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Trash Travels: the Truth—And the Consequences
From Our Hands to the Sea, Around the Globe, and Through Time Contents Overview introduction from the president and ceo . 02 a message from philippe cousteau . 03 executive summary . 04 results from the 2009 international coastal cleanup . 06 participating countries map . .07 trash travels: the truth—and the consequences . 16 the pacific garbage patch: myths and realities . 24 international coastal cleanup sponsoring partners . .26 international coastal cleanup volunteer coordinators and sponsors . 30 The Marine Debris Index terminology . 39 methodology and research notes . 40 marine debris breakdown by countries and locations . 41 participation by countries and locations . 49 marine debris breakdown by us states . 50 participation by us states . 53. acknowledgments and photo credits . 55. sources . 56 Ocean Conservancy The International Coastal Cleanup Ocean Conservancy promotes healthy and diverse In partnership with volunteer organizations and ecosystems and opposes practices that threaten individuals across the globe, Ocean Conservancy’s ocean life and human life. Through research, International Coastal Cleanup engages people education, and science-based advocacy, Ocean to remove trash and debris from the world’s Conservancy informs, inspires, and empowers beaches and waterways, to identify the sources people to speak and act on behalf of the ocean. of debris, and to change the behaviors that cause In all its work, Ocean Conservancy strives to be marine debris in the first place. the world’s foremost advocate for the ocean. © OCEAN CONSERVANCY . ALL RIGHTS RESERVED . ISBN: 978-0-615-34820-9 LOOKING TOWARD THE 25TH ANNIVERSARY INTERNATIONAL COASTAL CLEANUP ON SEPTEMBER 25, 2010, Ocean Conservancy 01 is releasing this annual marine debris report spotlighting how trash travels to and throughout the ocean, and the impacts of that debris on the health of people, wildlife, economies, and ocean ecosystems. -
UC San Diego UC San Diego Electronic Theses and Dissertations
UC San Diego UC San Diego Electronic Theses and Dissertations Title Gyre Plastic : Science, Circulation and the Matter of the Great Pacific Garbage Patch Permalink https://escholarship.org/uc/item/21w9h64q Author De Wolff, Kim Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Gyre Plastic: Science, Circulation and the Matter of the Great Pacific Garbage Patch A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Communication by Kim De Wolff Committee in charge: Professor Chandra Mukerji, Chair Professor Joseph Dumit Professor Kelly Gates Professor David Serlin Professor Charles Thorpe 2014 Copyright Kim De Wolff, 2014 All rights reserved. The Dissertation of Kim De Wolff is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Chair University of California, San Diego 2014 iii TABLE OF CONTENTS Signature Page ........................................................................................................... iii Table of Contents ....................................................................................................... iv List of Figures ............................................................................................................ vi Acknowledgements .................................................................................................... ix Vita ............................................................................................................................ -
Debris Accumulation Scenarios in Washington State from the March 2011 Tōhoku Tsunami
Debris Accumulation Scenarios in Washington State from the March 2011 Tōhoku Tsunami Ian Miller Jim Brennan Washington Sea Grant i Debris Accumulation Scenarios in Washington State from the March 2011 Tōhoku Tsunami Ian Miller Coastal Hazards Specialist Washington Sea Grant 1502 E. Lauridsen Blvd. Port Angeles, WA 98362 [email protected] 360.417.6460 Jim Brennan Marine Habitat Specialist Washington Sea Grant University of Washington 3716 Brooklyn Ave. N.E. Seattle, WA 98105 [email protected] 206.543.6600 WSG-TR 12-02 wsg.washington.edu/ Cover photo of debris in the coastal waters off Japan, taken shortly after the 2011 Tohoku tsunami. Image Credit: U.S. Navy ii Abstract Background he Japanese government estimates that approximately 5 erceived as a problem in Washington state for decades, Tmillion tons of debris washed out to sea after the Tōhoku Ppotential impacts of marine debris include wildlife interac- tsunami that struck Japan on March 11, 2011. Of that mass, tions, habitat degradation, a reduction in the aesthetic quality about 1.5 million tons probably floated away from the near- of the shoreline and risks to human and environmental health coastal environment and could be transported to the beaches (Environmental Protection Agency, 2011). While a number of fringing the northeast Pacific Ocean, including the coast of individuals and organizations have worked to remove debris Washington state. The debris has been difficult to track and from Washington’s beaches for some time (Washington Coast represents a potential human and environmental hazard that Savers, 2012), the possibility of an increased flow of debris due results in concern about the type and volume of tsunami-gen- to the March 2011 Tōhoku tsunami has galvanized the public erated materials that may wash ashore over the next few years. -
UNIVERSITY of CALIFORNIA, SAN DIEGO Abundance and Ecological
UNIVERSITY OF CALIFORNIA, SAN DIEGO Abundance and ecological implications of microplastic debris in the North Pacific Subtropical Gyre A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Oceanography by Miriam Chanita Goldstein Committee in charge: Professor Mark D. Ohman, Chair Professor Lihini I. Aluwihare Professor Brian Goldfarb Professor Michael R. Landry Professor James J. Leichter 2012 Copyright Miriam Chanita Goldstein, 2012 All rights reserved. SIGNATURE PAGE The Dissertation of Miriam Chanita Goldstein is approved, and it is acceptable in quality and form for publication on microfilm and electronically: PAGE _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Chair University of California, San Diego 2012 iii DEDICATION For my mother, who took me to the tidepools and didn’t mind my pet earthworms. iv TABLE OF CONTENTS SIGNATURE PAGE ................................................................................................... iii DEDICATION ............................................................................................................. iv TABLE OF CONTENTS ............................................................................................. v LIST OF FIGURES -
07 PSSA 2009-2010 Grade 7 Reading Item Sampler
Test Booklet Subject: LA, Grade: 07 PSSA 2009-2010 Grade 7 Reading Item Sampler Student name: Author: Pennsylvania - signup at www.triand.com to remove - District: Pennsylvania Released Tests Printed: WednesdaySample December 18, 2013 PSSA 2009-2010 Grade 7 Reading Item Sampler LA:07 Read the following passage about ocean currents. For twenty years Ebbesmeyer has studied one drifting Then answer eight questions. object at a time, such as a bottle with a message found Shoes Overboard! on a beach or an abandoned ship that landed on a shore. You can guess why he got excited when he read by Sharlene P. Nelson an article in a newspaper about beachcombers finding From the late fall of 1990 through early 1991, the shoes. beachcombers in the Pacific Northwest began to find “I knew instantly this was a real opportunity,” hundreds of shoes lying on beaches and encrusted with Ebbesmeyer says. “It is extremely rare thatan salt and barnacles. They were puzzled. Where did the oceanographer gets to study thousands of drifting shoes come from? How did they get there? One objects in the ocean at one time.” scientist studied the puzzle and found some answers. His answers are teaching him more about ocean He phoned beachcombers, including an Oregon artist, currents. Steve McLeod. McLeod had collected information about when and where 1,600 shoes were found. In May 1990 the container ship Hansa Carrier left Korea on its way across the Pacific Ocean toward the With a list of the identification numbers found inside United States. Containers as large as a train’s boxcar the shoes, Ebbesmeyer was able to learn that the shoes were strapped on the ship’s deck. -
Viagra Canada Head Office
May 1, 1997 Vol. 3, No. 1 THE DRIFTING SEED A semiannual Newsletter covering seeds and fruits dispersed by tropical currents and the people who collect and study them. Dr. Charles R. (Bob) Gunn, Contributing Editor Cathie Katz, Editor and Publisher Sue Bradley, Business Manager John V. Dennis Sr., Columnist Pete Zies, Columnist The Second Annual Sea-Bean Symposium will be held at the Community Center in Melbourne Beach, Florida October 16 through 19, 1997 Drifters from Washington, Virginia, North Carolina, Maryland, Alabama … and possibly Canada and Africa will attend. Details about the events will be included in the next Drifting Seed in September. Dr. Charles R. (Bob) Gunn 120 White Squirrel Lane Cathie Katz Brevard, NC 28712 USA PO Box 510366 704-883-9719 Melbourne Beach, FL 32951 USA e-mail: [email protected] e-mail: [email protected] From Your Editors From Bob: Our December 1996 issue was mailed on time, and we appreciate your letters, suggestions, comments and support. I cannot let this opportunity go by without letting you all know how much I appreciate the plaque that you awarded me. The presentation message, printed in the December issue make this plaque even more important to me. The plaque overlooks my computer station, and even as I type this, I can look at it and remember you all. Thank you. Our Newsletter is the result of a fortunate meld of Cathie and my talents, but its success resides in your hands. We need to fill the following columns three times a year, and only you can do this: Feature Articles (mainly about collectors, collections, and contributors), News and Notes from Readers, Recent Literature, and Collectors’ Gallery (photographs). -
LESSON 1: Go with the Flow! Teacher’S Guide
LESSON 1: Go With The Flow! Teacher’s Guide Objective: In this lesson, students will be Materials: introduced to a case study that helped scientists Interactive whiteboard or projector with internet understand ocean currents, as well as how these access and a StarLogo Nova account can be modeled. After a discussion on what Individual copies of the Student Guide models are, students will see how computational (on page 9 of this curriculum) models work using a basic programming language. Inquiry Question: How do computers let us predict changes in systems? Time Required: One class period. Extra time may be required for students to become acquainted with the StarLogo Nova program. Science Standards Addressed: 6th Grade: SC.6.E.7.5, SC.6.N.1.3, SC.6.N.3.4 7th Grade: SC.7.N.1.3, SC.7.N.3.2, SC.7.N.1.5 8th Grade: SC.8.N.1.5, SC.8.N.1.6, SC.8.N.3.1, SC.8.E.5.10 Middle School Computer Science: SC.68.CS-PC.2.8, SC.68.CS-CS.1.2, SC.68.CS-CS.1.4, SC.68.CS-CS.1.3, SC.68.CS-CS.2.11 PROCEDURES Step 1 Duck Drifters To spark interest in this series of lessons, begin with a viewing of this video about a container of bathtub toys lost at sea that inadvertently became ocean current tracking devices. Students can also read the article about the bathtub toys on page 11. YouTube video on bathtub ducks lost at sea Discuss answers to questions 1-6 in the student https://www.youtube.com/watch?v=eLMSMs6AYYc guide before moving on to Step 2. -
The Pennsylvania State University Schreyer Honors College
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE INTERCOLLEGE PROGRAM MESSAGE IN A BOTTLE: CREATING AN OCEANOGRAPHIC GOOGLE EARTH TOUR USING SPREADSHEET MAPPER JONATHAN D. HARTLINE Spring 2011 A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in Information Sciences and Technology with honors in Environmental Inquiry Reviewed and approved* by the following: Laura Guertin Associate Professor of Earth Science Thesis Supervisor and Honors Adviser Nannette D’Imperio Instructor in Computer Science Thesis Reader * Signatures are on file in the Schreyer Honors College. i ABSTRACT Google Earth is free, downloadable software offered by Google that allows people to explore the Earth through satellite imagery. In recent years, Google Earth has been used as a technological tool to teach students in the classroom about varying topics from geography to literature. Google Earth Outreach, Google’s program which supports non-profit organizations, has released Spreadsheet Mapper, a Google spreadsheet which can be used to create and compile more complex Google Earth tours. Four of Spreadsheet Mapper’s default templates were modified to suit the needs of a “choose your own adventure” style oceanographic tour which teaches users about surface ocean currents. The tour follows a branched structure in which the user chooses one of four ocean basins to explore: North Atlantic, South Atlantic, North Pacific, and South Pacific. Each basin starts with the scenario of throwing a bottle with a message inside into the ocean and tracing its journey through the four major basin-specific surface ocean currents. At the end of each tour is a video which shows users how the bottle traveled on the ocean currents. -
1 Message in a Bottle: Rapid Increase in Asian Bottles in the South Atlantic Ocean Indicates Major Debris Inputs from Ships Pe
Message in a bottle: rapid increase in Asian bottles in the South Atlantic Ocean indicates major debris inputs from ships Peter G. Ryana*, Ben J. Dilleya, Robert A. Ronconib and Maëlle Connanc Supplemental Information Appendix Study site and field methods Inaccessible Island, one of three main islands in the Tristan da Cunha archipelago, is named for the steep cliffs that encircle the island, but there are cobble and boulder beaches at the foot of many of the cliffs (1). The island is visited only occasionally (at most 1–2 landings per year) by people from the small community on the main island of Tristan (~260 residents), with most landings on the island’s more sheltered east coast. The amounts, composition and origins of anthropogenic debris, including worked timber, have been recorded along 1.1 km of cobble and boulder shoreline on the exposed west coast of Inaccessible Island between Tern Rock (37°17.46´S, 12°41.74´W) and West Point (37°17.73´S, 12°42.37´W) since the 1980s (2, 3, 4). Debris was left in situ during most of these surveys, but was collected into caches on the backshore in 1989 to allow for newly-arrived debris to be scored (4). However, some of this cached debris probably was dispersed by subsequent storm waves. To characterise the origins of debris in the 1980s, we used the maximum count per country/region recorded in any of the annual surveys (listed above); almost all data came from 1989. The standing stock of debris between Tern Rock and West Point was again recorded in October 2009 and September-November 2018. -
MCAS 2019 Released Items English Language Arts, Grade 10
VIII. English Language Arts, Grade 10 Grade 10 English Language Arts Test The spring 2019 grade 10 English Language Arts test was a next-generation assessment that was administered in two primary formats: a computer-based version and a paper-based version. The vast majority of students took the computer-based test. The paper-based test was offered as an accommodation for students with disabilities who are unable to use a computer, as well as for English learners who are new to the country and are unfamiliar with technology. Most of the operational items on the grade 10 ELA test were the same, regardless of whether a student took the computer- based version or the paper-based version. In places where a technology-enhanced item was used on the computer-based test, an adapted version of the item was created for use on the paper test. These adapted paper items were multiple-choice or multiple- select items that tested the same ELA content and assessed the same standard as the technology-enhanced item. This document displays released items from the paper-based test. Released items from the computer-based test are available on the MCAS Resource Center website at mcas.pearsonsupport.com/released-items. Test Sessions and Content Overview The grade 10 ELA test was made up of two separate test sessions. Each session included reading passages, followed by selected-response and essay questions. On the paper-based test, the selected-response questions were multiple-choice items and multiple-select items, in which students select the correct answer(s) from among several answer options. -
Impacts of Marine Debris and Oil: Economic and Social Costs to Coastal Communities
Impacts of Marine Debris and Oil: Economic and Social Costs to Coastal Communities he problem of marine litter and oil deposited on coasts is a common problem for coastal local communities and other organisations throughout the world. A wide range of studies Tand surveys employing many different methodologies have been undertaken over the years to assess the problem. These have attempted to address the problems of collecting data on the volumes, types, origin and other factors relating to marine litter and oil. There is much less research and data available about the economic and social impacts of these substances. The purpose of the project was to undertake a pilot study to investigate the cost of marine debris and oil to coastal communities and organisations. Examples include: death or injury of commercial marine life, interference with maritime traffic by damage to ships propulsion, and the costs of cleaning, collection and disposal of marine debris and oil. The project undertook to look at these and other factors and to produce a report which would attempt to identify the financial and social cost of the problem. For more information please contact: Karen Hall or Rick Nickerson at: KIMO, SHETLAND ISLANDS COUNCIL, ENVIRONMENT & TRANSPORTATION DEPARTMENT, GRANTFIELD, LERWICK, SHETLAND, ZE1 0NT TEL: +44 (0)1595 744800 FAX: +44 (0)1595 695887 EMAIL: [email protected] Impacts of Marine Debris and Oil Economic and Social Costs to Coastal Communities Karen Hall BSc (HONS) MSc Published By Kommunenes Internasjonale Miljøorganisasjon (KIMO), c/o Shetland Islands Council, Environment & Transportation Department, Grantfield, Lerwick, Shetland, ZE1 0NT © 2000 Kommunenes Internasjonale Miljøorganisasjon (KIMO) ISBN 0904562891 FOREWORD he practice of sealing a message in a bottle, or other type of container, and casting it into the sea in the hope that someone will find it has a long history. -
Educator Guide
Educator Guide Contents About National Geographic Encounter: Ocean Odyssey 1 To the Teacher: Using the Educator Guide 1 Introduction to Oceans 2 Role of the Facilitator 5 Before National Geographic Encounter: Ocean Odyssey 7 After National Geographic Encounter: Ocean Odyssey 12 Appendix 19 Credits 24 Cover photo: Shutterstock About National Geographic Encounter: Ocean Odyssey National Geographic Encounter is a first-of-its-kind, truly immersive experience that opens withOcean Odyssey. Using technology, students embark on a virtual underwater journey across the Pacific Ocean, exploring some of the ocean’s greatest wonders and mightiest creatures. Created in a 60,000-square-foot space in Times Square, students can walk across an ocean floor and investigate a variety of ecosystems that come to life through groundbreaking technology. Video mapping, 8K photographic animation, mega-pro- jection screens, sound, and interactive, real-time tracking bring students face-to-face with sea life—from great white sharks and humpback whales to Humboldt squids and sea lions. At the completion of the transect, students resurface to learn more about the creatures and habitats they encountered. They engage further with more interactive technologies—such as holograms and touch screens—that highlight important ocean conservation and scientific research themes. Visit National Geographic Encounter for more information on how your students can have the ultimate undersea experience without getting wet! To the Teacher: Using the Educator Guide This Educator’s Guide provides resources to support students’ engagement and learning as they interact with National Geographic Encounter. The guide includes optional pre- and post-experience discussion questions and activities that can be used individually to address specific topics, or together as a unit.