic and continental drilling have very similar scientific objectives. Moreover, they share not only common technologies, but also common data handling systems. To develop an integrated approach to technology development and usage, a move towards a a distributed infrastructure for research drilling in Europe has been initiated by these different groups. Built on existing research & operational groups across Europe, it will facilitate the sharing of technological and scientific expertise for the benefit of the science community. It will link with other relevant infrastructure initiatives such as EMSO (European Marine Seafloor Observatories). It will raise the profile of scientific drilling in Europe and hopefully lead to better funding opportunities.

Developing Marine Science Instructional Materials Using Integrated Scientist-Educator Collaborative Design Teams: A Discussion of Challenges and Success Developing Real Time Data Projects for the COOL Classroom

NASA Astrophysics Data System (ADS)

McDonnell, J.; Duncan, R. G.; Glenn, S.

2007-12-01

Current reforms in science education place increasing demands on teachers and students to engage not only with scientific content but also to develop an understanding of the nature of scientific inquiry (AAAS, 1993; NRC, 1996). Teachers are expected to engage students with authentic scientific practices including posing questions, conducting observations, analyzing data, developing explanations and arguing about them using evidence. This charge is challenging for many reasons most notably the difficulty in obtaining meaningful data about complex scientific phenomena that can be used to address relevant scientific questions that are interesting and understandable to K-12 students. We believe that ocean sciences provide an excellent context for fostering scientific inquiry in the classroom. Of particular interest are the technological and scientific advances of Ocean Observing Systems, which allow scientists to continuously interact with instruments, facilities, and other scientists to explore the earth-ocean- atmosphere system remotely. Oceanographers are making long-term measurements that can also resolve episodic oceanic processes on a wide range of spatial and temporal scales crucial to resolving scientific questions related to Earth's climate, geodynamics, and marine ecosystems. The availability of a diverse array of large data sets that are easily accessible provides a unique opportunity to develop inquiry-based learning environments in which students can explore many important questions that reflect current research trends in ocean sciences. In addition, due to the interdisciplinary nature of the ocean sciences these data sets can be used to examine ocean phenomena from a chemical, physical, or biological perspective; making them particularly useful for science teaching across the disciplines. In this session we will describe some of the efforts of the Centers for Ocean Sciences Education Excellence- Mid Atlantic (COSEE MA) to develop instructional materials, in which students use real-time-data (RTD) to generate explanations about important ocean phenomena. We will discuss our use of an Instructional Design Model (Gauge 1987) to: 1) assess our audience need, 2) develop an effective collaborative design team, 3) develop and evaluate the instructional product, and 4) implement professional development designed to familiarize teachers with oceans sciences as a context for scientific inquiry.

Summary of JPL Activities

NASA Technical Reports Server (NTRS)

Timmerman, Paul J.; Surampudi, Subbarao

2000-01-01

A viewgraph presentation outlines the Jet Propulsion Laboratory (JPL) flight programs, including past, present and future missions targeting Solar System exploration. Details, including launch dates and batteries used, are given for Deep Space 1 (Asteroid Rendezvous), Deep Space 2 (Mars Penetrator), Mars Global Surveyor, Mars Surveyor '98, Stardust, Europa Orbiter, Mars Surveyor 2001, Mars 2003 Lander and Rover, and Genesis (Solar Dust Return). Earth science projects are also outlined: Active Cavity Radiometer Irradiance Monitor (ARIMSAT), Ocean Topography Experiment (TOPEX/Poseidon), Jason-1 (TOPEX follow-on), and QuikScat/Seawinds (Ocean Winds Tracking). The status, background, and plans are given for several batteries: (1) 2.5 inch common pressure vessel (CPV), (2) 3.5 inch CPV, (3) Ni-H2, and (4) Li-Ion.

Advanced study of global oceanographic requirements for EOS A/B: Technical volume

NASA Technical Reports Server (NTRS)

1972-01-01

Characteristics of the ocean are considered in terms of U.S. social, scientific and ecomomic priorities and in terms of the measurements that can best be made from a spacecraft. The kinds of information needed to advance the basic ocean sciences, to improve marine transportation and fisheries operations, and to provide information for pollution control are discussed. These information needs were related to sensor concepts and an optimum sensor complement is presented, together with orbital considerations. The data-gathering capabilities of an oceanographic spacecraft were considered in relation to those of terrestrial oceanographic programs, using airborne, surface, and submarine platforms. Data management problems are discussed and are considered to be solvable with current technology.

A portal for the ocean biogeographic information system

USGS Publications Warehouse

Zhang, Yunqing; Grassle, J. F.

2002-01-01

Since its inception in 1999 the Ocean Biogeographic Information System (OBIS) has developed into an international science program as well as a globally distributed network of biogeographic databases. An OBIS portal at Rutgers University provides the links and functional interoperability among member database systems. Protocols and standards have been established to support effective communication between the portal and these functional units. The portal provides distributed data searching, a taxonomy name service, a GIS with access to relevant environmental data, biological modeling, and education modules for mariners, students, environmental managers, and scientists. The portal will integrate Census of Marine Life field projects, national data archives, and other functional modules, and provides for network-wide analyses and modeling tools.

The NASA Earth Science Flight Program: an update

NASA Astrophysics Data System (ADS)

Neeck, Steven P.

2015-10-01

Earth's changing environment impacts every aspect of life on our planet and climate change has profound implications on society. Studying Earth as a single complex system is essential to understanding the causes and consequences of climate change and other global environmental concerns. NASA's Earth Science Division (ESD) shapes an interdisciplinary view of Earth, exploring interactions among the atmosphere, oceans, ice sheets, land surface interior, and life itself. This enables scientists to measure global and climate changes and to inform decisions by government, other organizations, and people in the United States and around the world. The data collected and results generated are accessible to other agencies and organizations to improve the products and services they provide, including air quality indices, disaster prediction and response, agricultural yield projections, and aviation safety. ESD's Flight Program provides the space based observing systems and infrastructure for mission operations and scientific data processing and distribution that support NASA's Earth science research and modeling activities. The Flight Program currently has 21 operating Earth observing space missions, including the recently launched Global Precipitation Measurement (GPM) mission, the Orbiting Carbon Observatory-2 (OCO-2), the Soil Moisture Active Passive (SMAP) mission, and the International Space Station (ISS) RapidSCAT and Cloud-Aerosol Transport System (CATS) instruments. The ESD has 22 more missions and instruments planned for launch over the next decade. These include first and second tier missions from the 2007 Earth Science Decadal Survey, Climate Continuity missions and selected instruments to assure availability of key climate data sets, operational missions to ensure sustained land imaging provided by the Landsat system, and small-sized competitively selected orbital missions and instrument missions of opportunity belonging to the Earth Venture (EV) Program. Some examples are the NASA-ISRO Synthetic Aperture Radar (NISAR), Surface Water and Ocean Topography (SWOT), ICESat-2, SAGE III on ISS, Gravity Recovery and Climate Experiment Follow On (GRACE FO), Tropospheric Emissions: Monitoring of Pollution (TEMPO), Cyclone Global Navigation Satellite System (CYGNSS), ECOsystem Spaceborne Thermal Radiometer Experiment on Space Station (ECOSTRESS), and Global Ecosystem Dynamics Investigation (GEDI) Lidar missions. An overview of plans and current status will be presented.

Enrichment of Science Education Using Real-time Data Streams

NASA Astrophysics Data System (ADS)

McDonnell, J. M.; de Luca, M. P.

2002-12-01

For the past six years, Rutgers Marine and Coastal Sciences (RMCS) has capitalized on human interest and fascination with the ocean by using the marine environment as an entry point to develop interest and capability in understanding science. This natural interest has been used as a springboard to encourage educators and their students to use the marine environment as a focal point to develop basic skills in reading, writing, math, problem-solving, and critical thinking. With the selection of model science programs and the development of collaborative school projects and Internet connections, RMCS has provided a common ground for scientists and educators to create interesting and meaningful science learning experiences for classroom application. Student exposure to the nature of scientific inquiry also prepares them to be informed decision-makers and citizens. Technology serves as an educational tool, and its usefulness is determined by the quality of the curriculum content and instructional strategy it helps to employ. In light of this, educational issues such as curriculum reform, professional development, assessment, and equity must be addressed as they relate to technology. Efforts have been made by a number of organizations to use technology to bring ocean science education into the K-12 classroom. RMCS has used he Internet to increase (1) communication and collaboration among students and teacher, (2) the range of resources available to students, and (3) opportunities for students and educators to present their ideas and opinions. Technology-based educational activities will be described.

NASA SNPP SIPS - Following in the Path of EOS

NASA Technical Reports Server (NTRS)

Behnke, Jeanne; Hall, Alfreda; Ho, Evelyn

2016-01-01

NASA's Earth Science Data Information System (ESDIS) Project has been operating NASA's Suomi National Polar-Orbiting Partnership (SNPP) Science Data Segment (SDS) since the launch in October 2011. At launch, the SDS focused primarily on the evaluation of Sensor Data Records (SDRs) and Environmental Data Records (EDRs) produced by the Joint Polar Satellite System (JPSS), a National Oceanic and Atmosphere Administration (NOAA) Program, as to their suitability for Earth system science. During the summer of 2014, NASA transitioned to the production of standard Earth Observing System (EOS)-like science products for all instruments aboard Suomi NPP. The five Science Investigator-led Processing Systems (SIPS): Land, Ocean, Atmosphere, Ozone, and Sounder were established to produce the NASA SNPP standard Level 1, Level 2, and global Level 3 products developed by the SNPP Science Teams and to provide the products to NASA's Distributed Active Archive Centers (DAACs) for archive and distribution to the user community. The processing, archiving and distribution of data from NASA's Clouds and the Earth's Radiant Energy System (CERES) and Ozone Mapper/Profiler Suite (OMPS) Limb instruments will continue. With the implementation of the JPSS Block 2 architecture and the launch of JPSS-1, the SDS will receive SNPP data in near real-time via the JPSS Stored Mission Data Hub (JSH), as well as JPSS-1 and future JPSS-2 data. The SNPP SIPS will ingest EOS compatible Level 0 data from the EOS Data Operations System (EDOS) element for their data processing, enabling the continuous EOS-SNPP-JPSS Satellite Data Record.

Ship2Shore Marine Educators

NASA Astrophysics Data System (ADS)

Ewing, N. R.; Sen, G.; Doehler, S.

2012-12-01

The Ocean Networks Canada (ONC) Observatory, comprised of VENUS and NEPTUNE Canada (NC) cabled networks, supports transformative coastal to deep ocean research and enables real-time interactive experiments. Engaging students, educators and the public is critical to increasing the global awareness of our integral relationship with the ocean. One way to accomplish this is to encourage educators to incorporate marine science concepts into their lesson plans. ONC's new initiative, Ship2Shore Marine Educators (S2SME), enables educators to learn first hand about marine science and technology by going to sea on a maintenance/research cruise. While at sea Marine Educators (ME) participate in technology deployments, assist with water and core sampling, write daily blogs, produce short video updates, develop learning resources and conduct presentations to students on shore via video conferencing. MEs participating in the last NC cruise -"Wiring the Abyss 2012" - were fascinated with being a part of science in the real world. They had an experience of a lifetime and anticipate incorporating what they have learned into their lessons during the upcoming semester. Outreach between the MEs and ONC communication staff aboard the ship resulted in nearly 7,000 unique visitors to the "Wiring the Abyss 2012'' cruise website. Live ROPOS video feeds (~ 9,000 views), highlight videos (436 views/day), daily blogs (~1200 views) and stunning images (~391 views/day) were among the top rated pages. Visitors from 10 countries tuned in to "Wiring the Abyss 2012" and experienced the Pacific's deep sea! One of the best experiences for the MEs was connecting with students and teachers on shore via video conferencing. Roughly 300 students in BC and USA received a live connection from approximately 200km off the west coast. Students were most fascinated by a demo involving compressed Styrofoam cups, showing the intensity of pressure at the bottom of the sea. Successes: A positive working relationship with the NC team was established; scientists on board enjoyed being included in outreach activities. The two educators that participated had a memorable experience and thoroughly enjoyed the activities and opportunities on board. Both educators expressed that clear expectations from ONC prior to the cruise allowed them to establish themselves as part of the team and complete their intended activities and outputs. Those on shore interacting with the MEs and the cruise website provided favorable feedback about the program and wish to participate in the future. Lessons Learned: Increased promotion to teachers, teachers' associations, school districts, museums, aquariums and science centers would have increased the awareness of the S2SME program among educators. Greater promotion online prior to and during the cruise would have drawn even more visitors to the website. Furthermore, scheduling classrooms to participate in live video conferencing presentations in advance would have resulted in more students engaged. We aim to expand the S2SME Program across Canada. In particular, we hope to encourage educators living in regions removed from the ocean to participate on the ship and in live connections to-shore. Connecting educators and students coast-to-coast with the ocean in real-time will enhance their awareness and understanding of the marine ecosystem and its many processes.

Real-Time Ocean Data in the Classroom

ERIC Educational Resources Information Center

Murray, Laura; Gibson, Deidre; Ward, Angela

2008-01-01

To apply students' savvy internet skills in the science classroom--as well as capture their interest in science and investigation, and provide opportunities for authentic research--introduce them to real-time data from ocean-observing systems. Students can use data from these ocean-observing systems to discover the winds and waves from storms or…

75 FR 48731 - Notice of Availability for Public Comment on the Draft Joint Subcommittee on Ocean Science and...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-11

..., the academic community and the private sector in providing IOOS environmental information, products... Subcommittee on Ocean Science and Technology--Interagency Ocean Observation Committee Public-Private Use Policy... a 60-day public comment period for the Public-Private Use Policy mandated by the Integrated Coastal...

76 FR 4139 - National Ocean Council; Development of Strategic Action Plans for the National Policy for the...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-24

... OFFICE OF SCIENCE AND TECHNOLOGY POLICY National Ocean Council; Development of Strategic Action Plans for the National Policy for the Stewardship of the Ocean, Our Coasts, and the Great Lakes ACTION... the Great Lakes. The National Policy provides a comprehensive approach, based on science and...

Science Enabled by Ocean Observatory Acoustics

NASA Astrophysics Data System (ADS)

Howe, B. M.; Lee, C.; Gobat, J.; Freitag, L.; Miller, J. H.; Committee, I.

2004-12-01

Ocean observatories have the potential to examine the physical, chemical, biological, and geological parameters and processes of the ocean at time and space scales previously unexplored. Acoustics provides an efficient and cost-effective means by which these parameters and processes can be measured and information can be communicated. Integrated acoustics systems providing navigation and communications for mobile platforms and conducting acoustical measurements in support of science objectives are critical and essential elements of the ocean observatories presently in the planning and implementation stages. The ORION Workshop (Puerto Rico, 4-8 January 2004) developed science themes that can be addressed utilizing ocean observatory infrastructure. The use of acoustics to sense the 3-d/volumetric ocean environment on all temporal and spatial scales was discussed in many ORION working groups. Science themes that are related to acoustics and measurements using acoustics are reviewed and tabulated, as are the related and sometimes competing requirements for passive listening, acoustic navigation and acoustic communication around observatories. Sound in the sea, brought from observatories to universities and schools via the internet, will also be a major education and outreach mechanism.

Natural Hazards and Research Needs in Coastal and Ocean Engineering, Summary and Recommendations to the National Science Foundation and the Office of Naval Research,

DTIC Science & Technology

1984-11-01

1,746 N. RAL HAZARDS AND RESEARCH NEEDS IN COASTAL AND OCEAN I ENEERING SUMMA..W NATIONAL SCIENCE FOUNDATION WA ;NG ON OC 1NAVE F AL NOV 84 FG02 N N...and Research Needs in Coastal and Ocean Engineering Summary and Recommendations to the National Science Foundation and the Office of Naval Research A T...Recommendations to the National Science Foundation and the Office of Naval Research by the Ad Hoc Committee for the Civil and Environmental Engineering

Oceanic Chemistry and Biology Group (ONR Code 422CB) Program Science Report, FY 81,

DTIC Science & Technology

1982-03-01

instruments to provide the tools needed by the marine chemical conmunity to address small scale length features and rapidly f evolving phenomena. Underway...Through a combined application of field and laboratory studies an attempt is being made to identify the marine abiotic processes which are potentially...Biodeterioration Dissolved Organics Particulate Matter Bioluminescence HEBBLE Sediment Traps Bioturbation Marine Biology STIE Boring Organisms Marine Chemistry

Report on the FY 1986 Activities of the Defense Science Study Group. Volume 1.

DTIC Science & Technology

1987-05-01

Reactors Improved Techniques for Wavefront Sensing and Correction in Adaptive Optics Hypervelocity Launchers Underground Facilities 0 Automated...oceanography and sound propagation in partially coherent media such as the turbulent ocean. There are large fixed arrays such as the Sound Surveillance System...Aircraft Continuous Patrol Aircraft Miscellaneous Studies Review of the Plutonium Special Isotope Separation Program of the DOE 4r Fusion Fission Hybrid

MIZEX. A Program for Mesoscale Air-Ice-Ocean Interaction Experiments in Arctic Marginal Ice Zones. II. A Science Plan for a Summer Marginal Ice Zone Experiment in the Fram Strait/Greenland Sea: 1984.

DTIC Science & Technology

1983-05-01

size and thickness characteris- tics. N’ore complete analysis will require combin- ing ice data with data obtained by the oceano - graphic... sol concentration and microwave brightness tem- perature. A long-range aircraft and a light aircraft Hying from Spitzbergen will study mesoscale

Ocean Instruments Web Site for Undergraduate, Secondary and Informal Education

NASA Astrophysics Data System (ADS)

Farrington, J. W.; Nevala, A.; Dolby, L. A.

2004-12-01

An Ocean Instruments web site has been developed that makes available information about ocean sampling and measurement instruments and platforms. The site features text, pictures, diagrams and background information written or edited by experts in ocean science and engineering and contains links to glossaries and multimedia technologies including video streaming, audio packages, and searchable databases. The site was developed after advisory meetings with selected professors teaching undergraduate classes who responded to the question, what could Woods Hole Oceanographic Institution supply to enhance undergraduate education in ocean sciences, life sciences, and geosciences? Prototypes were developed and tested with students, potential users, and potential contributors. The site is hosted by WHOI. The initial five instruments featured were provided by four WHOI scientists and engineers and by one Sea Education Association faculty member. The site is now open to contributions from scientists and engineers worldwide. The site will not advertise or promote the use of individual ocean instruments.

An overview on integrated data system for archiving and sharing marine geology and geophysical data in Korea Institute of Ocean Science & Technology (KIOST)

NASA Astrophysics Data System (ADS)

Choi, Sang-Hwa; Kim, Sung Dae; Park, Hyuk Min; Lee, SeungHa

2016-04-01

We established and have operated an integrated data system for managing, archiving and sharing marine geology and geophysical data around Korea produced from various research projects and programs in Korea Institute of Ocean Science & Technology (KIOST). First of all, to keep the consistency of data system with continuous data updates, we set up standard operating procedures (SOPs) for data archiving, data processing and converting, data quality controls, and data uploading, DB maintenance, etc. Database of this system comprises two databases, ARCHIVE DB and GIS DB for the purpose of this data system. ARCHIVE DB stores archived data as an original forms and formats from data providers for data archive and GIS DB manages all other compilation, processed and reproduction data and information for data services and GIS application services. Relational data management system, Oracle 11g, adopted for DBMS and open source GIS techniques applied for GIS services such as OpenLayers for user interface, GeoServer for application server, PostGIS and PostgreSQL for GIS database. For the sake of convenient use of geophysical data in a SEG Y format, a viewer program was developed and embedded in this system. Users can search data through GIS user interface and save the results as a report.

Improving Societal Benefit Areas from Applications Enhanced by the Joint Polar Satellite System

NASA Astrophysics Data System (ADS)

Goldberg, M.

2016-12-01

Applications of satellite data are paramount to transform science and technology to product and services which are used in critical decision making for societal benefits. For the satellite community, good representations of technology are the satellite sensors, while science provides the instrument calibration and derived geophysical parameters. Weather forecasting is an application of the science and technology provided by remote sensing satellites. The Joint Polar Satellite System, which includes the Suomi National Polar-orbiting Partnership (S-NPP) provides formidable science and technology to support many applications and includes support to 1) weather forecasting - data from the JPSS Cross-track Infrared Sounder (CrIS) and the Advanced Technology Microwave Sounder (ATMS) are used to forecast weather events out to 7 days - nearly 85% of all data used in weather forecasting are from polar orbiting satellites; 2) environmental monitoring -data from the JPSS Visible Infrared Imager Radiometer Suite (VIIRS) are used to monitor the environment including the health of coastal ecosystems, drought conditions, fire, smoke, dust, snow and ice, and the state of oceans, including sea surface temperature and ocean color; and 3) climate monitoring - data from JPSS instruments, including OMPS and CERES will provide continuity to climate data records established using NOAA POES and NASA Earth Observing System (EOS) satellite observations. To bridge the gap between products and applications, the JPSS Program has established a proving ground program to optimize the use of JPSS data with other data sources to improve key products and services. A number of operational and research applications will be presented along with how the data and applications support a large number of societal benefit areas of the Global Earth Observation Systems of Systems (GEOSS).

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, K.

2012-04-01

Bringing Science to Life for Students, Teachers and the Community Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of year 5, our teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 121% and another site by 152%.

The Scientific Legacy of the CARIACO Ocean Time-Series Program.

PubMed

Muller-Karger, Frank E; Astor, Yrene M; Benitez-Nelson, Claudia R; Buck, Kristen N; Fanning, Kent A; Lorenzoni, Laura; Montes, Enrique; Rueda-Roa, Digna T; Scranton, Mary I; Tappa, Eric; Taylor, Gordon T; Thunell, Robert C; Troccoli, Luis; Varela, Ramon

2018-06-11

TheCARIACO(Carbon Retention in a Colored Ocean) Ocean Time-Series Program station, located at 10.50°N, 64.66°W, observed biogeochemical and ecological processes in the Cariaco Basin of the southwestern Caribbean Sea from November 1995 to January 2017. The program completed 232 monthly core cruises, 40 sediment trap deployment cruises, and 40 microbiogeochemical process cruises. Upwelling along the southern Caribbean Sea occurs from approximately November to August. High biological productivity (320-628 g C m -2 y -1 ) leads to large vertical fluxes of particulate organic matter, but only approximately 9-10 g C m -2 y -1 fall to the bottom sediments (∼1-3% of primary production). A diverse community of heterotrophic and chemoautotrophic microorganisms, viruses, and protozoa thrives within the oxic-anoxic interface. A decrease in upwelling intensity from approximately 2003 to 2013 and the simultaneous overfishing of sardines in the region led to diminished phytoplankton bloom intensities, increased phytoplankton diversity, and increased zooplankton densities. The deepest waters of the Cariaco Basin exhibited long-term positive trends in temperature, salinity, hydrogen sulfide, ammonia, phosphate, methane, and silica. Earthquakes and coastal flooding also resulted in the delivery of sediment to the seafloor. The program's legacy includes climate-quality data from suboxic and anoxic habitats and lasting relationships between international researchers. Expected final online publication date for the Annual Review of Marine Science Volume 11 is January 3, 2019. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Suomi NPP VIIRS Ocean Color Data Product Early Mission Assessment

NASA Technical Reports Server (NTRS)

Turpie, Kevin R.; Robinson, Wayne D.; Franz, Bryan A.; Eplee, Robert E., Jr.; Meister, Gerhard; Fireman, Gwyn F.; Patt, Frederick S.; Barnes, Robert A.; McClain, Charles R.

2013-01-01

Following the launch of the Visible Infrared Imaging Radiometer Suite (VIIRS) aboard the Suomi National Polarorbiting Partnership (NPP) spacecraft, the NASA NPP VIIRS Ocean Science Team (VOST) began an evaluation of ocean color data products to determine whether they could continue the existing NASA ocean color climate data record (CDR). The VOST developed an independent evaluation product based on NASA algorithms with a reprocessing capability. Here we present a preliminary assessment of both the operational ocean color data products and the NASA evaluation data products regarding their applicability to NASA science objectives.

Role and goals of the EUR-OCEANS Consortium - Bringing marine scientists priorities and strategies to the European research planning agenda.

NASA Astrophysics Data System (ADS)

Cury, Philippe; Baisnée, Pierre-François

2010-05-01

The EUR-OCEANS Consortium is the follow-up structure of the homonym European Network of Excellence (NoE; 2005-2008, FP6 contract number 511106). It is a scientific network, benefiting from and relying upon the institutional commitment of the 27 research performing organisations forming its core (paying) membership. It aims at the long-term harmonization of European research efforts related to ocean ecosystems undergoing anthropogenic and natural forcing. More specifically, its objectives are to facilitate and promote: (1) top-level scientific research on the impacts of anthropogenic and natural forcing on ocean ecosystems, fostering collaborations across the European Research Area; (2) the optimal use of any shared technical infrastructures and scientific facilities; and (3) activities to spread excellence, such as the training of scientific personnel and students, or knowledge dissemination towards the general public and socio-economic users. A particular focus is put during the first scientific coordination mandate on the building of scenarios for marine ecosystems under anthropogenic and natural forcing in the XXI Century, and on the improvement of the science-policy interface. Through calls for projects and networking activities, the Consortium seeks to favour the emergence of coordinated projects on key hot topics on one hand, and the crystallisation of scientific priorities and strategies that could serve as input to ERA-NETs, ESFRI, Joint Programming Initiatives and European Research Planning actors in general. While being an active standalone structure, the Consortium is also engaged in the Euromarine FP7 project (submitted) aiming at the definition of a common coordinating or integrating structure for the three follow-up entities of FP6 marine science NoEs (Marine Genomics Europe, MarBEF, EUR-OCEANS). The 2009-2011 strategy and activity plan of EUR-OCEANS will be presented and the involvement of EUR-OCEANS members in other key projects or programmes will be summarized.

Bio-Optical Instrumentation for Mapping of the Upper Ocean Using SeaSoar

DTIC Science & Technology

1998-01-01

Bio-Optical Instrumentation for Mapping of the Upper Ocean Using SeaSoar Burton H. Jones Wrigley Institute of Environmental Science and Department of... Environmental Science and,Department of Biological Sciences,Los Angeles,CA,90089-0371 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING/MONITORING

KSC-03pd0120

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- Silhouetted against the blue Atlantic Ocean, Space Shuttle Columbia breaks free of the launch pad as it roars toward space on mission STS-107. Following a flawless and uneventful countdown, liftoff occurred on-time at 10:39 a.m. EST. The 16-day research mission will include FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Landing is scheduled at about 8:53 a.m. EST on Saturday, Feb. 1. This mission is the first Shuttle mission of 2003. Mission STS-107 is the 28th flight of the orbiter Columbia and the 113th flight overall in NASA's Space Shuttle program.

Integrating Scientists into Teacher Professional Development—Strategies for Success

NASA Astrophysics Data System (ADS)

Lynds, S. E.; Buhr, S. M.; Smith, L. K.

2010-12-01

Professional development workshops for science teachers can be greatly enhanced by scientist participation. Such workshops may promote a collegial community and mutual understanding between researchers and educators. The CIRES (Cooperative Institute for Research in Environmental Sciences) Education and Outreach (EO) group at the University of Colorado, Boulder, has over a decade of experience in successfully developing and hosting such events. Scientist participation in these workshops varies widely—from giving formal presentations to working one-on-one with educators in designing a research project. Researchers from CIRES, NOAA (National Oceanic and Atmospheric Administration), NSIDC (National Snow and Ice Data Center), and other Colorado agencies and institutions have participated in the workshops. In addition, graduate students in scientific research programs at the University of Colorado are frequently involved. Such workshops can be effective broader impacts components of scientific programs. One example of a long-running successful program was the Earthworks project (1998-2007), a one-week workshop for secondary science teachers from around the country. With the help of practicing geoscientists, participants working in teams designed and conducted a field-based interdisciplinary study. Attendees were so enthusiastic that the ongoing Listserv community (including both scientist and educators) is still active and engaged three years after the last workshop. In a more recent example, since 2009 CIRES EO has been hosting an annual week-long summer workshop as the COSEE (Centers for Ocean Science Education Excellence) West—Colorado Collaborative. The COSEE workshops have had a different theme each year. In 2010, the workshop explored the link between Arctic sea ice, the Greenland ice sheet, sea level, and global climate processes. Extensive evaluation efforts have been included in the design of each workshop and the evaluation results are used to improve subsequent workshops. To measure achievement of program goals, feedback surveys, interviews, and workshop observation are employed. Evaluation data have shown consistently throughout the years that both educators and scientists value the time spent with each other at these workshops. Scientists enjoy sharing their topic areas with motivated and energetic educators. Conversely, science teachers appreciate the opportunity to work directly with scientists and to hear about cutting-edge research being done. This paper will review the most successful strategies for including scientists in professional development workshops, from both the teachers’ and the scientists’ perspectives.

SEARCH: Study of Environmental Arctic Change-A System-scale, Cross-disciplinary Arctic Research Program

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Eicken, H.; Fox, S. E.; Search Science Steering Committee

2011-12-01

SEARCH is an interdisciplinary and interagency program that works with academic and government agency scientists to plan, conduct, and synthesize studies of arctic change. The vision of SEARCH is to provide scientific understanding of arctic environmental change to help society understand and respond to a rapidly changing Arctic. Towards this end, SEARCH: (1) Generates and synthesizes research findings and promotes arctic science and scientific discovery across disciplines and among agencies. (2) Identifies emerging issues in arctic environmental change. (3) Provides information resources to arctic stakeholders, policy-makers, and the public to help them respond to arctic environmental change. (4) Coordinates with national arctic science programs integral to SEARCH goals. (5) Facilitates research activities across local-to-global scales with stakeholder concerns incorporated from the start of the planning process. (6) Represents the U.S. arctic environmental change science community in international and global change research initiatives. Examples of specific SEARCH activities include: (1) Arctic Observing Network (AON) - a system of atmospheric, land- and ocean-based environmental monitoring capabilities that will significantly advance our observations of arctic environmental conditions. (2) Arctic Sea Ice Outlook - an international effort that provides monthly summer reports synthesizing community estimates of the expected sea ice minimum. (3) Sea Ice for Walrus Outlook - a resource for Alaska Native subsistence hunters, coastal communities, and others that provides weekly reports with information on sea ice conditions relevant to walrus in Alaska waters. (4) Developing recommendations for an interagency "Understanding Arctic Change" program. In addition to the above activities, SEARCH is also currently undertaking a strategic planning process to define priority goals and objectives for the next 3-5 years. SEARCH is guided by a Science Steering Committee and several panels and working groups, with broad representation of the research community. SEARCH is sponsored by eight U.S. agencies, including: the National Science Foundation (NSF), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), the Department of Defense (DOD), the Department of Energy (DOE), the Department of the Interior (DOI), the Smithsonian Institution, and the U.S. Department of Agriculture (USDA). The U.S. Arctic Research Commission participates as an agency observer. For further information, please visit the website: http://www.arcus.org/search or contact: Helen V. Wiggins: helen@arcus.org, SEARCH Project Office, Arctic Research Consortium of the U.S. (ARCUS).

JR Live: Lessons Learned from Ship-to-Shore Interactions with the JOIDES Resolution

NASA Astrophysics Data System (ADS)

Cooper, S. K.

2016-02-01

Live ship-to-shore events have been conducted regularly from the International Ocean Discovery Program (IODP) research vessel JOIDES Resolution since 2009. These 45-minute events have reached thousands of students, educators and members of the general public with the JR's cutting edge science and technology and the excitement of discovery, science process and careers. Conducted by trained on-board Education/Outreach Officers on board the JR's two-month expeditions, the programs vary over time and have evolved with available technology. Each event incorporates collaboration between the Education Officer, scientists who are a part of the expedition science party, and requests from shore-side audiences. These collaborations have been successful in igniting interest among students and educators, providing scientists with outreach experiences and in meeting education standards and goals. Over the past six years, many lessons have been learned about procedures, technology, content, follow-up and impact. This session will share some of these lessons, identify opportunities for collaboration and engagement, and explore growth opportunities and directions.

1999 NCCS Highlights

NASA Technical Reports Server (NTRS)

Bennett, Jerome (Technical Monitor)

2002-01-01

The NASA Center for Computational Sciences (NCCS) is a high-performance scientific computing facility operated, maintained and managed by the Earth and Space Data Computing Division (ESDCD) of NASA Goddard Space Flight Center's (GSFC) Earth Sciences Directorate. The mission of the NCCS is to advance leading-edge science by providing the best people, computers, and data storage systems to NASA's Earth and space sciences programs and those of other U.S. Government agencies, universities, and private institutions. Among the many computationally demanding Earth science research efforts supported by the NCCS in Fiscal Year 1999 (FY99) are the NASA Seasonal-to-Interannual Prediction Project, the NASA Search and Rescue Mission, Earth gravitational model development efforts, the National Weather Service's North American Observing System program, Data Assimilation Office studies, a NASA-sponsored project at the Center for Ocean-Land-Atmosphere Studies, a NASA-sponsored microgravity project conducted by researchers at the City University of New York and the University of Pennsylvania, the completion of a satellite-derived global climate data set, simulations of a new geodynamo model, and studies of Earth's torque. This document presents highlights of these research efforts and an overview of the NCCS, its facilities, and its people.

Integrating Antarctic Science Into Geospace System Science

NASA Astrophysics Data System (ADS)

Kelly, J. D.

2010-12-01

Addressing the scientific, technical, and sociological challenges of the future requires both detailed basic research and system based approaches to the entire geospace system from the Earth’s core, through solid Earth, ice, oceans, atmosphere, ionosphere, and magnetosphere to the Sun’s outer atmosphere and even beyond. Fully integrating Antarctic science, and fully exploiting the scientific research possibilities of the Antarctic continent through effective and efficient support infrastructure, will be a very important contribution to future success. Amongst many new facilities and programs which can and are being proposed, the Moveable Antarctic Incoherent Scatter Radar (MAISR) at McMurdo illustrates the potential for innovative future science. This poster uses some of the proposed science programs to show how the scientific community can use the data products of this facility, and how they can contribute to the development of the tools and mechanisms for proposing, executing, and utilizing such new research capabilities. In particular, incoherent scatter radars played a big role in data collection during the recent International Polar Year and plans for future extended operations, including those in Antarctica, will be discussed in the light of lessons learnt in applying observations to global modeling developments.

Clubes de Ciencia: Intensive science workshops in Mexico provide a unique opportunity for teaching, scientific and cultural exchange

NASA Astrophysics Data System (ADS)

Le Bras, I.; Rosengard, S.; Estefania, M.; Jinich, A.

2016-02-01

Clubes de Ciencia, which translates to "Science Clubs" is an initiative started by a group of graduate students at Harvard University in 2014 to encourage scientific exchange between the US and Mexico. These science clubs are one-week long intensive workshops taught by graduate students and/or postdocs on a subject of their choice in six Mexican cities. Instructors apply to teach a workshop by sending a proposal to the organizing committee, who is looking for workshops that emphasize hands-on, practical ideas. The instructors, primarily graduate students in the US, are paired with local co-instructors who assist and often co-teach the workshop. Local student participants, who are in their last two years of high school and the first two years of college, are selected based on their interest and enthusiasm. Each class has about 15-20 students, so that the classroom setting is intimate and interactive Sponsors, who fund instructor stipends, class supplies and program development, include the Mexican department of energy (SENER), the Mexican national science foundation (CONACYT), Harvard and MIT. Host universities also provide space and resources. In this presentation we focus on clubs that were taught in January 2015 on ocean physics and July 2015 on ocean chemistry, both taught in Ensenada, Baja California at the national autonomous university. Both workshops included a combination of data analysis, lectures, experiments and computational modeling. The ocean physics class was also recorded intermittently and is being used as a test case for an online course. The format provided an intensive teaching and networking experience and could be interesting to implement in other contexts.

Polychaeta Orbiniidae from Antarctica, the Southern Ocean, the Abyssal Pacific Ocean, and off South America.

PubMed

Blake, James A

2017-01-12

The orbiniid polychaetes chiefly from Antarctic and subantarctic seas and off South America are described based on collections of the National Museum of Natural History and new material from surveys conducted by the United States Antarctic Program and other federal and privately funded sources as well as participation in international programs. A total of 44 species of Orbiniidae distributed in 10 genera are reported from the Pacific Ocean and waters off South America and Antarctica. Twenty-one species are new to science; one species is renamed. Berkeleyia heroae n. sp., B. abyssala n. sp., B. weddellia n. sp.; B. hadala n. sp., Leitoscoloplos simplex n. sp., L. plataensis n. sp., L. nasus n. sp., L. eltaninae n. sp., L. phyllobranchus n. sp., L. rankini n. sp., Scoloplos bathytatus n. sp., S. suroestense n. sp., Leodamas hyphalos n. sp., L. maciolekae n. sp., L. perissobranchiatus n. sp., Califia bilamellata n. sp., Orbinia orensanzi n. sp., Naineris antarctica n. sp., N. argentiniensis n. sp., Orbiniella spinosa n. sp., and O. landrumae n. sp. are new to science. A new name, Naineris furcillata, replaces N. chilensis Carrasco, 1977, a junior homonym of N. dendtritica chilensis Hartmann‑Schröder, 1965, which is raised to full species status. Leodamas cochleatus (Ehlers, 1900) is removed from synonymy and redescribed. A neotype is established for Leodamas verax Kinberg, 1966, the type species. A general overview of Leodamas species is provided. The Leitoscoloplos kerguelensis (McIntosh, 1885) complex is reviewed and partially revised. Definitions of the genera of the Orbiniidae are updated to conform to recently described taxa. Several new synonymies are proposed following a reexamination of previously described type specimens. The morphological characters used to identify and classify orbiniids are reviewed. The biogeographic and bathymetric distributions of the South American and Southern Ocean orbiniid fauna are reviewed.

Predicting Chromophoric Dissolved Organic Matter Distributions in Coastal Waters

DTIC Science & Technology

2008-09-30

Predicting Chromophoric Dissolved Organic Matter Distributions in Coastal Waters Robert F. Chen Environmental , Earth and Ocean...umb.edu G. Bernard Gardner Environmental , Coastal and Ocean Sciences University of Massachusetts Boston 100 Morrissey Boulevard Boston, MA...02125-3393 phone: (617) 287-7451 fax: (617) 287-7474 email: bernie.gardner@umb.edu Yong Tian Environmental , Coastal and Ocean Sciences

Arctic Research NASA's Cryospheric Sciences Program

NASA Technical Reports Server (NTRS)

Waleed, Abdalati; Zukor, Dorothy J. (Technical Monitor)

2001-01-01

Much of NASA's Arctic Research is run through its Cryospheric Sciences Program. Arctic research efforts to date have focused primarily on investigations of the mass balance of the largest Arctic land-ice masses and the mechanisms that control it, interactions among sea ice, polar oceans, and the polar atmosphere, atmospheric processes in the polar regions, energy exchanges in the Arctic. All of these efforts have been focused on characterizing, understanding, and predicting, changes in the Arctic. NASA's unique vantage from space provides an important perspective for the study of these large scale processes, while detailed process information is obtained through targeted in situ field and airborne campaigns and models. An overview of NASA investigations in the Arctic will be presented demonstrating how the synthesis of space-based technology, and these complementary components have advanced our understanding of physical processes in the Arctic.

Business grants

NASA Astrophysics Data System (ADS)

Twelve small businesses who are developing equipment and computer programs for geophysics have won Small Business Innovative Research (SBIR) grants from the National Science Foundation for their 1989 proposals. The SBIR program was set up to encourage the private sector to undertake costly, advanced experimental work that has potential for great benefit.The geophysical research projects are a long-path intracavity laser spectrometer for measuring atmospheric trace gases, optimizing a local weather forecast model, a new platform for high-altitude atmospheric science, an advanced density logging tool, a deep-Earth sampling system, superconducting seismometers, a phased-array Doppler current profiler, monitoring mesoscale surface features of the ocean through automated analysis, krypton-81 dating in polar ice samples, discrete stochastic modeling of thunderstorm winds, a layered soil-synthetic liner base system to isolate buildings from earthquakes, and a low-cost continuous on-line organic-content monitor for water-quality determination.

The Gulf of Mexico Coastal Ocean Observing System: Building an MBON for the Florida Keys.

NASA Astrophysics Data System (ADS)

Howard, M.; Stoessel, M. M.; Currier, R. D.

2016-02-01

The Gulf of Mexico Coastal Ocean Observing System Regional Association (GCOOS-RA) Data Portal was designed to aggregate regional data and to serve it to the public through standards-based services in useful and desirable forms. These standards are established and sanctioned for use by the U.S. Integrated Ocean Observing System (IOOS) Program Office with inputs from experts on the Integrated Ocean Observation Committee and the RA informatics community. In 2012, with considerable input from staff from Ocean Biogeographical Information System USA (OBIS-USA), IOOS began to develop and adopt standards for serving biological datasets. GCOOS-RA applied these standards the following year and began serving fisheries independent data through an GCOOS ERDDAP server. In late 2014, GCOOS-RA partnered with the University of South Florida in a 5-year Marine Biodiversity Observing Network (MBON) Project sponsored by NOAA, NASA and BOEM. Work began in 2015. GCOOS' primary role is to aggregate, organize and serve data that are useful to an MBON for the Florida Keys National Marine Sanctuary. GCOOS, in collaboration with Axiom Data Science, will produce a decision support system (DSS) for stakeholders such as NOAA National Marine Sanctuaries Program managers. The datasets to be managed include environmental observations from: field surveys, fixed platforms, and satellites; GIS layers of: bathymetry, shoreline, sanctuary boundaries, living marine resources and habitats; outputs from ocean circulation models and ecosystem models (e.g., Ecopath/Ecosim) and Environmental DNA. Additionally, the DSS may be called upon to perform analyses, compute indices of biodiversity and present results in tabular, graphic and fused forms in an interactive setting. This presentation will discuss our progress to date for this challenging work in data integration.

The Ocean Literacy Campaign

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; Strang, C.

2008-12-01

"Ocean Literacy is an understanding of the ocean's influence on you and your influence on the ocean." This simple statement captures the spirit of a conceptual framework supporting ocean literacy (COSEE et al., 2005). The framework comprises 7 essential principles and 44 fundamental concepts an ocean literate person would know (COSEE et al., 2005). The framework is the result of an extensive grassroots effort to reach consensus on (1) a definition for ocean literacy and (2) an articulation of the most important concepts to be understood by ocean-literate citizen (Cava et al., 2005). In the process of reaching consensus on these "big ideas" about the ocean, what began as a series of workshops has emerged as a campaign "owned" by an ever-expanding community of individuals, organizations and networks involved in developing and promoting the framework. The Ocean Literacy Framework has provided a common language for scientists and educators working together and serves as key guidance for the ocean science education efforts. This presentation will focus on the impact this Ocean Literacy Campaign has had to date as well as efforts underway to provide additional tools to enable educators and educational policy makers to further integrate teaching and learning about the ocean and our coasts into formal K-12 education and informal education. COSEE, National Geographic Society, NOAA, College of Exploration (2005). Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12, a jointly published brochure, URL: http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf Cava, F., S. Schoedinger , C. Strang, and P. Tuddenham (2005). Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy, URL: http://www.coexploration.org/oceanliteracy/documents/OLit2004-05_Final_Report.pdf.

Science Writers' Guide to TERRA

NASA Technical Reports Server (NTRS)

2000-01-01

The launch of NASA's Terra spacecraft marks a new era of comprehensive monitoring of the Earth's atmosphere, oceans, and continents from a single space-based platform. Data from the five Terra instruments will create continuous, long-term records of the state of the land, oceans, and atmosphere. Together with data from other satellite systems launched by NASA and other countries, Terra will inaugurate a new self-consistent data record that will be gathered over the next 15 years. The science objectives of NASAs Earth Observing System (EOS) program are to provide global observations and scientific understanding of land cover change and global productivity, climate variability and change, natural hazards, and atmospheric ozone. Observations by the Terra instruments will: provide the first global and seasonal measurements of the Earth system, including such critical functions as biological productivity of the land and oceans, snow and ice, surface temperature, clouds, water vapor, and land cover; improve our ability to detect human impacts on the Earth system and climate, identify the "fingerprint" of human activity on climate, and predict climate change by using the new global observations in climate models; help develop technologies for disaster prediction, characterization, and risk reduction from wildfires, volcanoes, floods, and droughts, and start long-term monitoring of global climate change and environmental change.

A Two-Ocean Bouillabaisse: Science, Politics, and the Central American Sea-Level Canal Controversy.

PubMed

Keiner, Christine

2017-11-01

As the Panama Canal approached its fiftieth anniversary in the mid-1960s, U.S. officials concerned about the costs of modernization welcomed the technology of peaceful nuclear excavation to create a new waterway at sea level. Biologists seeking a share of the funds slated for radiological-safety studies called attention to another potential effect which they deemed of far greater ecological and evolutionary magnitude - marine species exchange, an obscure environmental issue that required the expertise of underresourced life scientists. An enterprising endeavor to support Smithsonian naturalists, especially marine biologists at the Smithsonian Tropical Research Institute in Panama, wound up sparking heated debates - between biologists and engineers about the oceans' biological integrity and among scientists about whether the megaproject represented a research opportunity or environmental threat. A National Academy of Sciences panel chaired by Ernst Mayr failed to attract congressional funding for its 10-year baseline research program, but did create a stir in the scientific and mainstream press about the ecological threats that the sea-level canal might unleash upon the Atlantic and Pacific. This paper examines how the proposed megaproject sparked a scientific and political conversation about the risks of mixing the oceans at a time when many members of the scientific and engineering communities still viewed the seas as impervious to human-facilitated change.

SOLAS Science and the Environmental Impacts of Geoengineering

NASA Astrophysics Data System (ADS)

Boyd, P.; Law, C. S.

2016-02-01

SOLAS (Surface Ocean Lower Atmosphere Study) has played a major role in establishing the elemental and ecosystem responses in the in situ mesoscale iron addition experiments. The outcomes of these experiments have included a Summary for Policymakers and an amendment on ocean fertilisation in the London Convention on marine dumping, which have informed both the debate and international regulation on this potential geoengineering approach. As part of Future Earth the next ten years of SOLAS Science will develop understanding and fundamental science in 5 major themes, including Greenhouse Gases and the Ocean, Interconnections between Aerosol, Clouds and Ecosystems, and Ocean Biogeochemical Controls on Atmospheric Chemistry. This poster will review the SOLAS science areas that provide fundamental knowledge on processes and ecosystem impacts, which is required for the robust assessment of potential Solar Radiation Management and Carbon Dioxide Removal techniques.

Computation, Mathematics and Logistics Department Report for Fiscal Year 1978.

DTIC Science & Technology

1980-03-01

storage technology. A reference library on these and related areas is now composed of two thousand documents. The most comprehensive tool available...at DTNSRDC on the CDC 6000 Computer System for a variety of applications including Navy Logistics, Library Science, Ocean Science, Contract Manage... Library Science) Track technical documents on advanced ship design Univ. of Virginia at Charlottesville - (Ocean Science) Monitor research projects for

The National Ocean Sciences Bowl: Extending the Reach of a High School Academic Competition to College, Careers, and a Lifelong Commitment to Science

ERIC Educational Resources Information Center

Bishop, Kristina; Walters, Howard

2007-01-01

Researchers have begun tracking a group of high ability high school students from high school into college study. These students indicated an interest in Science, Technology, Engineering, and Mathematics (STEM) content areas, and specifically ocean sciences, through participation in a regional or national academic competition in high school--The…

Presidential Citation for Science and Society

NASA Astrophysics Data System (ADS)

2012-07-01

AGU presented its Presidential Citation for Science and Society to three recipients at a reception on 1 May 2012 in the Rayburn House Office Building as part of the inaugural AGU Science Policy Conference. Google Earth, Jane Lubchenco, who is the under secretary of Commerce for oceans and atmosphere and administrator of the National Oceanic and Atmospheric Administration, and Sen. Olympia Snowe (R-Maine) were recognized for their leadership and vision in shaping policy and heightening public awareness of the value of Earth and space science. “This is an important award because with it AGU brings to light the importance of cutting-edge use-inspired science that helps people, communities, and businesses adapt to climate change and sustainably manage our oceans and coasts,” Lubchenco said.

Capitalizing on Education and Outreach (E/O) Expertise to Broaden Impacts (Invited)

NASA Astrophysics Data System (ADS)

Girguis, P. R.; Herren, C.; Decharon, A.

2010-12-01

Academic scientists have a number of avenues through which they can participate in education and outreach (E/O) programs to address the mandate for broader impacts. As a principal investigator (PI) at an R1 institution, I (Girguis) have both developed and participated in a variety of E/O programs that span the spectrum from ad hoc groups (e.g. informal high school internships in my laboratory) to regional efforts (e.g. Harvard’s Microbial Science Initiative) and national organizations (e.g. RIDGE 2000; Centers for Ocean Sciences Education Excellence, COSEE). Each of these E/O efforts required varying degrees of preparation and participation by my laboratory members (e.g. graduate students and postdoctoral researchers) and I, and yielded different outcomes and products. Ad hoc programs typically require a higher degree of effort on the part of the PI and have a high, though local, impact on the audience. These programs can be personally rewarding for the PI, who likely has played a major role in developing the program. In contrast, working with regional and national groups requires PIs to understand the nature of each program to successfully integrate within the existing structure. The net time and effort invested by scientists in larger-scale E/O efforts may be equal to that of ad hoc programs. However, interaction with high-quality program facilitators ensures that the outcomes are grounded in best educational practices and that outputs are educator-vetted, well maintained (online or through publications), and broadly disseminated. In addition, program facilitators also collect and analyze evaluation data to provide constructive feedback to PIs, enabling the latter to refine their presentation styles and content levels to improve future E/O efforts. Thus involvement with larger programs can effectively broaden one’s impact. During this presentation, we will present one scientist’s perspective on the advantages and limitations of these different modes of E/O, including specific examples from the past three years of working with COSEE-Ocean Systems. We will share “lessons learned” regarding the efficacy of these various modes of E/O, and will also discuss those factors that influence a PI’s decision to participate in E/O programs.

The Lenfest Ocean Program's experience in building institutional support for connecting science and decision-making in marine systems

NASA Astrophysics Data System (ADS)

Bednarek, A.; Close, S.; Curran, K.; Hudson, C.

2017-12-01

Addressing contemporary sustainability challenges requires attention to the integration of scientific knowledge into decision-making and deliberation. However, this remains a challenge in practice. We contend that careful stewardship of this process of integration can result in positive, durable outcomes by reconciling the production and use of scientific knowledge, and improve its relevance and utility to decision-makers. We will share lessons learned from a grantmaking program that has addressed this challenge through programmatic innovations, including by supporting staff devoted to an intermediary role. Over the past 13 years, the Lenfest Ocean Program served in a boundary spanning role by integrating decision-makers into the scoping and outreach of program supported scientific research grants. Program staff engage with decision-makers and influencers to identify policy-relevant research questions and approaches, ensuring that the research direction addresses users' needs. As research progresses, the staff monitor the grant's progress to improve the match between the research and user needs. The process is resource-intensive, however, and raises interesting questions about the role and development of this kind of specialist within different kinds of institutions, including funding agencies. We suggest that nurturing this role as a practice and profession could ultimately help the scientific community more efficiently respond to sustainability challenges.

Monitoring and Predicting the Export and Fate of Global Ocean Net Primary Production: The EXPORTS Field Program

NASA Astrophysics Data System (ADS)

Exports Science Definition Team

2016-04-01

Ocean ecosystems play a critical role in the Earth's carbon cycle and its quantification on global scales remains one of the greatest challenges in global ocean biogeochemistry. The goal of the EXport Processes in the Ocean from Remote Sensing (EXPORTS) science plan is to develop a predictive understanding of the export and fate of global ocean primary production and its implications for the Earth's carbon cycle in present and future climates. NASA's satellite ocean-color data record has revolutionized our understanding of global marine systems. EXPORTS is designed to advance the utility of NASA ocean color assets to predict how changes in ocean primary production will impact the global carbon cycle. EXPORTS will create a predictive understanding of both the export of organic carbon from the euphotic zone and its fate in the underlying "twilight zone" (depths of 500 m or more) where variable fractions of exported organic carbon are respired back to CO2. Ultimately, it is the sequestration of deep organic carbon transport that defines the impact of ocean biota on atmospheric CO2 levels and hence climate. EXPORTS will generate a new, detailed understanding of ocean carbon transport processes and pathways linking upper ocean phytoplankton processes to the export and fate of organic matter in the underlying twilight zone using a combination of field campaigns, remote sensing and numerical modeling. The overarching objective for EXPORTS is to ensure the success of future satellite missions by establishing mechanistic relationships between remotely sensed signals and carbon cycle processes. Through a process-oriented approach, EXPORTS will foster new insights on ocean carbon cycling that will maximize its societal relevance and be a key component in the U.S. investment to understand Earth as an integrated system.

The NSF and the geosciences community: Rotating program officers

NASA Astrophysics Data System (ADS)

Batiza, Rodey; Rea, David K.; Rumble, Douglas, III

The National Science Foundation (NSF) is a federal agency charged with the care and feeding of basic scientific research in U.S. colleges and universities. NSF is a major contributor toward the support of research in Earth, ocean, and atmospheric sciences, disciplines of great importance to AGU members.NSF makes a regular practice of employing scientists from universities, nonprofit research organizations, industry, and state or local governments as temporary program officers (“rotators”) with terms of service from 1 to 2 years. There are several reasons for the use of rotators: It brings to NSF people who have firsthand, recent knowledge of "what it is really like" beyond the Washington, D.C. beltway. Knowledge of new ideas, recent graduates, and a fresh look at the system are worth considerably more than the problems that arise owing to inexperienced program officers.It sheds some sunshine on internal NSF procedures when the rotator returns with his tales to his home institution.It provides NSF management with considerable flexibility in coping with changing staff requirements.

Ecosystems and Climate Change. Research Priorities for the U.S. Climate Change Science Program

DTIC Science & Technology

2006-06-01

ORION, NSF’s proposed NEON network) to gain quantitative understanding of ecosystem processes in representative systems and across gradients of...these interactions and subsequent effects expected to vary across gradients of land use (i.e., from unmanaged to managed or urban ecosystems) and...ecosystem processes along a gradient of managed to unmanaged landscapes? How will changes in freshwater inputs affect the coastal oceans? 2.4 How

Improvements to AMS Pre-College Programs: Results of a Self-Study on DataStreme Atmosphere, Ocean and Earth's Climate System

NASA Astrophysics Data System (ADS)

Moses, M. N.; Brey, J. A.; Geer, I. W.; Mills, E. W.; McGinnis, J. R.; Nugnes, K. A.

2011-12-01

The American Meteorological Society (AMS) believes that all teachers should be earth science literate. To achieve this, the AMS Education Program offers content-rich, professional development courses for precollege teachers in the geosciences. During the Fall and Spring semesters, AMS partners with NOAA, NASA and SUNY Brockport to offer DataStreme Atmosphere, Ocean, and Earth's Climate System. These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) in nearly all 50 states, with twice-weekly online study materials, weekly mentoring, and several face-to-face meetings, supplemented by a provided textbook and investigations manual. Upon completion of each course, teachers receive three free graduate credits from SUNY Brockport. In 2010, AMS embarked on a comprehensive review to assess the program's practices and impacts. A significant aspect of the self-study was a case study of the AMS DataStreme LIT located in Wisconsin. Lead by an external evaluator, the focus of the study was to gain insight into the AMS DataStreme Model and its affect on knowledge growth and pedagogical development for K-12 teacher participants and their instructors. In particular, environmental literacy in atmospheric science, oceanography, and climate science was examined. The study also tracked the number of DataStreme courses offered in areas with groups traditionally underrepresented in science. In Spring 2011, 47% of DataStreme Atmosphere participants and 38% of DataStreme Ocean participants worked in schools with more than 25% minority student population. Data was retrieved using several different methods. The external evaluator conducted phone interviews with the LIT instructors and participating K-12 teachers, and an end-of-course survey data was collected and examined. Preliminary results look extremely favorable. When the participants were asked to what extent their participation in DataStreme Earth's Climate System increased their understanding of Earth system processes, 82.4% of the participants answered "Much", the most positive response available. Participants also offered suggestions to improve the courses, including updating the website with new technology, such as Flash Player. The DataStreme courses have been completed by more than 16,500 teachers, increasing their knowledge of online geoscience resources and confidence in understanding dynamic Earth systems. And, at the same time, those teachers have raised the scientific literacy of more than one million students. Through courses modeled on scientific inquiry and fashioned to develop critical thinking skills, these teachers become a resource for their classrooms and colleagues.

AQUARIUS: A Passive/Active Microwave Sensor to Monitor Sea Surface Salinity Globally from Space

NASA Technical Reports Server (NTRS)

LeVine, David; Lagerloef, Gary S. E.; Colomb, F. Raul; Chao, Yi

2004-01-01

Salinity is important for understanding ocean dynamics, energy exchange with the atmosphere and the global water cycle. Existing data is limited and much of the ocean has never even been sampled. Sea surface salinity can be measured remotely by satellite and a three year mission for this purpose called AquariudSAC-D has recently been selected by NASA's Earth System Science Pathfinder (ESSP) program. The objective is to map the salinity field globally with a spatial resolution of 100 km and a monthly average accuracy of 0.2 psu. The mission, scheduled for launch in 2008, is a partnership of the United States National Aeronautics and Space Agency (NASA) and the Argentine Comision National de Actividades Epaciales (CONAE).

Numerical Modeling of Ocean Circulation

NASA Astrophysics Data System (ADS)

Miller, Robert N.

2007-01-01

The modelling of ocean circulation is important not only for its own sake, but also in terms of the prediction of weather patterns and the effects of climate change. This book introduces the basic computational techniques necessary for all models of the ocean and atmosphere, and the conditions they must satisfy. It describes the workings of ocean models, the problems that must be solved in their construction, and how to evaluate computational results. Major emphasis is placed on examining ocean models critically, and determining what they do well and what they do poorly. Numerical analysis is introduced as needed, and exercises are included to illustrate major points. Developed from notes for a course taught in physical oceanography at the College of Oceanic and Atmospheric Sciences at Oregon State University, this book is ideal for graduate students of oceanography, geophysics, climatology and atmospheric science, and researchers in oceanography and atmospheric science. Features examples and critical examination of ocean modelling and results Demonstrates the strengths and weaknesses of different approaches Includes exercises to illustrate major points and supplement mathematical and physical details

Taking Poseidon's Measure from Space: Advances in our Understanding of the Ocean

NASA Astrophysics Data System (ADS)

Avery, S. K.

2017-12-01

In many ways the ocean defines our planet and makes it livable. It provides marine resources and ecosystem services that are critical to a sustainable society. Today we understand that there is a growing need to predict, manage, and adapt to changes on our planet - changes that occur not only in the atmosphere but also in the ocean. Over the last 40 years remarkable advances in measuring key ocean quantities have been made - through the development of new satellite technologies and successful missions as well as through in-situ observing systems enabled by advances in robotics, communications, navigation, and sensors. Ocean science (and atmospheric science) is a science of numbers, imaging, and numerical models. Predictability of the ocean is tied to the scale of variability in space and time. Satellite observations have spectacularly showed us the incredible structure and variability of the ocean. It has been the combination of satellites and in-situ sensors that have allowed us to advance understanding and prediction. This presentation will highlight some of the key scientific advances that have been enabled by satellites.

OBIS-USA and Ocean Acidification: Chemical and Biological Observation Data, Integrated for Discovery and Applications

NASA Astrophysics Data System (ADS)

Fornwall, M.; Jewett, L.; Yates, K.; Goldstein, P.

2012-12-01

OBIS-USA (usgs.gov/obis-usa), a program of USGS Core Science, Analytics and Synthesis, is the US Regional node of the International Ocean Biogeographic Information System (iobis.org). OBIS data records observations of biological occurrences - identifiable species - at known time and coordinates. Within US research and operational communities, OBIS-USA serves an expanding range of applications by capturing details to accompany each observation: information to understand record quality and suitability for applications, details about observation circumstances such as sampling method and sampling conditions, and biological details such as sex, life stage, behavior and other characteristics. The NOAA Ocean Acidification Program and its associated data management effort (led by National Oceanographic Data Center) aim to enable users to locate, understand and use marine data from multiple sources and of multiple types to address questions related to ocean acidification and it impacts on marine ecosystems. By the nature of researching ocean acidification, data-driven applications require users to find and apply datasets that represent different disciplines as well as different researchers, organizations, agencies, funding models, data management practices and formats, and survey and observation methods. We refer to any collection(s) of data having diverse characteristics on these and other dimensions as "heterogeneous data". However, data management and Internet technologies enable the data itself and many of its diverse characteristics to be discoverable and understandable enough for users to build effective models, applications, and solutions. While it may not be simple to make heterogeneous data uniform or "seamless", current technologies enable at least the data characteristics to be sufficiently well-understood that users can consume data and accommodate its diverse characteristics in their process of generating outputs. Via this abstract and accompanying poster presentation, OBIS-USA and the NOAA Ocean Acidification Program describe proposed methods for obtaining diverse data, such as both chemical observations (those necessary to derive calcium carbonate saturation state) and biological marine observations (species occurrence, abundance), in order to use these sources of information in combined analysis for current and future research on ocean acidification and its relation to observed biology. Current OBIS-USA biological observations represent in-situ observations of marine taxa, and in the context of Ocean Acidification and this poster presentation, OBIS-USA shows a path toward including experimental biology observations as well as in-situ.

Creating Authentic Geoscience Research Experiences for Underrepresented Students in Two-Year Undergraduate Programs

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.

2014-12-01

With community college and two-year program students playing pivotal roles in advancing the nation's STEM agenda now and throughout the remainder of this young millennia, it is incumbent on educators to devise innovative and sustainable STEM initiatives to attract, retain, graduate, and elevate these students to four-year programs and beyond. Involving these students in comprehensive, holistic research experiences is one approach that has paid tremendous dividends. The New York City College of Technology (City Tech) was recently awarded a National Science Foundation Research Experiences for Undergraduates (REU) supplemental grant to integrate a community college/two-year program component into its existing REU program. The program created an inviting and supportive community of scholars for these students, nurtured them through strong, dynamic mentoring, provided them with the support structures needed for successful scholarship, and challenged them to attain the same research prominence as their Bachelor degree program companions. Along with their colleagues, the community college/two-year program students were given an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST) at City College and its CREST Institute Center for Remote Sensing and Earth System Science (ReSESS) at City Tech. This presentation highlights the challenges, the rewards, and the lessons learned from this necessary and timely experiment. Preliminary results indicate that this paradigm for geoscience inclusion and high expectation has been remarkably successful. (The program is supported by NSF REU grant #1062934.)

Multiple Ships and Multiple Media: A Flexible Telepresence Program

NASA Astrophysics Data System (ADS)

Pelz, M.; Hoeberechts, M.; Riddell, D. J.; Ewing, N.

2016-02-01

Ocean Networks Canada (ONC) uses a number of research and exploration vessels equipped with remotely operated vehicles (ROVs) to maintain the NEPTUNE and VENUS cabled ocean observatories off the west coast of British Columbia, Canada. Maintenance expeditions range from several days to multiple weeks and encompass a range of activities including deploying new instruments, laying cable, recovering platforms, scientific sampling and conducting multibeam and visual surveys. In order to engage the widest possible participation in at-sea work, ONC uses telepresence technology to communicate from ship to shore and back with scientists, students, teachers and online viewers. In this presentation, we explore the challenge of designing a sustainable and flexible telepresence program which can be supported across multiple ship and ROV platforms, sometimes simultaneously. To meet outreach and education objectives, onboard educators conduct presentations to K-12 and post-secondary classrooms, museums and science centres on a daily basis. Online commentary by the educators, dive chief and ROV pilots accompanies the ROV dive footage and is streamed online 24/7 during underwater operations. Sharing the sights and sounds of the expeditions with students and educators ashore, including those in remote and inland communities, creates a unique learning environment for both formal and informal education audiences. As space is always a limiting factor on expeditions, the use of telepresence and other communication media enables ONC to simultaneously achieve engineering and science priorities at sea while communicating the successes and challenges of the expedition back to shore. Scientists and engineers provide guidance for operations from shore using a variety of communication technologies. We give examples from Ocean Networks Canada's most recent expedition, Fall 2015, which involved co-ordinated operations with three vessels - the R/V Thompson, the E/V Nautilus and the C/S Wave Venture.

Report of the EOS oceans panel to the payload panel

NASA Astrophysics Data System (ADS)

Abbott, Mark R.; Freilich, Michael H.

1992-11-01

The atmosphere and the ocean are the two great fluids of the earth system. Changes in the coupling of these two fluids will have a profound impact on the Earth's climate and biogeochemical systems. Although changes in atmospheric composition and dynamics are the usual focus of global climate models, it is apparent that the ocean plays a critical role in modulating the magnitude and rate of these changes. The ocean is responsible for nearly half of the poleward heat flux as well as for a significant portion of the uptake of atmospheric carbon dioxide. However, the processes governing the flux of materials and energy between the ocean atmosphere are poorly understood. Such processes include not only physical and chemical dynamics, but also biological processes which act to modify the chemical composition of the ocean as well as the trapping of solar energy as heat in the upper water column. Thus it is essential that the ocean be studied as a complete system of physical, chemical, and biological processes. Overlapping measurements must be made for at least 10-15 years to resolve critical low frequency fluctuations. The present EOS plan relies heavily on non-EOS entities to provide critical data sets for ocean studies. Although such partnerships are usually beneficial, there are risks that must be considered in terms of data coverage, quality, resolution, and availability. A simple replacement of an EOS sensor with a non-EOS sensor based on the fact that they both measure the same quantities will not guarantee that critical measurements will be made to address IPCC priorities in the area of ocean processes. EOS must continue to pursue appropriate methods to ensure that such partner — provided measurements meet scientific requirements. Such methods are analogous to contigencies applied in the area of schedules, cost, and performance for instrument projects. EOS must foster strong ties between US scientists and their foreign counterparts, in order to develop partnerships based on science, rather than just based on financial or administrative considerations. Effective international programs are necessary for a truly globally-based study, and they must begin with working scientists. In the area of ocean sciences, several opportunities exist in the early EOS era, such as ERS-1, TOPEX/Poseidon, and NSCAT / OCTS / SeaWiFS. We strongly encourage EOS to contribute to these efforts.

Integrated School of Ocean Sciences: Doctoral Education in Marine Sciences in Kiel

NASA Astrophysics Data System (ADS)

Bergmann, Nina; Basse, Wiebke; Prigge, Enno; Schelten, Christiane; Antia, Avan

2016-04-01

Marine research is a dynamic thematic focus in Kiel, Germany, uniting natural scientists, economists, lawyers, philosophers, artists and computing and medical scientists in frontier research on the scientific, economic and legal aspects of the seas. The contributing institutions are Kiel University, GEOMAR Helmholtz Centre for Ocean Research Kiel, Kiel Institute for the World Economy and Muthesius University in Kiel. Marine science education in Kiel trains young scientists to investigate the role of the oceans in global change, risks arising from ocean usage and sustainable management of living and non-living marine resources. Basic fundamental research is supplemented with applied science in an international framework including partners from industry and public life. The Integrated School of Ocean Sciences (ISOS) established through the Cluster of Excellence "The Future Ocean", funded within the German Excellence Initiative, provides PhD candidates in marine sciences with interdisciplinary education outside of curricular courses. It supports the doctoral candidates through supplementary training, a framework of supervision, mentoring and mobility, the advisors through transparency and support of doctoral training in their research proposals and the contributing institutions by ensuring quality, innovation and excellence in marine doctoral education. All PhD candidates financed by the Helmholtz Research School for Ocean System Science and Technology (HOSST) and the Collaborative Research Centre 754 "Climate-biogeochemical interactions in the tropical ocean" (SFB 754) are enrolled at the ISOS and are integrated into the larger peer community. Over 150 PhD candidate members from 6 faculties form a large interdisciplinary network. At the ISOS, they sharpen their scientific profile, are challenged to think beyond their discipline and equip themselves for life after a PhD through early exposure to topics beyond research (e.g. social responsibility, public communication, global sustainability etc.). The primary advisor and at least one co-advisor form an advisory committee, committing to support the candidate in two mandatory meetings per year. Contrasting to other PhD programmes, ISOS emphasises on an open policy with voluntary participation for all other aspects of the programme, creating a unique environment that lives upon personal involvement and maximises tangible benefits for individual PhD candidates.

Sex, Status, and Sand: California Academy of Sciences' Teen Interns Examine Trends of the Pacific Mole Crab (Emerita analoga) at Ocean Beach, San Francisco

NASA Astrophysics Data System (ADS)

Chu, J. B.; Conrad-Saydah, A.; Cohen, S.; Tom, R.; Robins-Moloney, M.; Masters, D.; Mason, K.; Alfaro, F.

2003-12-01

Student interns from the California Academy of Sciences' Careers in Sciences program monitored the Pacific mole crab (Emerita analoga), or sand crabs, in collaboration with the Farallones Marine Sanctuary Association. These small crustaceans live in the swash zone of the sandy beach habitat. Sand crabs are important in the food web, and therefore their status can help indicate the health of the larger environment. The interns helped the Gulf of the Farallones National Marine Sanctuary by monitoring the abundance and distribution of sand crabs at Ocean Beach in San Francisco, California. Students set up transects perpendicular to the shoreline, collected 10 samples along the transect, measured the carapace length, determined the sex of each crab, and checked for the presence of eggs. Students monitored June through September, 2003. Trends examined included differences in the gender ratio, size frequency, and distribution along the beach. Students also compared their data to other student data taken from other sites in San Francisco and Marin counties during 2001-2003 from the online database at http://www.sandcrabs.org. Using comparisons, interns were able to better understand the processes and significance of studying marine species. Implementation of the project was invaluable in aiding the interns in their understanding of the natural sciences and the role of monitoring habitats in environmental health.

Portable coastal observatories

USGS Publications Warehouse

Frye, Daniel; Butman, Bradford; Johnson, Mark; von der Heydt, Keith; Lerner, Steven

2000-01-01

Ocean observational science is in the midst of a paradigm shift from an expeditionary science centered on short research cruises and deployments of internally recording instruments to a sustained observational science where the ocean is monitored on a regular basis, much the way the atmosphere is monitored. While satellite remote sensing is one key way of meeting the challenge of real-time monitoring of large ocean regions, new technologies are required for in situ observations to measure conditions below the ocean surface and to measure ocean characteristics not observable from space. One method of making sustained observations in the coastal ocean is to install a fiber optic cable from shore to the area of interest. This approach has the advantage of providing power to offshore instruments and essentially unlimited bandwidth for data. The LEO-15 observatory offshore of New Jersey (yon Alt et al., 1997) and the planned Katama observatory offshore of Martha's Vineyard (Edson et al., 2000) use this approach. These sites, along with other cabled sites, will play an important role in coastal ocean science in the next decade. Cabled observatories, however, have two drawbacks that limit the number of sites that are likely to be installed. First, the cable and the cable installation are expensive and the shore station needed at the cable terminus is often in an environmentally sensitive area where competing interests must be resolved. Second, cabled sites are inherently limited geographically to sites within reach of the cable, so it is difficult to cover large areas of the coastal ocean.

77 FR 30261 - Petition To List 83 Species of Coral as Threatened or Endangered Under the Endangered Species Act...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-22

... Center, Center of Excellence in Coral Reef Ecosystems Science, 8000 North Ocean Drive; Dania Beach, FL... Center, Center of Excellence in Coral Reef Ecosystems Science, 8000 North Ocean Drive, Dania Beach, FL... science workshops will focus on two themes: ``Climate Change and Climate Impacts on Coral Reef Ecosystems...

U.S. Geological Survey (USGS) Western Region: Coastal and Ocean Science

USGS Publications Warehouse

Kinsinger, Anne E.

2009-01-01

USGS Western Region Coastal and Ocean Science is interdisciplinary, collaborative, and integrates expertise from all USGS Disciplines, and ten of its major Science Centers, in Alaska, Hawai'i, California, Washington, and Oregon. The scientific talent, laboratories, and research vessels in the Western Region and across the Nation, strategically position the USGS to address broad geographic and oceanographic research topics. USGS information products inform resource managers and policy makers who must balance conservation mandates with increasing demands for resources that sustain the Nation's economy. This fact sheet describes but a few examples of the breadth of USGS science conducted in coastal, nearshore, and ocean environments along our Nation's West Coast and Pacific Islands.

11th National Conference on Science, Policy, and the Environment: Our Changing Oceans

DOE Office of Scientific and Technical Information (OSTI.GOV)

Peter Saundry

2012-04-17

On January 19-21, 2011, The National Council for Science and the Environment (NCSE) successfully convened its 11th National Conference on Science, Policy and the Environment: Our Changing Oceans in Washington, DC at the Ronald Reagan Building and International Trade Center. Over 1,247 participants attended the conference, representing federal, state and local governments, university and colleges across the US, civil society organizations, the business community, and international entities. In addition, the conference was webcast to an audience across several states. The conference provided a forum to examine the profound changes our ocean will undergo over the next 25-50 years and sharemore » various perspectives on the new research, tools, and policy initiatives to protect and sustain our ocean. Conference highlights and recommendations are available to the public on NCSE's conference website, www.OurChangingOceans.org.« less

A Virtual Ocean Observatory for Climate and Ocean Science: Synergistic Applications for SWOT and XOVWM

NASA Astrophysics Data System (ADS)

Arabshahi, P.; Howe, B. M.; Chao, Y.; Businger, S.; Chien, S.

2010-12-01

We present a virtual ocean observatory (VOO) that supports climate and ocean science as addressed in the NRC decadal survey. The VOO is composed of an autonomous software system, in-situ and space-based sensing assets, data sets, and interfaces to ocean and atmosphere models. The purpose of this observatory and its output data products are: 1) to support SWOT mission planning, 2) to serve as a vanguard for fusing SWOT, XOVWM, and in-situ data sets through fusion of OSTM (SWOT proxy) and QuikSCAT (XOVWM proxy) data with in-situ data, and 3) to serve as a feed-forward platform for high-resolution measurements of ocean surface topography (OST) in island and coastal environments utilizing space-based and in-situ adaptive sampling. The VOO will enable models capable of simulating and estimating realistic oceanic processes and atmospheric forcing of the ocean in these environments. Such measurements are critical in understanding the oceans' effects on global climate. The information systems innovations of the VOO are: 1. Development of an autonomous software platform for automated mission planning and combining science data products of QuikSCAT and OSTM with complementary in-situ data sets to deliver new data products. This software will present first-step demonstrations of technology that, once matured, will offer increased operational capability to SWOT by providing automated planning, and new science data sets using automated workflows. The future data sets to be integrated include those from SWOT and XOVWM. 2. A capstone demonstration of the effort utilizes the elements developed in (1) above to achieve adaptive in-situ sampling through feedback from space-based-assets via the SWOT simulator. This effort will directly contribute to orbit design during the experimental phase (first 6-9 months) of the SWOT mission by high resolution regional atmospheric and ocean modeling and sampling. It will also contribute to SWOT science via integration of in-situ data, QuikSCAT, and OSTM data sets, and models, thus serving as technology pathfinder for SWOT and XOVWM data fusion; and will contribute to SWOT operations via data fusion and mission planning technology. The goals of our project are as follows: (a) Develop and test the VOO, including hardware, in-situ science platforms (Seagliders) and instruments, and two autonomous software modules: 1) automated data fusion/assimilation, and 2) automated planning technology; (b) Generate new data sets (OST data in the Hawaiian Islands region) from fusion of in-situ data with QuikSCAT and OSTM data; (c) Integrate data sets derived from the VOO into the SWOT simulator for improved SWOT mission planning; (d) Demonstrate via Hawaiian Islands region field experiments and simulation the operational capability of the VOO to generate improved hydrologic cycle/ocean science, in particular: mesoscale and submesoscale ocean circulation including velocities, vorticity, and stress measurements, that are important to the modeling of ocean currents, eddies and mixing.

Trace element evidence for abrupt changes in deep South Atlantic Ocean nutrient and carbonate chemistry across the Mid-Pleistocene Transition

NASA Astrophysics Data System (ADS)

Farmer, J. R.; Hoenisch, B.; Haynes, L.; Kroon, D.; Bell, D. B.; Jung, S.; Seguí, M. J.; Raymo, M. E.; Goldstein, S. L.; Pena, L. D.

2016-12-01

Pleistocene glaciations underwent a profound transition from lower amplitude 40 kyr cycles to high amplitude 100 kyr cycles between 1.2 and 0.8 Ma, an interval termed the Mid-Pleistocene Transition (MPT). While the underlying causes of the MPT are uncertain, previous studies show quasi-contemporaneous reductions in North Atlantic Deep Water (NADW) export1 and glacial atmospheric pCO22 around 0.9 Ma. Although this suggests a possible role for enhanced deep-ocean carbon storage in amplifying climate change across the MPT, few direct records of deep ocean carbonate chemistry exist for this interval to test this hypothesis. Here we present South Atlantic benthic foraminiferal B/Ca and Cd/Ca records from International Ocean Discovery Program Sites 1088, 1264 and 1267 (2.1 to 4.3 km water depth) as part of a larger study of Atlantic-wide changes in deep ocean chemistry and circulation spanning the MPT. Results show an abrupt 15-20% decrease in benthic B/Ca and 40-50% increase in Cd/Ca at 4.3 km depth (Site 1267) between 1.0 and 0.9 Ma. Site 1088, which at 2.1 km depth is sensitive to input of southern-sourced Upper Circumpolar Deep Water, shows a prolonged 25% decrease in B/Ca and 50% increase in Cd/Ca from 1.0 to 0.6 Ma. In contrast, at Site 1264 ( 2.5 km depth within the core of modern NADW) B/Ca and Cd/Ca changes across the MPT are more modest (-5% and +10%, respectively). These observations reflect on the accumulation of regenerated carbon and nutrients in the deep South Atlantic, and varying contributions of northern- and southern-sourced watermasses to each core site. Implications for deep-ocean carbon storage and forcing of the MPT will be discussed. 1Pena, L. and Goldstein, S. (2014), Science 345, 318 2Hönisch, B. et al. (2009), Science 324, 1551

URI's ARMADA Research Experience Leads to Inspiring Middle School Students to Become Ocean Stewards

NASA Astrophysics Data System (ADS)

Barrett, M.

2010-12-01

After spending three weeks aboard NOAA’s David Starr Jordon, my classroom has come alive with ocean life. My research experience was part of URI’s ARMADA project. I worked alongside scientists as they conducted ‘business as usual’ on the CSCAPE expedition. CSCAPE’s mission was to survey the cetacean abundance in the Pacific Ocean. My leg of the voyage took us as far out as 300 nautical miles from the coast and from points between Newport, Oregon and San Francisco, California. Throughout the three weeks, I learned with the best of them how cetaceans are identified, photographed, counted, and biopsied. This 2005 research experience is still with me today in the classroom. I have created a “Bring the Sea to Me” program in which my middle school students teach elementary students about ocean life. My students also use video footage and photographs from my expedition to create wildlife documentaries shown at our annual Film Festival. My students have also worked with engineering students from a local university to create a life-size fin whale, which travels with us on our teaching trips, and I have since purchased a 100-gallon touch tank to give the students a hands-on experience with the organisms we collect while seining along the New Jersey coast. The science I learned while on the Jordan has allowed me to teach my students how cetaceans are surveyed, how to identify cetaceans by their blows and dorsal fins, and how to identify individuals within a species. Survey graphs are interpreted and conclusions are drawn. The students also see the importance of writing in science when they explore my journals from the expedition (www.armadaproject.org/journals/2005-2006/barrett/barrett-8-21.htm). My participation in CSCAPE inspired me beyond belief, and I can only hope that my enthusiasm for the ocean is inspiring students to become stewards of our oceans.

Pegasus XL CYGNSS Prelaunch News Conference

NASA Image and Video Library

2016-12-10

In the Kennedy Space Center’s Press Site auditorium, NASA and industry leaders speak to members of the media during a prelaunch news conference for the agency’s Cyclone Global Navigation Satellite System, or CYGNSS, spacecraft. From left are: George Diller of NASA Communications; Christine Bonniksen, CYGNSS program executive in the Earth Science Division of the Science Mission Directorate at NASA Headquarters in Washington, D.C.; Tim Dunn, NASA launch director at Kennedy; Bryan Baldwin, Pegasus launch vehicle program manager for Orbital ATK, Dulles, Virginia; and John Scherrer, CYGNSS project manager for the Southwest Research Institute in San Antonio, Texas. The eight CYGNSS satellites will make frequent and accurate measurements of ocean surface winds throughout the life cycle of tropical storms and hurricanes. The data will help scientists probe key air-sea interaction processes that take place near the core of storms, which are rapidly changing and play a crucial role in the beginning and intensification of hurricanes.

Creating and maintaining a successful geoscience pathway from 2YC to 4YC for Native Hawaiian Students: First Steps

NASA Astrophysics Data System (ADS)

Guidry, M.; Eschenberg, A.; McCoy, F. W.; McManus, M. A.; Lee, K.; DeLay, J. K.; Taylor, S. V.; Dire, J.; Krupp, D.

2017-12-01

In the Fall of 2015, the two four year (4YC) institutions within the University of Hawaii (UH) system offering baccalaureate degrees in geosciences enrolled only six Native Hawaiian (NH) students out of a total of 194 students in geoscience degree programs. This percentage (3%) of NH students enrolled in geosciences is far lower than the percentage of NH students enrolled at any single institution in the UH system, which ranges from 14 to 42%. At the same time, only six (3%) of the 194 students enrolled in geoscience baccalaureate programs were transfer students from the UH community colleges. Of these six transfer students, three were NH. This reflects the need for increased transfer of NH in the geosciences from two year (2YC) to 4YC. In the Fall of 2015, UH Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST) accounted for only 0.14% of transfer students from UH community colleges. This compares to 5% in the UHM School of Engineering and 27% in the UHM College of Arts and Sciences. As part of the first year of a multi-institutional five-year NSF TCUP-PAGE (Tribal Colleges and Universities Program - PArtnerships for Geoscience Education) award, we review our first steps and strategies for building a successful and sustainable geoscience transfer pathway for Native Hawaiian and community college students into the three undergraduate geoscience programs (Atmospheric Sciences, Environmental Sciences, and Geology & Geophysics) within SOEST.

Ocean Drilling Program: Cruise Information

Science.gov Websites

Morgan. Cruise Information The Ocean Drilling Program ended on 30 September 2003 and has been succeeded by the Integrated Ocean Drilling Program (IODP). The U.S. Implementing Organization (IODP-USIO ) (Consortium for Ocean Leadership, Lamont-Doherty Earth Observatory, and Texas A&M University) continues to

77 FR 63293 - Proposed Information Collection; Comment Request; Coastal Ocean Program Grants Proposal...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-16

... Oceanic and Atmospheric Administration's Coastal Ocean Program (COP) provides direct financial assistance.... The statutory authority for COP is Public Law 102-567 Section 201 (Coastal Ocean Program). In addition... to file annual progress reports and a project final report using COP formats. All of these...

Enabling the Continuous EOS-SNPP Satellite Data Record thru EOSDIS Services

NASA Astrophysics Data System (ADS)

Hall, A.; Behnke, J.; Ho, E. L.

2015-12-01

Following Suomi National Polar-Orbiting Partnership (SNPP) launch of October 2011, the role of the NASA Science Data Segment (SDS) focused primarily on evaluation of the sensor data records (SDRs) and environmental data records (EDRs) produced by the Joint Polar Satellite System (JPSS), a National Oceanic and Atmosphere Administration (NOAA) Program as to their suitability for Earth system science. The evaluation has been completed for Visible Infrared Imager Radiometer Suite (VIIRS), Advanced Technology Microwave Sounder (ATMS), Cross-track Infrared Sounder (CrIS), and Ozone Mapper/Profiler Suite (OMPS) Nadir instruments. Since launch, the SDS has also been processing, archiving and distributing data from the Clouds and the Earth's Radiant Energy System (CERES) and Ozone Mapper/Profiler Suite (OMPS) Limb instruments and this work is planned to continue through the life of the mission. As NASA transitions to the production of standard, Earth Observing System (EOS)-like science products for all instruments aboard Suomi NPP, the Suomi NPP Science Team (ST) will need data processing and production facilities to produce the new science products they develop. The five Science Investigator-led Processing Systems (SIPS): Land, Ocean. Atmosphere, Ozone, and Sounder will produce the NASA SNPP standard Level 1, Level 2, and global Level 3 products and provide the products to the NASA's Distributed Active Archive Centers (DAACs) for distribution to the user community. The SIPS will ingest EOS compatible Level 0 data from EOS Data Operations System (EDOS) for their data processing. A key feature is the use of Earth Observing System Data and Information System (EOSDIS) services for the continuous EOS-SNPP satellite data record. This allows users to use the same tools and interfaces on SNPP as they would on the entire NASA Earth Science data collection in EOSDIS.

Ocean Sense: Student-Led, Real-Time Research at the Bottom of the Ocean - Without Leaving the Classroom

NASA Astrophysics Data System (ADS)

Pelz, M.; Hoeberechts, M.; McLean, M. A.; Riddell, D. J.; Ewing, N.; Brown, J. C.

2016-12-01

This presentation outlines the authentic research experiences created by Ocean Networks Canada's Ocean Sense program, a transformative education program that connects students and teachers with place-based, real-time data via the Internet. This program, developed in collaboration with community educators, features student-centric activities, clearly outlined learning outcomes, assessment tools and curriculum aligned content. Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. Technologies developed on the world-leading NEPTUNE and VENUS observatories have been adapted for small coastal installations called "community observatories," which enable community members to directly monitor conditions in the local ocean environment. Data from these observatories are fundamental to lessons and activities in the Ocean Sense program. Marketed as Ocean Sense: Local observations, global connections, the program introduces middle and high school students to research methods in biology, oceanography and ocean engineering. It includes a variety of resources and opportunities to excite students and spark curiosity about the ocean environment. The program encourages students to connect their local observations to global ocean processes and the observations of students in other geographic regions. Connection to place and local relevance of the program is enhanced through an emphasis on Indigenous and place-based knowledge. The program promotes of cross-cultural learning with the inclusion of Indigenous knowledge of the ocean. Ocean Sense provides students with an authentic research experience by connecting them to real-time data, often within their own communities. Using the freely accessible data portal, students can curate the data they need from a range of instruments and time periods. Further, students are not restricted to their local community; if their question requires a greater range of data, they also have access to the other observatories in the network. Our presentation will explore the design, implementation and lessons learned from the ongoing development of the Ocean Sense program, from its inception to its current form today. Sample activities will be made available.

Candidates for office 2004-2006

NASA Astrophysics Data System (ADS)

Timothy L. Killeen. AGU member since 1981. Director of the National Center for Atmospheric Research (NCAR); Senior Scientist, High Altitude Observatory; Adjunct Professor, University of Michigan. Major areas of interest include space physics and aeronomy remote sensing, and interdisciplinary science education. B.S., Physics and Astronomy (first class honors), 1972, University College London; Ph.D., Atomic and Molecular Physics, 1975, University College London. University of Michigan: Researcher and Professor of Atmospheric, Oceanic, and Space Sciences, 1978-2000 Director of the Space Physics Research Laboratory 1993-1998 Associate Vice-President for Research, 1997-2000. Visiting senior scientist at NASA Goddard Space Flight Center, 1992. Program Committee, American Association for the Advancement of Science; Council Member, American Meteorological Society; Editor-in-Chief, Journal of Atmospheric and Solar-Terrestrial Physics; Chair, Jerome K.Weisner National Policy Symposium on the Integration of Research and Education, 1999. Authored over 140 publications, 57 in AGU journals. Significant publications include: Interaction of low energy positrons with gaseous atoms and molecules, Atomic Physics, 4, 1975; Energetics and dynamics of the thermosphere, Reviews of Geophysics, 1987; The upper mesosphere and lower thermosphere, AGU Geophysical Monograph, 1995, Excellence in Teaching and Research awards, College of Engineering, University of Michigan; recipient of two NASA Achievement Awards; former chair, NASA Space Physics Subcommittee; former chair, National Science Foundation (NSF) Coupling, Energetics and Dynamics of Atmospheric Regions (CEDAR) program; former member, NSF Advisory Committee for Geosciences, and chair of NSF's Atmospheric Sciences Subcommittee, 1999-2002 member, NASA Earth Science Enterprise Advisory Committee; member of various National Academy of Science/National Research Council Committees; cochair, American Association for the Advancement of Science National Meeting, 2003. AGU service includes: term as associate editor of Journal of Geophysical Research-Space Physics; chair, Panel on International Space Station; Global Climate Change Panel; Federal Budget Review Committee; member of AGU Program, Public Information, Awards, and Public Affairs committees; Chapman Conference Convener and Monograph editor; Section Secretary and Program Chair, Space and Planetary Relations Section; President of Space Physics and Aeronomy Section; AGU Council Member.

U.S. Strategies for Cooperation with the Soviets on Ocean Science

DTIC Science & Technology

1991-10-29

started to catch hold, there was aU scramble to form joint ventures and ’sell’ services, and they began to request financial support even to conclude...their understanding and response to questions. We also have fundamental concerns with their data management and quality control, and have a long way to...expanded interaction should help program managers and sponsors evaluate the risks involved and make wise decisions on what to buy. We believe this

Solar Eclipse (1979) Part I. Atmospheric Sciences Laboratory Field Program Summary

DTIC Science & Technology

1980-05-01

from a location approximately 30 km southeast of the small rocket sites. The large rocket launch site was separated from the instrumentation site by...Ord, CA 93941 San Diego, CA 92152 SRI International Commander 4 ATTN: K2060/Dr. Edward E. Uthe Naval Ocean Systems Center 333 Ravenswood Avenue ATTN...Engineering Experiment Station ATTN: Code 4473 (Tech Library) ATTN: Dr. James C. Wiltse San Diego, CA 92152 Atlanta, GA 30332 The RANJD Corporation

From Scientist to Educator: Oceanography in the Formal and Informal Classroom

NASA Astrophysics Data System (ADS)

Richardson, A. H.; Jasnow, M.; Srinivasan, M. S.; Rosmorduc, V.; Blanc, F.

2002-12-01

The TOPEX/Poseidon and Jason-1 ocean altimeter missions offer the educator in the middle school or informal education venue a unique opportunity for reinforcing ocean science studies. Two new educational posters from the United States' NASA/Jet Propulsion Laboratory and France's Centre National d'Etudes Spatiales provide teachers and students a tool to examine topics such as the dynamics of ocean circulation, ocean research, and the oceans role in climate. "Voyage on the High Seas; A Jason-1 Oceanic Adventure" is a poster/board game that offers learning opportunities through a non-textbook activity designed to stimulate interest in ocean science in a fun and instructive environment. The object of the game is to be the first to sail your research vessel from the Mediterranean Sea to Seattle, Washington while gaining Discovery Points. The starting point in the Mediterranean is where the mythological adventurers Jason and the Argonauts set out on their epic voyage to find the golden fleece. Discovery and Quiz Cards are used to challenge players to gain knowledge and points by correctly answering questions using clues from the board. Teachers can directly photocopy additional activities from the reverse side of the board game for use in a middle school Earth science curriculum. The game is also a stand-alone poster that is an engaging world map depicting the world's oceans and continents, major ocean currents, and other important geographic features. A second poster has been developed as a joint JPL/CNES effort. "Oceans' Music: Climate's Dance" highlights the ocean/climate link and provides educational activities that can be used directly in the classroom. The eye-catching poster is appropriate for display in both the formal and informal education setting. In both venues it should stimulate conversation about the ocean and provide a point of entry into inquiry-based learning about the connections between ocean circulation and global climate. It also seeks to emphasize the role of the ocean in sustaining life on Earth. Activities on the back of the poster can be used as supplemental material in a middle school Earth science curriculum, and are suitable for individual instruction and for classroom or group exercises. This poster will be published in both English and French. Educational research indicates that an inquiry-based method of student engagement is an appropriate and effective teaching tool. These posters offer a fun and instructive environment to promote student interest in Earth Science in general and particularly in oceanography.

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted that their institutions did not recognize the value of education-related scholarly activities, or undervaluing it compared to more traditional research activities. Given this reality, faculty desire strategies for balancing their time to allow time to pursue both. The current restructuring of NSF educational programs raises questions regarding future directions and the scale of support that may be available from the proposed Catalyzing Advances in Undergraduate STEM Education (CAUSE) Program. At the time of writing this abstract, specific details have not been communicated, but it appears that CAUSE could encompass components from several programs within the Division of Undergraduate Education's TUES, STEP, and WIDER programs, as well as the Geoscience Education and OEDG programs in the Geosciences Directorate. The RTUGeoEd project will continue to provide support to faculty seeking CAUSE (and other educational funding within DUE).

SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science

ERIC Educational Resources Information Center

Jolley, Allison; Lane, Erin; Kennedy, Ben; Frappé-Sénéclauze, Tom-Pierre

2012-01-01

This paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice--expert continuum, and how their perceptions change after taking one or more earth and…

The Southern California Coastal Ocean Observing System (SCCOOS): Developing A Coastal Observation System To Enable Both Science Based Decision Making And Scientific Discovery

NASA Astrophysics Data System (ADS)

Terrill, E.; John, O.

2005-05-01

The Southern California Coastal Ocean Observing System (SCCOOS) is a consortium that extends from Northern Baja CA in Mexico to Morro Bay at the southern edge of central California, and aims to streamline, coordinate, and further develop individual institutional efforts by creating an integrated, multidisciplinary coastal observatory in the Bight of Southern California for the benefit of society. By leveraging existing infrastructure, partnerships, and private, local, state, and federal resources, SCCOOS is developing a fully operational coastal observation system to address issues related to coastal water quality, marine life resources, and coastal hazards for end user communities spanning local, state, and federal interests. However, to establish a sensible observational approach to address these societal drivers, sound scientific approaches are required in both the system design and the transformation of data to useful products. Since IOOS and coastal components of the NSF Ocean Observatories Initiative (OOI) are not mutually exclusive within this framework, the SCCOOS consortium of observatory implementers have created an organizational structure that encourages dovetailing of OOI into the routine observations provided by the operational components of a regional IOOS. To begin the development, SCCOOS has grant funding from the California Coastal Conservancy as part of a $21M, statewide initiative to establish a Coastal Ocean Currents Monitoring Program, and funding from NOAA's Coastal Observing Technology System (COTS). In addition, SCCOOS is leveraging IT development that has been supported by the NSF Information Technology Research program Real-time observatories, Applications,and Data Manageemnt Network (ROADNET), and anticipates using developments which will result from the NSF Laboratory for Ocean Observatory Knowledge Integration Grid (LOOKING) program. The observational components now funded at SCCOOS include surface current mapping by HF radar; high resolution (GPS-tracked) drifters; propeller and buoyancy driven autonomous platforms which will continuously survey the nearshore region; the integration of data from nearly a dozen current moorings maintained by local agencies including the Orange County Sanitation District and LA County; surf zone current measurements and modeling; a Regional Ocean Modeling System with data assimilation for robust nowcasting and forecasting of the physical and biological properties of the ocean; acquisition, storage, and distribution of remote sensing data products including ocean color, sea surface temperature, and scatterometry for wind field measurements; and IT infrastructure with wireless networking where needed, based upon the requirements of the Ocean.US DMAC (Data Management and Communications) recommendations.

Thoughts on Multi-sphere Study in the Indo-Pacific Convergent Zone

NASA Astrophysics Data System (ADS)

Wang, F.

2016-12-01

Interactions of the ocean with other components of the earth system, such as atmosphere, lithosphere, and biosphere are the front and hotspot of the ocean and earth sciences. In the Indonesian Archipelago and adjacent western Pacific and eastern Indian Oceans, both the upper oceanic circulation and lower atmospheric circulation convergent and consequently enhance the fresh water and heat fluxes, affecting the East Asian and global climate. This region is considered as the world's center of marine bio-diversity and sediment discharge, as well as the collision center of the Eurasian, Indian and Pacific plates. Why and how the energy and material of multiple spheres convergent toward the region are important scientific issues on the front of earth system science and marine sciences, and need to be investigated through international cooperation.

Sea change: Charting the course for biogeochemical ocean time-series research in a new millennium

NASA Astrophysics Data System (ADS)

Church, Matthew J.; Lomas, Michael W.; Muller-Karger, Frank

2013-09-01

Ocean time-series provide vital information needed for assessing ecosystem change. This paper summarizes the historical context, major program objectives, and future research priorities for three contemporary ocean time-series programs: The Hawaii Ocean Time-series (HOT), the Bermuda Atlantic Time-series Study (BATS), and the CARIACO Ocean Time-Series. These three programs operate in physically and biogeochemically distinct regions of the world's oceans, with HOT and BATS located in the open-ocean waters of the subtropical North Pacific and North Atlantic, respectively, and CARIACO situated in the anoxic Cariaco Basin of the tropical Atlantic. All three programs sustain near-monthly shipboard occupations of their field sampling sites, with HOT and BATS beginning in 1988, and CARIACO initiated in 1996. The resulting data provide some of the only multi-disciplinary, decadal-scale determinations of time-varying ecosystem change in the global ocean. Facilitated by a scoping workshop (September 2010) sponsored by the Ocean Carbon Biogeochemistry (OCB) program, leaders of these time-series programs sought community input on existing program strengths and for future research directions. Themes that emerged from these discussions included: 1. Shipboard time-series programs are key to informing our understanding of the connectivity between changes in ocean-climate and biogeochemistry 2. The scientific and logistical support provided by shipboard time-series programs forms the backbone for numerous research and education programs. Future studies should be encouraged that seek mechanistic understanding of ecological interactions underlying the biogeochemical dynamics at these sites. 3. Detecting time-varying trends in ocean properties and processes requires consistent, high-quality measurements. Time-series must carefully document analytical procedures and, where possible, trace the accuracy of analyses to certified standards and internal reference materials. 4. Leveraged implementation, testing, and validation of autonomous and remote observing technologies at time-series sites provide new insights into spatiotemporal variability underlying ecosystem changes. 5. The value of existing time-series data for formulating and validating ecosystem models should be promoted. In summary, the scientific underpinnings of ocean time-series programs remain as strong and important today as when these programs were initiated. The emerging data inform our knowledge of the ocean's biogeochemistry and ecology, and improve our predictive capacity about planetary change.

The OOI Ocean Education Portal: Enabling the Development of Online Data Investigations

NASA Astrophysics Data System (ADS)

Lichtenwalner, C. S.; McDonnell, J. D.; Crowley, M. F.; deCharon, A.; Companion, C. J.; Glenn, S. M.

2016-02-01

The Ocean Observatories Initiative (OOI) was designed to transform ocean science, by establishing a long-term, multi-instrument, multi-platform research infrastructure at 7 arrays around the word. This unprecedented investment in ocean observation, funded by the National Science Foundation, provides a rich opportunity to reshape ocean science education as well. As part of the initial construction effort, an online Ocean Education Portal was developed to support the creation and sharing of educational resources by undergraduate faculty at universities and community colleges. The portal includes a suite of tools that enable the development of online activities for use as group or individual projects, which can be used during lectures or as homework assignments. The site includes: 1) a suite of interactive educational data visualization tools that provide simple and targeted interfaces to interact with OOI datasets; 2) a concept map builder that can be used by both educators and students to build networked diagrams of their knowledge; and 3) a "data investigation" builder that allows faculty to assemble resources into coherent learning modules. The site also includes a "vocabulary navigator" that provides a visual way to discover and learn about the OOI's infrastructure and scientific design. The site allows users to browse an ever-growing database of resources created by the community, and likewise, users can share resources they create with others. As the OOI begins its 25-year operational phase, it is our hope that faculty will be able to use the tools and investigations on the Ocean Education Portal to bring real ocean science research to their undergraduate students.

The Climate Variability & Predictability (CVP) Program at NOAA - DYNAMO Recent Project Advancements

NASA Astrophysics Data System (ADS)

Lucas, S. E.; Todd, J. F.; Higgins, W.

2013-12-01

The Climate Variability & Predictability (CVP) Program supports research aimed at providing process-level understanding of the climate system through observation, modeling, analysis, and field studies. This vital knowledge is needed to improve climate models and predictions so that scientists can better anticipate the impacts of future climate variability and change. To achieve its mission, the CVP Program supports research carried out at NOAA and other federal laboratories, NOAA Cooperative Institutes, and academic institutions. The Program also coordinates its sponsored projects with major national and international scientific bodies including the World Climate Research Programme (WCRP), the International Geosphere-Biosphere Programme (IGBP), and the U.S. Global Change Research Program (USGCRP). The CVP program sits within the Earth System Science (ESS) Division at NOAA's Climate Program Office. Dynamics of the Madden-Julian Oscillation (DYNAMO): The Indian Ocean is one of Earth's most sensitive regions because the interactions between ocean and atmosphere there have a discernable effect on global climate patterns. The tropical weather that brews in that region can move eastward along the equator and reverberate around the globe, shaping weather and climate in far-off places. The vehicle for this variability is a phenomenon called the Madden-Julian Oscillation, or MJO. The MJO, which originates over the Indian Ocean roughly every 30 to 90 days, is known to influence the Asian and Australian monsoons. It can also enhance hurricane activity in the northeast Pacific and Gulf of Mexico, trigger torrential rainfall along the west coast of North America, and affect the onset of El Niño. CVP-funded scientists participated in the DYNAMO field campaign in 2011-12. Results from this international campaign are expected to improve researcher's insights into this influential phenomenon. A better understanding of the processes governing MJO is an essential step toward improving their representations in numerical models and improving MJO simulation and prediction. Recent results from CVP-funded projects will be summarized in this poster.

77 FR 31329 - Northeast Fisheries Science Center, Woods, Hole, MA; Public Meeting/Workshop

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-25

... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration Northeast Fisheries Science Center, Woods, Hole, MA; Public Meeting/Workshop AGENCY: National Marine Fisheries Service (NMFS), National Oceanic and Atmospheric Administration (NOAA), Commerce. ACTION: Notice of a public meeting...

Thompson Receives 2013 Ocean Sciences Early Career Award: Response

NASA Astrophysics Data System (ADS)

Thompson, Andrew

2014-09-01

I would like to thank my nominator, Jess Adkins, as well as my supporters for their contributions to my nomination and the AGU Ocean Sciences section for its selection. It is an honor to join the past recipients of this award.

Hess Deep Interactive Lab: Exploring the Structure and Formation of the Oceanic Crust through Hands-On Models and Online Tools

NASA Astrophysics Data System (ADS)

Kurtz, N.; Marks, N.; Cooper, S. K.

2014-12-01

Scientific ocean drilling through the International Ocean Discovery Program (IODP) has contributed extensively to our knowledge of Earth systems science. However, many of its methods and discoveries can seem abstract and complicated for students. Collaborations between scientists and educators/artists to create accurate yet engaging demonstrations and activities have been crucial to increasing understanding and stimulating interest in fascinating geological topics. One such collaboration, which came out of Expedition 345 to the Hess Deep Rift, resulted in an interactive lab to explore sampling rocks from the usually inacessible lower oceanic crust, offering an insight into the geological processes that form the structure of the Earth's crust. This Hess Deep Interactive Lab aims to explain several significant discoveries made by oceanic drilling utilizing images of actual thin sections and core samples recovered from IODP expeditions. . Participants can interact with a physical model to learn about the coring and drilling processes, and gain an understanding of seafloor structures. The collaboration of this lab developed as a need to explain fundamental notions of the ocean crust formed at fast-spreading ridges. A complementary interactive online lab can be accessed at www.joidesresolution.org for students to engage further with these concepts. This project explores the relationship between physical and on-line models to further understanding, including what we can learn from the pros and cons of each.

NASA's Earth Science Flight Program Meets the Challenges of Today and Tomorrow

NASA Technical Reports Server (NTRS)

Ianson, Eric E.

2016-01-01

NASA's Earth science flight program is a dynamic undertaking that consists of a large fleet of operating satellites, an array of satellite and instrument projects in various stages of development, a robust airborne science program, and a massive data archiving and distribution system. Each element of the flight program is complex and present unique challenges. NASA builds upon its successes and learns from its setbacks to manage this evolving portfolio to meet NASA's Earth science objectives. NASA fleet of 16 operating missions provide a wide range of scientific measurements made from dedicated Earth science satellites and from instruments mounted to the International Space Station. For operational missions, the program must address issues such as an aging satellites operating well beyond their prime mission, constellation flying, and collision avoidance with other spacecraft and orbital debris. Projects in development are divided into two broad categories: systematic missions and pathfinders. The Earth Systematic Missions (ESM) include a broad range of multi-disciplinary Earth-observing research satellite missions aimed at understanding the Earth system and its response to natural and human-induced forces and changes. Understanding these forces will help determine how to predict future changes, and how to mitigate or adapt to these changes. The Earth System Science Pathfinder (ESSP) program provides frequent, regular, competitively selected Earth science research opportunities that accommodate new and emerging scientific priorities and measurement capabilities. This results in a series of relatively low-cost, small-sized investigations and missions. Principal investigators whose scientific objectives support a variety of studies lead these missions, including studies of the atmosphere, oceans, land surface, polar ice regions, or solid Earth. This portfolio of missions and investigations provides opportunity for investment in innovative Earth science that enhances NASA's capability for better understanding the current state of the Earth system. ESM and ESSP projects often involve partnerships with other US agencies and/or international organizations. This adds to the complexity of mission development, but allows for a greater scientific return on NASA's investments. The Earth Science Airborne Science Program provides manned and unmanned aircraft systems that further science and advance the use of satellite data. NASA uses these assets worldwide in campaigns to investigate extreme weather events, observe Earth system processes, obtain data for Earth science modeling activities, and calibrate instruments flying aboard Earth science spacecraft. The Airborne Science Program has six dedicated aircraft and access to many other platforms. The Earth Science Multi-Mission Operations program acquires, preserves, and distributes observational data from operating spacecraft to support Earth Science research focus areas. The Earth Observing System Data and Information System (EOSDIS), which has been in operations since 1994, primarily accomplishes this. EOSDIS acquires, processes, archives, and distributes Earth Science data and information products. The archiving of NASA Earth Science information happens at eight Distributed Active Archive Centers (DAACs) and four disciplinary data centers located across the United States. The DAACs specialize by topic area, and make their data available to researchers around the world. The DAACs currently house over 9 petabytes of data, growing at a rate of 6.4 terabytes per day. NASA's current Earth Science portfolio is responsive to the National Research Council (NRC) 2007 Earth Science Decadal Survey and well as the 2010 NASA Response to President Obama's Climate Plan. As the program evolves into the future it will leverage the lessons learned from the current missions in operations and development, and plan for adjustments to future objectives in response to the anticipated 2017 NRC Decadal Survey.

Meeting summary - Coastal meteorology and oceanography: Report of the third prospectus development team of the U.S. Weather Research Program to NOAA and NSF

USGS Publications Warehouse

Rotunno, R.; Pietrafesa, L.J.; Allen, J.S.; Colman, B.R.; Dorman, C.M.; Kreitzberg, C.W.; Lord, S.J.; McPhee, M.G.; Mellor, G.L.; Mooers, C.N.K.; Niiler, P.P.; Pielke, R.A.; Powell, M.D.; Rogers, D.P.; Smith, J.D.; Xie, Lingtian; Carbone, R.

1996-01-01

U.S. Weather Research Program (USWRP) prospectus development teams (PDTs) are small groups of scientists that are convened by the USWRP lead scientist on a one-time basis to discuss critical issues and to provide advice related to future directions of the program. PDTs are a principal source of information for the Science Advisory Committee, which is a standing committee charged with the duty of making recommendations to the Program Office based upon overall program objectives. PDT-1 focused on theoretical issues, and PDT-2 on observational issues; PDT-3 is the first of several to focus on more specialized topics. PDT-3 was convened to identify forecasting problems related to U.S. coastal weather and oceanic conditions, and to suggest likely solution strategies. There were several overriding themes that emerged from the discussion. First, the lack of data in and over critical regions of the ocean, particularly in the atmospheric boundary layer, and the upper-ocean mixed layer were identified as major impediments to coastal weather prediction. Strategies for data collection and dissemination, as well as new instrument implementation, were discussed. Second, fundamental knowledge of air-sea fluxes and boundary layer structure in situations where there is significant mesoscale variability in the atmosphere and ocean is needed. Companion field studies and numerical prediction experiments were discussed. Third, research prognostic models suggest that future operational forecast models pertaining to coastal weather will be high resolution and site specific, and will properly treat effects of local coastal geography, orography, and ocean state. The view was expressed that the exploration of coupled air-sea models of the coastal zone would be a particularly fruitful area of research. PDT-3 felt that forecasts of land-impacting tropical cyclones, Great Lakes-affected weather, and coastal cyclogenesis, in particular, would benefit from such coordinated modeling and field efforts. Fourth, forecasting for Arctic coastal zones is limited by our understanding of how sea ice forms. The importance of understanding air-sea fluxes and boundary layers in the presence of ice formation was discussed. Finally, coastal flash flood forecasting via hydrologic models is limited by the present accuracy of measured and predicted precipitation and storm surge events. Strategies for better ways to improve the latter were discussed.

Live Ship-to-shore Video Events from the JOIDES Resolution during International Ocean Discovery Program Expeditions

NASA Astrophysics Data System (ADS)

Kulhanek, D. K.; Cooper, S. K.; Dadd, K. A.; Colwell, F. S.; Mote, A. S.; Christiansen, E. A.

2014-12-01

The International Ocean Discovery Program (IODP) cores sediment and rock below the seafloor during two-month expeditions to study Earth's history and dynamics. Most IODP expeditions sail dedicated education officers to lead outreach efforts, including live ship-to-shore video events. Expeditions conduct 30-90 events through close collaboration between the educators and science party members. In 2014, Expedition 349 collected cores in the South China Sea. Even though no educator sailed, the staff scientist filled this role, allowing the expedition to carry out an extensive program of 58 live events (led by scientists) with institutions in 13 countries, demonstrating that outreach is deeply engrained in IODP culture. Expedition 349 spoke to ~3700 people, including ~375 primary school students in China and the USA, ~1150 secondary school students in six countries, and ~1300 undergraduate and graduate students in seven countries. The scientists also conducted events with museums, science centers, and science conferences. Over the last six years of operations, we have gained significant insights that help us to capitalize on best practices and utilize the newest and most effective technology for live events from sea given bandwidth constraints. We currently conduct video events with an iPad using Zoom software. Educators and scientists work together to provide ship tours and educate audiences about expedition science, lab work, and life at sea, and also answer audience questions. One feature we use extensively is the ability to screen share with Zoom, which allows us to show images stored on the iPad. These images show the location of drill sites and provide background information about the expedition scientific objectives, the drilling and coring process, and more. Shipboard scientists are usually enthusiastic about outreach events and many contact friends and colleagues to schedule additional events. The audiences we connect with ask many great questions and often post photos and YouTube videos of the events to social media. In addition, we conduct surveys following each event to help us improve our outreach program. We apply these results to future expeditions, including Expedition 353 (Indian Monsoon), which will be at sea during AGU, giving us the opportunity to demonstrate our ship-to-shore capabilities.

Investigating the Potential Impact of the Surface Water and Ocean Topography (SWOT) Altimeter on Ocean Mesoscale Prediction

NASA Astrophysics Data System (ADS)

Carrier, M.; Ngodock, H.; Smith, S. R.; Souopgui, I.

2016-02-01

NASA's Surface Water and Ocean Topography (SWOT) satellite, scheduled for launch in 2020, will provide sea surface height anomaly (SSHA) observations with a wider swath width and higher spatial resolution than current satellite altimeters. It is expected that this will help to further constrain ocean models in terms of the mesoscale circulation. In this work, this expectation is investigated by way of twin data assimilation experiments using the Navy Coastal Ocean Model Four Dimensional Variational (NCOM-4DVAR) data assimilation system using a weak constraint formulation. Here, a nature run is created from which SWOT observations are sampled, as well as along-track SSHA observations from simulated Jason-2 tracks. The simulated SWOT data has appropriate spatial coverage, resolution, and noise characteristics based on an observation-simulator program provided by the SWOT science team. The experiment is run for a three-month period during which the analysis is updated every 24 hours and each analysis is used to initialize a 96 hour forecast. The forecasts in each experiment are compared to the available nature run to determine the impact of the assimilated data. It is demonstrated here that the SWOT observations help to constrain the model mesoscale in a more consistent manner than traditional altimeter observations. The findings of this study suggest that data from SWOT may have a substantial impact on improving the ocean model analysis and forecast of mesoscale features and surface ocean transport.

Women in ocean sciences: A status report

NASA Astrophysics Data System (ADS)

Gross, M. Grant

Science has long been dominated by men, but women are now entering the sciences [Widnall, 1988[, including ocean sciences, in large numbers. Indeed, women constitute 64% of the entering work force [Task Force, 1988]—white women 42%, nonwhite women 13%, and immigrant women 9%. Thus, meeting oceanography's human resource needs requires that it attract and retain women.This paper addresses the question, How are we doing? I hope also to stimulate discussion on these issues, leading to identification of activites appropriate for research-funding agencies, such as the National Science Foundation, to undertake.

SWOT: The Surface Water and Ocean Topography Mission. Wide- Swath Altimetric Elevation on Earth

NASA Technical Reports Server (NTRS)

Fu, Lee-Lueng (Editor); Alsdorf, Douglas (Editor); Morrow, Rosemary; Rodriguez, Ernesto; Mognard, Nelly

2012-01-01

The elevation of the surface of the ocean and freshwater bodies on land holds key information on many important processes of the Earth System. The elevation of the ocean surface, called ocean surface topography, has been measured by conventional nadirlooking radar altimeter for the past two decades. The data collected have been used for the study of large-scale circulation and sea level change. However, the spatial resolution of the observations has limited the study to scales larger than about 200 km, leaving the smaller scales containing substantial kinetic energy of ocean circulation that is responsible for the flux of heat, dissolved gas and nutrients between the upper and the deep ocean. This flux is important to the understanding of the ocean's role in regulatingfuture climate change.The elevation of the water bodies on land is a key parameter required for the computation of storage and discharge of freshwater in rivers, lakes, and wetlands. Globally, the spatial and temporal variability of water storage and discharge is poorly known due to the lack of well-sampled observations. In situ networks measuring river flows are declining worldwide due to economic and political reasons. Conventional altimeter observations suffers from the complexity of multiple peaks caused by the reflections from water, vegetation canopy and rough topography, resulting in much less valid data over land than over the ocean. Another major limitation is the large inter track distance preventing good coverage of rivers and other water bodies.This document provides descriptions of a new measurement technique using radar interferometry to obtain wide-swath measurement of water elevation at high resolution over both the ocean and land. Making this type of measurement, which addresses the shortcomings of conventional altimetry in both oceanographic and hydrologic applications, is the objective of a mission concept called Surface Water and Ocean Topography (SWOT), which was recommended by the National Research Council's first decadal survey of NASA's Earth science program. This document provides wide-ranging examples of research opportunities in oceanography and land hydrology that would be enabled by the new type of measurement. Additional applications in many other branches of Earth System science ranging from ocean bathymetry to sea ice dynamics are also discussed. Many of the technical issues in making the measurement are discussed as well. Also presented is a preliminary design of the SWOT Mission concept, which is being jointly developed by NASA and CNES, with contributions from the Canadian Space Agency.

Increasing Diversity in Global Climate Change, Space Weather and Space Technology Research and Education

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Austin, S. A.; Howard, A. M.; Boxe, C.; Jiang, M.; Tulsee, T.; Chow, Y. W.; Zavala-Gutierrez, R.; Barley, R.; Filin, B.; Brathwaite, K.

2015-12-01

This presentation describes projects at Medgar Evers College of the City University of New York that contribute to the preparation of a diverse workforce in the areas of ocean modeling, planetary atmospheres, space weather and space technology. Specific projects incorporating both undergraduate and high school students include Assessing Parameterizations of Energy Input to Internal Ocean Mixing, Reaction Rate Uncertainty on Mars Atmospheric Ozone, Remote Sensing of Solar Active Regions and Intelligent Software for Nano-satellites. These projects are accompanied by a newly developed Computational Earth and Space Science course to provide additional background on methodologies and tools for scientific data analysis. This program is supported by NSF award AGS-1359293 REU Site: CUNY/GISS Center for Global Climate Research and the NASA New York State Space Grant Consortium.

Using High-Resolution Swath Mapping Data and Other Underway Geophysical Measurements Collected during Transit Cruises of RV Isabu to Map Deep Sea Floor of the Pacific and Indian Oceans

NASA Astrophysics Data System (ADS)

Hong, G. H.; Lee, S. M.; Kim, D. J.; Lee, Y. H.; Kim, S. S.

2017-12-01

Detail images of the seafloor are often the first collection of clues that set one towards a path that leads to a new discovery. The mapping of unchartered seafloor is like exploring the surface of an unknown planet for the first time. The launch of new global-ocean-class RV Isabu operated by Korea Institute of Ocean Science and Technology (KIOST) in November 2016 has reinvigorated the ongoing open ocean research in Korea. The location of the KIOST research vessels can be found at http://www.kiost.net/. Here we present a new collaborative research and education program which utilizes onboard measurements taken during the transit cruises. The measurements include high-resolution swath mapping bathymetric data, underway geophysical measurements (3.5 kHz subbottom profile, sea surface gravity and magnetic field) which are gathered semi-automatically during a scientific operation. The acquisition of data alone is not sufficient for meaningful scientific knowledge as the initial measurements must be cleaned and processed during or after the cruise. As in any scientific endeavor, planning is important. Prior to the cruise, preliminary study will be carried out by carefully examining the previously collected data from various global databases. Whenever possible, a small offset will be made of the ship track lines crossing the region so that important new measurements can be obtained systematically over the years. We anticipate that the program will not only contribute to fill the gap in the high-resolution bathymetry in some part of the Indian Ocean and Pacific. The processed and analyzed data will be available to other scientific communities for further understanding via download from KIOST website.

Stone Soup Projects: Using real-time resources and creative partnering to meet multiple needs

NASA Astrophysics Data System (ADS)

McLean, S.; Searle, R.; Zala, K.

2010-12-01

Ocean Networks Canada oversees the VENUS and NEPTUNE Canada undersea cabled observatories. Its Centre for Enterprise and Engagement communicates the scientific discoveries and technological innovations happening at the two systems. Not surprisingly, funders in ocean science are interested in seeing evidence of increased recruitment of Highly Qualified Personnel into marine science and industry. This demand creates a series of opportunities for inspiring students, ranging from graduate school down to middle school, to pursue studies in chemistry, biology, physics, geology, engineering, and beyond. As the Engagement section is a small operation, we partner with others to produce educational assets incorporating real-time data from VENUS and NEPTUNE Canada observatories that enable frontline educators to create exciting ocean science experiences for students and the public. In one project, the lab component of an entire undergraduate course lets students conduct their own investigations into marine oxygen levels by using VENUS data. In another, Fine Arts graduate and undergraduate students are using high-tech tools to create a series of webisodes that map the principles of Ocean Literacy onto the science themes of VENUS and NEPTUNE Canada. In a third project, we hosted a website for a collaborative expedition to small coastal towns that focused on the marine science happening in the Salish Sea, British Columbia. Our projects and challenges for engaging students and the public with ocean science using real-time and other data offer strategies for outreach and education sections of similar organizations.

Earth Science Research as IPY Priority

NASA Astrophysics Data System (ADS)

Kotlyakov, V.; Leonov, Y.; Coakley, B.; Grikurov, G.; Johnson, L.; Kaminsky, V.; Kristoffersen, Y.; Leitchenkov, G.; Pavlenko, V.

2004-05-01

The preparations for IPY 2007/2008 are evolving from conceptual to implementation planning. Many earth scientists are concerned that the emerging plans for IPY are too narrowly focused on environmental processes and therefore appear discriminatory with respect to other fundamental sciences. National/international efforts such as USGCRP (U.S. Global Change Research program) and IPCC (Intergovernmental Panel on Climate Change) are also involved in the multitude of climate change issues, and just how the proposed IPY program could augment and complement these ongoing activities without reproducing them requires careful analysis and coordination. In particular, the polar research is unthinkable without study of the geological history of the Arctic and the Southern Oceans as a clue to tectonic evolution of the entire planet and test of the current geodynamic paradigm. In addition to these fundamental objectives, the circum-polar continental margins of the Arctic and Antarctica are likely to become the scenes of geopolitical intrigue provoked by implementation of the provisions of the Law of the Sea that require acquisition of specific earth science knowledge at internationally recognized levels of credibility. Interdisciplinary international programs (e. g. JEODI), based on geophysical data acquisition and analysis that would lead, where appropriate, to scientific drilling, had independently been proposed for studying the coupled tectonic and oceanographic history of the polar regions. Admitting the importance of identifying fundamental constraints for paleooceanography and climatic history of the high latitudes, and acknowledging the progress achieved so far in promoting IPY activities, the international earth science community has suggested developing the proposed approach into a major IPY endeavor - to examine the Polar Ocean Gateway Evolution (POGE). Such study would enable linking the geological history of the Polar Regions during the last 100 Ma and related fundamental changes that occurred in the face of the Earth with modern consequences of these processes and their impact on contemporary world. In good agreement with this project idea, although on a shorter time scale, is another initiative SALE (Subglacial Antarctic Lake Exploration) that has also been submitted for consideration in IPY context. It is hoped that IASC, SCAR and IUGS will take an active stand in endorsing earth science component of IPY, and that other bodies responsible for formulating IPY agenda will eventually recognize the fundamental importance of learning the past in order to understand the present and predict the future.

Strategies for broadening participation in the Maryland Sea Grant REU program

NASA Astrophysics Data System (ADS)

Moser, F. C.; Kramer, J.; Allen, J. R.

2011-12-01

A core goal of the ocean science community is to increase gender and ethnic diversity in its scientific workforce. Maryland Sea Grant strives to provide women and students from underrepresented groups in marine science opportunities to participate in its NSF-supported Research Experiences for Undergraduates (REU) program in estuarine processes. While women currently dominate the applicant student pool, and often the accepted student pool, we are trying a variety of strategies to increase the number of applicants and accepted students from underrepresented groups who might not otherwise be lured into marine science research and, ultimately, careers. For example, we have built partnerships with multicultural-focused undergraduate research programs and institutions, which can raise awareness about our REU program and its commitment to broadening diversity. Further, we work to attract first generation college students, students from small colleges with limited marine science opportunities and students from varied racial and ethnic backgrounds using such strategies as: 1) developing trust and partnerships with faculty at minority serving institutions; 2) expanding our outreach in advertising our program; 3) recruiting potential applicants at professional meetings; 4) targeting minority serving institutions within and beyond our region; 5) encouraging our REU alumni to promote our REU program among their peers; and 6) improving our application process. We believe these efforts contribute to the increase in the diversity of our summer-supported students and the change in the composition of our applicant pool over the last decade. Although we cannot definitively identify which strategies are the most effective at broadening participation in our program, we attribute most of our improvements to some combination of these strategies. In addition, pre- and post-surveying of our REU students improves our understanding of effective tools for recruiting and adapting our program to better serve a diversity of students and to promote a life-long interest in marine science. To help sustain long-term outcomes, we are exploring ways to work directly with minority-serving institutions to build 'bridging REU programs' that can train prospective REU students and thus enlarge the pool of potential applicants to recruit.