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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. -
Why an Underwater Habitat? Underwater Habitats Are Useful Because They Provide a Permanent Working Area for Aquanauts (Divers) W
[Type a quote from the document or the summary of an interesting point. You can position the text box anywhere in the document. Use the Drawing Tools tab to change the formatting of the pull quote text box.] Abstract What are the different types of Underwater Habitat and how do they differ? What is the Technology used in Underwater Habitats? Underwater habitats are useful study environments for researchers including marine biologists, There are three main types of underwater habitat that are distinguished from one psychologists studying the effects of prolonged periods of isolation in extreme environments, another by how they deal with water and air pressure. The first type, open To access an underwater lab, divers sometimes swim or take submersibles and physiologists studying how life adapts to different pressures. The technologies used and pressure, has an air pressure inside that is equal to the water pressure outside. which then dock with the facility. Shallow habitats may even be accessed by data gleaned from these studies have applications in space research, and in the future Decompression is required for divers returning to the surface from this type of climbing a ladder or taking an elevator. Deep-sea labs have been taken by crane underwater habitats can be used for industrial activity such as mining the deep sea, and facility, but they are able to go in and out of the laboratory on diving missions with from a boat and placed in the sea. In those labs deep underwater, it becomes expansion of these technologies extends humanity’s reach across earth’s biosphere into its relative ease, due to the fact that they don’t need to acclimate to differing dangerous to breathe in the same air as on the surface because the nitrogen oceans. -
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. -
2014 HRP Annual Report
National Aeronautics and Space Administration HUMAN RESEARCH PROGRAM 2014 Fiscal Year Annual Report New Ideas. Meaningful Research. Promising Results. MESSAGE FROM THE PROGRAM MANAGER The Human Research Program (HRP) continues to make excellent progress toward under- standing and mitigating the health and performance risks that challenge NASA’s ability to fly exploration missions beyond low Earth orbit. Our access to space this year was unprecedented; our access to medical data improved substantially; our cooperation with international partners expanded; and, for the first time, NASA engineers asked for our requirements before beginning to design a new space vehicle. By any measure, FY2014 was a banner year with numerous accomplishments, and I am honored to share some of our significant highlights. The life extension of the International Space Station formance (BHP) Element risk reduction goals, which (ISS) to 2024 announced earlier this year was in part are among the most participant-intensive in our PRR. due to the HRP Path to Risk Reduction (PRR). The PRR clearly demonstrated our planned flight research The ISS-commissioned Multilateral Human Re- could not be completed with the number of crew search Panel for Exploration (MHRPE), led by our slated to fly before its previous decommission date of own Dr. John Charles, had a successful year devel- 2020. While this eased our concerns, there are still oping the hardware, data, and subject sharing plans likely too few flight subjects to answer all key re- to facilitate the first one-year ISS mission. A group search questions. To address this limitation, we began of multinational experiments were selected for this working closely with the Human pilot mission—launching in early System Risk Board to ensure the 2015—which will refine our un- likelihood and consequences of derstanding of extended mission each of the risks in our PRR were durations on crew health and accurately assessed. -
Cockrell Bio Current
Biographical Data Lyndon B. Johnson Space Center Houston, Texas 77058 National Aeronautics and Space Administration SCOTT CARPENTER NASA ASTRONAUT (FORMER) Scott Carpenter, a dynamic pioneer of modern exploration, has the unique distinction of being the first human ever to penetrate both inner and outer space, thereby acquiring the dual title, Astronaut/Aquanaut. He was born in Boulder, Colorado, on May 1, 1925, the son of research chemist Dr. M. Scott Carpenter and Florence Kelso Noxon Carpenter. He attended the University of Colorado from 1945 to 1949 and received a bachelor of science degree in Aeronautical Engineering. Carpenter was commissioned in the U.S. Navy in 1949. He was given flight training at Pensacola, Florida and Corpus Christi, Texas and designated a Naval Aviator in April, 1951. During the Korean War he served with patrol Squadron Six, flying anti-submarine, ship surveillance, and aerial mining, and ferret missions in the Yellow Sea, South China Sea, and the Formosa Straits. He attended the Navy Test Pilot School at Patuxent River, Maryland, in 1954 and was subsequently assigned to the Electronics Test Division of the Naval Air Test Center, also at Patuxent. In that assignment he flew tests in every type of naval aircraft, including multi- and single-engine jet and propeller-driven fighters, attack planes, patrol bombers, transports, and seaplanes. From 1957 to 1959 he attended the Navy General Line School and the Navy Air Intelligence School and was then assigned as Air Intelligence Officer to the Aircraft Carrier, USS Hornet. Carpenter was selected as one of the original seven Mercury Astronauts on April 9, 1959.