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SEBASTIAN RIVER SALINITY REGIME Report of a Study
Special Publication SJ94-SP1 SEBASTIAN RIVER SALINITY REGIME Report of a Study Part I. Review of Goals, Policies, and Objectives Part II: Segmentation Parts III and IV: Recommended Targets (Contract 92W-177) Submitted to the: St. Johns River Water Management District by the: Mote Marine Laboratory 1600 Thompson Parkway Sarasota, Florida 34236 Ernest D. Estevez, Ph.D. and Michael J. Marshall, Ph.D. Principal Investigators EXECUTIVE SUMMARY This is the third and final report of a project concerning desirable salinity conditions in the Sebastian River and adjacent Indian River Lagoon. A perception exists among resource managers that the present salinity regime of the Sebastian River system is undesirable. The St. Johns River Water Management District desires to learn the nature of an "environmentally desirable and acceptable salinity regime" for the Sebastian River and adjacent waters of the Indian River Lagoon. The District can then calculate discharges needed to produce the desired salinity regime, or conclude that optimal discharges are beyond its control. The values of studying salinity and making it a management priority in estuaries are four-fold. First, salinity has intrinsic significance as an important regulatory factor. Second, changes in the salinity regime of an estuary tend to be relatively easy to handle from a computational and practical point of view. Third, eliminating salinity as a problem clears the way for studies of, and corrective actions for, more insidious factors. Fourth, the strong covariance of salinity and other factors that tend to be management problems in estuaries makes salinity a useful tool in their analysis. Freshwater inflow and salinity are integral aspects of estuaries. -
2013 Annual Report
2012-13 Annual Accountability Report FLORIDA INTERNATIONAL UNIVERSITY STATE UNIVERSITY SYSTEM of FLORIDA Board of Governors Annual Accountability Report FLORIDA INTERNATIONAL UNIVERSITY 2012-2013 TABLE OF CONTENTS EXECUTIVE SUMMARY DASHBOARD p. 2 KEY ACHIEVEMENTS p. 5 NARRATIVE p. 6 DATA TABLES SECTION 1. FINANCIAL RESOURCES p. 16 SECTION 2. PERSONNEL p. 20 SECTION 3. ENROLLMENT p. 21 SECTION 4. UNDERGRADUATE EDUCATION p. 23 SECTION 5. GRADUATE EDUCATION p. 32 SECTION 6. RESEARCH & ECONOMIC DEVELOPMENT p. 35 1 Annual Accountability Report FLORIDA INTERNATIONAL UNIVERSITY 2012-2013 Dashboard Headcount Fall % 2007-2012 Degree Programs Offered 2012 Carnegie Classifications Enrollments 2012 Total % Change TOTAL 50,394 100% 31% TOTAL (as of Spring 2013) 178 Research Universities Basic: White 6,259 12% -5% Baccalaureate 63 (high research activity) Hispanic 31,037 62% 36% Master’s 81 Undergraduate Professions plus arts & Black 6,639 13% 37% Research& Specialist’s Doctorate 30 Instructional Program: sciences, high graduate Doctorate Other 6,459 13% 50% Professional Doctorate 4 Graduate Comprehensive doctoral Full-Time 30,094 60% 31% Faculty Full- Part- Instructional Program: (no medical/veterinary) Part-Time 20,300 40% 30% (Fall 2012) Time Time Large four-year, primarily Size and Setting: Undergraduate 36,217 72% 22% TOTAL 1,116 34 nonresidential Graduate 8,414 17% 35% Tenure & Ten. Track 687 6 Community Curricular Engagement and T. Track Unclassified 5,763 11% 114% Non-Tenured Faculty 429 28 Engagement: Outreach and Partnerships DEGREE PRODUCTIVITY -
Aquarius Fact Sheet
Fact Sheet: 2019 Designer: Perry Submarine Builders (Florida) Construction: Victoria Machine Works (Texas); start: 1986 | complete: 1987 Estimated construction cost: $5.5M Operational Timeline: St. Croix Deployment: Deployment in Salt River Canyon, St. Croix: 1987 Owner: NOAA Operator: Farleigh Dickenson University Interim Period: Recovered: 1990 by the University of North Carolina Wilmington Refurbished: 1990-1993 at North Carolina State Ports, Wilmington, NC Owner: NOAA Operator: University of North Carolina Wilmington Florida Keys Deployment: Initial deployment on Conch Reef, Florida Keys: 1993 (baseplate deployed 1992) Recovered for refurbishment: 1996-1998 - Harbor Branch Oceanographic Institution, Ft. Pierce, FL Redeployment on Conch Reef, Florida Keys: 1998 – present Owner: NOAA: 1986-2014; Florida International University: 2014 – present Operator: FDU: 1987-1989; UNCW: 1990-2012; Florida International University: 2013 - present Aquarius Siting: Conch Reef, Florida Keys (Florida Keys National Marine Sanctuary): Distance From Islamorada shore base: 15.4 km (8.5 nm) Distance offshore: 9 km (5.4 nm) Hatch depth/storage depth: 14 m (46 fsw) 35 psi Depth of bottom directly below Aquarius: 18 m (60 fsw) (updated: 09.15.19) Habitat Specifications: Aquarius weight: 82-ton double-lock pressure vessel Baseplate weight: 120 tons Dimensions: 14-meters long by 3-meters in diameter (46 ft x 10 ft) Crew: 4 scientists and 2 technicians Amenities: kitchen facilities that include a microwave, instant hot water dispenser, refrigerator, sink, dining -
Fantasy Or Fiction , Volumesociety
or collective redistirbution of any portion of this article by photocopy machine, reposting, or other means is permitted only with the approval of The Oceanography Society. Send all correspondence to: [email protected] ofor Th e The to: [email protected] Oceanography approval Oceanography correspondence all portionthe Send Society. ofwith any permitted articleonly photocopy by Society, is of machine, reposting, this means or collective or other redistirbution article has This been published in SPECIAL IssUE FEATURE Oceanography Fantasy or Fiction journal of The 21, NumberOceanography 3, a quarterly Society. , Volume Waking Up to the Public’s Lack of Understanding BY ELLEN PRAGER C opyright 2008 by The 2008 by opyright Oceanography Society. A ll rights reserved. P ermission is granted to copy this article for use in teaching and research. article use for research. and this copy in teaching to granted is ermission ONCE UPon A TIME, in a land ignorance, and even worse, indifference, all but a few, including the educator faraway, there was a society in which about the environment and, specifically, in the bunch, explained or agreed that P people understood and were excited the ocean. They were a diverse group of global warming is due to sun shining O Box 1931, about science, especially ocean science. individuals in terms of ethnicity, afflu- through the ozone hole. “Nooooooo!” R I first dreamed of this place a few years ence, and education; they were brought That’s me knocking my head on the wall ockville, R epublication, systemmatic reproduction, reproduction, systemmatic epublication, ago as I sat behind a wall of one-way together by an ocean-related industry to behind the glass. -
Aquarius Reef Base • Study Guide
Aquarius Reef Base • Study Guide In this exciting sneak preview of season 4, Jonathan visits Aquarius Reef Base—the world’s only undersea lab where scientists live in saturation for days or weeks at a time, studying the ocean. It’s an amazing combination of science fiction and undersea adventure! Objectives Discussion for after watching the program 1. Introduces viewers to issues regarding gas uptake and decompression in diving. 1. What two factors limit scuba divers in how long they can stay underwater before 2. Demonstrates how research can be surfacing? accomplished “in saturation.” 2. How does Aquarius Reef Base change the need for divers to limit their dive time? Questions for before watching the program 3. What are some technical difficulties that were overcome to allow divers to live in 1. If you hold a glass upside-down and then aquarius? submerge it, does water fill the glass? Why or why not? 4. What are some ways in which the higher ambient pressure inside Aquarius affects 2. What would happen if you then took that people? glass down to 33 feet of seawater? (Internet research: what is the significance of 33 feet 5. Even though we can’t metabolize of seawater?) nitrogen, why does it play a role in diving physiology? 3. If you took an empty glass down to 33 feet of seawater, flipped it upside down and filled 6. What is meant by the term “saturation it with air, what is the pressure of the air diving?” inside? 7. Why doesn’t water come inside Aquarius 4. -
Technical Reports
Stock boundaries for spotted seatrout (Cynoscion nebulosus) in Florida based on population genetic structure Item Type monograph Authors Seyoum, Seifu; Tringali, Michael D.; Barthel, Brandon L.; Villanova, Vicki; Puchulutegui, Cecilia; Davis, Michelle C.; Alvarez, Alicia C. Publisher Florida Fish and Wildlife Conservation Commission, Fish and Wildlife Research Institute Download date 04/10/2021 17:27:27 Link to Item http://hdl.handle.net/1834/41131 Florida Fish and Wildlife Research Institute TECHNICAL REPORTS Stock Boundaries for Spotted Seatrout (Cynoscion nebulosus) in Florida Based on Population Genetic Structure Seifu Seyoum, Michael D. Tringali, Brandon L. Barthel, Vicki Villanova Cecilia Puchulutegui, Michelle C. Davis, Alicia C. Alvarez Rick Scott Governor of Florida Florida Fish and Wildlife Conservation Commission Nick Wiley Executive Director The Fish and Wildlife Research Institute (FWRI) is a division of the Florida Fish and Wildlife Conservation Commission (FWC). The FWC is “managing fish and wildlife resources for their long-term well-being and the benefit of people.” The FWRI conducts applied research pertinent to managing fishery resources and species of special concern in Florida. Programs at FWRI focus on obtaining the data and information that managers of fish, wildlife, and ecosystem resources need to sustain Florida’s natural resources. Topics include managing recreationally and commercially important fish and wildlife species; preserving, managing, and restoring terrestrial, freshwater, and marine habitats; collecting information related to population status, habitat requirements, life history, and recovery needs of upland and aquatic species; synthesizing ecological, habitat, and socioeconomic information; and developing educational and outreach programs for classroom educators, civic organizations, and the public. The FWRI publishes three series: Memoirs of the Hourglass Cruises, Florida Marine Research Publications, and FWRI Technical Reports. -
Studies on the Lagoons of East Centeral Florida
1974 (11th) Vol.1 Technology Today for The Space Congress® Proceedings Tomorrow Apr 1st, 8:00 AM Studies On The Lagoons Of East Centeral Florida J. A. Lasater Professor of Oceanography, Florida Institute of Technology, Melbourne, Florida T. A. Nevin Professor of Microbiology Follow this and additional works at: https://commons.erau.edu/space-congress-proceedings Scholarly Commons Citation Lasater, J. A. and Nevin, T. A., "Studies On The Lagoons Of East Centeral Florida" (1974). The Space Congress® Proceedings. 2. https://commons.erau.edu/space-congress-proceedings/proceedings-1974-11th-v1/session-8/2 This Event is brought to you for free and open access by the Conferences at Scholarly Commons. It has been accepted for inclusion in The Space Congress® Proceedings by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. STUDIES ON THE LAGOONS OF EAST CENTRAL FLORIDA Dr. J. A. Lasater Dr. T. A. Nevin Professor of Oceanography Professor of Microbiology Florida Institute of Technology Melbourne, Florida ABSTRACT There are no significant fresh water streams entering the Indian River Lagoon south of the Ponce de Leon Inlet; Detailed examination of the water quality parameters of however, the Halifax River estuary is just north of the the lagoons of East Central Florida were begun in 1969. Inlet. The principal sources of fresh water entering the This investigation was subsequently expanded to include Indian River Lagoon appear to be direct land runoff and a other aspects of these waters. General trends and a number of small man-made canals. The only source of statistical model are beginning to emerge for the water fresh water entering the Banana River is direct land run quality parameters. -
Impacts of Sharks on Coral Reef Ecosystems } Do Healthy Reefs Need
Impacts of sharks on coral reef ecosystems } Do healthy reefs need sharks? This is one of the most misunderstood questions in coral reef ecology. Shark populations are declining due to habitat loss, overfishing, and other stressors. It is important to understand how these losses could affect the rest of the ecosystem. Understanding the predator-prey interactions between herbivores and sharks is crucial for coral reef conservation. As top predators, sharks not only eat other fish, but they can also affect their behavior. In the presence of sharks, herbivorous fish may be concentrating their grazing to small, sheltered areas. Because these fish have to eat where they are safe from predators, there is more space to allow young coral to settle, grow, and thrive. In the absence of sharks, herbivorous fish may spread out their grazing randomly across large patches of algae, leaving few well-defined or cleared areas for corals to settle. Fortunately, Florida International University has just the place to explore these dynamic questions, a lab under the sea – Aquarius Reef Base. From September 7th to 14th, a mission at Aquarius Reef Base will combine sonar with baited remote underwater video surveys (BRUVs), an experiment the first of its kind to bring these technologies together. Researchers on this mission strive to understand the direct impact of shark presence on herbivorous fish behavior as well as the indirect impact of sharks on algae communities. Combining these technologies: • Provides a new way to study reef fish behavior • Carves the path forward for future ecological research • Offers insights that may lead to critical marine conservation outcomes Mission Overview: Dr. -
'The Last of the Earth's Frontiers': Sealab, the Aquanaut, and the US
‘The Last of the earth’s frontiers’: Sealab, the Aquanaut, and the US Navy’s battle against the sub-marine Rachael Squire Department of Geography Royal Holloway, University of London Submitted in accordance with the requirements for the degree of PhD, University of London, 2017 Declaration of Authorship I, Rachael Squire, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: ___Rachael Squire_______ Date: __________9.5.17________ 2 Contents Declaration…………………………………………………………………………………………………………. 2 Abstract……………………………………………………………………………………………………………… 5 Acknowledgements …………………………………………………………………………………………… 6 List of figures……………………………………………………………………………………………………… 8 List of abbreviations…………………………………………………………………………………………… 12 Preface: Charting a course: From the Bay of Gibraltar to La Jolla Submarine Canyon……………………………………………………………………………………………………………… 13 The Sealab Prayer………………………………………………………………………………………………. 18 Chapter 1: Introducing Sealab …………………………………………………………………………… 19 1.0 Introduction………………………………………………………………………………….... 20 1.1 Empirical and conceptual opportunities ……………………....................... 24 1.2 Thesis overview………………………………………………………………………………. 30 1.3 People and projects: a glossary of the key actors in Sealab……………… 33 Chapter 2: Geography in and on the sea: towards an elemental geopolitics of the sub-marine …………………………………………………………………………………………………. 39 2.0 Introduction……………………………………………………………………………………. 40 2.1 The sea in geography………………………………………………………………………. -
Ocean Resources
[Type text] Teachable Science: Ocean Edition June 14-15, 2012 Lathrop E. Smith Environmental Education Center Ocean Resources NOAA Education NOAA Education Homepage http://www.education.noaa.gov/ http://www.education.noaa.gov/about.html NOAA Fisheries Protected Resources (sea turtles, marine mammals…) http://www.nmfs.noaa.gov/pr/education/kids.htm http://www.fpir.noaa.gov/PRD/prd_outreach_education1.html Lesson Plans: http://www.nmfs.noaa.gov/pr/education/lessons.htm NOAA National Centers for Coastal Ocean Science http://coastalscience.noaa.gov/education/ NOAA National Marine Sanctuaries http://sanctuaries.noaa.gov/education/welcome.html http://sanctuaries.noaa.gov/education/teachers/curriculum.html http://sanctuaries.noaa.gov/education/teachers/ NOAA National Ocean Service: http://oceanservice.noaa.gov/education/ Lesson Plan Library: http://oceanservice.noaa.gov/education/lessons/welcome.html NOAA Ocean Explorer http://oceanexplorer.noaa.gov/edu/welcome.html http://oceanexplorer.noaa.gov/edu/lessonplans/lessonplans.html http://oceanexplorer.noaa.gov/edu/guide/welcome.html http://oceanexplorer.noaa.gov/gallery/gallery.html http://oceanexplorer.noaa.gov/edu/materials.html http://oceanexplorer.noaa.gov/explorations/03portland/background/edu/edu.html NOAA Ocean Research & Exploration: http://www.oar.noaa.gov/education/ http://www.oar.noaa.gov/k12/ NOAA Ocean Service Education http://oceanservice.noaa.gov/education/literacy.html NOAA Office of Ocean Exploration and Research http://oceanexplorer.noaa.gov/edu/welcome.html NOAA Olympiad: National -
National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activ
National Oceanic and Atmospheric Administration Information Exchange for Marine Educators Archive of Educational Programs, Activities, and Websites A to G Environmental and Ocean Literacy Environmental literacy is key to preserving the nation's natural resources for current and future use and enjoyment. An environmentally literate public results in increased stewardship of the natural environment. Many organizations are working to increase the understanding of students, teachers, and the general public about the environment in general, and the oceans and coasts in particular. The following are just some of the large-scale and regional initiatives which seek to provide standards and guidance for our educational efforts and form partnerships to reach broader audiences. (In the interest of brevity, please forgive the abbreviations, the abbreviated lists of collaborators, and the lack of mention of funding institutions). The lists are far from inclusive. Please send additional entries for inclusion in future newsletters. Background Documents Developing a Framework for Assessing Environmental Literacy NAAEE has released Developing a Framework for Assessing Environmental Literacy, developed by researchers, educators, and assessment specialists in social studies, science, environmental education, and others. A presentation about the framework and accompanying documents are available on this website. http://www.naaee.net/framework Executive Order for the Stewardship of Our Oceans, Coasts, and Great Lakes President Barak Obama signed an Executive Order establishing the National Ocean Council. The Executive Order established for the first time a comprehensive, integrated national policy for the stewardship of the ocean, our coasts, and Great Lakes, which sets our nation on a path toward comprehensive planning for the preservation and sustainable uses of these bodies of water. -
Fabien Cousteau Ends Mission at Undersea Lab (Update) 2 July 2014
Fabien Cousteau ends mission at undersea lab (Update) 2 July 2014 The crew dove June 1 to Aquarius to study climate change and pollution on a nearby coral reef. Cousteau is scheduled to talk with reporters Wednesday afternoon. Five things to know about Cousteau's undersea mission Fabien Cousteau comes from a famous family of filmmakers, advocates and ocean explorers, and now he's added to their legacy of sea stories a 31-day expedition at an underwater laboratory in the Florida Keys. Here are five things to know about Cousteau's "Mission 31," which ended Wednesday. Fabien Cousteau reacts as he returns to the dock after THE AQUANAUTS 31 days undersea in the Aquarius Reef Base, Wednesday, July 2, 2014, in Islamorada, in the Florida The French oceanographer spent 31 days living Keys. Cousteau and his team of filmmakers and and working underwater at Aquarius Reef Base. scientists dove June 1 to study the effects of climate Filmmakers and researchers from Florida change and pollution on a nearby coral reef. (AP Photo/Lynne Sladky) International University, Northeastern University and MIT also joined him for two-week-long stretches during the expedition. After 31 days undersea, Cousteau stepped off a boat wearing flip-flops and a beach towel wrapped around his waist, saying he was torn about leaving his underwater home, but he missed his family and friends. The French oceanographer and his team of filmmakers and scientists started decompression Tuesday afternoon inside Aquarius Reef Base, 63 feet (19 meters) below the ocean's surface. Because they've spent so much time underwater, Cousteau and his "Mission 31" crew needed to undergo roughly 16 hours of decompression inside the school bus-sized lab so that they could return to the surface without suffering the bends.