Anne Krauss: Farewell and Adieu, November 11, 2018

NOAA Teacher at Sea

Anne Krauss

Aboard NOAA Ship Oregon II

August 12 – August 25, 2018

 

Mission: Shark/Red Snapper Longline Survey

Geographic Area of Cruise: Western North Atlantic Ocean/Gulf of Mexico

Date: November 11, 2018

Weather Data from home

Conditions at 1615

Latitude: 43° 09’ N

Longitude: 77° 36’ W

Barometric Pressure: 1027 mbar

Air Temperature: 3° C

Wind Speed: SW 10 km/h

Humidity: 74%

 

Science and Technology Log

 

Participating in the Shark/Red Snapper Longline Survey provided a porthole into several different career paths. Each role on board facilitated and contributed to the scientific research being conducted. Daily longline fishing activities involved working closely with the fishermen on deck. I was in awe of their quick-thinking adaptability, as changing weather conditions or lively sharks sometimes required a minor change in plan or approach. Whether tying intricate knots in the monofilament or displaying their familiarity with the various species we caught, the adept fishermen drew upon their seafaring skill sets, allowing the set and haulback processes to go smoothly and safely.

Chief Boatswain Tim Martin deploying the longline gear. The sun is shining in the background.

Chief Boatswain Tim Martin deploying the longline gear.

Chief Boatswain Tim Martin is preparing to retrieve the longline gear. A grapnel and his hand are visible against the water.

Chief Boatswain Tim Martin preparing to retrieve the longline gear with a grapnel

Even if we were on opposite work shifts, overlapping meal times provided the opportunity to gain insight into some of the careers on board. As we shared meals, many people spoke of their shipboard roles with sentiments that were echoed repeatedly: wanted a career that I could be proud ofa sense of adventureopportunity to see new places and give backcombining adventure and sciencewanted to protect the resources we have

I had the opportunity to speak with some of the engineers and fishermen about their onboard roles and career paths. It was interesting to learn that many career paths were not direct roads, but winding, multilayered journeys. Some joined NOAA shortly after finishing their education, while others joined after serving in other roles. Some had experience with commercial fishing, and some had served on other NOAA vessels. Many are military veterans. With a name fit for a swashbuckling novel set on the high seas, Junior Unlicensed Engineer Jack Standfast, a United States Navy veteran, explained how the various departments on board worked together. These treasured conversations with the Engineering Department and Deck Department were enlightening, a reminder that everyone has a story to tell. I very much appreciate their patience, kindness, and willingness to share their expertise and experiences.

Hard hats, PFDs, and gloves belonging to the Deck Department are hanging on hooks.

Hard hats, PFDs, and gloves belonging to the Deck Department

Skilled Fisherman Mike Conway standing on deck.

The ship had a small library of books, and several crew members mentioned reading as a favorite way to pass the time at sea. Skilled Fisherman Mike Conway shared several inspiring and philosophical websites that he enjoyed reading.

 

Lead Fisherman and Divemaster Chris Nichols:

In an unfamiliar setting, familiar topics surfaced in conversations, revealing similarities and common interests. Despite working in very different types of jobs, literacy was a popular subject in many of the conversations I had on the ship. I spoke to some of the crew members about how literacy factored into their daily lives and career paths. Some people described their family literacy routines at home and shared their children’s favorite bedtime stories, while others fondly remembered formative stories from their own childhood. Lead Fisherman Chris Nichols recalled the influence that Captains Courageous by Rudyard Kipling had on him as a young reader. He described how exciting stories such as Captains Courageous and The Adventures of Tom Sawyer inspired a sense of adventure and contributed to pursuing a unique career path. Coming from a family of sailors, soldiers, and adventurers, Chris conveyed the sense of pride that stems from being part of “something bigger.” In this case, a career that combines adventure, conservation, and preservation. His experiences with the United States Navy, commercial fishing, NOAA, and scuba diving have taken him around the world.

Echoing the themes of classic literature, Chris recommended some inspiring nonfiction titles and podcasts that feature true stories about human courage, overcoming challenges, and the search for belonging. As a United States Navy veteran, Chris understood the unique reintegration needs that many veterans face once they’ve completed their military service. He explained the need for a “tribe” found within the structure of the military or a ship. Chris described the teamwork on the ship as “pieces of a puzzle” in a “well-oiled machine.”

A pre-dive safety briefing takes place on the ship's bridge.

Led by Divemaster Chris Nichols, also the Oregon II’s Lead Fisherman and MedPIC (Medical Person in Charge), the team gathered on the bridge (the ship’s navigation and command center) to conduct a pre-dive operation safety briefing. Nichols appears in a white t-shirt, near center.

Chris also shared some advice for students. He felt it was easier for students to become good at math and to get better at reading while younger and still in school. Later in life, the need for math may resurface outside of school: “The things you want to do later…you’ll need that math.” As students grow up to pursue interests, activities, and careers, they will most likely need math and literacy to help them reach their goals. Chris stressed that attention to detail—and paying attention to all of the details—is extremely important. Chris explained the importance of remembering the steps in a process and paying attention to the details. He illustrated the importance of knowing what to do and how to do it, whether it is in class, during training, or while learning to dive.

Chris’ recommendations:

  • Tribe: On Homecoming and Belonging by Sebastian Junger
  • Team Never Quit Podcast with Marcus Luttrell & David Rutherford
The sun rises over the Gulf of Mexico.

Sunrise over the Gulf of Mexico

Skilled Fisherman Chuck Godwin:

Before joining NOAA, Skilled Fisherman Chuck Godwin served in the United States Coast Guard for fifteen years (active duty and reserves). After serving in the military, Chuck found himself working in education. While teaching as a substitute teacher, he saw an ad in the newspaper for NOAA careers and applied. Chuck joined NOAA in 2000, and he has served on NOAA Ships Bell M. Shimada, Pisces, Gordon Gunter, and Oregon II.

Echoing Chris Nichols’ description of puzzle pieces in a team, Chuck further explained the hierarchy and structure of the Deck Department on the Oregon II. The Deck Department facilitates the scientific research by deploying and retrieving the longline fishing gear while ensuring a safe working environment. From operating the winches and cranes, to hauling in some of the larger sharks on the shark cradle, the fishermen perform a variety of tasks that require both physical and mental dexterity. Chuck explained that in the event of an unusual situation, the Deck Department leader may work with the Bridge Officer and the Science watch leader and step in as safety dictates.

Skilled Fisherman Chuck Godwin

Skilled Fisherman Chuck Godwin. Photo courtesy of Chuck Godwin.

In addition to his ability to make a fantastic pot of coffee, Chuck has an impish sense of humor that made our twelve-hour work shifts even more interesting and entertaining. Over a late-night cup of coffee, I found out that we shared some similar interests. Chuck attended the University of Florida, where he obtained his bachelor’s degree in Wildlife Management and Ecology. He has an interest in writing and history, particularly military history. He co-authored a published paper on white-tailed deer. An avid reader, Chuck usually completes two or three books during a research cruise leg. He reads a wide range of genres, including sci-fi, westerns, biographies, military history, scientific texts, and gothic horror. Some of his favorite authors include R.A. Salvatore, Ernest Hemingway, and Charles Darwin. In his free time, he enjoys roleplaying games that encourage storytelling and creativity. For Chuck, these adventures are not about the end result, but the plotlines and how the players get there. Like me, Chuck has done volunteer work with veterans. He also values giving back and educating others about the importance of science and the environment, particularly water and the atmosphere. Chuck’s work with NOAA supports the goal of education and conservation to “preserve what we have.”

 

 

Personal Log

Far from home, these brief conversations with strangers seemed almost familiar as we discussed shared interests, goals, and experiences. As I continue to search for my own tribe and sense of belonging, I will remember these puzzle pieces in my journey.

A high flyer and buoy float on the surface of the water.

A high flyer and buoy mark one end of the longline.

My path to Teacher at Sea was arduous; the result of nearly ten years of sustained effort. The adventure was not solely about the end result, but very much about plotlines, supporting (and supportive) characters, and how I got there: hard work, persistence, grit, and a willingness to fight for the opportunity. Every obstacle and roadblock that I overcame. As a teacher, the longline fishing experience allowed me to be a student once again, learning new skills and complex processes for the first time. Applying that lens to the classroom setting, I am even more aware of the importance of clear instructions, explanations, patience, and encouragement. Now that the school year is underway, I find myself spending more time explaining, modeling, demonstrating, and correcting; much of the same guidance I needed on the ship. If grading myself on my longline fishing prowess, I measured my learning this way:

If I improved a little bit each day by remembering one more thing or forgetting one less thing…

If I had a meaningful exchange with someone on board…

If I learned something new by witnessing natural phenomena or acquired new terminology…

If I encountered an animal I’d never seen in person, then the day was a victory.

And I encountered many creatures I’d never seen before. Several species of sharks: silky, smooth-hound, sandbar, Atlantic sharpnose, blacknose, blacktip, great hammerhead, lemon, tiger, and bull sharks. A variety of other marine life: groupers, red snapper, hake, and blueline tilefish. Pelicans and other seabirds. Sharksuckers, eels, and barracudas.

The diminutive creatures were just as interesting as the larger species we saw. Occasionally, the circle hooks and monofilament would bring up small hitchhikers from the depths. Delicate crinoids and brittle stars. Fragments of coral, scraps of seaweed and sponges, and elegant, intricate shells. One particularly fascinating find: a carrier shell from a marine snail (genus: Xenophora) that cements fragments of shells, rocks, and coral to its own shell. The evenly spaced arrangement of shells seems like a deliberately curated, artistic effort: a tiny calcium carbonate collage or shell sculpture. These tiny hints of what’s down there were just as thrilling as seeing the largest shark because they assured me that there’s so much more to learn about the ocean.

A spiral-shaped shell belonging to a marine snail.

At the base of the spiral-shaped shell, the occupant had cemented other shells at regular intervals.

The spiral-shaped shell belonging to a marine snail.

The underside of the shell.

Like the carrier snail’s shell collection, the small moments and details are what will stay with me:

Daily activities on the ship, and learning more about a field that has captivated my interest for years…

Seeing glimpses of the water column and the seafloor through the GoPro camera attached to the CTD…

Hearing from my aquatic co-author while I was at sea was a surreal role reversal…

Fishing into the middle of the night and watching the ink-black water come alive with squid, jellies, flying fish, dolphins, sailfish, and sharks…

Watching the ever-shifting moon, constellations, clouds, sunsets, and sunrise…

Listening to the unique and almost musical hum of the ship’s machinery and being lulled to sleep by the waves…

And the sharks. The breathtaking, perfectly designed sharks. Seeing and handling creatures that I feel strongly about protecting reinforced my mission to educate, protect, and conserve. The experience reinvigorated my connection to the ocean and reiterated why I choose to reduce, reuse, and recycle. Capturing the experience through the Teacher at Sea blog reinforced my enjoyment of writing, photography, and creative pursuits.

 

Teacher at Sea Anne Krauss looks out at the ocean.

Participating in Teacher at Sea provided a closer view of some of my favorite things: sharks, ships, the sea, and marine science.

The Gloucester Fisherman's Memorial Statue

The Gloucester Fisherman’s Memorial Statue

In my introductory post, I wrote about formative visits to New England as a young child. Like so many aspects of my first glimpses of the ocean and maritime life, the Gloucester Fisherman’s Memorial statue intrigued me and sparked my young imagination. At that age, I didn’t fully grasp the solemn nature of the tribute, so the somber sculpture and memorial piqued my interest in fishing and seafaring instead. As wild as my imagination was, my preschool self could never imagine that I would someday partake in longline fishing as part of a Shark/Red Snapper Survey. My affinity for marine life and all things maritime remains just as strong today. Other than being on and around the water, docks and shipyards are some of my favorite places to explore. Living, working, and learning alongside fishermen was an honor.

Teacher at Sea Anne Krauss visiting a New England dock as a young child.

I was drawn to the sea at a young age.

Teacher at Sea Anne Krauss in Gloucester

This statue inspired an interest in fishing and all things maritime. After experiencing longline fishing for myself, I revisited the statue to pay my respects.

A commercial longline fisherman's hand holds on to a chain, framed against the water.

A New England commercial longline fisherman’s hand

Water and its fascinating inhabitants have a great deal to teach us. The Atlantic and the Gulf of Mexico reminded me of the notion that: “Education is not the filling of a pail, but the lighting of a fire.” Whether misattributed to Plutarch or Yeats or the wisdom of the Internet, the quote conveys the interest, curiosity, and appreciation I hope to spark in others as I continue to share my experience with my students, colleagues, and the wider community.

I am very grateful for the opportunity to participate in Teacher at Sea, and I am also grateful to those who ignited a fire in me along the way. Thank you to those who supported my journey and adventure. I greatly appreciate your encouragement, support, interest, and positive feedback. Thank you for following my adventure!

A collage of images from the ship. The shapes of the images spell out "Oregon II."

Thank you to NOAA Ship Oregon II and Teacher at Sea!

The sun shines on the water.

The sun shines on NOAA Ship Oregon II.

Did You Know?

Xenophora shells grow in a spiral, and different species tend to collect different items. The purpose of self-decoration is to provide camouflage and protection from predators. The additional items can also strengthen the snail’s shell and provide more surface area to prevent the snail from sinking into the soft substrate.

Recommended Reading

Essentially two books in one, I recommend the fact-filled Under Water, Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski. The text was translated from Polish by Antonia Lloyd-Jones.

Cover of Under Earth

Under Earth written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016

One half of the book burrows into the Earth, exploring terrestrial topics such as caves, paleontology, tectonic plates, and mining. Municipal matters such as underground utilities, water, natural gas, sewage, and subways are included. Under Earth is a modern, nonfiction, and vividly illustrated Journey to the Center of the Earth.

Cover of Under Water

Under Water written and illustrated by Aleksandra Mizielinska and Daniel Mizielinski; published by Big Picture Press, an imprint of Candlewick Press, Somerville, Massachusetts, 2016

Diving deeper, Under Water explores buoyancy, pressure, marine life, ocean exploration, and several other subjects. My favorite pages discuss diving feats while highlighting a history of diving innovations, including early diving suit designs and recent atmospheric diving systems (ADS). While Under Earth covers more practical topics, Under Water elicits pure wonder, much like the depths themselves.

Better suited for older, more independent readers (or enjoyed as a shared text), the engaging illustrations and interesting facts are easily devoured by curious children (and adults!). Fun-fact finders and trivia collectors will enjoy learning more about earth science and oceanography. Information is communicated through labels, cross sections, cutaway diagrams, and sequenced explanations.

 

 

 

 

 

Martha Loizeaux: Sea You Soon, August 30, 2018


Valerie Bogan: The Journey Ends, June 20, 2012

NOAA Teacher at Sea
Valerie Bogan
Aboard NOAA ship Oregon II
June 7 – 20, 2012

Mission: Southeast Fisheries Science Center Summer Groundfish (SEAMAP) Survey
Geographical area of cruise: Gulf of Mexico
Date
: Wednesday June 20, 2012

Weather Data from the Bridge:
Sea temperature 28  degrees celsius, Air temperature 26.4 degrees celsius.

 Science and Technology Log:

Well we have come to the end of the cruise so now it is time to tie it all the pieces together.  The Gulf of Mexico contains a large ecosystem which is made up of both biotic (living) and abiotic (nonliving) factors.  We studied the abiotic factors using the CTD which records water chemistry data and by recording information on the water depth, water color, water temperature, and weather conditions.  We studied the living portions of the ecosystem by collecting plankton in the bongo and neuston nets.  The health of the plankton depends on the abiotic factors such as water temperature and water clarity so if the abiotic factors are affected by some human input then the plankton will be unhealthy.  The trawl net allowed us to collect some larger organisms which occupy the upper part of the food web.  Some of these organisms eat the plankton while others eat bigger creatures which are also found in the trawl net.  Despite what they eat all of these creatures depend on the health of the levels below them either because those levels are directly their food or because those levels are the food of their food.

The Gulf of Mexico Ecosystem

An illustration of how the food web in the gulf works. (picture from brownmarine.com)

The ecosystem of the Gulf of Mexico has taken a couple of large hits in the recent past, first with Hurricane Katrina and then with the Deepwater horizon oil spill.  When an ecosystem has undergone such major events it is important to monitor the species in order to determine if there is an effect from the disasters.  Hurricane Katrina left its mark on the people of the Gulf coast but did minimal damage to the biotic parts of the ecosystem.  The effects of the deepwater horizon oil spill are still unknown due to the scope of the spill.

Today’s portion of the ship is the engine room.  I was recently taken on a tour of the engine room by William.  The ship is powered by two diesel engines which use approximately 1,000 gallons of fuel per day.  The ship obviously uses the engines to move from location to location but it also uses the energy to power generators which supply electrical energy, to air condition the ship and to make fresh water out of sea water.

The engines.

The twin diesel engines.

Generators

Generators

There are two vital positions on the Oregon II that I have not discussed, deck worker and engineer.  We could never have collected the samples that we did without the immense help of the deck workers.  They operated the winches and cranes that allowed us to deploy and bring back the nets which captured our samples.  The engineers kept the ship’s engines running, the electricity on, and the rooms cool.  Some of these men started out their careers as merchant marines.  A merchant marine is a person who works on a civilian-owned merchant vessel such as a deep-sea merchant ship, tug boat, ferry or dredge.  There are a variety of jobs on these ships so if you are interested in this line of work I’m sure you could find something to do as a career.  A few merchant marines work as captains of those civilian ships, guiding the ship and commanding the crew in order the get the job done.  More of them serve as mates, which are assistants to the captains.  These people are in training to one day become a captain of their own ship.  Just like on the Oregon II there are also engineers and deck workers in the merchant marines.  Engineers are expected to keep the machinery running while the deck workers do the heavy lifting on the deck and keep the ship in good condition by performing general maintenance.

During this cruise I have met a lot of people who have different jobs all of which are related to collecting scientific data.  The bridge is wonderfully staffed by members of the NOAA Corps.  These men and women train hard to be able to sail research ships around the world.  To find out more about a profession with the NOAA Corps go visit the Corps’ webpage.  There are a large number of scientists on board.  These scientists all specialize in the marine environment and there are many wonderful universities which offer degrees for this field of study.  Go here to get some more information on this scientific pursuit.  The engineers and deck crew keep the ship running. To learn about these professions go to The United States Merchant Marines Academy.  The stewards are instrumental in keeping the crew going on a daily basis by providing good healthy meals.  To learn more about working as a steward read about the Navy culinary school.  The ship could not continue to operate without each of these workers.  Nobody is more or less important than the next–they survive as a group and if they cannot work together the ship stops operating.

Personal Log

Well my journey has come to an end and it is bitter-sweet.  While I’m happy to be back on land, I’m sad to say goodbye to all of the wonderful people on the Oregon II.  When I was starting this adventure I thought two weeks was going to be a long time to be at sea, yet it went by so fast.  Although I’m tired, my sleep and eating schedule are all messed up, and I have some wicked bruises, I would do it again.  I had a great time and in a couple of years I have a feeling I will be once again applying for the Teacher at Sea Program.

It should be no surprise to those that know me best that I love animals which is why I volunteer at the zoo and travel to distant locations to see animals in the wild.  So my favorite part of the trip was seeing all the animals, both those that came out of the sea and those that flew to our deck.  So I’m going to end with a slide show of some amazing animals.

Pelican.

This pelican decided to stop and visit with us for a while.

angel shark

An angel shark

Moray eel

A moray eel

Bat fish

Two bat fishes of very different sizes.

Sand dollar

A sand dollar

Hitchhikers

A group of sea birds decide to hitch a ride for a while.

Rebecca Kimport, JULY 14, 2010

NOAA Teacher at Sea Rebecca Kimport
NOAA Ship Oscar Dyson
June 30, 2010 – July 19, 2010

Mission: Summer Pollock survey
Geograpical Area:Bering Sea, Alaska
Date: July 14,  2010

Weather Data from the Bridge

Time: 1500
Latitude: 57.34N
Longitude: 173.35W
Cloud Cover: 2/8
Wind: 10 knots
Air Temperature: 8.50 C/ 470 F
Water Temperature: 8.10 C/ 470 F
Barometric Pressure: 1021.4 mb

How can I join the Oscar Dyson?

Wish you could join the Oscar Dyson on its next journey? There are a number of ways you could come aboard:

OOD Amber in Uniform

• Join NOAA Corps – NOAA Corps partake in officer training and complete years of service to earn officer ranks (such as the CO, XO, Operations Officer, etc). Unlike other military branches, NOAA Corps are required to hold a bachelor’s degree and have significant course work in math, science and/or engineering. For more information, click here.

• Become a Deckhand/Fisherman – NOAA employs wage mariners for their deck crew. The Oscar Dyson has a deck and fishing crew to help keep the boat in order and to support the scientific research (moving the net, bringing the CTD in and out). For more information, click here.

Specialists Working the Net

• Become a specialist – Beyond the deck crew, the ship needs specialists to help it run smoothly. We have a crew of amazing engineers, two great survey technicians, and a Steward department that keeps us well fed (the food is delicious here!). For more information,click here.

• Work for the National Marine Fisheries Service – most employees join a trip to complete field research and to ensure data collection and processing for those back in the lab. The Oscar Dyson works primarily with scientists from theAlaska Fisheries Science Center for the summer cruises.• Work for another marine life service – As mentioned before, there are two birders (from the Fish and Wildlife commission), three mammalian observers (from the National Marine Mammal Laboratory), and a scientist from the Pacific Marine Environmental Lab oratory. In addition, we are hosting two Russian scientists who are also studying pollock.

Intern Katie at the microscope

• Serve as a NOAA Intern – NOAA has a variety of internship opportunities for graduate, undergraduate and even high school students. You can check out more information here.

• Be like me and join a cruise as a Teacher At Sea – If you work in education (as a K-college teacher/administrator, an adult education teacher or a museum curator), you can apply to serve as a Teacher At Sea. Trust me, its awesome. (more information and application information can be found at their website.

TAS Michele and I in front of the boat

Word of the day
sagacious: having sound judgment

New Vocabulary
CO: Commanding Officer
XO: Executive Officer