Geographic Area of Cruise: Atlantic Coast of Florida
Date: July 26, 2025
Weather Data from the Bridge
Latitude: 29° 32.4’ N
Longitude: 087° 53.2’ W
Wind speed: 8 knots (peak 36 knots)
Wave height: 3’ swell (wind waves 1-2’)
Air temp.: 32.6° C
Sky: Cumulus and cirrus clouds, ⅜ cloud coverage
Science and Technology Log
Although we are going to spend a couple of days steaming before we reach our sampling stations on the Atlantic (east) side of Florida, crew and staff having been gearing up to prepare for the work ahead.
Personal Log
After a stormy start that delayed our departure by a day, I’ve officially embarked on my journey aboard NOAA Ship Oregon II. Though the thunderstorms on Wednesday and Thursday scrambled flight plans, the extra day in Pascagoula turned out to be a gift — a chance to explore this small but vibrant coastal city and ease into ship life.
I moved into my stateroom Thursday morning, a cozy space shared with Lila Xenakis, a grad student from Florida Tech researching sharks. The room is compact but comfortable, featuring a bunk bed, a personal sink, and a mini-split A/C unit that’s been a lifesaver in Mississippi’s sweltering July heat. Although Lila and I are on different watch shifts (she will work from midnight until noon, while I will work from noon until midnight), we had a great time getting to know each other before departure.
Photos, L to R: Bunk bed and sink viewed from your door; our storage cabinets behind the door; cabinet in our room with emergency gear and a foldout desk.
Lila and I walked 6 miles (three each way) to see the beach. Top 5 things we saw there:
5. Buffett Bridge – apparently, Jimmy Buffett lived here as a child, so they named this bridge in his honor. You can also see his house, but it was not along our route.
4. The trains and bridge – many trains pass through Pascagoula, and they need to cross the Pascagoula River. The CSX Transportation railroad drawbridge, a bascule bridge (according to my research), is operated by a bridge tender in Mobile, AL. It was eye-opening to see such long trains coming through this city (I counted 44 cars on one train Thursday evening) and to think about all the industry going on in the southern states.
Photos, L to R: Buffett Bridge along Pascagoula coast; train coming over Pascagoula River; pogie boat passing under drawbridge.
3. Downtown Pascagoula – full of local color, murals, and culinary gems like “Jack’s by the Tracks,” where I chose shrimp and grits one night and mahi mahi tacos the next. The sushi might be the local favorite, but I have no regrets. We spent some time with other crew members, who have been very helpful and kind in welcoming us aboard.
2. Coastal nature – we walked past towering Southern Magnolias and graceful Coastal Live Oaks, plants that rarely survive back home on Cape Cod. The beach itself, rebuilt after Hurricane Katrina (2005) and restored post–Deepwater Horizon oil spill (2010), stands as a testament to the Gulf’s resilience and the hard work of conservation teams.
Photos, L to R: live oak on our route; magnolia in bloom; beach.
1. NOAA Ship Oregon II – our home for the next couple of weeks! Built in 1967, this vessel has aged gracefully, with modern updates and full air conditioning throughout. Getting around her isn’t always straightforward (still learning how to get from the stern to the flying bridge), but I’m eager to call her home as we head into the Gulf.
Photos, Clockwise from left: NOAA Ship Oregon II docked in Pascagoula; plaque on Oregon II acknowledging its origin at Ingalls Shipbuilding in Pascagoula, MS; view of forward deck from above.
Special thanks to my friend, Laura, for showing me around Ocean Springs, MS, on Thursday! We had a great time exploring such a charming place.
Did You Know?
The Gulf is home to more than 1,443 finfish species, 51 shark species, and at least 49 species of rays and skates. Source: sign hanging in the hallway of NOAA Fisheries building in Pascagoula, MS.
Animals Seen Today:
Many birds in port and on the way out to the middle of the Gulf:
Brown pelicans – they sit on every channel marker out of Pascagoula
Laughing gulls
Black skimmer – striking black and white with distinct orange and black bill
Sandwich terns – identified by yellow-tipped bills like mustard smears
Bottlenose dolphins! (Tursiops truncatus) – right next to NOAA Ship Oregon II in the Pascagoula River!
NOAA Teacher at Sea Tonya Prentice Aboard NOAA Ship Henry B. Bigelow August 8 – August 24, 2024
Mission: Northeast Ecosystem Monitoring Survey
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: September 20, 2024
Weather Data from Bass Harbor, Maine Latitude: 44.253636º N Longitude: 68.34944º W Wind Speed: 14 mph Air Temperature: 15° Celsius (59° F)
Science and Technology Log
Tremont Consolidated School’s Drifter Buoys: Exploring Ocean Data in Real-Time!
I was so thrilled to learn that Tremont Consolidated School (TCS) had been given two drifter buoys, allowing our students to participate in a cutting-edge, real-world scientific endeavor. Through the National Oceanic and Atmospheric Administration (NOAA) Global Ocean Monitoring and Observing Program, our students will track these buoys as they gather crucial data from the ocean. This is a hands-on, dynamic opportunity that infuses real-time ocean observing system data into our science curriculum! NOAA Adopt a Drifter Program
What’s a Drifting Buoy? A drifting buoy, also called a drifter, is a floating data collection device that travels with ocean currents. These drifters are equipped to record various ocean parameters such as sea surface temperature, salinity, and wave height, all while transmitting this data hourly via satellite. The buoys provide valuable insights into oceanic conditions that impact weather forecasts, climate models, and even search and rescue operations.
Why Deploy One? The data collected by drifters offers key information that supports a wide range of scientific and practical applications. This data helps scientists understand how the ocean circulates, predict the movement of marine debris or oil spills, and make better weather predictions. By tracking our adopted drifters, TCS students will gain firsthand experience in how this scientific data is used to analyze the ocean and its far-reaching impacts.
Bringing Science to Life for TCS Students At TCS, students in our science classes will be tracking and recording the drifter buoys’ locations and analyzing the data collected. They will plot coordinates on maps, explore ocean currents, and make connections between the data they collect and global environmental patterns. This interactive project brings abstract science concepts into a tangible experience, encouraging inquiry, problem-solving, and environmental stewardship.
Me deploying the first drifter buoy.Drifter Buoy #1 David Richardson (right), NOAA Research Fishery Biologist, and me (left) deploying drifter buoy #2.Drifter Buoy #2Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.
Personal Log
Sailing into New Horizons: A Farewell as a NOAA Teacher at Sea
As I sit here reflecting on my time aboard the NOAA research vessel, it’s hard to believe this chapter has come to an end. When I first applied to the NOAA Teacher at Sea program, I knew I would embark on a unique adventure, but I could never have imagined the profound impact this journey would have on me, both as an educator and as a person.
The early mornings watching the sunrise over the open ocean, the long hours of data collection, and the camaraderie of working alongside scientists and crew members—each moment has left an indelible mark. One of the highlights was observing the way oceanographic data is collected in real-time. Deploying CTDs, collecting plankton samples, and witnessing firsthand the vastness of our oceans reinforced the importance of understanding and protecting these ecosystems.
The lessons I’ve learned during this voyage are invaluable. I can’t wait to bring the excitement of real-world science into my classroom, showing my students that science isn’t just something they read about—it’s something they can experience. From tracking ocean currents to analyzing marine species, my students will have the opportunity to become oceanographers themselves, right in the classroom. I know the drifter buoy project, in particular, will captivate their imaginations.
This journey has rekindled my passion for inquiry-based learning and has reminded me that we, as educators, are lifelong learners. I’ve also come to understand the deep responsibility we have to educate the next generation about the importance of our oceans and the need for sustainable practices.
Of course, this experience would not have been possible without the incredible support of NOAA and the crew of the research vessel. Thank you to the scientists who patiently answered my endless questions and to the crew members who made me feel like part of the team. Your dedication to ocean science is inspiring.
As I sail back toward the shores of Maine, I’m filled with excitement for what lies ahead. I look forward to integrating what I’ve learned into my 7th and 8th-grade curriculum, empowering my students to become stewards of the environment. I also hope to encourage more teachers to take part in this incredible program.
Though this chapter is ending, I know it’s just the beginning of a deeper connection with the ocean and its mysteries. As Jacques Cousteau once said, “The sea, once it casts its spell, holds one in its net of wonder forever.” And I, for one, am happily caught in that net.
The Henry B. Bigelow Northeast Ecosystem Monitoring Survey Crew!
.
ENS Danielle Remigio (left) teaching me how to drive the ship.Me spraying down the Bongo Nets.Me trying on my cold water immersion suit.
Chris Melrose (back), NOAA Research Oceanographer, and me (front) monitoring the CTD.
Geographic Area of Cruise: Northeast Atlantic Ocean
Date: August 11, 2024
Weather Data from Newport, RI Latitude: 41.53036 º N Longitude: 71.31850º W Wind Speed: SSW at 8 mph Air Temperature: 25° Celsius (77° F)
Science and Technology Log
Although our mission has been delayed by few days, there is still plenty of work to be done on board the NOAA Ship Henry B. Bigelow. The deck crew and engineering department have been working hard to prepare for our departure tomorrow morning.
Today, I had the opportunity to tag along with Kate and Patrick, two of our engineers, to learn more about the pre-check work they were completing. “On board ship, it is very important to keep the updated record of the quantity of liquids (in all forms) present in various tanks.” (Marine in Sight)
As part of the pre-check, Kate and Patrick recorded the readings from sensors, then manually checked the level of each fuel, bilge, and ballast water tank in a process known as “sounding” the tanks. They applied Kolor Kut paste to sound tape in the measurement range reported by the sensors and lowered the tape to the bottom of the tank. Upon retrieval, the paste changes color—from light pink to red for fuel and from brown to red for water—indicating the levels.
Kate and Patrick compared these manual measurements with the sensor readings to ensure the sensors were accurately reporting the levels. Then they used a table to convert the measurements to the number of barrels. Soundings are crucial for identifying leakages or losses of fuel, maintaining the ship’s stability, and ensuring that sufficient fuel and water are aboard for the voyage.
Kate (left) and Patrick (right) checking the fuel levels.Kate (left) and Patrick (right) checking the ballast levels.Weekly Tank and Void Sounding DataDark pink color marks the fuel level on the tape measure.Kolor Kut Gasoline Finding PasteSounding Tape Measure (top) and wrench used to open fuel cap.
Personal Log
Meet My Roommates! There are so many amazing people aboard NOAA Ship Henry B. Bigelow for this mission. I would like to introduce you to my roommates who were kind enough to let me interview them for my blog and share information about their science career paths.
Karen Beatty (Animals were handled in accordance with state and federal permits.)Emma Venarde (Animals were handled in accordance with state and federal permits.)
What is your science degree, and how did you become interested in this field?
Emma Venarde recently graduated from Brown University with a double degree in Environmental Science, focused on Environmental Justice, and Music. Emma has always had a love for nature and became passionate about climate change as a child. She joined the Youth Climate Program and realized that she wanted to better understand human impact and discover ways to help humans and other animals and how they are affected by climate change.
Karen Beatty earned her bachelor’s degree in Zoology from Michigan State University, worked as an environmental consultant for five years, and recently graduated with a master’s in Ecology from Penn State University. Initially, Karen was interested in becoming a veterinarian, but she learned that she preferred working with exotic animals and focusing on their behavioral health.This led her to an interest in becoming a zookeeper but eventually transitioned to wildlife biology. For her master’s, Karen aimed to deepen her quantitative knowledge and understanding of anthropogenic disturbances.
What motivated you to become a NOAA at-sea volunteer?
Last summer, Emma participated in the NOAA Chesapeake Bay Office (NCBO) and decided to apply for another internship opportunity through NOAA student opportunities. She sought more experience in fieldwork, particularly in collecting data and understanding how it’s used for ocean energy. This unique experience aboard the NOAA Ship Henry B. Bigelow is something she wouldn’t typically get, and she’s thrilled to be part of it.
Karen joined this mission as a fellow of the Knauss Fellowship. She believes this fellowship will not only enhance her fieldwork experience, especially in data collection and analysis but will also help her achieve a federal career aligned with conservation and policy development.
What advice would you give my students who are interested in a science career?
Emma: We need more people who are not just good at understanding science but are also able to communicate, collaborate, and think critically.
Karen: Be well-rounded! Interdisciplinary learning is crucial. Having a solid understanding of and skills in math, communication, policy, and regulations is essential to being a successful scientist.
This is our stateroom, also known as a cabin, that we will be sharing for the next two weeks. It’s a cozy space designed for practicality, consisting of four bunks, a small office area, lockers for our personal belongings, and a bathroom with a shower. While the quarters are tight, it’s amazing how efficiently everything is arranged to make life at sea as comfortable as possible. We’ve settled in nicely, and this space will be our little home away from home as we embark on this exciting mission aboard the NOAA Ship Henry B. Bigelow.
LockersOffice SpaceBathroom and showerOur bunks!
Did You Know?
Scup, also known as porgy, “can live a relatively long time, up to about 20 years.” (NOAA Fisheries)
Scup enjoying a snack alongside the NOAA Ship Henry B. Bigelow.
Geographic Area of Cruise: Pacific Northwest (Off the coast of California)
Date: 9/7/2019
Weather Data from Marietta, GA:
Latitude: 33.963900 Longitude: -84.492260 Sky Conditions: Clear Present Weather: Hot Visibility: 9 miles Windspeed: Less than 1 knot Temperature: Record high 97 degrees Fahrenheit
It’s been weeks since I disembarked in Newport, Oregon and left Fairweather behind. I still feel like I’m a part of the crew since I was welcomed so seamlessly into any job I tried to learn while Teacher at Sea. However, the crew is still working away as I continue to share my experiences with my students in Marietta, Georgia.
As I have been working on lessons for my classroom, I keep finding fun facts and information about ship life that I didn’t share in my previous posts. So, here is my final post and some of my most frequent questions by students answered:
Question 1: Where did you sleep?
I slept in a berth, I had a comfortable bed, drawers, a locker, and a sink. There was a TV too, which I never watched since a) I like to read more than watch TV and b) the ship would rock me to sleep so fast I could never stay up too long at bedtime!
Bunk
Sink
Door
My room aboard Fairweather
Question 2: What was the weather like when you were at sea?
Sunny!
Cloudy and foggy
Clear at sunset
Windy days!
Windy nights!
Really foggy some nights!
Some days (and nights) so foggy that they had to use the fog horn for safety!
Question 3: What animals did you see?
I highlighted animals in all of my posts and linked sites to learn more, go check it out! There is one animal I didn’t include in my posts that I would like to share with you! The first is the California Sea Lionfound in the Newport harbor. You could hear them from across the harbor so I had to go check them out!
See the video below:
California Sea Lions
Question 4: What happens next with the hydrographic survey work?
This is one of my favorite questions from students! It shows how much you have learned about this very important scientific work and are thinking about what is next. The hydrographic survey maps are now in post processing, where the survey technicians, Sam, Bekah, Joe, and Michelle are working hard to make sure the data is correct. I shared in a previous hydrographic survey blog an example of Fairweather’s hydrographic survey maps, I also checked in with the USGS scientists James Conrad and Peter Dartnell to see what they were doing with their research and they shared some information that will help answer this question.
From Peter Dartnell, USGS research scientist: “Here are a few maps of the bathymetry data we just collected including the area off Coos Bay, off Eureka, and a close-up view of the mud volcano. The map off Eureka includes data we collected last year. I thought it would be best to show the entire Trinidad Canyon.”
From James Conrad USGS research geologist: “Here is an image of a ridge that we mapped on the cruise. The yellow dots are locations of methane bubble plumes that mark seafloor seeps. In the next few weeks, another NOAA ship, the Lasker, is planning to lower a Remotely Operated Vehicle to the seafloor here to see what kinds of critters live around these seeps. Methane seeps are known to have unique and unusual biologic communities associated with them. For scale, the ridge is about 8 miles long.”
Bathymetry map showing ridge
So, even though the research cruise is over, the research and follow up missions resulting from the research are ongoing and evolving every day.
Question 5: Would you go back if you could be a Teacher at Sea again?
YES! There is still so much to learn. I want to continue my own learning, but most importantly, lead my students to get excited about the important scientific research while keeping the mission of the NOAA close to their hearts: “To understand and predict changes in climate, weather, oceans, and coasts, to share that knowledge and information with others, and to conserve and manage coastal and marine ecosystems and resources. Dedicated to the understanding and stewardship of the environment.“
Fair winds and following seas Fairweather, I will treasure this experience always.
Latitude: 57º 09.61 N Longitude: 152º 20.99W Wind Speed: 15 knots Wind Direction: 210 º Air Temperature: 12º Celsius Barometric Pressure: 1013 mb Depth of water column 84 m Surface Sea Temperature: 12º Celsius
Science and Technology Log
Are you wondering what it’s really like to live and work full-time on a NOAA research vessel? I asked Andrea Stoneman, the Senior Survey Technician on the NOAA Ship Oscar Dyson.
Senior Survey Technician Andrea Stoneman
Like everyone onboard the Oscar Dyson, Andrea is always working hard, but always has a smile on her face. Originally from Duluth, Minnesota, she has been employed by NOAA as a “wage mariner” for a year. A wage mariner means she is an at-sea civilian employee of NOAA. She began college at the University of Minnesota as a business major, but an internship as a freshwater mussel researcher changed her life and made her realize her true love: BIOLOGY! She earned a degree in Environmental Science, and then attended graduate school at Delaware State University, where NOAA funded her research on ocean acidification and its impact on fish.
Are you wondering what ocean acidification means?
The amount of carbon in the ocean is rising due to an increase in the amount of carbon dioxide (CO2) in the air. Carbon dioxide acidifies the water, reducing its pH level. The letters pH stands for the ‘potential of Hydrogen.’ The pH scale was invented in 1909 by a biochemist names S.P. Sorenson. The scale uses numbers from 1 to 14, with 1 being the most acidic, 14 being the least acidic (or more alkaline) and 7 as the middle (neutral) point.
For the past 300 million years, the average pH of the ocean was approximately 8.2. It is now closer to 8.1, a drop of 0.1 pH units. Remember, the numbers go “in reverse” so a drop in pH means it is MORE acidic. You may be thinking, but it’s only a drop of 0.1. That doesn’t sound like a lot. However, a drop of 0.1 represents a 25-percent increase in acidity. That’s because the pH scale is a logarithmic scale, not a linear scale. To understand a linear scale, think of a ruler. The difference between inches on a ruler stays constant. A 5-inch fish is one inch bigger than a 4-inch fish, and 2 inches bigger than a 3-inch fish. In contrast, the pH scale is a logarithmic scale in which two adjacent values increase or decrease by a factor of 10. Therefore, a pH of 3 is ten times more acidic than a pH of 4, and 100 times more acidic than a pH of 5.
Studies indicate
that many marine species may experience adverse effects on their health,
growth, reproduction, and life span due to ocean acidification. That means fish
could develop diseases, have fewer babies, or die younger.
You and I need calcium
to build strong bones. We get calcium through milk, cheese, green leafy
vegetables, and many other sources. Marine
species also need calcium carbonate to build their bones or shells. Ocean acidification causes carbonate ions to be less
abundant in the ocean, which makes it harder for
marine species to build strong bones and shells. This is especially bad for oysters,
clams, sea urchins, corals, and mussels, the very species that made Andrea
fall in love with science!
After graduate school, Andrea worked as a fisheries observer on commercial fishing vessels. (I met quite a few people on-board the ship who are or were observers.) To a non-fisheries person, an “observer” SOUNDS like someone who stands around watching others, but it is actually very hard work! Observers document compliance (making sure that things are being done the correct way). They take samples of the catch and collect data regarding the size of the catch and the species caught. The data goes into the same service model that NOAA data does, which is vital for ensuring sustainable fishing for the future.
Through
her work as an observer in Alaska, Andrea met people at NOAA, took a tour of a
NOAA ship, and decided to apply for a job with NOAA. (Hmmm… When I interviewed Ensign Andonian for
an earlier blog, she also mentioned visiting a NOAA ship as the thing that made
her decide to choose a career with NOAA. That gives you an idea of just how
amazing NOAA ships are!)
So what does a Senior Survey Technician do?
She runs and maintains all of the scientific sensors on the ship (including the meteorological and oceanographic sensors). She also runs the CTD, a device which measures the conductivity, temperature, depth, salinity, and other oceanographic parameters of the water.
The CTD device
In addition, she is involved in setting and retrieving the fishing nets and is an expert at processing the catch in the fish lab. Andrea ensures that the data collected onboard is sound and accurate, and “packages” the data so that it is presentable and accessible to NOAA thus becoming accessible to the public whom NOAA serves.
Asked if
she recommends a NOAA life, Andrea says it’s great for college graduates who
have an interest in science and a love of the ocean. Some perks (especially for
new college graduates) include living rent-free onboard, having delicious meals
cooked for you three times a day, and getting to see the world while being
involved in interesting, and sometimes ground-breaking, scientific research. An
added perk is that working for the federal government can “erase” some of your
student loans!
Andrea
enjoys being the Senior Survey Technician onboard the NOAA Ship Oscar Dyson,
and has fallen in love with Alaska, which she now considers her home.
Click below to watch a 2-minute video by NOAA about ocean acidification:
Personal Log
While I cannot describe what it is like to live full-time on a NOAA ship, I can tell you what it’s like as a Teacher at Sea for 26 days. Like everyone onboard, I “work” a 12-hour shift. The science team works shifts starting at either 4 a.m. or 4 p.m. I was assigned the 4 p.m. to 4 a.m. shift. That means I wake up most days between 2:30 and 3:00 in the afternoon. On days that I am “good” I head down to the gym. On other days, I grab a light “breakfast” before heading to the chem lab to start my shift.
Often we
start our shift processing fish by 4:30. First I suit up in steel-toed boots, a
waterproof jacket and overalls, and elbow-high rubber gloves.
I am ready to work in the fish lab!
Then we process the haul, which means sorting approximately 1000 pounds of fish and jellyfish by species.
An average-sized haul
We weigh them, measure them, and dissect some to collect otoliths (ear bones) or ovaries. All of this can take 2-3 hours. Then we clean. The fish lab gets COVERED in fish slime, scales, and jellyfish goo.
Jellyfish “goo”
There are high-powered waters sprayers hanging from the ceiling, and we blast every surface in the room with saltwater for at least 10 minutes after every haul. Imagine cleaning your kitchen with a fire engine hose! It’s definitely the most fun I have ever had cleaning!
One of the many high power saltwater sprayers
At the end of the cruise, I will join Andrea the Survey Technician and the science team for 2-3 hours of meticulously scrubbing and spraying the fish lab so that it is clean and ready for the next group that comes aboard a few days after we leave.
Since
the scientists onboard often want to do “pair trawls” (fishing in the same area
using the “old” AWT net and the “newer” LFS net in order to align the catch
data with the acoustics data), I am
often back in the fish lab an hour later to process another haul, and again
clean the fish lab.
After that, depending upon the time, I might have a snack, or do research and write blogs, or spend time in the chem lab with my co-workers, Matthew Phillips (the Fish Lab Lead) and volunteer biologist Nathan Battey, discussing the haul or what is coming up for the rest of the shift. At about 11 p.m., the sun sets, and sometimes it is spectacular, so I try to pop out onto the deck for a quick photo.
The sun setting near Mitrofania
At midnight, we start getting ready to do the drop camera to determine which areas are trawlable. We usually do at least 4 camera drops, from approximately 1 p.m. to 4 p.m. This time of night often involves the science team consuming caffeine, ice cream, red vines, sour patch kids, or all of the above. At 4 a.m., the next shift starts, and my roommate, Jamie Giganti, comes into the chem lab. Jamie is a field coordinator for AIS. She works as an observer part of the time, but also provides support and training for new observers, and acts as a liaison between boat captains and observers.
My roommate Jamie Giganti
Jamie’s arrival in the chem lab means it is my turn to go to “our” room. Although we are roommates, we are never actually in the room at the same time. The goal is that you stay out of the room for the 12 hours your roommate is off-shift, allowing them to sleep or relax. That means that every time I am on shift I need to make sure that I take everything I might need for the day.
The first
few days onboard, I was in bed and asleep 15 minutes after my shift ended. Now
that I am accustomed to the schedule, or perhaps due to the caffeine or sugar,
I am often up until 5 or 5:30 a.m. That means I go to sleep just as the sun
rises.
My
stateroom has a bathroom and shower, a desk, a few shelves, lockers that act as
a closet, and bunkbeds. (I was so happy
when Jamie asked if she could have the top bunk!)
My state room
The large window has both magnificent views of Alaska and also blackout curtains that block the sun so that people on my shift can sleep.
The shower area in the bathroom has a slightly raised border, but since the boat moves while you are showering, so does the shower curtain.
Shower
Perhaps
other people have figured out how to get the water to stay IN the shower. I am still working on that. On the upside,
the bathroom floor gets cleaned every day! (I am told that one trick is to use
zip ties to “lengthen” the shower curtain.
(Next time?)
Processing
a haul seems easy now, but it was overwhelming the first few days! As a
non-scientist, I was unfamiliar with fish and jellyfish species, perplexed by
the computer program used to enter data, and kept confusing which fish to
measure, which fish to weigh, and which fish to measure and weigh. I am so grateful for the patience of everyone
around me!
Amazingly,
I never got seasick. I wore a scopolamine patch for the first part of the trip,
and then one day decided to take it off and learned that I had in fact “gotten
my sea legs.” Now I barely feel the boat moving during the day and enjoy the
light rocking at night.
I am
writing this during my last few days onboard.
While we have occasionally been near land, during much of our time
onboard, the view was the incredibly beautiful Gulf of Alaska. Yesterday, when I saw land in the distance, I
was sad to learn that it was Kodiak. That
means my time on the NOAA Ship Oscar Dyson is almost over.
