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S p e c i a l i s s u e F e at u r eFrom the Trenches ofOcean Ridge OutreachNew Landscapes,New Opportunities142Oceanography Vol. 20, No. 1B y K r i s t e n M . K u s e k ,L i z G o e h r i n g , a n dV é r o n i q u e R o b i g o uThis article has been published in Oceanography, Volume 20, Number 1, a quarterly journal of The Oceanography Society. Copyright 2007 by The Oceanography Society. All rights reserved. Permission is granted to copy this article for use in teaching and research. Republication, systemmatic reproduction,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: info@tos.org or Th e Oceanography Society, PO Box 1931, Rockville, MD 20849-1931, USA.

T h e h e a lt h o f t h e e a r t h ’ s o c e a n depends upon a well-informed citizenry. Since earlydiscussions of the role of scientists in education reform (AAAS, 1989), the call for scientists to becomeinvolved has grown louder and more urgent; research directorates of funding agencies, such as the USNational Aeronautics and Space Administration (NASA) and National Science Foundation (NSF), nowencourage better integration of science and education (National Science Foundation, 1997). Today’s educationand public outreach (EPO) landscape, which facilitates interaction between scientists and publicaudiences, has become much more complex. The complexity is due to several factors, including morethan a decade of legislative and research-based developments in science education, rapidly changing audienceneeds combined with new ways of reaching these audiences, increasing science literacy efforts,collaborations of professionals that have not traditionally worked together (e.g., scientists, learningresearchers, formal and free-choice educators, school districts, industrial partners andothers), and more attention paid to evaluating the effectiveness of outreach programs.In the United States, EPO programs operate against a backdrop of shrinking scienceand education budgets, declining K–12 science test scores (Baker et al., 2005), andlagging competitiveness in science and technology (National Academies, 2006).The question today is not whether to do outreach, but rather what are the mosteffective ways to reach out to citizens and help them develop a better understandingof the world we all live in.Increased awareness of the importance of EPO within the scientificcommunity is reflected in the number of EPO-related sessions held atthe American Geophysical Union (AGU) fall meeting. In 1999, AGU firstimplemented 10 education sessions. In 2006, the fall meeting featured36 education sessions, six public-affairs sessions, and six additional sessionsfocused specifically on “Communicating Broadly: Perspectives andTools for Ocean, Earth, and Atmospheric Scientists.” In short, the EPOterrain has become more challenging and more interesting to navigate.The good news for scientists is that many more opportunities to do outreachnow exist and more EPO professionals are available to support scientistsin time- and cost-effective ways.The goals of this article are threefold: (1) to outline the main challengesinherent in today’s EPO landscape in order to foster a better understandingof effective EPO, (2) to explain the appeal and challenges of the ocean spreadingcenters or mid-ocean ridges as an EPO thematic tool and to present examplesof current outreach efforts, and (3) to provide a list of resources useful for scientistsinterested in extending the value of their research beyond the academic arena.Photos left to right. Visitors to the InterRidge outreach exhibit held at the EuroScience Open Forum (ESOF) in Munich, Germanylast July try their hand at navigating submersibles around vent chimney models. InterRidge Science Writer-at-Sea student BeccaGentry, right, of Columbia University gets survival suit training in Bergen, Norway, along with scientists before embarking on anexpedition in summer 2005 (Principal investigators: Rolf Pedersen and Ingunn Thorseth). Becca Gentry photographs the interestinglandscape surrounding Jan Mayen, the world’s northernmost active volcano, on the first Science Writer-at-Sea expedition.Courtesy of K.M. Kusek, InterRidgeOceanography March 2007 143

Challenges and Realitiesof Today’s EPOIn this article we address four topics thathave added depth to the EPO landscapein the United States by creating newchallenges and opportunities. They are:changing audience needs, national scienceeducation standards and ocean literacyefforts, new outreach technologies,and diverse EPO networks. The briefdiscussions of each topic below, whilenot exhaustive, will help demystify theway EPO works by shedding light on thechallenges across the EPO landscape.Changing Audience NeedsEPO professionals have learned fromexperience the importance of tailoringinformation to the interests and needs ofthe chosen audience. “One size fits all”does not work. The interests and needsof a sixth grader sitting in an earth scienceclass, for example, are very differentfrom those of a 65-year-old visiting anearby science center, and also differentfrom those of a college student readinga magazine or newspaper article.Furthermore, educational standardsdiffer from country to country; customizingthe message to the particularKristen M. Kusek (kristenkusek@aol.com) is Science Writer and Education OutreachCoordinator, InterRidge (branch office),Cambridge, MA, USA. Liz Goehringis Ridge 2000 Education Outreach Coordinator,The Pennsylvania State University,Department of Biology, University Park, PA,USA. Véronique Robigou is ResearchScientist and Director of COSEE OceanLearning Communities and REVEL Project,University of Washington, School of Oceanography,Seattle, WA, USA.needs of different cultures is challenging,to say the least.Nonetheless, the first question askedupon embarking on an outreach programis similar to what marketingprofessionals ask before starting a newadvertising campaign: who preciselyis the audience? The next question is:what kind of outcome is sought? Do wewant the audience to become morewell informed, or to “act” and even“do” something? These basic marketingprinciples are not only relevant inEPO, but underscore the ultimate effectivenessof any well-designed outreachprogram (Sturm, 2006).Today’s EPO efforts can also drawfrom learning-theory research to bettertarget different audience needs. New insightsinto how people, especially today’s“point-and-click” generation, learn—whether tactile, auditory, or hands-on—continually guide the outreach methodsEPO professionals use every day.National Science EducationStandardsBasic science literacy is essential if weexpect people to make informed decisionsabout the environment or sciencefunding. Unfortunately, four out of fiveAmericans do not understand the sciencesection of the New York Times or similarmaterials (Miller, 2004), and one in fiveAmerican adults thinks the sun revolvesaround the earth (reported by Millerin Dean, 2005). The need for enhancedscience literacy has been recognized bythe science and education communitiesfor decades. The American Associationfor the Advancement of Science (AAAS)initiated a significant effort toward enhancedscience literacy in the UnitedStates with its publication of Science forAll Americans (AAAS, 1989) and its classroomcompanion, Benchmarks for ScienceLiteracy (AAAS, 1993). These werefollowed by National Science EducationStandards from the National ResearchCouncil (1996), which observes thatcontent standards and benchmarks guideeducators toward a science-literate societywhen “…they outline what studentsneed to know, understand, and be able todo to be scientifically literate at differentgrade levels.” Effective science educationprograms today are standards-based, useinquiry approaches, and are rooted inadvanced learning theories (See Meeson,2005/2006, for examples). They alsorequire significant effort to plan, design,and implement.EPO professionals must be well versedin nationally accepted education standards,and keep pace with the ongoingevolution taking place at each grade levelof these standards. Further, each state inthe United States has its own suite of statescience standards, concepts, and “strands”that teachers are required to teach andthat are reflected in state assessment tests.If a topic is not addressed in the standards,it will most likely not be taught inthe classroom. EPO professionals must bemindful of the necessary balance betweencreative innovation and the constraintsof today’s standards and assessmentorientedclassroom.Especially relevant to Oceanographymagazine and the ridge science communityis the concept of “ocean literacy,” amore specific form of science and earthscience literacy that has now taken rootacross the EPO landscape (see Cava et al.,2005). Ocean-related concepts were notoriginally part of the nationally accepted144Oceanography Vol. 20, No. 1

science education standards establishedin 1995, something education professionalsare currently working hard tochange. Table 1 outlines the wealth of keyocean-literacy efforts mounted over justthe last ten years, along with the oceanridge-specificEPO efforts that have takenplace. A recent survey showed that whilemany Americans rank the oceans as anarea of concern, their knowledge of it isrelatively superficial (Belden et al., 1999).A host of reports and commissions havecalled for more efforts in ocean educationand awareness (see, for examples,President’s Panel for Ocean Exploration,2001; National Academies, 2003;US Commission on Ocean Policy, 2004;Pew Oceans Commission, 2003). TheOcean Literacy initiative outlines sevenkey principles that people need to understandto be considered ocean literate.Keeping pace with these rapidly developinginitiatives, principles, and standardspresents an added challenge—and opportunity—forEPO professionals.New Outreach TechnologiesNew hardware and software technologiesburst onto the outreach scene every day.For example, Web sites, which used tobe hosted as relatively static, chronicledjournal entries, now feature interactiveblogs, podcasts, live streaming videos,and more. Teacher-training programsare no longer confined to the walls of aclassroom; they can be done remotely,via the Web, reaching more teachers thanwas ever possible before. And althoughten years ago Internet access aboard aresearch vessel was relatively unheard of,today continual access is commonplace.In fact, the research vessel of tomorrowis going to be a “virtual” lab for manyclassrooms as seafloor observatories andmonitoring systems are implemented(see Juniper et al., this issue). Anotherexample of modern technology that willbe available to enhance outreach effortsis the new US National Oceanic and AtmosphericAdministration (NOAA) ship,Okeanos Explorer, which will be commissionedin 2008. This ship is poisedto be the world’s first “telepresence” vehicle,enabling scientists, students, andthe general public to participate in a live,at-sea expedition from the comforts ofterra firma command centers (Gorelland Martinez, 2006). In short, these newcommunication technologies have madethe EPO landscape a much more excitingand interactive, though more complicated,place to work.Diverse EPO NetworksApproaches to developing and deliveringeffective EPO have also evolved in recentyears. The most effective EPO effortsnow draw on the expertise of multiplecontributors—scientists, teachers, writers,education researchers, Web-sitedevelopers, informal educators, authors,artists, and marketing specialists—tobring science to the public in compellingways. These partnerships bring criticalskills and resources to reach wide audiences,especially those who have traditionallylacked access to information orprograms. Most importantly, they bringknowledge of key target audiences andan understanding of what it takes toreach, engage, and motivate them.Strength in numbers and collaborationsis not a new concept. EPO professionalshave learned that the most effectiveway to reach out is through coordinatedpartnerships and networks—especiallygiven the realities of limited fundingopportunities and greater-than-evercompetition for them. Good projectstypically build upon existing ideas andmake use of online networks to leverageefforts, knowledge, and resources.A particularly pertinent example of acoordinated effort in the ocean-relatedEPO landscape is the Centers for OceanSciences Education Excellence (COSEE)network (for more information, go tohttp://www.cosee.net). Whereas manyocean-related EPO efforts prior to thedevelopment of COSEE were done byisolated groups, COSEE marshals theresources of research institutions andformal and informal education organizationsto improve ocean-science literacy(McManus et al., 2000; Walker et al.,2006). The national COSEE network currentlycomprises ten regional and thematiccenters in the United States. Thenetwork promotes partnerships betweenresearch scientists and educators, disseminatesbest practices in ocean scienceseducation, and promotes ocean educationas a charismatic, interdisciplinaryvehicle for creating a more scientificallyliterate workforce and citizenry. EPOprofessionals are familiar with the missionof each COSEE, and how to besthelp their scientist colleagues plug into it.Ridge-Focused EPOIn the last decade, ocean ridge-relatedEPO efforts have evolved tremendouslyin their approach, development, andmission to reach out effectively to audiencesof all ages, cultures, and backgrounds—inaccordance with the challengesand developments presentedabove. This trend is consistent with EPOefforts in other disciplines.Oceanography March 2007 145

table 1. timeline of advancements in ridge epO and in Ocean literacy efforts in the uS1994 JaSON project iV1996 reVel (research and education: Volcanoes, exploration and life) project starts*1997 NSF establishes Broader impacts (criterion 2)**ridge-focused projects* Web sites listed in table 2** Web sites included in references199819992000american Museum of Natural history (aMNh) deep-Sea Vents research cruise*NOaa’s New Millennium Observatory (NeMO)*Woods hole Oceanographic institution dive and discover*The Ocean project begins**ridge 2000 program begins, including program wide e&O*university of delaware extreme 2000*Oceans act passed by uS congressNational Science Foundation sponsors a workshop to prepare strategies for developing a nationally coordinated effort to improveand promote the ocean sciences within science education reform for the benefit of our society (leads to developmentof cOSee in 2002)2001 report of the president’s panel for Ocean exploration released**20022003200420052006Student experiments at Sea (SeaS) pilot begins*NOaa Ocean explorer (ridge focus; started 2002)reVel project Mentor cruiseSeven cOSee centers funded** (10 now exist)interridge program adds e&O focus*iMaX film Volcanoes of the Deep Sea releasedpew Oceans commission report released**american association for the advancement of Science (aaaS) commissions ocean literacy survey of american adults(Steel et al., 2005)exploration of the Seas National academies report published*ridge 2000 distinguished lecturer Series starts*uS commission on Ocean policy releases report calling for improved ocean research and education/literacy efforts**Ocean literacy campaign**NeptuNe Visions05 broadcastsiMaX film Aliens of the Deep releasedridge 2000 Venture deep Ocean Web site*interridge Science Writer-at-Sea pilot cruise*Three new cOSee centers funded**Geoscience education and public Outreach Network (GepON) effort begins**interridge hosts science session for media and policy makers at aaaS (american association for the advancement ofScience) meeting*interridge hosts science session, outreach exhibit, and press conferences for euroScience Open Forum (eSOF) in Germany*conference on Ocean literacy**146Oceanography Vol. 20, No. 1

Ridge-Specific Outreach:Features and ChallengesA spate of ridge-related EPO effortsnow makes it possible for scientists toplay meaningful roles in learning communitiesworldwide. Seafloor spreadingcenters, hydrothermal vents, and theecosystems found at mid-ocean ridgesare captivating topics that can be usedto engage learners of all ages and backgrounds.Beyond the surface attractionof these topics, teaching people abouthydrothermal vents is a great way to introducethe larger story of Earth’s oceanridgeprocesses, which are fundamentalto understanding the concept of Earth asa dynamic planet. There are many interdisciplinarystory lines and related questionsthat ridge EPO professionals useto trigger more learning about the oceanand its role on our planet (Figure 1).For example, while unique animal communitiesthrive along ocean ridges, thecrushing pressure, extreme temperaturegradients, and pitch darkness of thisdeep-ocean environment all lay outsideof the average person’s experience. Thisstrange environment makes them interestingto learn about. It is a fundamentallynew concept to most people thatanimal communities can be fueled bythe productivity of chemosynthetic microbesin a way very different from themore commonly understood concept ofsun-driven energy via photosynthesis—just as it was to those scientists who firstdiscovered it in 1977. This discussionopens up questions about the conditionsneeded for life to exist, and how the animalsgot there in the first place.Furthermore, the deep ocean remainslargely unexplored, and discoveries aremade on almost every submersible orFigure 1. The ridge has many fascinating stories for use in EPO efforts, such as deep-sea technology.Students of all ages cannot seem to get enough of submarines. This image shows children trying theirhands at piloting remote-controlled subs. They are some of the many who attended the outreach exhibition,spearheaded by InterRidge, at the EuroScience Open Forum in Munich, Germany, in summer 2006.Courtesy of K.M. Kusek, InterRidgeremotely operated vehicle (ROV) dive.More than 600 new species have beenidentified since the discovery of hydrothermalvents in the late 1970s. Enzymesthat enable some deep-sea bacteria tofunction at very high and low temperaturesare being explored for their potentialto increase the efficiency of variousindustrial processes and aid in thedevelopment of new products, such asdetergents. By virtue of their ability tofunction in an environment laden withheavy metals, the enzymes may also aidin bioremediation (e.g., cleaning uptoxic waste spills).A newly popular ridge outreach“hook” is the fact that certain massivesulfide chimney structures, some ofwhich grow for decades and are rich inminerals and precious metals, are currentlybeing explored for their miningpotential in areas like the South Pacific.The implications and possibilities ofmining the deep sea introduce important“science meets policy” and science management/conservationissues that a literatecitizenry ought to know about (seeDevey et al., this issue).Despite these compelling angles ofthe ridge story, the remoteness and foreignnature of this environment presentconceptual challenges. Mid-ocean ridgesexist in underwater locations that mostpeople will never see, touch, or experiencedirectly. They are in deep, darkplaces and their size and extent are oftendifficult to visualize; learning evensimple concepts about seafloor spreadingcan be daunting for many. For 30 yearsscientists have studied the dynamic interplayof physical, geological, chemical,and biological processes that sustainmid-ocean ridge ecosystems, but formany nonscientists—more familiar withOceanography March 2007 147

Table 2. Mid-Ocean Ridge Web Site ListAMNHhttp://www.amnh.org/education/resources/dsv/index.phpCHESShttp://www.noc.soton.ac.uk/chessCOLLEGE OF EXPLORATIONwww.coexploration.orgDIVE & DISCOVERhttp://www.divediscover.whoi.eduESOF (European Open Science Forum)http://www.esof2006.orgEXTREME 2004http://www.ocean.udel.edu/extreme2004INTEGRATED OCEAN DRILLING PROGRAMwww.iodp.orgINTERRIDGEhttp://www.interridge.orgScience Writer-at-Seahttp://www.interridge.org/sciencewriteratsea/Norway2005/index.htmlLOST CITYhttp://www.lostcity.washington.eduhttp://www.oceanexplorer.noaa.gov/explorations/05lostcity/welcome.htmlhttp://lostcity.jason.org/home.aspxNATIONAL GEOGRAPHIChttp://www.nationalgeographic.com/ngm/0010/feature6NEMOhttp://www.pmel.noaa.gov/vents/nemo/index.htmlNEPTUNEhttp://www.neptune.washington.edu/vents/video.htmlNOAA OCEAN EXPLORERhttp://www.oceanexplorer.noaa.gov/NOVAhttp://www.pbs.org/wgbh/nova/abyss/life/extremes.htmlREVELhttp://www.ocean.washington.edu/outreach/revelRIDGE 2000http://www.ridge2000.orgSEAS (Student Experiments at Sea)http://www.ridge2000.org/SEAS/VENTURE DEEP OCEANhttp://www.venturedeepocean.orgsun-driven ecosystems on land and inthe upper ocean—the mid-ocean ridgeenvironment presents a significant paradigmshift and takes some time to understandand fully digest. And althoughthe subjects of chemosynthesis and redoxmay be covered in some secondaryschool settings, more likely the excitingdetails of these topics are omitted in today’sback-to-basics classrooms.Ridge EPO ExamplesOver the last decade, EPO professionalsand scientists working togetherhave risen to the challenges inherent inridge-related outreach and have madesignificant strides in bringing this remoteworld to the attention of the public.Mid-ocean ridge imagery aboundson the Internet, and middle school sciencetextbooks now include pictures ofblack smokers and information abouttubeworm communities. Educator andscientist teams have developed numerousWeb sites since 1996 to chronicledeep-sea expeditions, inviting readers tointeract with researchers through emailor even ship-to-shore phones (Table 2).Ridge scientists have teamed up withprofessional filmmakers to produce televisiondocumentaries such as the NOVAshow “Volcanoes of the Deep” in 1999,and IMAX films such as “Volcanoes ofthe Deep Sea” (2003) and “Aliens of theDeep” (2005), delivering this beautifulunderwater world to countless viewersin high definition. Teams of teachershave accompanied scientists forthe past ten years on deep-sea researchcruises through the REVEL (Researchand Education: Volcanoes, Explorationand Life) Project, “doing science” at seaand bringing mid-ocean ridge science148Oceanography Vol. 20, No. 1

and its excitement back to their students,their schools, and their communities(Figure 2). And through the power of theWeb, middle and high school studentshave participated in deep-sea researchthrough programs such as Extreme2000and SEAS (Figure 3).Many of these programs are findingnew ways of reaching out to even largerclassroom audiences, taking advantageof the strength that lies in partnerships,and remaining mindful of the need tosell the ridge topic under the umbrella oflarger earth science themes. One exampleis a new project called “From Localto EXtreme Environments” (FLEXE). Itpartners the ridge scientific communityand education specialists with GlobalLearning and Observations to Benefitthe Environment (GLOBE), a WebbasedK–12 science education programFigure 2 (top). A science teacher pilots the Canadianremotely operated vehicle ROPOS on a researchcruise hosted aboard R/V Thompson duringthe REVEL Project 2003. The program provideseducators opportunities to practice the researchprocess, from developing a research question tocollecting, analyzing, and presenting their databuildingskills, to help them teach inquiry in theclassroom. For more information, go to http://www.ocean.washington.edu/outreach/revel.Courtesy of REVEL 2003Figure 3 (bottom). Deployment of the “OminousOxidation at Sea” student-designed experimentduring the first SEAS (Student Experiments atSea) cruise in 2004. Middle-school students fromChanhassen, Minnesota, submitted their proposalto test the effects of vent fluid and seawater onsteel plates with different coatings. The SEAS programcurrently offers “Classroom to Sea” comparativelabs that enable students to relate on-goingresearch to classroom studies. For more information,go to http://www.ridge2000.org/SEAS.Courtesy of Ridge 2000Oceanography March 2007 149

Figure 4. The pilot test for Science Writer-at-Sea took place in summer 2005. Since then,key partnerships have been established withthe Association of Science-Technology Centers(ASTC), Natural History magazine, and PMmagazine in Germany. The photo shows the firststudent journalist, Becca Gentry of ColumbiaUniversity, near midnight on the first researchexpedition as the ship approaches Jan Mayen,the world’s northernmost active volcano. Formore information, go to http://www.interridge.org/sciencewriteratsea/Norway2005/index.html.Courtesy of K.M. Kusek, InterRidgepromoting inquiry-based earth systemsscience investigations. FLEXE uses innovativepedagogical practices to bring cutting-edgeridge research to the GLOBEnetwork that now reaches educators andstudents in 109 countries.Another new ridge-focused partnershipwith great potential is the Inter-Ridge Science Writer-at-Sea program(Figure 4), which targets graduate-levelscience journalists, immersing them onresearch expeditions, in labs, and in thefield. They are trained to produce multimediastory packages, including journalisticallywritten stories, interviews, videoclips, and images that are published asa baseline on a Science Writer-at-SeaWeb site. From there, these stories aredisseminated to a much broader audiencein appropriate newspapers, magazines,other Web sites, and more. ScienceWriter-at-Sea’s newest partner in thiseffort is the Association of Science-Technology Centers (ASTC), which includes540 museums and science centersaround the globe. By partnering withscience journalism graduate schools, keymagazines, and ASTC museums and sciencecenters—and repackaging what thewriters produce for multiple channels—the Science Writer-at-Sea program hasthe potential to reach millions of people.The US ridge-focused projects describedhere and in Robigou et al. (2005) reflectyears of planning, collaborative research,and pilot testing.ConclusionThe EPO landscape has grown morecomplex in the last decade due to theinterplay of factors from national andinternational science education and literacyinitiatives, to ever-changing audienceneeds, and to advances in scienceand learning technologies. While themore complicated landscape requiresnew skills, strategies, and approaches todevelop effective EPO programs, the endresult for scientists is the possibility forinvolvement in a longer list of outreachopportunities, and a greater availabilityof people and resources to help themdo just that. In his recent address to theAGU fall meeting (December 2006),former vice president Al Gore urged scientiststo find ways to communicate themessages of science to the public. “Getinvolved because so much is at stake,” hesaid. Contrary to the reality of shrinkingresources on a changing planet, “thewill to act … is a renewable resource.”Indeed, scientists and EPO professionalsshare a mission to enhance science literacy,and the time to join forces is now.All scientists can contribute effectively150Oceanography Vol. 20, No. 1

to EPO (Franks et al., 2005, 2006), andshould consider plugging into the manyexisting networks in order to leveragethe limited time and resources they have.There is a role for everybody—eventhose who are more comfortable withinthe walls of the laboratory rather thanoutside of them. Ours is a world facing asea of changes that require public understandingtoday so that the world of tomorrowis one we can envision throughthe lens of hope and anticipation.AcknowledgementsThe authors would like to thank SharonFranks and Paula Keener-Chavis forthoughtful reviews of an earlier versionof this paper.REFERENCESAAAS (American Association for the Advancementof Science). 1989. Science for All Americans. NewYork: Oxford University Press, 272 pp.AAAS. 1993. Benchmarks for Science Literacy. OxfordUniversity Press, New York, 418pp.Baker, W.J., L.D. Smith, and W.H. 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MarineTechnology Society Journal 39(4):33–40.Additional OnlineReferencesCenters for Ocean Sciences Education ExcellenceNetworkhttp://www.cosee.netCommunicating Ocean Sciences Coursehttp://www.cacosee.net/collegecourse/Conference on Ocean Literacyhttp://nmsfocean.org/chow2006/cool.htmlGeoscience Education & Public Outreach Network(GEPON)http://www.gepon.orgOcean Literacy Campaignhttp://www.coexploration.org/oceanliteracy/Ocean Projecthttp://www.theoceanproject.orgThe Oceans Acthttp://www.oceancommission.gov/documents/oceanact.htmlOceanography March 2007151