NOAA Teacher at Sea Kathleen Gibson Aboard NOAA Ship Oregon II July 25 – August 8, 2015
Mission: Fisheries – Conduct longline surveys to monitor interannual variability of shark populations of the Atlantic coast and the Gulf of Mexico. Geographical Area of Cruise: Gulf of Mexico and Atlantic Ocean off the Florida coast. Date: July 10, 2015
Introduction
Town of Trumbull, CT
My name is Kathleen Gibson and I bring you greetings from Trumbull, CT where live and teach. In two weeks I will travel to Pascagoula, MS, located on the Gulf of Mexico, to join NOAA Corps members, research scientists, and the crew aboard NOAA Ship Oregon II, as a 2015 NOAA Teacher at Sea.
I work at Trumbull High School and currently teach Biology to sophomores and two elective courses for seniors–Marine Science and AP Environmental Science. I’m passionate about environmental education and am always looking for opportunities to engage students in the world outside of the classroom. Trumbull has a large amount of protected green space, wetlands, streams and a river, and while we aren’t on the coast, we are only a few miles from Long Island Sound. The woods and the shoreline have become our laboratory.
Pequonnock River, Trumbull, CT
I’m open to adventures and new experiences that help me grow both personally and professionally. I’m fortunate to have an awesome family, terrific colleagues and open-minded students who are willing to go along with my ideas; whether it be be hiking around volcanoes and rift zones, looking for puffins, or wading in nearby streams looking for life below.
About NOAA and Teacher at Sea
NOAA Ship Oregon II Photo Credit: NOAA.gov
The National Oceanic and Atmospheric Administration (NOAA) is an agency within the United States Department of Commerce that seeks to enrich life through science. While NOAA is somewhat familiar to many of us– thanks to the abundance of weather data that is collected and disseminated to the public–that’s not all that is happening there. NOAA is working to increase our understanding of climate, weather and marine ecosystems, and to use this knowledge to better manage and protect these crucial ecosystems. In addition to the abundant educational resources available to all teachers, NOAA provides unique opportunities for teachers and students. The Teacher at Sea Program brings classroom teachers into the field to work with world-renowned NOAA scientists.
The Mission
The Mission of the cruise I will be a part of is to monitor Shark and Red Snapper populations in the Gulf of Mexico in the Atlantic Ocean off the Florida coast. Data collected will be compared to findings from previous years, as a part of the ongoing research studying inter-annual variability of these populations. We are scheduled to embark on July 25, 2015 and plan to sail from Pascagoula, MS, down the west coast of Florida and up the Atlantic Coast as far as Mayport, FL.
I am honored to have been selected to be a Teacher at Sea for the 2015 Season and look forward to a number of “firsts”. I’ve never been to Mississippi nor have I been at sea for more than 24 hours. Also, I’ve only experienced sharks as preserved specimens or through aquarium glass. I’m also looking forward to meeting my shipmates and learning about career opportunities and the paths that led them to be a part of this Oregon II cruise. I’ll share as much as I can through future posts. I’m excited to bring my students and others along with me on this journey.
Trumbull to Pascagoula. Longline survey area is marked in blue.
Next Up?
My next post to you should be coming later this month from off the Mississippi coast. However, the first rule of being on board is FLEXIBILITY, so things may change. Either way, I’ll keep you posted. In the meantime, please check out some of the TAS 2015 blogs written by my fellow NOAA Teachers at Sea, and spread the word. There is so much to learn.
Did You Know?
While some sharks release eggs into the water where they will later hatch, as many as 75% of shark species give birth to live young.
NOAA Teacher at Sea
Bill Henske Aboard NOAA Ship Nancy Foster June 14 – 29, 2015
Mission: Spawning Aggregation Survey
Geographical Area: Florida Keys and Dry Tortugas Date: Wednesday, June 24, 2015
Weather Data from the Bridge: East to southwest winds 15-20 kts. Decreasing to 10 to 15 kts. Seas 3 to 5 ft. Isolated showers and thunderstorms.
Science and Technology Log
Integrated Tracking of Aquatic Animals of the Gulf Coast
One of the best games you can play in the pool is Sharks and Minnows. The premise of this game is that you and your school are small fish that have to travel from one side of the pool to the other without getting caught by the shark. If you are caught you get turned into a shark for the next round. Eventually the sharks are well distributed, preventing any minnows from getting through.
Acoustic Monitoring Arrays in the Florida Keys National Marine Sanctuary
I am reminded of this as the fin fish team from FWC sets up a grand game of sharks and minnows for fisheries science. Over the past week we have been setting up several arrays of acoustic receivers that catch tagged fishes’ signals as they swim through the Florida Keys reef system. The plan is designed to capture fish moving within and between different parts of the ecosystem. Any tagged fish coming into Florida Keys National Marine Sanctuary should come into contact with one of the receivers, as will any fish traveling out. The placement of the receivers on the west and east of the sanctuary create and “entrance” and “exit” for tagged fish.
Within the sanctuary there are now several concentrated grids of receivers in places that make for good fish habitat (aka good fishing spots). The VR2 receivers can record the identification number of the tagged fish as well as the time and date they connected to the receiver and their distance from the receiver. When the receivers are collected, that data can be downloaded and a picture of fish movement created. The data from the FWC’s arrays and tagged fish will be incorporated into a more extensive project called ITAG (Integrated Tracking of Aquatic Animals of the Gulf Coast). In this project, collaborators share their acoustic tag data and receiver logs with each other, extending the reach of all project. In the vastness of our marine environments, any one project will produce only a small snapshot of what is happening. By collaborating between projects, the complexity of fisheries and ecosystems might be more easily untangled.
Sonar profile of one of our sites for an acoustic release receiver.
Today we set up individual stations of a new device which uses an acoustic release. These are for much deeper sites containing “humps” which are relief features rising 100 to 200 feet about the surrounding sea floor. Because of the relief, humps offer a large variety of habitats in a small amount of space, creating a highly diverse area for aquatic life. Since these deeper areas are inaccessible to most divers, the receivers we set out can be triggered to return to the surface. When data is ready to be collected in a few months, a device will be lowered into the water that communicates with the receiver using sound. This device, called a VR100, can trigger the receivers to jettison themselves to the surface with the help of two small floats. At that time the receivers can be collected from a small boat.
Joel from FWC checks the connection to an acoustic receiver that has just been dropped to the sea floor.
This video below shows our deployment of the acoustic release receiver from the side of the Nancy Foster.
Personal Log
City in the Sea
The Nancy Foster has been at sea since February of this year. While it resupplies every few weeks, most of the vital functions for human habitation are performed on board. The ship is, for its officers, crew, and science passengers, a small floating city.
View of the engine room control panels.
Electricity requirements for a large ship are quite high. If you factor in air conditioning, navigation systems, lighting, motors and pumps, kitchen, and scientific tools, the energy consumption equals a small hamlet. Amazingly, this electricity is all created on board with the ship’s generator and a copious amount of marine diesel.
The Nancy Foster has a main engine and several others that act as generators for the thrusters, electricity, and backup power.
Food is loaded on at ports but that doesn’t mean it isn’t fresh and delicious. Each day Bob and Lito prepare breakfast, lunch, and dinner for all of the scientists and crew. These delicious multi-course meals keep all the members of this floating city very happy. Just like the hungry generators, the humans energy levels are kept well stocked.
Water, water everywhere but not a drop to drink, except on the Nancy Foster you can just distill it using excess engine heat.
There is no sewage processing on board the ship. Ship waste is carried in large tanks until it can be released into open ocean, far from land. Once in the ocean, its nutrients are quickly consumed by hungry phytoplankton and converted into energy for the next level of the food chain. Food waste is also separated from recycling and “garbage”. Food waste, after being ground, is composted at sea.
With 40 people on board eating, showering, and using the head, the ship needs to produce water on a continual basis. The ship keeps a reserve supply and when it goes down, The Nancy Foster has a device that uses excess heat from the engines and generators to distill water from the ocean.
Every day the Science Chief and project leaders determine a schedule and make staff assignments.
Cities need organization and a specialized workforce to get all of these things done. The NOAA Corps Officers make sure the ship stays on course and its mission objectives are met. The ships crew ensures the small craft are launched safely, everyone is fed, and the ship keeps humming and running smoothly. The science staff are visitors, enjoying all of the amenities of the ship while using its resources to complete their scientific missions. Many of the science staff cruise with the Nancy Foster every year, while for some, it is their first time.
How did you get here?
I asked several of the scientists on board what they wanted to do when they were in middle school and how they became involved in marine science and research. My middle school students are just starting to think about who they are and who they want to be. I wanted to get some background information on how some of the scientists here got their start.
J. – A biologist had no clue what he wanted to do when he was in middle school and this trend continued until college! He loved fish and applied for an entry level fisheries job and has been at it ever since.
R. – Thinks she wanted to be a writer in middle school based on a paper she read from back then. After pursuing her interest in ecology she is now writing about conservation issues for NOAA.
S. – She always loved science and math – After studying geology she had a chance to go to sea. Loved it more than her geology work and now scans the sea floor of the Gulf of Mexico. She won’t tell you where the treasure is!
P. – He took a test when he was in middle school that said he was not particularly interested in anything. What he always liked was fish. After a couple related jobs he has worked in fisheries for many years.
S. – When he was in middle school he wanted to be rich and work in biology. He now works in biology!
One of the major commonalities among the scientists is that they followed, or in some cases, rediscovered their interest. As a teacher, I hope I can help my students find what they are passionate about.
NOAA Teacher at Sea Sandra Camp Soon to be aboard NOAA Ship Hi’ialakai June 14 – 24, 2015
Mission: Main Hawaiian Islands Reef Fish Survey Geographical area of cruise: Hawaiian Islands, North Pacific Ocean Date: Friday, June 5, 2015
Personal Log
The Golden Gate Bridge between the Pacific Ocean and San Francisco Bay
My name is Sandra Camp, and I teach math and science to 5th graders at Robert Louis Stevenson Elementary School in the Sunset neighborhood of San Francisco in northern California. San Francisco is located on a peninsula, which means it is surrounded by water on three sides. On the eastern part of the city lies San Francisco Bay. The western side is bordered by the Pacific Ocean. The famous Golden Gate Bridge spans the divide between these two large and important bodies of water.
Me exploring tide pools
The Pacific is sometimes called the “Mother of all Oceans” because it is the largest ocean on our planet. Although we have many beautiful beaches here, in San Francisco the Pacific Ocean is much too cold for humans to swim in. Even though I can’t swim in it, I do love to go tide pooling along the Pacific Ocean, looking for tiny sea creatures when the tide goes out like sea stars, crabs, and anemones.
Sea star in tide pool
Elephant SealsKelp Forest – photo courtesy of NOAA
Being surrounded by so much water makes us care a great deal about the health of the world’s oceans and the plants and animals that live there. In our part of the Pacific Ocean, there are giant kelp forests. We are also home to many different kinds of marine animals, such as sea otters, harbor seals, elephant seals, crabs, sea lions, bat rays, and sharks. When there are healthy populations of these creatures living off the coast of northern California, it indicates that our part of the Pacific Ocean is healthy.
I am very excited, because in about a week I will be visiting a different part of the Pacific Ocean, a part where the ocean is warm enough to swim in! Hawaii is a chain of islands located in the northern Pacific Ocean. Unlike San Francisco, islands are surrounded on all sides by water, and because the ocean water there is warmer, it allows coral reefs to grow. I will be flying to Honolulu, Hawaii where I will board the NOAA (National Oceanic and Atmospheric Administration) Ship Hi’ialakai at its home port in Pearl Harbor. Do any of you know what Pearl Harbor is famous for? If so, write your answer to me in the comments section of this blog. As a Teacher at Sea, I will spend 10 days aboard the ship while scientists conduct reef fish surveys around the main Hawaiian Islands. This means that they will be studying the fish that normally live in the coral reefs around the islands. If there are healthy populations of these fish in the reefs, then that means the coral reefs are healthy. If not, then that indicates the reefs are having problems. Here is a picture of the Hi’ialakai. Its name means “embracing pathways to the sea” in Hawaiian.
The Hi’ialakai – photo courtesy of NOAA
It takes a lot of people to run a ship this big. Stay tuned, because in addition to the scientists, I will introduce some of the people who work aboard the ship to you in my upcoming blogs.
Science and Technology Log
Coral Polyps – photo courtesy of NOAA
What exactly is a coral reef, anyway? Coral reefs are ecosystems located in warm, shallow ocean water that are home to a very diverse amount of sea creatures, including fish, crabs, turtles, octopus, sharks, eels, and shrimp. Reefs are structures that are made from the skeletons of colonies of tiny animals called coral. The individual animals that make up the colonies are called polyps. Polyps usually have a cylindrical-shaped body with a mouth surrounded by tentacles at one end. The polyps use these tentacles to catch tiny animals that drift by called zooplankton, which they eat for food.
Coral Reef – photo courtesy of NOAA
The coral polyps have a symbiotic relationship with algae. The algae help corals build their skeletons, and the corals provide the algae with protection and compounds they need for photosynthesis. Coral reefs are the largest structures built by animals on Earth! Sadly, coral reefs around the world are in danger because of human factors like pollution, over-fishing, and global warming.
Scientist Diving – photo courtesy of NOAA
Most of the scientific work aboard the Hi’ialakai will be conducted by scientists who are scuba diving. While they are under the water, scientists can take pictures of the ocean floor and the coral reefs, as well as count the number of reef fish they find. The information they gather will help them determine if the reefs around Hawaii are healthy places for animals to live. I will be sharing a lot more about the work they do with you in the blogs I write while I am aboard the Hi’ialakai.
Did You Know?
The Great Barrier Reef off the coast of Australia is over 1400 miles long! Even though coral reefs are the largest structures built by animals and are home to so many diverse species, they cover less than one percent of the ocean floor.
Important Words
peninsula – a body of land surrounded on three sides by water
symbiotic – a relationship between two different species that benefits them both
polyp – the individual body of a coral animal, which is shaped like a cylinder, and has a mouth surrounded by tentacles at one end
NOAA Teacher at Sea Trevor Hance Soon to be Aboard R/V Hugh R. Sharp June 12 – 24, 2015
Mission: Sea Scallop Survey Geographical area: New England/Georges Bank Date: May 28, 2015
Personal Log: Permission to Come Aboard?
Greetings from Austin, Texas. In less than two weeks, my grand summer adventure begins. I will be flying out of Austin, and heading to Boston where Peter Pan will magically transport me down the Woods (Rabbit?) Hole and out to sea aboard the R/V Hugh R. Sharp, where I will support scientists conducting a Sea Scallop Survey.
Photo from the NOAA Fisheries website that I’ve been using to determine how to dress!
My Real Job
I teach at a fantastic public school in Austin that incorporates student interest surveys in lesson design and enrichment opportunities across subjects. Although we are within the city of Austin, our campus backs up to a wildlife preserve (30,000 acres, total) that was set aside as land use patterns changed, and threatened habitat and ecosystems of 2 endangered birds, 8 invertebrates and 27 other species deemed “at risk.” We have about 5 “wildspace” acres on our actual campus property that is unfenced to the larger Balcones Canyonlands Preserve. We use that space as our own laboratory, and over the last decade, fifth grade students at our school have designed, constructed and continue to support the ecosystem through ponds supported by rainwater collection (yes, they are quite full at the moment!), a butterfly habitat, water-harvesting shelter/outdoor classroom, grassland/wildflower prairie and a series of trails. In the spring, I post job descriptions for projects that need work in our Preserve and students formally apply for a job (i.e. – resume/cover letter). They spend the balance of the spring working outdoors, conducting research relating to their job, and doing their part to develop a culture and heritage of sustainability on our campus that transcends time as students move beyond our campus during their educational journey. My path through the curriculum is rooted in constructivist learning theory (project-based, place-based and service learning) and students are always outdoors. Parents, of course, always get a huge “thank you” at the end of the year from me for not complaining that I’ve ruined too many pairs of shoes.
Below are a few pictures from our game cameras and shots I’ve taken of my classes in action this spring.
Texas bluebonnets are beautiful, and even more spectacular when you get close and see “the neighborhood.”Rain or shineEarly morning observation in the PreserveGambusia — my favorite!Western ribbon snake snacking at the tadpole buffet.One of our frog surveys in actionSo, did anyone figure out what does the fox say?Wild pigs rootingBandits abound when the sun goes down.
The endangered golden cheeked warbler, taken by me early May
As I write, there are about 5 days left of this school year, which means that most of our big projects are complete and the rain has paused, so we’re spending a few days having a big “mechanical energy ball” competition (aka – “kickball”), and I get the distinct feeling that the students are quite prepared for their summer break!
My Background
I was an “oilfield kid” and grew up in Lafayette, Louisiana, the heart of Cajun Country, and about an hour’s drive to the Gulf of Mexico. In college, I worked in the oilfield a bit, and after finishing law school, I was a maritime attorney, so I was able to spend some time aboard vessels for various purposes. My time aboard the Hugh R. Sharp will be my longest stint aboard a vessel, and I’m quite excited for the work!
My Mission
R/V Hugh R. Sharp (btw students, it is a vessel or ship, not a “boat”) is a 146-foot general purpose research vessel owned by the University of Delaware (go Fighting Blue Hens!). Each summer I get a travel coffee mug from the college where I attend a professional development course, and I’m hopeful I can find one with a picture of YoUDee on it this year!
Photo from the Woods Hole Center for Oceans and Human Health
Photo from the University of Delaware bookstore website of the mug I might pick up while traveling this summer
R/V Hugh R. Sharp
While aboard the vessel, we will be conducting surveys to determine the distribution and abundance of scallops. My cruise is the third (and northernmost) leg of the surveys, and we’ll spend our time dredge surveying, doing an image based survey using a tethered tow-behind observation vehicle, and some deeper water imaging of lobster habitat. Those of you who know me, know that I am genuinely and completely excited and grateful for the opportunity to “nerd out” on this once-in-a-lifetime get-away-from-it-all adventure! Check back over the summer and see what I’ve been up to!
NOAA Teacher at Sea Emily Whalen Aboard NOAA Ship Henry B. Bigelow April 27 – May 10, 2015
Mission: Spring Bottom Trawl Survey, Leg IV
Geographical Area of Cruise: Gulf of Maine Date: May 1, 2015
Weather Data from the Bridge: Winds: Light and variable
Seas: 1-2ft
Air Temperature: 6.2○ C
Water Temperature: 5.8○ C
Science and Technology Log:
Earlier today I had planned to write about all of the safety features on board the Bigelowand explain how safe they make me feel while I am on board. However, that was before our first sampling station turned out to be a monster haul! For most stations I have done so far, it takes about an hour from the time that the net comes back on board to the time that we are cleaning up the wetlab. At station 381, it took us one minute shy of three hours! So explaining the EEBD and the EPIRB will have to wait so that I can describe the awesome sampling we did at station 381, Cashes Ledge.
This is a screen that shows the boats track around the Gulf of Maine. The colored lines represent the sea floor as determined by the Olex multibeam. This information will be stored year after year until we have a complete picture of the sea floor in this area!
Before I get to describing the actual catch, I want to give you an idea of all of the work that has to be done in the acoustics lab and on the bridge long before the net even gets into the water.
The bridge is the highest enclosed deck on the boat, and it is where the officers work to navigate the ship. To this end, it is full of nautical charts, screens that give information about the ship’s location and speed, the engine, generators, other ships, radios for communication, weather data and other technical equipment. After arriving at the latitude and longitude of each sampling station, the officer’s attention turns to the screen that displays information from the Olex Realtime Bathymetry Program, which collects data using a ME70 multibeam sonar device attached to bottom of the hull of the ship .
Traditionally, one of the biggest challenges in trawling has been getting the net caught on the bottom of the ocean. This is often called getting ‘hung’ and it can happen when the net snags on a big rock, sunken debris, or anything else resting on the sea floor. The consequences can range from losing a few minutes time working the net free, to tearing or even losing the net. The Olex data is extremely useful because it can essentially paint a picture of the sea floor to ensure that the net doesn’t encounter any obstacles. Upon arrival at a site, the boat will cruise looking for a clear path that is about a mile long and 300 yards wide. Only after finding a suitable spot will the net go into the water.
Check out this view of the seafloor. On the upper half of the screen, there is a dark blue channel that goes between two brightly colored ridges. We trawled right between the ridges and caught a lot of really big fish!
The ME70 Multibeam uses sound waves to determine the depth of the ocean at specific points. It is similar to a simpler, single stream sonar in that it shoots a wave of sound down to the seafloor, waits for it to bounce back up to the ship and then calculates the distance the wave traveled based on the time and the speed of sound through the water, which depends on temperature. The advantage to using the multibeam is that it shoots out 200 beams of sound at once instead of just one. This means that with each ‘ping’, or burst of sound energy, we know the depth at many points under the ship instead of just one. Considering that the multibeam pings at a rate of 2 Hertz to 0.5 Herts, which is once every 0.5 seconds to 2 seconds, that’s a lot of information about the sea floor contour!
This is what the nautical chart for Cashes Ledge looks like. The numbers represent depth in fathoms. The light blue lines are contour lines. The places where they are close together represent steep cliffs. The red line represents the Bigelow’s track. You can see where we trawled as a short jag between the L and the E in the word Ledge
The stations that we sample are randomly selected by a computer program that was written by one of the scientists in the Northeast Fisheries Science Center, who happens to be on board this trip. Just by chance, station number 381 was on Cashes Ledge, which is an underwater geographical feature that includes jagged cliffs and underwater mountains. The area has been fished very little because all of the bottom features present many hazards for trawl nets. In fact, it is currently a protected area, which means the commercial fishing isn’t allowed there. As a research vessel, we have permission to sample there because we are working to collect data that will provide useful information for stock assessments.
My watch came on duty at noon, at which time the Bigelowwas scouting out the bottom and looking for a spot to sample within 1 nautical mile of the latitude and longitude of station 381. Shortly before 1pm, the CTD dropped and then the net went in the water. By 1:30, the net was coming back on board the ship, and there was a buzz going around about how big the catch was predicted to be. As it turns out, the catch was huge! Once on board, the net empties into the checker, which is usually plenty big enough to hold everything. This time though, it was overflowing with big, beautiful cod, pollock and haddock. You can see that one of the deck crew is using a shovel to fill the orange baskets with fish so that they can be taken into the lab and sorted!
You can see the crew working to handling all of the fish we caught at Cashes Ledge. How many different kinds of fish can you see? Photo by fellow volunteer Joe Warren
At this point, I was standing at the conveyor belt, grabbing slippery fish as quickly as I could and sorting them into baskets. Big haddock, little haddock, big cod, little cod, pollock, pollock, pollock. As fast as I could sort, the fish kept coming! Every basket in the lab was full and everyone was working at top speed to process fish so that we could empty the baskets and fill them up with more fish! One of the things that was interesting to notice was the variation within each species. When you see pictures of fish, or just a few fish at a time, they don’t look that different. But looking at so many all at once, I really saw how some have brighter colors, or fatter bodies or bigger spots. But only for a moment, because the fish just kept coming and coming and coming!
Finally, the fish were sorted and I headed to my station, where TK, the cutter that I have been working with, had already started processing some of the huge pollock that we had caught. I helped him maneuver them up onto the lengthing board so that he could measure them and take samples, and we fell into a fish-measuring groove that lasted for two hours. Grab a fish, take the length, print a label and put it on an envelope, slip the otolith into the envelope, examine the stomach contents, repeat.
Cod, pollock and haddock in baskets waiting to get counted and measured. Photo by Watch Chief Adam Poquette.
Some of you have asked about the fish that we have seen and so here is a list of the species that we saw at just this one site:
Pollock
Haddock
Atlantic wolffish
Cod
Goosefish
Herring
Mackerel
Alewife
Acadian redfish
Alligator fish
White hake
Red hake
American plaice
Little skate
American lobster
Sea raven
Thorny skate
Red deepsea crab
Atlantic Herring
Goosefish. Does this remind you of anyone you know?
Mackerel. Possibly the best looking fish in the sea.
I think it’s human nature to try to draw conclusions about what we see and do. If all we knew about the state of our fish populations was based on the data from this one catch, then we might conclude that there are tons of healthy fish stocks in the sea. However, I know that this is just one small data point in a literal sea of data points and it cannot be considered independently of the others. Just because this is data that I was able to see, touch and smell doesn’t give it any more validity than other data that I can only see as a point on a map or numbers on a screen. Eventually, every measurement and sample will be compiled into reports, and it’s that big picture over a long period of time that will really allow give us a better understanding of the state of affairs in the ocean.
Sunset from the deck of the Henry B. Bigelow
Personal Log
Lunges are a bit more challenging on the rocking deck of a ship!
It seems like time is passing faster and faster on board the Bigelow. I have been getting up each morning and doing a Hero’s Journey workout up on the flying bridge. One of my shipmates let me borrow a book that is about all of the people who have died trying to climb Mount Washington. Today I did laundry, and to quote Olaf, putting on my warm and clean sweatshirt fresh out of the dryer was like a warm hug! I am getting to know the crew and learning how they all ended up here, working on a NOAA ship. It’s tough to believe but a week from today, I will be wrapping up and getting ready to go back to school!
