Passing the Baton to the Next Generation: A Few Problems That Need Solving.

This is a personal account of some of the people and factors that were important in my career in chemical oceanography. I also discuss two areas of oceanographic research and training that I think need more attention. The first is how the difficulty in getting appropriate samples hampers our ability to fully understand biogeochemical processes in the sea. I have worked on dissolved materials, suspended and sinking particles, and sediments in lakes, oceans, rivers, and aerosols. Sample collection problems affect all those areas, although to different degrees. Second, I discuss a few of the issues that I most worry about with regard to graduate education in oceanography, among them an apparent decrease over the past several decades in the ability of many beginning students to write clearly and think logically.

The sea as science: ocean research institutions and strategies in Portugal in the twentieth century (from the First Republic to democracy).

Historical perspective has revealed the many aspects of Portugal's interest in the sea, evident in a series of initiatives and entities throughout the twentieth century. From the beginning of the century until the 1974 Revolution, the genesis of organizations devoted to the scientific study of the sea is analyzed, observing their specific missions in the context of the formulation of science policy, and more specifically "ocean policies." The Portuguese valued knowledge of the sea due to their maritime vocation, coastal life and geographic position. Traversing different historical and political contexts and development cycles, the assumptions and political implications that accentuate the strategic dimension of science policy, visible in the geopolitical affirmation of oceanography, are studied.

O mar como ciência: instituições e estratégias da investigação sobre o mar em Portugal no século XX (da Primeira República à democracia) / The sea as science: ocean research institutions and strategies in Portugal in the twentieth century (from the First Republic to democracy)

A perspectiva histórica revelou o interesse português pelo mar numa série de iniciativas e entidades ao longo do século XX. Desde o início do século à Revolução de 1974, estuda-se a génese de organismos vocacionados para a investigação científica do mar, observando suas missões específicas no contexto da formulação de políticas científicas, concretamente na definição de “políticas do mar”. A vocação marítima portuguesa, a realidade costeira e a posição geográfica estimulam a valorização do conhecimento sobre o mar. Percorrendo diferentes conjunturas histórico-políticas e ciclos de desenvolvimento, captam-se pressupostos e implicações políticas que acentuam a dimensão estratégica da política científica, visível na afirmação geopolítica das questões do mar agregadas sob a oceanografia.

Historical perspective has revealed the many aspects of Portugal’s interest in the sea, evident in a series of initiatives and entities throughout the twentieth century. From the beginning of the century until the 1974 Revolution, the genesis of organizations devoted to the scientific study of the sea is analyzed, observing their specific missions in the context of the formulation of science policy, and more specifically “ocean policies.” The Portuguese valued knowledge of the sea due to their maritime vocation, coastal life and geographic position. Traversing different historical and political contexts and development cycles, the assumptions and political implications that accentuate the strategic dimension of science policy, visible in the geopolitical affirmation of oceanography, are studied.

Illustrations and the genesis of Barrett and Yonge's "Collins pocket guide to the sea shore" (1958).

Twenty nine items of correspondence from the mid-1950s discovered recently in the archives of the University Marine Biological Station Millport, and others made available by one of the illustrators and a referee, shed unique light on the publishing history of "Collins pocket guide to the sea shore". This handbook, generally regarded as a classic of its genre, marked a huge step forwards in 1958; providing generations of students with an authoritative, concise, affordable, well illustrated text with which to identify common organisms found between the tidemarks from around the coasts of the British Isles. The crucial role played by a select band of illustrators in making this publication the success it eventually became, is highlighted herein. The difficulties of accomplishing this production within commercial strictures, and generally as a sideline to the main employment of the participants, are revealed. Such stresses were not helped by changing demands on the illustrators made by the authors and by the publishers.

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

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.

Coastal seas as a context for science teaching: a lesson from Chesapeake Bay.

Lessons that employ authentic environmental data can enhance the ability of students to understand fundamental science concepts. This differs from traditional "environmental education" in that school curricula need not set aside time for educators to teach only environmental topics. Rather, the "environment" is used to advance student learning in science and technology. The success of this approach depends on programs that encourage scientists to communicate more effectively with teachers at all education levels. The expanding diversity of research and monitoring activities on the world's marine waters constitutes an outstanding potential education resource. Many of these projects involve remote sensing with sophisticated instrumentation and employ Internet technology to compile measurements, interpret data using graphs and satellite imagery, and share the results among scientific colleagues and the general public alike. Unfortunately, these resources, which constitute a much shortened path between research findings and textbook presentation, are seldom interpreted for use by K-12 educators. We have developed an example that uses the Chesapeake Bay as a paradigm to demonstrate how such interpretation can assist educators in teaching important principles in physical oceanography and marine ecology. We present this example using PowerPoint to conduct a virtual tour of selected Internet sources. Our example begins with the conceptual "salt wedge" circulation model of Chesapeake Bay as a partially mixed estuary. Teachers have the opportunity to explore this model using salinity, temperature, and dissolved oxygen data taken from a research vessel platform during summer professional development programs. This source of authentic data, originally obtained by teachers themselves, clearly demonstrates the presence of a picnocline and deep-water anoxia. Our lesson plan proceeds to interpret these data using additional Internet-based resources at increasing scales of time and space. The "salt wedge," picnocline, and anoxia are examined using graphics derived from data taken by researchers using "ScanFish," a towed instrument that samples temperature, salinity, and dissolved oxygen at a resolution of only a few meters vertically and horizontally. The seasonal dynamics of these parameters at a given location are interpreted using biweekly monitoring data obtained as part of the state-federal Chesapeake Bay Program. The influence of annual variations in freshwater input is examined using stream flow data from US. Geological Survey gauging stations. Satellite remote sensing images from the TOPEX/Poseidon project are used to show how El Niño and La Niña events in the mid-Pacific affect the Chesapeake Bay system via rainfall on its watershed. Finally, the life cycle of the blue crab (Callinectes sapidus) is presented to show how an estuarine organism has adapted to this truly unique and dynamic coastal environment.